The following is taken from New Perspectives on Assessment at SFSU                             http://www.sfsu.edu/%7Eacadplan/newpersp.html

The attached list of assessment tools includes samples of some measures as well as examples of how these can be organized. Depending upon the subject matter there is considerable flexibility with how objectives can be assessed. The list is broadly organized into five categories:

        1. curriculum content, quality, and delivery

• statement of learning objectives
• course analysis
• program review activities

        2. student learning outcomes measures

• performance-based measures
• testing

        3. indicators of student outcomes

• student progress data
• co-curricular activities
• testing scores
• post-graduation data

4.  satisfaction measures

5. institution-wide performance indicators

As indicated by WASC, individual institutions are in the best position to determine which combination of objectives to emphasize in the assessment plan and the method(s) of assessment most suited to their own missions and circumstances. 

LIST OF ASSESSMENT MEASURES AND INDICATORS

A.  Assessment of Curriculum Content, Quality, And Delivery

Statement of Learning Objectives. Inclusion in:

• University Bulletin
• advising materials and other department materials
• course syllabi
• course and curricular proposals

Course Analysis

• syllabus analyses
• cumulative course evaluations
• analysis of retention and probation rates
• analysis of course taking patterns (dropouts, repeats, etc.)
• completion rates of gateway and capstone courses
• analysis of grading patterns

Program Review Activities

• self-study for periodic program review
• visiting committees or external evaluators (including students) as part of program review
• collection of data on retention
• review of student surveys
• faculty-student teaching/learning teams (focus groups)
• analysis of curricular content/directions
• evidence of congruence with student and employer needs
• analysis of faculty activities/productivity
• faculty hiring plans
• departmental governance
• use of departmental resources
• analysis of scheduling
• college-level assessment
• relationships with the community

B. Student Learning Outcomes Measures

Performance-Based Assessment (of Cognitive Skill/Integration of Knowledge)

• creative work requirement
• oral presentation
• field-work/internship
• essay
• sophomore-junior diagnostic project (midpoint assessment)
• student portfolio or diary
• intercollegiate competitions
• capstone course
• culminating research projects/thesis
• culminating performance/activity
• multiple faculty evaluation
• outside evaluation of student work
• evaluation of student transcripts
• student self- and peer-assessment

Testing (of Cognitive Knowledge/Subject Matter/Other)

• pre-post testing (value-added)
• embedded testing
• locally developed standardized tests or unit-specific tests
• common, multi-sectional course exams
• certification or licensure exams (such as medical and nursing board examinations)
• comprehensive exams (can be standardized exams such as the GRE, ACT-COMP, Major Field Achievement Tests, etc.)
• problem-solving, critical thinking tests (Assessment of Reasoning and Communicating, ARC)

C. Indicators of Student Outcomes

Student Progress Data

• retention: persistence from 1^st year to 2^nd year
• student progress to degree

Co-Curricular Activities

• student participation in majors clubs and professional organizations
• student research and publication
• number/percentage of students studying abroad
• number/percentage of students participating in internships
• number/percentage of students enrolled in honors or graduate-level courses
• number/percentage of students working with professors on research
• student honors and awards

Testing Scores

• average GPA of graduating seniors
• average scores of graduating seniors on comprehensive/field test exams
• licensure passage rates
• scores of graduates on post-graduate exams

Post-Graduation Data

• number/percentage of graduates who continue their education
• number/percentage of graduates who enter graduate schools of choice
• full-time employment in a field related to completed educational program

D. Satisfaction Measures

• entering student interviews
• mid-major interview (upon entering upper division coursework)
• senior interview
• exit interviews with withdrawing students
• questionnaire/exit interview with graduating majors
• student evaluations of faculty
• student evaluations of courses/programs
• surveys of alums in workforce
• surveys of employers of graduates

E. Institution-Wide Performance Indicators

• enrollment trends/patterns
• surveys regarding satisfaction with educational experience
• data on entering student characteristics/preparation/goals
• faculty activities/productivity
• data on retention and persistence to degree
• time to degree
• degrees granted
• average scores of graduating seniors on comprehensive/field test exams
• licensure passage rates
• scores of graduates on post-graduate exams
• number/percentage of graduates who continue their education
• number/percentage of graduates who enter graduate schools of choice
• evidence of systematic, comprehensive advising
• evidence of student satisfaction with advising
• number/percentage of students reporting a climate of ethnic, cultural, and religious acceptance/understanding

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