In 2024, CU Boulder identified the need for an intensive cross-campus focus on creating and assessing program learning outcomes to support student success, guide academic planning and meet the ...

When designing formative assessments, instructors need to think about aligning the assessed knowledge and skills, as well the assessment format itself, with desired learning outcomes and with the ...

Student learning outcomes (SLOs) in our academic and co-curricular programs reflect the specific types of learning (knowledge, skills, dispositions) we expect as a result of students’ educational ...

Outcomes can be at the university, program or course level. Learning outcomes may be defined as the change in a student’s knowledge or skills as a result of the student’s experience(s). The focus of ...

Direct Measures of student learning consider actual student work or behavior as evidence of student learning outcomes. Direct measures are most often drawn from student work embedded in a course (such ...

Self-assessments encourage students to reflect on their skills, knowledge, learning goals, and progress in a course. These practices can range from quick, low-stakes check-ins on lecture content to in ...

Learning outcomes and objectives are the fundamental elements of most well-designed courses. Well-conceived outcomes and objectives serve as guideposts to help instructors work through the design of a ...

When creating an assessment plan, there are certain typical components - The document linked here was created by Dr. Marilee Bresciani (Ludvik), and can serve as a worksheet to document the assessment ...

To have a quality graduate education, individual courses must have learning outcomes that are appropriate for graduate students. Learning outcomes should emphasize the application, analysis, synthesis ...

The Center for Global Engagement (CGE) is pleased to share the UNG Global Learning Rubric to help facilitate curricular and co-curricular activities as defined in the UNG definition of global learning ...