Appendix I: Assessment Definitions

(As used at McNeese)

Accountability
The demand by a community (governing agencies, public officials, taxpayers, etc.) for school officials to demonstrate that invested funds in education have led to measurable student learning.

Assessment Methods
Instruments used to collect information in order to validate intended outcomes/objectives, e.g., comprehensive exams, student portfolios, exit interviews, alumni surveys. (Also called assessment tools or instruments)

Assessment Plan
A document that outlines desired outcomes/objectives for programs/units, assessment methods (direct and indirect) used to measure the attainment of each outcome or objective, data collection timelines and procedures, data analysis procedures, the individual(s) responsible for collections and data review, and how the data will be communicated and used.

Cohort
A group whose progress is followed at different points in time.

Comparative Data
Comparative data is provided on standardized tests to allow comparisons with national or regional norms.

Direct Assessment Methods
An objective measure of a student’s knowledge or ability or a measure of a unit’s goal attainment, such as student scores on a nationally normed exam, student performance on a final exam, numbers of applications per semester.

Embedded Assessment
A means of gathering assessment data that is built in to the existing course or program. For example, an instructor may embed the same question on a test each semester in an effort to assess the value of the question.

External Validity
The ability to generalize results of a study or test to other settings.

Formative Assessment
Informal assessment of progress that is used to provide prompt feedback to improve teaching and student learning. Also called Classroom Assessment Techniques (CATs), these tools are usually not graded or formally analyzed.

Indirect Assessment Methods
A subjective measure of attitude, perception, or belief such as a questionnaire to assess the student’s perception of knowledge attained, the recruit’s perception of the campus environment, and the employer’s satisfaction with McNeese graduates.

Internal Validity
Internal validity refers to the ability of a test to assess what it is intended to measure (taking into account its design and possible confounding variables).

Item Analyses
Analyzing each item on a test (the proportions of students who select each answer) in order to determine students’ strengths and weaknesses and possible problems with the test. Item analysis can be used on any instrument with multiple questions.

Likert Scales
Likert scales are commonly used in surveys and questionnaires to elicit ratings from the respondent. The scale might ask the respondent to rate their agreement to a series of statements. Mean scores can be calculated from Likert scales, which is one of the benefits of its use. For example, students might be asked to rate their knowledge (excellent = 4, good = 3, fair = 2, poor = 1) of course objectives.

Mean Change Scores
Mean change scores are used to compare pre-test scores with post-test scores to show gains or losses. Two methods can be used: calculating the difference between the two mean scores or the percent change. For example, if the mean pre-test = 50 and the mean post-test = 85, the students improved by an average of 35 points on the post-test. Or the percent change would indicate that students had a 70% increase on the post-test. Remember, percent change = (post-test score – pre-test score) / pre-test score.

Mean Score
Mean Score is the average of all scores in a given set and is calculated by dividing the sum of all scores by the number of scores. Mean scores are generally accompanied by the range.

Measured Outcomes
The measured outcome is the resulting findings or “what happened” based on analysis of the data. The outcome may be measured on a semester basis, an annual basis, or other consistent time period. If you have not previously set performance indicators or benchmarks, you may not have a starting point to assess against. Therefore, set your performance indicators now so that when you do the 2006 Master Plan, you have a benchmark to assess against. Then you can make plans for improvement based on that assessment.

Norm (-ative)
An established standard of achievement that is commonly derived from the average performance of a large group.

Norm-referenced Test
Tests that are designed to illustrate achievement differences between and among groups.

Objectives
A specific statement of intention that is measurable and that includes a time limit. The intended result that describes in precise terms the work to be accomplished. Three to five statements of the most important intended objectives are recommended. Performance objectives must be: specific, measurable, aggressive but attainable, results-oriented, time-bound.

Performance Indicator (Benchmark)
A means of objectively quantifying the results of programs and services. A performance indicator measures competence and/or progress in relation to a stated outcome/objective.

Plan for Continuous Improvement
The plan for continuous improvement is the description of how the program plans to use the results of the assessment. It is the remedy or actions that you will take if actual outcomes fall short of expected outcomes.

Portfolio
A collection of multiple student work samples that are generally compiled over time (within one course or across multiple courses) and are rated using rubrics.

Qualitative Assessment
Measures that collect non-numerical data, such as perceptions or attitudes.

Quantitative Assessment
Measures that collect numerical data that can be analyzed statistically.

Range
Range is the difference between the highest and lowest scores in a given set and is a measure of variability. For example, if the highest score on a given exam was 100 and the lowest score was 60, the range would be 40.

Reliability
The extent to which a test (or experiment) will produce the same results upon repeated trials.

Rubrics
A set of scoring guidelines used to evaluate student work. It consists of a set of categories to outline levels of competence. These categories are used to evaluate the important components of

the work being assessed. For example, an oral presentation might be assessed based on the student’s organization, presentation, and content.

Stakeholder
Groups or individuals that participate in the program/unit or have a vested interest in the program/unit (such as faculty, students, administration, community members, and governing bodies).

Status Report
A description of the implementation of the assessment plan, data analysis, how the data will be used in decisions or to improve student learning, and the results of previous changes.

Student Learning Outcomes
Student learning outcomes are descriptions of what academic programs intend for students to know (cognitive), think (affective), or do (behavioral) as a result of completing the course or completing the program. Student learning outcomes are specific statements that describe the intended learning outcomes that must be met on the way to attaining a particular degree. Learning outcomes encompass a wide range of student attributes and abilities--cognitive, affective, and behavioral--that students are expected to demonstrate as a result of completing an academic, instruction, or experience-based program and which measure how their college experiences have supported their development as individuals. Student outcomes must be: specific, measurable, aggressive but attainable, results-oriented, time-bound. Typically, three to five student learning outcomes are acceptable, although program needs may dictate more than five.

Sub-tests
Sub-tests are used to break one exam into smaller sections based on common learning goals. For example, a nursing exam might yield one overall score as well as sub-test scores on patient management, pharmacology, and ethical decision making.

Summative Assessment
Assessment performed at the conclusion of a course or program of study in order to evaluate success or goal completion.