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This document outlines the Department of Earth Science at the University of Northern Iowa's assessment plan for student outcomes in the Bachelor of Science in Geology program, detailing departmental
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How to fill out STUDENT OUTCOMES ASSESSMENT

01
Review the assessment criteria and ensure you understand what is required.
02
Gather data on student performance, including grades, surveys, and feedback.
03
Identify specific outcomes you want to measure, such as knowledge gained or skills acquired.
04
Complete each section of the assessment form, clearly stating how each outcome is measured.
05
Provide evidence to support your assessments, including statistics and anecdotal observations.
06
Reflect on the data collected and identify areas for improvement.
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Submit the completed assessment for review and feedback from stakeholders.

Who needs STUDENT OUTCOMES ASSESSMENT?

01
Academic institutions looking to evaluate the effectiveness of their programs.
02
Instructors and faculty responsible for measuring student learning outcomes.
03
Administrative bodies that require assessment data for accreditation purposes.
04
State and federal education agencies interested in educational quality metrics.
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Examples: Surveys, Interviews, Focus Group Studies, Document Analyses, Students' Self-Reports. Program-Level Measures: Refer to assignments or tests that assess students' knowledge and skills at the end of the program, not embedded in any particular course.
Examples of Outcomes-Based Assessment The assessment task may include having students write essays arguing a certain point with counterpoints. The teacher may evaluate grammar, organization, strength of argument, and logic.
There are two kinds of outcomes: student learning outcomes, which focus on what students will be able to know, think or do as a result of participating in a program, and operational outcomes, which are changes in the unit that faculty or staff want to occur as a result of their efforts.
For example, exams, writing assignments, research papers, performances, and group projects that are part of regular course assignments are excellent sources of assessment data. In some cases, data gathered from sources outside of the classroom may also be utilized (e.g., feedback from clinical placements, internships).
Outcomes Identify literary techniques and creative uses of language in literary texts. Adapt their texts to particular audiences and purposes. Articulate a thesis and present evidence to support it. Find, evaluate, and use appropriate bibliographic materials in their texts.
Information about student learning can be assessed through both direct and indirect measures. Direct measures may include homework, quizzes, exams, reports, essays, research projects, case study analysis, and rubrics for oral and other performances.
Learning outcomes should be simple and not compound. For example, the outcome “Students completing the BS in mathematics should be able to analyze and interpret data to produce meaningful conclusions and recommendations and explain statistics in writing” is a bundled statement.

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STUDENT OUTCOMES ASSESSMENT is a systematic process used to evaluate the educational effectiveness of a program or course by measuring the extent to which students achieve desired learning outcomes.
Typically, institutions of higher education and specific academic programs are required to file STUDENT OUTCOMES ASSESSMENT reports to demonstrate accountability and improvement in student learning.
To fill out STUDENT OUTCOMES ASSESSMENT, institutions should identify learning outcomes, collect relevant data on student performance, analyze the data, and report findings along with planned improvements.
The purpose of STUDENT OUTCOMES ASSESSMENT is to ensure that educational programs are meeting their goals, improve teaching and learning, and provide accountability to stakeholders.
Information typically reported on STUDENT OUTCOMES ASSESSMENT includes defined learning outcomes, assessment methods used, data on student performance, analysis of the results, and action plans for improvement.
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