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Assessment Tools and Resources

Resources

Program Learning Outcomes (PLO)

There are many definitions of Program Learning Outcomes and while there is not a clear consensus around any one particular definition there are some general understandings that can be applied broadly to the approach to developing and assessing program outcomes and student learning outcomes at the program level.  One approach to developing PLO is the student learning outcomes at the program level. In this approach, outcomes are defined as knowledge, skills, and/or dispositions that the learners in a program should be able to demonstrate upon program completion. Another approach is the development of broader program outcome statements that incorporate many areas of inter-related knowledge and skills developed through a wide range of courses and learning experiences. The Quarter to Semester transition taken from 2017-2019 offered the faculty at CSUSB the opportunity to engage in inquiry of their academic programs and courses through the curriculum redesign process. An important component of this inquiry was in the area of PLO. The richness and diversity of outcomes identified and by the academic programs at CSUSB can be viewed in the linked documents below.

 

Quarter Program Learning Outcomes

Inventory of Educational Effectiveness Indicators (IEEI) 

The IEEI is a document required for WSCUC accreditation. It provides a high level overview of the assessment plans around outcomes at the institutional level (ILO), general education level (GLO) and for each and every academic degree program (PLO) at CSUSB.

 

IEEI Table 2019

Web Sites for Assessment and Continuous Improvement:

WASC Senior College and University Commission (WSCUC)

University of Hawaii at Manoa Assessment Resources

Assessment Commons Resources

Web Sites for Data Dashboards:

CSUSB Office of Institutional Research

CSU Student Success Dashboard

CSU Graduation & Success Dashboard

American Association of Higher Education (December, 1992) Principles of Good Practice for Assessing Student Learning

Upcraft, M. L., & Schuh, J. H. (2002). Assessment vs. Research: Why We Should Care about the Difference. About Campus, 7(1), 16-20.

Beyond Culturally Responsive Assessment: Socially Just Assessment

Key Resources:

Helen Woodward  (2006)  Portfolios: narratives for learning, Journal of In-Service Education, 26:2, 329-349.

Jan McArthur (2016) Assessment for social justice: the role of assessment in achieving social justice, Assessment & Evaluation in Higher Education, 41:7, 967-981.

Kirkhart, Karen. (1995). Seeking Multicultural Validity: A Postcard from the Road. Evaluation Practice. 16. 10.1016/0886-1633(95)90002-0. 

Kirkhart, Karen. (2010). Eyes on the Prize: Multicultural Validity and Evaluation Theory. American Journal of Evaluation - AM J EVAL. 31. 400-413. 10.1177/1098214010373645. 

Montenegro, E. and Jankowski, N.A. Equity and Assessment: Moving Towards Culturally Responsive Assessment. NILOA.

Anti-Racism Resources & Assessment