Assessment: "Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development." (Palomba & Banta, 1999)

Assessment Audit: see Curriculum Mapping

Course Embedded Assessment: The use of a classroom assignment or activity undertaken as a mode of assessment. This can be an effective, yet timesaving method of information gathering if clearly related to a student outcome.

Curriculum Mapping: Determining where in the curriculum an objective is taught, reinforced, or practiced. The Map typically includes the specific course, how the objective is being taught, and how that objective is measured in the classroom (studio/lab) setting.

Direct Measure of Learning Outcome: Students demonstrate an expected learning outcome (Allen, 2002). Direct Measures directly evaluate student work. For example, exams, projects, interaction with a patient, or a musical performance may serve as direct measures (Walvoord, 2004). Also see Indirect Measure.

Educational Objectives:  Objectives are similar to Learning Outcomes, although Outcomes are written more specifically in terms of what students will be able to demonstrate in terms of what they can do, or what they know. Objectives include the knowledge, skills, abilities, capacities, attitudes or dispositions students are expected to acquire.

Evaluation: The use of assessment findings (evidence/data) to judge program effectiveness; used as a basis for making decisions about program changes or improvement.

Formative Assessment: Designed to give feedback to improve what is being assessed (Allen, 2002). Formative assessment occurs when teachers feed information back to students in ways that enable the student to learn better, or when students can engage in a similar, self- reflective process  (Black and Williams1998).  (cf. Summative Assessment)

Goals: The general aims or purposes of a program and its curriculum. Effective goals are broadly stated, meaningful, achievable and assessable. Goals provide a framework for determining the specific educational objectives of a program, and should be consistent with program and institutional missions.

Holistic Scoring: A method employing one global, holistic score for a product or performance (Allen, 2002). (cf. Primary Trait Analysis)

Indirect Measure of Learning Outcome: Students or others report their perception of how well a given learning outcome has been achieved. This might include asking students or alumni what they thought they learned, tracking placement in graduate school, or job placement rates. (Walvoord, 2004)

Learning Outcomes: Operational statements describing specific student behaviors that show the acquisition of desired knowledge, skills, abilities, capacities, attitudes or dispositions. Learning outcomes can be usefully thought of as behavioral criteria for determining whether students are achieving the educational objectives of a program, and, ultimately, whether overall program goals are being successfully met. Outcomes are sometimes treated as synonymous with objectives, though objectives are usually more general statements of what students are expected to achieve in an academic program (cf. Educational Objectives).

NSSE: acronym for the National Survey of Student Engagement. This national survey is given to college freshmen and seniors. Results of the NSSE given at MUW can be found on the MUW website.

Observer Effect: The degree in which the presence of an observer influences the outcome of an event.

Outcome: At MUW we use this term interchangeably with “Student Learning Outcomes.”

Primary Trait Analysis: Primary Trait Analysis (PTA) is a particularly powerful device because one can apply it at the level of the institution, department, curriculum, course, single class, or classroom assignment  (Walvoord and McCarthy, 1990). While most grading tends to be holistic, PTA breaks assignments into components (primary traits) that are evaluated separately. When applied to a course (or curriculum), PTA allows us to deconstruct the course (or curriculum) into parts to foster more meaning discussions about learning. PTA and Holistic Scoring lend themselves to Course-Embedded Assessment.

Rubric: A tool that assists in the evaluation of student work in assessment settings. “A rubric articulates in writing the various criteria and standards that a faculty member uses to evaluate student work. It translates informed professional judgment into numerical ratings on a scale”  (Walvoord, 2004).

Standardized Tests:  “National exams used as a direct measure which place the goals, performance, criteria, and evaluation with an external source, not the instructor.”  (Walvoord, 2004)

Summative Assessment: Designed to provide an evaluative summary. (Allen, 2002). Summative assessment is the attempt to summarize student learning at some point in time, say the end of a course. Most standardized tests are summative. They are not designed to provide the immediate, contextualized feedback useful for helping teacher and student during the learning process (cf. Formative Assessment).

Teaching Method: The techniques used to deliver the course content and learning objectives.

Triangulation: The collection of data through multiple assessment methods and comparison of the results in order to determine reliability of the information.