Direct Assessment Examples Explained

Capstone courses integrate knowledge, concepts, and skills associated with an entire sequence of study in a program. This method of assessment is unique because the courses themselves become the instruments for assessing student teaching and learning. For academic units where a single capstone course is not feasible or desirable, a department may designate a small group of courses where competencies of completing majors will be measured.

• Capstone courses provide students with a forum to combine various aspects of their programmatic experiences.
• Courses provide a forum to assess student achievement in a variety of knowledge and skills-based areas by integrating their educational experiences.
• Many research universities are currently using capstone courses in a variety of academic disciplines including general education programs and other academic units. Departments at other research institutions using this instrument to gather information about student learning in the major include many general education programs, chemistry, political science, physics, music, religious studies, theatre, history, and foreign languages.

Assessment practices embedded in academic courses generate information about what and how students are learning within the program and classroom environment. Course-embedded assessment takes advantage of already existing curricular offerings by using standardized data instructors already collect or by introducing new assessment measures into courses. The embedded methods most commonly used involve the development and gathering of student data based on questions placed in course assignments. These questions, intended to assess student outcomes, are incorporated or embedded into final exams [most common], research reports, and term papers in courses. The student responses are then evaluated to determine whether or not the students are achieving the prescribed educational outcomes and objectives of the department. This assessment is a separate process from that used by the course instructor to grade the exam, report, or term paper.

There are a number of advantages to using course-embedded assessment.

• Student information gathered from embedded assessment draw on accumulated educational experiences and familiarity with specific areas or disciplines.
• Embedded assessment often does not require additional time for data collection, since instruments used to produce student learning information can be derived from course assignments already planned as part of the requirements.
• The presentation of feedback to faculty and students can occur very quickly creating a conducive environment for ongoing programmatic improvement.
• Course-embedded assessment is part of the curricular structure and students have a tendency to respond seriously to this method.

The most widely used method for evaluating student progress, tests designed for a specific curriculum can often prove more valuable when assessing student achievement than commercial instruments. These tests focus on the missions, goals, and objectives of the departments.

Benefits of locally developed examinations:

• For assessing the validity of an academic program, examinations designed by the instructors who set the educational goals and teach the courses is often the best approach.
• Cost benefits, interpretation advantages, and quick turnaround time all make using locally designed tests an attractive method for assessing student learning.
• A well-constructed and carefully administered test that is graded for the specific purpose of determining program strengths and weaknesses remains one of the most popular instruments for assessing most majors.

Commercially generated tests and examinations are used to measure student competencies under controlled conditions. Tests are developed and are normed nationally to determine the level of learning that students have acquired in specific fields. The ETS Biology Major Field Testm[currently in use in the Biology Department] would be such an example. Tests such as this one are widely used and can assist departments in determining programmatic strengths and weaknesses when compared to other programs and national data. Compilations of data on the performance of students who voluntarily take national examinations enable faculty to discover useful data that often leads to programmatic improvements.

There are a number of advantages for using commercial/standardized tests and examinations to measure student achievement:

• Institutional comparisons of student learning are possible. Very little professional time is needed beyond faculty efforts to analyze examinations results and develop appropriate curricular changes that address the findings.
• In most cases, nationally developed tests are devised by experts in the discipline.
• Tests are traditionally given to students in large numbers and do not require faculty involvement when exams are taken by students.

Some of the more commonly used national tests include: 

• ACT - COMP (College Outcome Measures Program): This is an assessment instrument that measures knowledge and skills acquired by students in general education courses. Administered by ACT, Iowa City, IA.
• GRE (Graduate Record Examinations): The GRE is widely used by colleges, universities, departments, and graduate schools to assess verbal and quantitative student achievement. Also, many discipline-specific examinations are offered to undergraduate students in areas such as Biology, Chemistry, Education, Geology, History, Literature, Political Science, Psychology, and Sociology.
• Major Field Achievements Tests: Major field examinations are administered in a variety of disciplines. They often are given to student upon or near completion of their major field of study. These tests assess the ability of students to analyze and solve problems, understand relationships, and interpret material.

A picture can be worth a thousand words. As an evaluation tool portfolio assessment has become widely used in higher education as a way to examine and measure progress, by documenting the process of learning or change as it occurs. Portfolios extend beyond test scores to include substantive descriptions or examples of what the student is doing and experiencing. Fundamental to "performance assessment" in educational theory is the principle that students should demonstrate, rather than tell about, what they know and can do. Contents of portfolios (sometimes called "artifacts" or "evidence") can include drawings, photos, video or audio tapes, writing or other work samples, computer files, and copies of standardized or program-specific tests. Data sources can include a variety of personnel who know the participant or program, as well as the self-reflections of participants themselves. Portfolio assessment provides a practical strategy for systematically collecting and organizing such data. Portfolios used for assessment purposes are most commonly characterized by collections of student work that exhibit to the faculty the student's progress and achievement in given areas. Information about the students' skills, knowledge, development, quality of writing, and critical thinking can be acquired through a comprehensive collection of work samples. A student portfolio can be assembled within a course or in a sequence of courses in the major. The faculty determine what information or students' products should be collected and how these products will be used to evaluate or assess student learning. These decisions are based on the educational goals and expected outcomes.

Portfolio Assessment is most useful for:

• Evaluating programs that have flexible or individualized goals or outcomes.
• Each student's portfolio asseessment could be geared to his or her individual needs and goals.
• Providing information that gives meaningful insight into behavior and related change. Because portfolio assessment emphasizes the process of change or growth, at multiple points in time, it may be easier to see patterns.
• Providing a tool that can ensure communication and accountability to a range of audiences who may not have much sophistication in interpreting statistical data can often appreciate more visual or experiential "evidence" of success.
• Allowing for the possibility of assessing some of the more complex and important aspects of many constructs (rather than just the ones that are easiest to measure

Portfolio Assessment is not as useful for:

• Allowing you to rank participants or programs in a quantitative or standardized way
• Comparing participants or programs to standardized norms. While portfolios can (and often do) include some standardized test scores along with other kinds of "evidence", this is not the main purpose of the portfolio
• Evaluating programs that have very concrete, uniform goals or purposes.

Pre-test/post test assessment is a method used by academic units where locally developed tests and examinations are administered at the beginning and at the end of courses or academic programs. These test results enable faculty to monitor student progression and learning throughout prescribed periods of time. The results are often useful for determining where skills and knowledge deficiencies exist and most frequently develop.

Video and audio devices have been used by faculty as a kind of pre-test/post-test assessment of student skills and knowledge. Disciplines, such as theatre, music, art, and communication, might consider this resource as assessment tools..