In general terms, assessment is the determination of a value, or measurement, based on a

"standard." We often refer to this standard as a "target." Standard-based measurement, or

assessment, is useful in education for both the placement of students in initial coursework and

ascertaining the extent of students' acquisition of skills/knowledge. Assessment entails the

establishment of a specific value through formal measurement.

Outcomes Assessment: The Determination of a value based on an intended outcome, or

result, of an activity. Information, or data, that is used to determine how to adjust what it is

that we do in order to achieve the intended results. Outcomes assessment is often

described as the tool faculty and staff use to fine tune their craft of teaching, serving

students, etc.

In general terms, evaluation is the setting, or appraisal, of a value. Evaluation has to do with

the rendering of a value judgment. Measurement merely positions something along a

continuum, whereas evaluation posits a judgment based on a given position.

Classroom Evaluation: Course examinations that measure students' process in acquiring

skills/knowledge within the context of a given class. Classroom evaluation is often

described as the tool students use to judge their own progress in a course. (It is also

a tool faculty use to assign students' grades.)

An instrument that has been designed to collect objective data about students' attitudes and

skill acquisition. An appropriate outcomes assessment test measures students' ability to

integrate a set of individual skills into a meaningful, collective demonstration. Some

examples of assessment tools include standardized tests, end-of-program skills tests, student

inquiries, common final exams, and comprehensive embedded test items.

An assessment tool used to evaluate (or quantify) data that is qualitative in nature. Rubrics

are usually set on a 4-point scale and each number represents a specified level of quality of a

given aspect of the work being assessed.

The resulting skills or knowledge that faculty intend students to acquire as a result of a course

of study. This is articulated as a general statement:

"Biology students will become familiar with the empirical scientific method of problem

solving."

The intended results that demonstrate the effectiveness of an administrative, or support, entity

on campus. This is articulated as a general statement:

"Students will make use of MU's Career Services by attaining and reading materials about

career opportunities."

An intended student outcome, or administrative objective, restated in a quantifiable, or

measurable, statement.

"60% of biology students will complete an experiment/project using scientific methods in fall

2003."

"75% of responding MU students will indicate on a survey in fall 2003 that they have read

materials about career opportunities on campus."

The data/information acquired from the implementation of the assessment tool.

"46.4% (130/280) of all biology students were exposed to the scientific method in fall 2003."

"71.8% of all responding MU students on a survey in fall 2003 indicated that they had read

materials about career opportunities on campus."

The statement that indicates the specific changes that a given area plans to implement in the

next cycle based on assessment results.

"The biology faculty will introduce one special project in the introductory class that will

expose the students to the scientific method."

"Career Services is implementing a software program called "1st Place." This software will

allow better tracking of job openings."

The assessment cycle in higher education is generally annual and fits within the academic

year. Outcomes, targets and assessment tools are established early in the fall semester, data is

collected by the end of spring semester, results are analyzed during the summer and early fall.

Assessment that measures the campus-wide, general education competencies agreed upon by

the faculty. General education assessment is more holistic in nature than program outcomes

assessment because competencies are measured across disciplines, rather than just within a

single discipline. Some common general education competencies include critical thinking,

quantitative skills, writing skills, and awareness/acceptance of diversity.