Tests and Examinations

Tests and Examinations

Overview:

A commonly used assessment technique is to draw evidence of student learning on program-level learning outcomes from course-embedded quizzes and exams. When test items are closely aligned with a particular program-level learning outcome, faculty can use students’ performance on those tests/items to evaluate student progress on that program outcome. As is the case with other forms of course-embedded assessment, faculty collaboration to confirm the alignment of the exams with program student learning outcomes (and often in designing test items that can be used across course sections), will be most helpful to understanding student learning at the program level.

Alternatively, some programs will elect to leverage an externally administered test or exam to evaluate students’ performance on program-level outcomes. For example, students in the teacher credentialing program within the Education Department must take the CalTPA to receive their credential. When CalTPA test items align with the Department’s student learning outcomes for that program, the program may draw upon relevant CalTPA test items for program assessment. Undergraduate programs have taken advantage of concept inventories (e.g., Engineering) or exams from disciplinary associations (e.g., Chemistry) to assess student learning and also gain a benchmark by which to compare SCU students with others.

As is usually the case, assessment of program learning outcomes is strongest when at least  two faculty members score ungraded student work, compare scores,  and discuss ways to enrich students’ progress toward learning outcomes. This collaborative approach will allow faculty to understand student progress beyond a single course or experience and develop ways to improve the program together. 

Examples in Practice:

Course-embedded assessment through tests in multiple course sections: In this initial example from the Environmental Studies and Sciences department at SCU, the progress of majors on one of its program learning outcomes (“Produce and interpret environmental data using the appropriate methods and statistics.”) is assessed via a rubric aligned with test item results on one lab exam and two in-class quizzes from one course with multiple sections. 

Pre-Post Testing for Program Student Learning Outcomes Assessment: The Mathematics and Computer Science department at SCU presents an example of pre-post testing for program-level student outcomes assessment. The department recently assessed a student learning outcome about student success in their intro courses via a pre-post student test scores on the Calculus Readiness Exam. 

Course-embedded exam questions to address multiple program-level student learning outcomes: The Accounting department at SCU used exam questions in designated courses to assess students’ learning on three of their program learning outcomes. The accompanying rubric designates “exceeds expectations” as scoring 80% or better on these exam questions; “meets expectations” as scoring 60-79%; and “does not meet” as scoring below that.

Using Quizzes (administered in Camino) for Program-level Assessment: The Psychology deparment leveraged Camino to deliver quizzes to students and then used specific items to examine their students’ progress on their scientific inquiry-related student learning outcomes.

Mapping Exam Items Multiple Program-level Student Learning Outcomes: In this final example from a MS program in Public Health at UC Berkeley, the department uses an Outcome Map to designate which test items on a final exam from a course will allow faculty to examine students’ learning on six MPH program-level outcomes. The mapping process (and the map itself) can support faculty curriculum and assessment planning. See their map Embedded Assignments & Exams.