After the Program Outcomes have been established, the next step and in many ways, the first step in the actual assessment cycle is to identify the learning outcomes that should occur for each course.

Learning outcomes and objectives are the fundamental elements of most well-designed courses. Well-conceived outcomes and objectives serve as guideposts to help instructors work through the design of a ...

Learning outcomes can be at the university, program or course level. They may be defined as the change in a student’s knowledge or skills as a result of the student’s experience. The focus of the ...

The sequence of courses that undergraduates complete to satisfy the Written, Oral, and Multimodal Communication (WOMC) component of the Unified General Education Requirements (UGER) ensures that ...

Creating a course map is like planning a road trip—you start with your destination (learning outcomes) and chart the best route to get there (instruction, activities, and assessments). A ...

All academic programs at RIT are required to have a Program Level Outcomes Assessment Plan (PLOAP). The goal of an academic program assessment plan is to facilitate continuous program improvement. The ...

Most professors probably have learning outcomes for their students -- it would be hard to know what to teach and how to assess students without them. But whether professors write down those desired ...

This website is intended to make available general information on student outcomes assessment and specific information related to the assessment at NTID, one of the nine colleges of Rochester ...

Pick one of your current course learning outcomes or create a new one based on a topic you teach. Evaluate the outcome using these questions: Is it specific and measurable? Does it focus on observable ...