Assessment FAQs
General Questions • Assessment Methods • Practical Considerations for Instructors • Privacy & Ethical Considerations
General Questions
What is assessment at UCSC?
Assessment is the process of measuring student learning to provide meaningful data to improve teaching and learning. Click here to learn more about assessment principles at UCSC.
What is equity-minded assessment?
At UCSC, our approach to assessment is explicitly equity-minded—we work to support the academic success of every student at our institution, across first-generation status, gender, race, ethnicity, nationality, transfer status, and/or language background.
As part of our approach, the ALEE Center disaggregates data based on students’ background characteristics in order to examine whether students from all subgroups are reaching expected levels of proficiencies in each relevant skill. These analyses allow us to identify specific opportunities and propose actionable ways to improve equity.
Why is assessment important?
Engaging in systematic assessment is important because the landscape of teaching and learning is constantly changing. Our campus has experienced substantial growth and demographic changes in the student population, and what worked for UCSC students ten years ago may not work for today’s students. Assessment helps educators measure student learning and identify meaningful areas for improvement, facilitating data-informed conversations about educational effectiveness (i.e., what is working well, and for which students).
How is Assessment Different from Grades, GPA, or Standardized Tests?
Assessment provides information that is substantially more useful for teaching, course planning, and curriculum development than course grades, GPA, or standardized tests. Simply put, assessment answers a different question.
Rubric-based assessment reveals the extent to which students have mastered specific skills that were collectively deemed important by program faculty. These results can then be used to identify specific strengths and areas of potential improvement in the program curriculum.
In contrast, course grades reflect students’ overall performance in a course, are based on individual instructor standards. Even if a course is designed to address a specific PLO, course grades typically measure the gradual attainment of that skill, may be curved based on overall student performance, and often include other factors (e.g., in-class participation, attendance, timely submission of homework assignments) that do not directly measure student learning. Ultimately, course grades cannot provide the specific information needed for program improvement.
How does the ALEE Center support assessment?
The Assessment for Learning Excellence and Equity Center supports faculty in their assessment efforts by providing resources and analytical support: program-specific consultations at all stages of the assessment process, full analysis of the assessment data with a focus on equity, and detailed reports of results. Click here for details on how the ALEE Center provides support through the 3-Year Cycle for undergraduate assessment, or click here to learn about support for graduate program assessment.
Assessment Methods
Why can’t grades be used for PLO assessment?
Grades alone are not reliable for assessing student learning for several reasons:
- Grades do not provide detailed insight about specific skills or content areas where students need support
- Grades may reflect factors like participation, attendance, and extra credit, rather than mastery of learning outcomes
- Grading practices and expectations may differ among instructors
Rubrics provide a clearer picture of student learning, with more actionable and concrete insight for guiding improvement.
What types of courses should be included in PLO assessment?
The type of courses included in assessment depends on the faculty’s interests and concerns about the program. The ALEE Center recommends selecting intermediate courses (e.g., lower 100-level courses) because they measure the skills students learn in lower-division courses, as well as how well students are prepared for upper-division coursework. Courses at the end of the curriculum are best for measuring students’ final skills and mastery of PLOs after nearly completing a program. Click here to learn more about selecting courses for assessment.
What types of assignments can be used for PLO assessment?
The type of courses included in assessment depends on the faculty’s interests and concerns about the We recommend assignments that (1) measure an important aspect of a program learning outcome (e.g., a specific skill); (2) are graded; and (3) are engaging for students. Almost any assignment in a course can be used for program learning outcomes assessment, including short reflections, exams, essays, research papers, lab reports, works of art, oral presentations, video clips, recitals, dissertations, and qualifying exams.
What is the difference between direct and indirect assessment?
In direct assessment, faculty and/or TAs use criterion-based rubrics to evaluate student work (e.g., exams, essays, presentations). Indirect assessment collects students’ self-assessment of their skills and experiences; it can be based on rubrics that students use to evaluate their own work, surveys, or written self-reflections. Click here to learn more about the difference between direct and indirect assessment.
What technology can I use for assessment?
At UCSC, faculty primarily use the learning management system Canvas, which is integrated with the SpeedGrader tool that allows faculty to collect assessment data while grading with a rubric. Gradescope, another grading tool integrated with Canvas, serves to evaluate paper-based exams or assignments, especially in large courses with TAs. These tools allow faculty to provide real-time feedback for students, automate data collection, and track progress of student learning. Click here to learn more about tools available for assessment.
I found a rubric online– can I just use that for my assessment?
Our approach at UCSC is to design and use rubrics that are fully aligned with the language and goals of assignments made by our faculty, who are experts in their fields. In other words, rubrics serve to articulate our faculty’s expectations for students, based on their standards for what specific, demonstrable skills constitute mastery of a skill or program learning outcome. Consequently, we do not recommend starting with generic online rubrics, which often lack the detail necessary to be useful or represent different expectations for student learning.
If you need support designing a rubric, ALEE Center Assessment Specialists are available to help! Click here to request a consultation.
What makes an effective rubric?
Effective rubrics focus on key skills demonstrated in an assignment, clearly articulate expectations for different levels of proficiency using student-friendly language, and ensure that assignment questions are clearly linked to expectations outlined in the rubric.
Practical Considerations for Instructors
How does assessment benefit faculty?
Assessment helps faculty…
- Clearly articulate standards of achievement for students related to specific knowledge and skills in the course or program
- Communicate clear expectations to students
- Design better assignments and assessments in their courses
- Provide a framework for faculty evaluation of the curriculum based on empirical data
- Improve and measure the impact of implemented changes
How often should program learning outcomes be assessed?
Program learning outcomes assessment at UCSC is conducted on a multi-year cycle, depending on the program. If your course is selected for PLO assessment, data collection in your course will happen during the first year of the study. In many departments, more than one faculty is invited to participate and collaborate with other instructors of the course selected for assessment.
I’m interested in assessment in my course but am worried about spending too much time– what can I expect if I participate PLO assessment?
When you participate in PLO assessment, ALEE Center specialists can help you and your colleagues embed assessment within the already existing course design and assignments. Additionally, use of assessment tools such as rubrics can reduce time spent on grading.
Can TAs participate in PLO assessment?
With training to ensure consistency and accuracy, TAs can use rubrics when grading assignments in Canvas or Gradescope, facilitating data collection. While they can provide feedback on rubrics, they are not expected to design them. ALEEC Assessment Specialists are available to assist with training TAs. You can request support by submitting a consultation form here.
Will PLO assessment results be used to evaluate my teaching?
No, PLO assessment results cannot be used to evaluate an individual faculty member’s teaching. However, if a faculty member wants to include assessment results in their teaching portfolio, they can do so.
Privacy & Ethical Considerations
What is PLO assessment data used for?
PLO assessment data is used to evaluate student learning, improve teaching strategies, refine curriculum, and ensure that educational programs meet their stated learning outcomes. It helps faculty and staff identify areas where students may need additional support and provides valuable insights for departmental self-studies, institutional decision-making, and accreditation. The focus is on the program level, rather than the evaluation of individual students or instructors.
Who will see the results of PLO assessment?
The purpose of PLO assessment is to support internal program improvement. The summary of results and the department PLO report are shared within the department that carried out the PLO assessment, as well as with ALEE Center Specialists, Academic Affairs leadership, and Divisional Deans. Instructors who conduct the assessment in their courses receive a detailed report from the ALEE Center.
What is the ALEE Center privacy policy?
The ALEE Center administers assessment studies and online surveys, produces reports, and securely stores the data files. The ALEE Center does not share individual students’ responses with faculty, staff, or anyone else. Reports by the ALEE Center contain data analyzed at the group level (for example, student experience in a given program).
Still have questions? The ALEE Center team is here to support you! Reach out to us at aleec@ucsc.edu or fill out a consultation form here, and we will be happy to provide the information or assistance you need.