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Overview

The purpose of these principles is to guide us as we build a culture of assessment at LIU Brooklyn. Any policy established regarding the student learning outcomes assessment process should adhere to these principles.

Guiding Principles for Student Learning Outcomes Assessment Cycles

The Mission of LIU Brooklyn is to awaken, enlighten and expand the minds of its students. Central to this mission is student learning, which is not limited to interactions between students and faculty in a classroom. Instead, the entire campus works together to support student learning in all of our courses, programs and services.

Assessment of student learning offers the campus a vital measure of how effectively it is fulfilling its mission. Assessment results provide evidence upon which to base curricular, planning and budget decisions, which lead to greater student success. Administrators, faculty, and staff work together to support the periodic assessment of student learning outcomes in its courses, programs and services.

A student learning outcome assessment cycle is a four-stage process in which we:

  • Identify student learning goals and outcomes
  • Design and implement an assessment plan
  • Reflect on the results of the assessment and draw conclusions
  • Share the results and conclusions within your area and college community, invite review and comment, and recommend and implement changes that may improve student learning

The following principles guide the implementation and use of student learning outcome assessment cycles:

  • For any course, program or service, the personnel directly involved (area/department liaison) in its delivery are finally responsible for all aspects of its assessment cycles: While expected to consult with the University Director of Assessment and Outcomes Assessment Committee on campus, the responsible personnel are the best qualified to determine appropriate student learning outcomes, implement effective assessments, report results, and make recommendations for improvements. For each outcome, they are also best equipped to decide when each stage of the cycle is complete.
  • Broad participation in assessment cycles by administrators, faculty and staff is a shared responsibility: The more individuals that participate in the production and analysis of assessment results, the greater the likelihood that proposed changes will be implemented and sustained.
  • Student learning outcomes are defined in various ways: Student learning outcomes vary tremendously among courses, programs and services; they may be cognitive, affective, or psychomotor. They change over time and are informed by a multitude of factors, including community needs, discipline standards, and previous assessment cycles.
  • Assessments use various methods and may build upon existing assessments: Assessment techniques range widely in style and rigor. Whenever possible, existing assessment instruments are modified to meet new assessment needs. Direct measures of student learning are preferred, although indirect measures are used, particularly in sectors that indirectly support student learning. Departments and Liaisons may seek assistance in the design and adaptation of methodology from the Outcomes Assessment Committee.
  • Assessments are used to evaluate and improve student learning: Information gleaned from assessment cycles is used primarily to understand the factors affecting student learning and to improve instruction and services. Assessments of student learning outcomes are not used to challenge academic freedom.
  • Assessment cycles: Currently, academic departments and student services are required to submit annual assessment plans. The plans are completed in two phases: Phase I requires the area/department to select goals and outcomes that will be assessed during an academic year, Phase II requires departments to report results, analyze data, share results, and implement changes.