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Overview

The purpose of academic assessment at Drexel University is to improve the overall educational experience of our students. This is achieved through assessment activities based on institutional values that aim to produce relevant and reliable data for aligning curricular design, course content, and pedagogical approaches consistent with Drexel’s mission and values. In all assessment activities the faculty and staff of the university endeavor to take full consideration of the different educational and cultural backgrounds of our increasingly diverse student population. The primary objective of our assessment program is to establish a practice of research that informs planning, and results in measurable improvements for our students.

  • Definition of Assessment

    Drexel University defines student outcomes assessment as an on-going process aimed at understanding and improving student learning. By making our expectations for learning explicit, clearly articulating course and program outcomes, and providing purposeful opportunities for students to achieve, we create opportunities to gather, analyze and interpret assessments of student learning.


  • Program Alignment and Review


  • Accreditation

    Accreditation in higher education is defined as a collegial process based on self and peer assessment for public accountability and improvement of academic quality. Peers assess the quality of an institution or academic program and assist the faculty and staff in improvement.


  • Instruments and Methods

    Assessment of student learning can be conducted using a variety of available instruments and methods. Many experts believe that a combination of assessment approaches can be the most effective way to measure student learning. Fortunately, many departments on campus and at other institutions have acquired some experience with many of the more commonly used instruments.


  • Program Level Outcomes

    At Drexel University we believe that a well-formulated set of Program Level Outcomes [PLO] that support and are consistent with the institutional mission and goals are the building blocks of an effective assessment program.


  • Developing Program Level Outcomes

    The first step in an assessment cycle is to identify the learning outcomes that should occur for each Program. A well-formulated set of Program Learning Outcomes [PLO] will describe what a faculty hopes to accomplish successfully in offering their particular degree to prospective students or what specific skills, competencies, and knowledge the faculty believes that graduates of the program will have attained by degree completion.


  • Developing Course Level Outcomes

    A well-formulated set of Course Learning Outcomes [CLO’s] will describe what a faculty member hopes to successfully accomplish in offering their particular course(s) to prospective students, or what specific skills, competencies, and knowledge the faculty member believes that students will have attained once the course is completed.


  • Resources

    IRAE has collected many useful Resources to educate on and assist with the Assessment process.


  • Fall Assessment Workshops