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Designing Assessment Methods

Once learning outcomes are defined and mapped to the curriculum, the next step is to determine how those outcomes will be assessed. Effective assessment methods provide meaningful evidence of student learning and support continuous improvement. This page outlines strategies for selecting and designing assessment tools that align with program-level outcomes and accreditation expectations.

What Makes an Assessment Method Effective?

An effective assessment method is:

  • Aligned with the learning outcome it measures
  • Appropriate for the level and type of learning (e.g., knowledge, skills, attitudes)
  • Reliable and valid across student populations
  • Actionable—results can inform decisions and improvements

Types of Assessment Methods

Direct Assessment

Measures actual student performance or work products that demonstrate learning.

Examples:

  • Exams and quizzes
  • Portfolios
  • Capstone projects
  • Presentations
  • Performances
  • Embedded assignments

Indirect Assessment

Gathers perceptions or reflections about learning rather than direct evidence.

Examples:

  • Surveys and questionnaires
  • Focus groups
  • Exit interviews
  • Reflective essays

Direct and Indirect Measures Session

To learn to identify properties of direct and indirect measures that are most valid and reliable for a course, program or administration outcome.

Download Slides: Direct and Indirect Measures Session (PowerPoint)

Topics Covered:

  • Align Required and Elective Courses to applicable PLOs
  • Create SLOs that speak to PLOs where assignments/activities are measurable, valid and reliable.
    • Identify the properties of Direct and Indirect Measures
      • Direct Measures include exams, rubrics for written (including discussion boards, reflections, etc.) and oral communication (including speeches, 2nd language communication, evaluation forms for clinical or artistic measures, etc.
      • Indirect Measures include survey tools, advisory/focus groups, exit interviews, etc.
      • Other types of measures include Post Graduation Success, Conference Presentations, Certification Exam Pass Rates, Graduation/Retention Rates, etc.
    • Identify best practices regarding employing both Direct and Indirect Measures
  • Identify the pros and cons of why to employ what type of measurement tool for an outcome

Choosing the Right Tool

When selecting an assessment method:

  • Match the tool to the type of outcome (e.g., cognitive, behavioral, affective)
  • Consider whether the method is formative (ongoing) or summative (end-of-program)
  • Use rubrics to ensure consistency and clarity in evaluation

Embedded and Performance-Based Assessment

Embedded assessment uses assignments already part of a course to measure outcomes.
Performance-based assessment requires students to demonstrate skills or competencies through tasks.

These methods are especially useful for capstone courses, clinical experiences, and project-based learning.

General Education Assessment Planning

Departments offering General Education (GE) courses participate in a quadrennial review (QR) process coordinated by the General Education Committee (GEC). This process requires departments to design and justify assessment instruments that align tightly with designated GE outcomes.

Download: Tips for General Education Quadrennial Review Reports (PDF)

Key Planning Elements:

  • Identify the GE outcome to be assessed
  • Design an instrument that directly measures that outcome
  • Justify the validity of the instrument
  • Establish a benchmark for expected performance
  • Outline a data collection procedure that ensures representative sampling
  • Estimate the number of observations expected

Departments are encouraged to consult with the Office of Assessment for support in instrument design, data analysis, and using results to improve teaching and learning.

Documenting and Reporting Assessment Results

Assessment results should be:

  • Summarized using descriptive statistics or qualitative analysis
  • Interpreted in relation to expected performance levels
  • Used to inform action plans and continuous improvement
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