INTRODUCTION TO STUDENT LEARNING

OUTCOMES ASSESSMENT

For Continuing Program Improvement

OFFICE of INSTITUTIONAL RESEARCH and ASSESSMENT

Prepared by:
Abigail Panter
Distinguished Professor of Psychology
Senior Associate Dean for Undergraduate Education, College of Arts & Sciences
Lynn Williford
Assistant Provost for Institutional Research & Assessment
Revised July 2017
Table of Contents

Introduction ........................................................................................................... 2
Assessing Student Learning at the Program Level ...................................................................... 2
Purpose of this Guide .................................................................................................................. 3
Frequently Asked Questions .................................................................................. 3
What is a “learning outcome”? How is an outcome different from a goal or objective? ......... 3
What do you mean by “assessment”? Don’t we already assess individual students’
performances in our classes, labs, internships, etc.? ................................................................. 3
What is a “Program”?.................................................................................................................. 4
What are Department and Program Faculty Required to Do? ................................................... 5
Developing Assessment Plans ................................................................................ 5
Begin with a brief statement of the mission and general goals for the program ...................... 5
Identify the intended student learning outcomes of the program ............................................ 6
Describe how data will be collected and analyzed to measure student learning outcomes ..... 7
Make decisions about the logistics for each assessment ............................................................. 8
Develop a tentative schedule for assessing all outcomes ............................................................. 9
Summary: Recommendations for Developing An Assessment Plan ...................... 9
For More Information or Assistance .................................................................... 10
Appendix A .......................................................................................................... 11
UNC-Chapel Hill’s Policy on Outcomes Assessment of Academic Programs and Non-
Instructional Unit Outcomes ..................................................................................................... 11
Appendix B........................................................................................................... 17
Action Verbs That Can Be Used in Writing Learning Outcomes Statements ........................... 17
Appendix C ........................................................................................................... 18
Rubric Used by Grant Review Panels at the National Institutes of Health to Evaluate Research
Proposals ................................................................................................................................... 18
Appendix D .......................................................................................................... 19
Helpful References .................................................................................................................... 19

I NTRODUCTION TO S TUDENT L EARNING O UTCOMES A SSESSMENT P AGE 1

 INTRODUCTION TO STUDENT LEARNING
OUTCOMES ASSESSMENT
INTRODUCTION

Assessing Student Learning at the Program Level

Determining whether students are achieving the educational outcomes faculty have established for graduates of
their programs is a critical part of the teaching-learning process. UNC-Chapel Hill requires academic programs to
develop student learning outcomes assessment plans and to report on how they have used assessment results to
enhance their programs. Appendix A displays the policy adopted by the University to ensure that these processes
take place regularly for purposes of continuous improvement as well as accountability.

There are a number of reasons for measuring and assessing student learning outcomes at the program level:

• Curriculum Evaluation: To confirm that the actual knowledge students acquire by completing the
requirements of the major is consistent with the intended goals of the curriculum.

• Student Success: To monitor student success across the program, identify gaps, and suggest initiatives to
enhance the educational experience for all students.

• Evaluate Alumni Success: To ensure that graduates demonstrate competencies such as critical thinking
and communication skills that employers in all fields consistently identify as prerequisites for success in a
rapidly changing economic environment.

• Measure Effectiveness: To gather and aggregate evidence across the program – not just in individual
courses -- to measure effectiveness and guide efforts to continuously improve the quality of the program.

• Accountability: To respond to the increasing pressure from the public and our constituents to be
accountable and to demonstrate the value students receive from participating in our programs and
services.

• Accreditation: To meet regional and professional accreditation requirements. UNC-Chapel Hill’s regional
accreditor, the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), requires
that:

“The institution identifies expected outcomes, assesses the extent to which it achieves these
outcomes, and provides evidence of improvement based on analysis of the results in…educational
programs, to include student learning outcomes.” 1

1 Comprehensive Standard 3.3.1.1, Principles of Accreditation, Principles of Accreditation: Foundation for

Quality Enhancement, 2012.

I NTRODUCTION TO S TUDENT L EARNING O UTCOMES A SSESSMENT P AGE 2

 • Program Review: To meet requirements of the comprehensive Program Review sponsored by the
Provost’s Office and The Graduate School. Student learning outcomes assessment reports must be
submitted by the department as part of the self-study prepared every 7-8 years. 2

Purpose of this Guide

Assessment can generate rich information that can be used by
program faculty to improve teaching and learning. But faculty Visit the Office of Institutional
and department chairs struggle to meet the many varied
demands on their time and need feasible ways of carrying out
Research & Assessment website
assessments that will produce meaningful data. for more information and to
Primarily designed for those who are new to student learning download easy to complete
outcomes assessment at the program level, this manual offers
practical advice on keeping the process simple and
templates and useful examples.
manageable and contacts for further information. These
recommendations were compiled from experiences shared by
colleagues at other institutions, public websites, conference
presentations, and publications on best practices in assessing student learning outcomes.

FREQUENTLY ASKED QUESTIONS

What is a “learning outcome”? How is an outcome different from a goal or

objective?
While often these terms are used interchangeably, an
outcome differs from a goal or objective in terms of Learning outcomes describe
specificity and focus. Learning outcomes describe
measurable knowledge, skills, and behaviors that students measurable knowledge, skills, and
should be able to demonstrate as a result of completing the behaviors that students should be
program. Goals and objectives are typically broader
statements of program purpose that are more difficult to able to demonstrate as a result of
measure, such as “providing a comprehensive liberal arts
education,” “producing quality scientists for the twenty-first
completing the program.
century,” etc.

What do you mean by “assessment”?

Don’t we already assess individual students’ performances in our classes, labs,
internships, etc.?
There are many different uses of the term “assessment.” In this context, we are using “assessment of student
learning outcomes” to refer to the process of gathering and reviewing evidence to determine the extent to which
graduates of the program are achieving the major educational outcomes intended by the faculty. The primary
difference between assessment in this sense and the type of assessment that we do when we grade an individual

2“Self-Study Outline and Required Key Elements,” Program Review webpage on The Graduate School website:
http://gradschool.unc.edu/policies/faculty-staff/program-review/outline.html

I NTRODUCTION TO S TUDENT L EARNING O UTCOMES A SSESSMENT P AGE 3

student’s test or paper is how the results are analyzed and used. The
unit of analysis in learning outcomes assessment is the program, not
individual students. Data on student performance are gathered and
reviewed in the aggregate for the purpose of evaluating how well the Assessing learning
learning goals of the program are being accomplished and if specific
improvements should be made. In contrast, assessment of individual
outcomes is a form of
student performance – typically in the form of course grades – is program and curriculum
conducted to provide feedback to students about their progress.
evaluation with the goal
In short, “assessing learning outcomes” is a form of program and
curriculum evaluation. Individual student performance data can be of continuous program
aggregated for use as evidence for assessment/program evaluation improvement.
purposes. To be useful in this context, however, the performance data
would need to: (1) be rated using agreed-upon, standard criteria, and (2)
be “rolled up” and analyzed at the program level. More on how to
assess student performance so that it can be used to evaluate the program is contained in later sections of this
document.

What is a “Program”?
For purposes of student learning outcomes assessment, the University of North Carolina at Chapel Hill has defined a
“program” as a credit-bearing course of study that results in a degree or a stand-alone professional certificate 3.
The following guidance is provided to help determine what programs are required to submit assessment plans and
reports:

• Include all undergraduate, master’s, and doctoral degree major

programs, and free-standing certificate programs. Exclude
certificate programs consisting only of courses from existing
An academic program is a
degree programs offered to matriculated students. credit-bearing course of
• Within degree programs, the focus of learning outcomes study that results in a
assessment is the major. Minors, concentrations, program
degree or a professional
tracks, and certificates offered only to degree-seeking students
may be assessed separately at the discretion of the dean or or stand-alone certificate.
chair, but the results do not need to be reported outside of the
department.

• A program with multiple degrees at the same level and a common core curriculum (e.g., BA and BS in
Biology) may submit one report, but should include at least one unique measure for each degree.

• Graduate programs that only admit students to pursue a doctoral degree but are approved to award a
master’s degree as students progress toward the doctorate may prepare one report. The outcomes
should reflect what students know or can do upon completion of the doctoral degree.

• Programs with residential and distance education versions of the same degree may submit joint or
separate reports, but either way, need to present evidence that graduates demonstrate equivalent
knowledge and skills, regardless of mode of delivery.

3
A professional certificate program is defined here as admits non-degree students whose objective is the
development of a specialization in a specific field (for example, Dental Assisting).

I NTRODUCTION TO S TUDENT L EARNING O UTCOMES A SSESSMENT P AGE 4

What are Department and Program Faculty
Required to Do?
Faculty in each program must develop and keep on file in the deans’ An annual assessment
office an assessment plan that documents their student learning
outcomes and how they will be measured. Some programs measure and report describes learning
review all their outcomes each year. However, many academic
programs have outcomes that are more complicated to measure and
outcomes and how they
analyze, and their plans may include a tentative schedule for how they have been used for
will stagger the assessments across multiple years.
program improvement.
According to the University’s policy, each program will prepare and
submit an annual assessment report that describes the learning
outcomes conducted that year and how they have used the results for
program improvement. Deans are responsible for ensuring that these processes take place, and will appoint
Assessment Coordinators within the school to provide local advice and support for assessment activities. The
assessment reports are submitted to the Provost on an annual basis where they are reviewed by teams consisting
of faculty and staff with expertise in evaluation who offer feedback and assistance to help programs improve their
assessment processes.

DEVELOPING ASSESSMENT PLANS

All assessment plans include:

1. a mission statement,

2. intended learning outcomes, and

3. a description of the methods that will be used to gather data to measure student
achievement of each outcome.

Begin with a brief statement of the mission and general goals for the program
• A brief description of the purpose of the program (usually a paragraph)

• Can include statements about:

o Educational values;

o Major bodies of knowledge covered in the curriculum;

o What the program prepares students for (e.g., graduate study, professional positions)

• An example taken from UNC-Chapel Hill websites:

Curriculum in Toxicology (Ph.D.)

The Curriculum in Toxicology is an interdisciplinary program dedicated to the development of

future scientists who are knowledgeable in the basic principles of toxicology and environmental
health sciences with in-depth experience in the design, execution and publication of research
relevant to toxicology and human health.

I NTRODUCTION TO S TUDENT L EARNING O UTCOMES A SSESSMENT P AGE 5

Identify the intended student learning outcomes of the program
• The faculty should clearly define learning outcomes for
each major in terms of what a student should know,
think, do, or value as a result of completing the program.
Note that the focus is on measuring what students Student learning outcomes
actually learn, not what the faculty intend to deliver.
are measurable statements
• Learning outcomes must be stated in measurable terms. about what students should
Producing “educated persons” or an “ethical individuals”
or a “good citizens” might be worthy goals, but such know or be able to do upon
terms need to be operationalized in order to be measured
if the results are going to be useful in guiding decisions
completion of the program.
about improving programs. It helps to start the
statement with an action verb to describe how the
outcomes will be demonstrated (see examples in
Appendix B).

• Focus on selecting 3 - 6 of the most important learning outcomes. More are acceptable, but the
practical ability of program faculty to adequately measure, analyze, and reflect upon the results becomes
compromised when there are too many. For example, many doctoral programs identify four major
outcomes that, with some variations, describe: (1) advanced knowledge of the discipline, (2) research
skills, (3) college teaching skills, and (4) professional development such as presentation skills, ethics, grant
writing, etc.

• Discipline-based societies and professional associations can be good sources for identifying learning
outcomes for specific majors. Many of these organizations have already articulated outcomes and
competencies at each degree level. Below is an example from the American Psychological Association.

An Example of Learning Outcomes

Developed by the American Psychological Association
The following learning outcomes were summarized for illustrative purposes from the much more detailed list of goals and
outcomes listed in the American Psychological Association’s Guidelines for the Undergraduate Psychology Major, Version 2.0,
August 2013 (http://www.apa.org/ed/precollege/about/psymajor-guidelines.pdf

• Knowledge Base of Psychology: Students will demonstrate knowledge and comprehension of the major concepts,
theoretical perspectives, historical trends, and empirical findings and the ability to discuss how psychological
principles apply to behavioral problems.
• Scientific Inquiry and Critical Thinking: Students will demonstrate scientific reasoning and problem-solving skills,
focusing on the use of theory use in the design and execution of research plans to address psychological questions
that employ appropriate research methods, data analysis, and interpretation.
• Ethical and Social Responsibility in a Diverse World: Students will demonstrate adherence to professional values to
optimize their contributions and work effectively, even with those who do not share their heritage and traditions, as
well as the adoption of personal and professional values that can strengthen community relationships.
• Communication: Students will demonstrate competence in writing and in oral and interpersonal communication
skills by producing a research study or other psychological project, explaining scientific results, and presenting
information to a professional audience.
• Professional Development: Students will demonstrate psychology-specific content and skills, effective self-
reflection, project-management skills, teamwork skills, and career preparation.

I NTRODUCTION TO S TUDENT L EARNING O UTCOMES A SSESSMENT P AGE 6

Describe how data will be collected and analyzed to measure student learning
outcomes
Map your department’s student learning outcomes to useful and
feasible program assessment approaches. Consider how you can Methods describe how
demonstrate that your major are producing high quality work that is
consistent with the learning objectives of the program.
you measured
achievement of the
• Using multiple methods of assessing outcomes is highly
recommended. For example, administering a subject area test student learning outcome.
along with observing performance in a simulated situation
provides feedback on both knowledge and application of
content information.

• Direct assessments examine student work products straight from the source — the student. Focus on
student work as the primary source for assessing outcomes — what your majors are actually producing as
part of your department’s curriculum on their way to graduation.

Consider the following:

• They take tests or comprehensive exams in certain content domains required for majors.

• They write papers for key content courses in the major.

• They conduct independent research projects.

• They give presentations and performances as part of final projects.

• They participate in certain experiences that are valued by your department, such as capstone
experiences or field or service learning work.

• They prepare portfolios to summarize their work at the end of the year.

• They write thought papers where they reflect on what, how, and why they learned.

• Indirect assessments examine secondary information about what students have learned (e.g., student
opinions about what they learned or course-taking patterns within a department. Often, indirect
assessments provide feedback that is useful in interpreting results of direct assessments or suggesting
how processes might be improved to enhance learning. For example, if direct methods revealed that
students were not achieving the desired outcomes in a specific area of the curriculum, perhaps a surveys
or focus groups with students might provide clues for improving learning conditions.

• Some commonly used evaluation techniques do not measure student learning.

o Student Ratings of Instruction — End-of-term course evaluations typically focus on students’

perceptions of the quality of instruction received – i.e., the teaching is being rated and not the
learning. These instruments sometimes include items that might be used as indirect methods of
assessing learning, such as student self-assessments of their gains in knowledge or skills intended
as a result of taking the course.

o Graduation Rates — Completing the program is not a measure of what students learned.
However, completions might be another type of goal that the program sets for itself.

I NTRODUCTION TO S TUDENT L EARNING O UTCOMES A SSESSMENT P AGE 7

 o Cumulative GPA — A minimum GPA might be a requirement for graduation, it is not a measure
of what students have learned in the program.

o Course Grades — Course grades are poor measures of learning outcomes for several reasons:

1. Since grading criteria and standards are matters decided by the individual
instructor, the grades in one course cannot be assumed to be equivalent to grades in
other courses. (There is no “gold standard” to which all teachers adhere.)

2. The tests, assignments, projects, and papers in a course may not measure the
program outcomes of interest to the department. However, it is possible with
careful planning to map specific course assignments to program-level learning
outcomes and to develop standard measures of performance that allow the results
to be aggregated and reviewed as outcomes data. For example, final papers in
capstone courses can be graded using a common rubric that anchors the ratings to
specific performances on certain dimensions, such as critical thinking.

3. Some instructors’ grading schemes include a variety of factors such as class

participation, adherence to deadlines, and attendance. Therefore, the final grade
represents a range of student performance other than the strict achievement of
learning goals or program outcomes.

We recommend that you attempt to use mostly direct assessment techniques, but encourage you to
supplement those with indirect assessment methods to the extent that you find the data useful in
improving learning in your discipline.

Make decisions about the logistics for each assessment

• How often will the assessment be conducted?

• Which learning experiences will be included in the assessment?

• If a sample of work or papers will be evaluated, what size sample will be drawn, and how will it be drawn?

• Who will develop the scoring rubric for each assessment?

• What steps will be taken to protect the identity of students whose work will be judged?

• Who will conduct the assessment? How many judges will there be, and how will these judges be selected?

• Who will ensure that the assessments will take place in a timely way?

• Who will store and analyze the data once the assessments have been made?

• How will the data be reported?

If you choose to have judges rate student work, develop a clear rubric for these evaluations.

• What 5-10 common dimensions or attributes should be present in the student work?

• What skills (consistent with the learning goals) should students have demonstrated by completing the
assignment, project, or course?

I NTRODUCTION TO S TUDENT L EARNING O UTCOMES A SSESSMENT P AGE 8

 • Rubrics for rating student work have much in common with rubrics used by grant review panels. A sample
rubric used by NIH reviewers is provided in Appendix C.

Develop a tentative schedule for assessing all outcomes, either annually or in multi-
year cycles
This plan can and should be revised by faculty as often as needed. With experience, faculty sometimes recognize
that certain methods they had planned to use to collect data on student outcomes just aren’t feasible or did not
generate the information they needed to make improvements to the program.

If you make significant changes to your assessment plan, send a copy of the revised version to the dean’s office.

SUMMARY:
RECOMMENDATIONS FOR DEVELOPING AN ASSESSMENT PLAN
• Develop (or pull from existing catalog or website materials) a brief mission statement for the program – a
paragraph is sufficient.

• Choose 3-6 of the most important learning outcomes for each degree program.

• Design at least one direct assessment of student learning for each learning outcome. Multiple methods
are most informative, but keep time constraints in mind. The plan does not have to include complete
methodological details on each assessment, but should include a basic description of where in the
curriculum the outcome will be assessed (e.g., capstone course, internship, etc.), what work products will
be assessed (papers, presentations, performances, etc.), how the work will be evaluated (e.g., with a
rubric, by a team of external reviewers, etc.), and any known criteria that would define success or signal
the need for action. The first year of assessing outcomes
might be used to gather baseline data that would then be
used to set criteria for later administrations or chart
improvement.
Summary Steps:
• Indirect assessment methods can be included in your plan
along with direct methods. The Office of Institutional 1. Mission Statement
Research and Assessment can help you in taking advantage of
existing survey data collected on your majors, or help you 2. Define Learning
design and administer other types of data collection such as
alumni surveys, student interviews, etc. Outcomes
• Determine roughly when you plan to conduct each of the 3. Design Methods
assessments and over what period of time. The goal should be
to assess at least one of your major learning outcomes per 4. Determine Schedule
year, so that you are collecting and reflecting upon
manageable portions of feedback about program quality on an
ongoing basis.

I NTRODUCTION TO S TUDENT L EARNING O UTCOMES A SSESSMENT P AGE 9

 FOR MORE INFORMATION OR ASSISTANCE
Instructions, Reporting Templates, and Examples of Assessment Plans and Reports:
http://oira.unc.edu/institutional-effectiveness/unit-level-assessment/assessment-in-academic-programs/

Assessment Resources, including Rubrics:

https://oira.unc.edu/institutional-effectiveness/unit-level-assessment/assessment-resources/

Questions or assistance with completing assessment plans and reports, please contact:

Dr. Bryant Hutson, Interim Director of Assessment

[email protected]

Dr. Abigail Panter, Distinguished Professor of Psychology and Neuroscience

Senior Associate Dean for Undergraduate Education, College of Arts & Sciences
[email protected]

Dr. Andy Perrin, Professor of Sociology

[email protected]

Dr. Lynn Williford, Assistant Provost for Institutional Research & Assessment
[email protected], 919-962-1339

I NTRODUCTION TO S TUDENT L EARNING O UTCOMES A SSESSMENT P AGE 10

 Appendix A
UNC-Chapel Hill’s Policy on Outcomes Assessment of
Academic Programs and Non-Instructional Unit Outcomes

I NTRODUCTION TO S TUDENT L EARNING O UTCOMES A SSESSMENT P AGE 11

 Issuing Office(s)
Office of the Executive Vice Chancellor
and Provost

Responsible University Officer(s)

Office of the Executive Vice Chancellor
and Provost

UNIVERSITY POLICY

UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL

POLICY ON ASSESSMENT OF ACADEMIC PROGRAMS
AND NON-INSTRUCTIONAL UNIT OUTCOMES

Introduction

PURPOSE

Consistent with its mission statement, UNC-Chapel Hill embraces “…an unwavering
commitment to excellence” and as such is committed to continuous improvement informed by
assessment of institutional effectiveness across all areas and levels. In addition to institution-
level planning and evaluation, assessment of the outcomes of academic programs and non-
instructional units is required by the University’s regional accreditor, the Southern Association of
Colleges and Schools Commission on Colleges (SACSCOC).

The purpose of this policy is to articulate requirements for assessment of outcomes and use of
results for improvement purposes in academic and non-academic units and to specify the roles
and responsibilities for implementing and overseeing assessment processes to ensure
compliance with this policy and with the requirements of SACSCOC.

This policy replaces “UNC-Chapel Hill Guidelines for Student Learning Outcomes Assessment”
approved by the Executive Vice Chancellor and Provost in 2004 and last revised and approved
in 2007, and codifies existing practices for assessment in non-instructional units.

SCOPE OF APPLICABILITY

This policy applies to the following types of programs and units at UNC-Chapel Hill:

• Academic degree major and stand-alone certificate programs (undergraduate, graduate,

and professional);
• Administrative units that deliver institutional services;
• Academic and student support units that deliver institutional services;
• Units with a primary focus on conducting or supporting research;
• Units with a primary focus on delivering or supporting public service/engagement;
• Schools, for assessment of internal support services and school-wide research and
public service/engagement outcomes.

Policy Title: Policy on Outcomes Assessment in Academic and Non-Academic Units

Effective Date: March 1, 2017
Page 1 of 5
Last Revised: N/A
 Issuing Office(s)
Office of the Executive Vice Chancellor
and Provost

Responsible University Officer(s)

Office of the Executive Vice Chancellor
and Provost

Policy

Policy Requirements

UNC-Chapel Hill’s outcomes assessment process requires programs or units to articulate

expected outcomes that should occur as a result of their primary work – whether that involves
enhancing student learning and educational program quality, research, public engagement,
academic and student support services, or administrative operations – and then to measure
their success and make improvements based on the results.

The University requires academic programs and non-academic units defined above to prepare
and submit the following to the Executive Vice Chancellor and Provost, through their respective
deans or vice chancellors:

• An assessment plan that contains a mission statement; expected outcomes (that include
student learning outcomes for educational programs); appropriate evaluation methods or
metrics to assess these outcomes; and performance targets.

• An annual assessment report describing assessments conducted, findings, analysis of

results, and a description of how the results have been used to make improvements in
the program or unit.

These assessment plans and annual reports are required in addition to any other evaluation-
related reporting obligations, such as those for Program Review, specialized accreditation,
administrator reviews, five-year reviews of centers and institutes, and sponsored research.

Standards and Procedures for Outcomes Assessment

Each plan and report must meet standards that address required elements and appropriate
assessment methodology developed from best practices for assessment of institutional
effectiveness in higher education. These standards, as well as procedures for reporting,
submission timelines, and review and approval processes, are described in the “Standards and
Procedures Related to the Policy on Assessment of Academic and Non-Academic Units”
document available on the website of the Office of Institutional Research and Assessment
(http://oira.unc.edu/institutional-effectiveness/).

Roles and Responsibilities

The Executive Vice Chancellor and Provost has overall responsibility and oversight for
outcomes assessment processes for academic program and non-instructional units.

Deans and vice chancellors are responsible for ensuring that all of the academic programs and
non-instructional units within their respective organizations have assessment plans, carry out
assessments that meet prescribed standards, and submit annual reports that document
improvements made based on assessment results.

Policy Title: Policy on Outcomes Assessment in Academic and Non-Academic Units

Effective Date: March 1, 2017
Page 2 of 5
Last Revised: N/A
 Issuing Office(s)
Office of the Executive Vice Chancellor
and Provost

Responsible University Officer(s)

Office of the Executive Vice Chancellor
and Provost

Each dean and vice chancellor will appoint one or more Assessment Coordinators to manage
internal assessment process and to serve as liaisons to the Office of Institutional Research and
Assessment. Coordinators of academic program assessment must be full-time faculty members.
Assessment Coordinators will be responsible for collecting and reviewing assessment plans and
reports, providing feedback to faculty and staff to improve the quality of their assessments, and
providing the plans and reports to the dean or vice chancellor for approval prior to submission to
the Executive Vice Chancellor and Provost. Assessment Coordinators must participate in
periodic training and professional development activities sponsored by the Office of the
Executive Vice Chancellor.

The Office of Institutional Research and Assessment will offer training and consultation to
Assessment Coordinators and program faculty about effective assessment practices. They will
publish the annual calendar of due dates for plans and reports and provide templates and other
assessment resources through their website. In addition to maintaining a central repository for
assessment plans and reports, they will also review these documents for compliance with
standards, provide feedback to Assessment Coordinators on necessary changes, and report to
the Executive Vice Chancellor and Provost concerning policy compliance and opportunities for
process improvement.

Definitions

Academic Program: A formal course of study that leads to a degree or a stand-alone

certificate.

Non-Instructional Unit: An organization with a mission that does not include offering credit-
bearing courses that lead to a degree or certificate but instead provides services and
operational support in fulfillment of the University’s mission.

Outcomes: Statements that describe what should occur as a result of a program or unit’s
work. Outcomes are often synonymous with goals and objectives; however, they are typically
focused on the quality and impact of the unit’s work as opposed to completion of tasks.

Student Learning Outcomes: Statements that describe what students should know, think and
be able to do upon completion of an academic program.

Assessment Plan: A document that articulates the program or unit’s mission, the intended
outcomes of its work, methods to be used to measure these outcomes, and targets for
determining success.

Assessment Report: An annual report from a program or unit that describes the outcomes
measured during the past year, the findings from those assessments, and how the results were
used to make decisions and improvements.

Policy Title: Policy on Outcomes Assessment in Academic and Non-Academic Units

Effective Date: March 1, 2017
Page 3 of 5
Last Revised: N/A
 Issuing Office(s)
Office of the Executive Vice Chancellor
and Provost

Responsible University Officer(s)

Office of the Executive Vice Chancellor
and Provost

Related Requirements

EXTERNAL REGULATIONS AND CONSEQUENCES

This policy was developed to ensure UNC-Chapel Hill’s continued compliance with the Southern
Association of Colleges and Schools Commission on Colleges Principles of Accreditation,
Comprehensive Standard 3.3.1, Institutional Effectiveness, page 27.
http://www.sacscoc.org/pdf/2012PrinciplesOfAcreditation.pdf . The consequences of failure to
comply with SACSCOC requirements include sanctions and possible loss of accreditation.

UNIVERSITY STANDARDS AND PROCEDURES

See “Standards and Procedures Related to the Policy on Assessment of Academic and Non-
Academic Units” on the website of the Office of Institutional Research and Assessment
(http://oira.unc.edu/institutional-effectiveness/).

Contact Information

POLICY CONTACTS

Dr. Ron Strauss

Executive Vice Provost
[email protected], 919-962-2198

Dr. Lynn Williford

Assistant Provost for Institutional Research and Assessment, SACSCOC Liaison
[email protected], 919-962-1339

Important Dates

• Effective Date and title of Approver: March 1, 2017. Approved by Executive Vice
Chancellor and Provost.
• Replaces “UNC-Chapel Hill Guidelines for Student Learning Outcomes Assessment”
approved by the Executive Vice Chancellor and Provost in 2004 and last revised and
approved in 2007.

Policy Title: Policy on Outcomes Assessment in Academic and Non-Academic Units

Effective Date: March 1, 2017
Page 4 of 5
Last Revised: N/A
 Issuing Office(s)
Office of the Executive Vice Chancellor
and Provost

Responsible University Officer(s)

Office of the Executive Vice Chancellor
and Provost

Approved by:

[Name of Issuing Officer Signing the Policy] Date

[Title of Issuing Office]

Policy Title: Policy on Outcomes Assessment in Academic and Non-Academic Units

Effective Date: March 1, 2017
Page 5 of 5
Last Revised: N/A
 Appendix B
Action Verbs That Can Be Used in Writing
Learning Outcomes Statements
From Bloom’s Taxonomy (Revised)*
Definitions I. Remembering II. Understanding III. Applying IV. Analyzing V Evaluating VI. Creating
Bloom’s Exhibit memory of Demonstrate Solve problems Examine and Present and Compile
Definition previously learned Understanding of to new break defend opinions information
material by facts and ideas by situations by information into by making together in a
recalling facts organizing, applying parts by judgments about different way by
terms, basic comparing, acquired identifying information, combining
concepts, and translating knowledge, motives or validity of ideas, elements in a
answers. interpreting, giving facts, causes. Make or quality of new pattern or
descriptions, and techniques and inferences and work based on a proposing
starting main ideas. rules in a find evidence to set of criteria. alternative
different way. support solutions.
generalizations.
Verbs • Define • Classify • Apply • Analyze • Appraise • Adapt
• Find • Compare • Build • Categorize • Assess • Build
• Label • Contrast • Choose • Conclude • Criticize • Change
• List • Demonstrate • Construct • Discover • Defend • Compose
• Match • Explain • Develop • Dissect • Determine • Construct
• Name • Extend • Experiment • Distinguish • Estimate • Create
• Relate • Illustrate with • Examine • Evaluate • Design
• Select • Infer • Identify • Function • Explain • Develop
• Show • Interpret • Interview • Inspect • Interpret • Discuss
• Outline • Model • Survey • Judge • Estimate
• Relate • Organize • Test for • Justify • Formulate
• Summarize • Plan • Measure • Improve
• Translate • Solve • Prioritize • Invent
• Utilize • Prove • Maximize
• Rate • Minimize
• Recommend • Modify
• Support • Originate
• Plan
• Predict
• Propose
• Solve
• Test

*Source: Anderson, L. W., & Krathwohl , D. R. (2001). A taxonomy for learning, teaching and assessing, Abridged
edition, Boston, MA, Allyn and Bacon.

Note: Avoid vague terms such as “become familiar with,” “learn about,” and “appreciate,” which are
difficult to measure.

I NTRODUCTION TO S TUDENT L EARNING O UTCOMES A SSESSMENT P AGE 17

 Appendix C
Rubric Used by Grant Review Panels at the National Institutes
of Health to Evaluate Research Proposals
1 2 3 4 5

Outstanding Excellent Good Fair Poor

1. Significance. Does this study address an important

problem? If the aims of the application are achieved,
how will scientific knowledge be advanced? What will be
the effect of these studies on the concepts or methods
that drive this field?
2. Approach. Are the conceptual framework, design
(including composition of study population), methods,
and analyses adequately developed, well-integrated, and
appropriate to the aims of the project? Does the
applicant acknowledge potential problem areas and
consider alternative tactics?
3. Innovation. Does the project employ novel concepts,
approaches or methods? Are the aims original and
innovative? Does the project challenge existing
paradigms or develop new methodologies or
technologies?
4. Investigator. Is the investigator appropriately trained
and well suited to carry out this work? Is the work
proposed appropriate to the experience level of the
principal investigator and other researchers (if any)?
5. Environment. Does the scientific environment in
which the work will be done contribute to the probability
of success? Do the proposed experiments take
advantage of unique features of the scientific
environment or employ useful collaborative
arrangements? Is there evidence of institutional
support?
6. Overall Evaluation. Score the proposal to reflect the
overall impact of the project on the field, weighting the
review criteria, as you feel appropriate for each
application. An application does not need to be strong in
all categories to be judged likely to have a major
scientific impact and, thus, deserve a high merit rating.
For example, an investigator may propose to carry out
important work that by its nature is not innovative, but is
essential to move a field forward.

I NTRODUCTION TO S TUDENT L EARNING O UTCOMES A SSESSMENT P AGE 18

 Appendix D
Helpful References

Allen, Mary J., Assessing Academic Programs in Higher Education, Anker Publishing Company, Inc., 2004.

Anderson, Lorin W. and Krathwohl, David R. (Eds.) with Airasian, Peter W., Cruikshank, Kathleen A., Mayer, Richard
E., Pintrich, Paul R., Raths, James, and Wittrock, Merlin C., A Taxonomy for Learning, Teaching, and Assessing: A
Revision of Bloom’s Taxonomy of Educational Objectives, Addison Wesley Longman, Inc. 2001.

Bloom, Benjamin S. (Ed.), Englehart, Max D., Furst, Edward J., Hill, Walker H., and Krathwohl, David R., Taxonomy
of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain, David McKay
Company, Inc. New York, 1954, 1956.

Eder, Douglas J., “General Education Assessment Within the Disciplines”, The Journal of General Education, Vol. 53,
No. 2, pp. 135-157, 2004.

Hernon, Peter and Dugan, Robert E. (Editors), Outcomes Assessment in Higher Education: Views and Perspectives,
Libraries Unlimited, A Member of the Greenwood Publishing Group, Inc., 2004

Huba, Mary E. and Freed, Jann E., Learner-Centered Assessment on College Campuses: shifting the focus from
teaching to learning, Allyn & Bacon, 2000

Nichols, James O. and Nichols, Karen W., A Road Map for Improvement of Student Learning and Support Services
Through Assessment, Agathon Press, 2005

Pagano, Neil, “Defining Outcomes for Programs and Courses”, June 2005 Higher Learning Commission Workshop
Making a Difference in Student Learning: Assessment as a Core Strategy, available at
http://www.ncahigherlearningcommission.org/download/Pagano_DefiningOutcomes.pdf

Palomba, Catherine A. and Banta, Trudy W., Assessment Essentials: planning, implementing, and improving
assessment in higher education, Jossey-Bass, John Wiley & Sons, Inc., 1999

Pellegrino, James W. , Chudowsky, Naomi and Glaser, Robert (editors); Knowing What Students Know: The science
and design of educational assessment, Committee on the Foundations of Assessment, Center for Education,
Division of Behavioral and Social Sciences and Education, National Research Council, National Academy Press, 2001

Stevens, Dannelle D. and Levi, Antonia J., Introduction to Rubrics: An Assessment Tool to Save Grading Time,
Convey Effective Feedback, and Promote Student Learning, Stylus Publishing, 2005

Suskie, Linda, Assessing Student Learning: A common sense guide, Anker Publishing Company, 2004

Walvoord, Barbara E., Assessment Clear and Simple, John Wiley & Sons, 2004

I NTRODUCTION TO S TUDENT L EARNING O UTCOMES A SSESSMENT P AGE 19