Collecting Valid Evidence of Student Learning
Learning is a complex and long-term process—evidence should reflect that by considering lower-level and higher-level activities. Evidence shows what students know and what they can do with what they know. All student work embedded in courses can provide evidence: quizzes, exams, papers, projects, presentations, portfolios, performances. Evidence also can come from extra-curricular activities, like conference presentations.
In order to capture the complexity of learning, employ multiple methods of gathering evidence. For an outcome on communication skills, for example, your evidence might include an exam from one class, a paper from a second class, and an oral presentation from a third. This is triangulation.
The evidence you gather should be credible, applicable to decision making, and relevant. The majority should employ direct measurement, which evaluate actual student products and demonstration of learning. Indirect measures do not reflect actual student learning.
Examples of Direct Measures
- Ratings of student skills by supervisors
- Scores and pass rates on exams, papers, performances, and presentations
- Portfolios
- Employer ratings of student skills
Examples of Indirect Measures
- Alumni surveys
- Student participation rates in extracurricular activities
- Honors, awards, scholarships
- Admission rates to graduate or professional schools