{"id":15243,"date":"2024-10-18T16:05:28","date_gmt":"2024-10-18T20:05:28","guid":{"rendered":"http:\/\/149.4.100.129\/ie\/?page_id=15243"},"modified":"2025-09-08T10:21:38","modified_gmt":"2025-09-08T14:21:38","slug":"acad-faqs","status":"publish","type":"page","link":"https:\/\/www.qc.cuny.edu\/oie\/assessment\/acad-faqs\/","title":{"rendered":"Academic Assessment FAQs"},"content":{"rendered":"

[et_pb_section fb_built=”1″ fullwidth=”on” _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_fullwidth_image src=”https:\/\/www.qc.cuny.edu\/oie\/wp-content\/uploads\/sites\/39\/2024\/10\/Web-Image3-e1729466734918.png” alt=”A series of books” title_text=”A series of books” _builder_version=”4.27.2″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_fullwidth_image][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”4.27.0″ _module_preset=”default” background_color=”#efefef” use_background_color_gradient=”on” background_color_gradient_stops=”#efefef 0%|#ffffff 100%” background_color_gradient_start=”#efefef” background_color_gradient_end=”#ffffff” custom_padding=”40px||||false|false” global_colors_info=”{}”][et_pb_row _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][dsm_text_divider header=”Academic Assessment FAQs” text_alignment=”left” color=”#404040″ divider_weight=”3px” _builder_version=”4.27.2″ _module_preset=”default” header_level=”h2″ header_font=”Open Sans|600|||||||” header_text_color=”#E71939″ global_colors_info=”{}”][\/dsm_text_divider][et_pb_accordion open_toggle_text_color=”#000000″ open_toggle_background_color=”#ffffff” closed_toggle_background_color=”#ffffff” icon_color=”#e71939″ _builder_version=”4.27.4″ _module_preset=”default” toggle_text_color=”#000000″ toggle_font=”Open Sans|600|||||||” body_font=”Open Sans||||||||” body_text_color=”#000000″ hover_enabled=”0″ border_color_all=”#000000″ global_colors_info=”{}” sticky_enabled=”0″][et_pb_accordion_item title=”Does assessment include faculty evaluation?” open=”on” _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

No \u2013 absolutely not. The purpose of learning assessment is to improve student learning and it is not to be used as a way of evaluating instructors. No individual faculty member has the sole responsibility for ensuring that program’s goals are met. Therefore, any assessment of progress on academic goals must\u00a0not\u00a0<\/em>be used to evaluate any individual faculty member.<\/p>\n

[\/et_pb_accordion_item][et_pb_accordion_item title=”How is grading different from assessment?” _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n

Generally, the goal of grading\u00a0is to\u00a0evaluate student learning, <\/em>whereas the goal of assessment is to improve it.\u00a0<\/em>Grading is the analysis and use of data by faculty to make judgments about an individual student\u2019s performance. Assessment, on the other hand, is a way to measure student learning overall and improve student learning within a course or program.<\/p>\n

Grading plays an important role in assessment, of course, as grades can provide\u00a0useful evidence of student learning when they are based on direct measures (tests, projects, papers, etc.) that are clearly linked to course\u00a0learning goals and consistent with standards. However, assessment typically goes beyond grading by systematically examining patterns of student learning and using this information to improve educational practices.<\/p>\n

\n
\n\n\n\n\n\n\n\n
Assessment<\/th>\nGrading<\/th>\n<\/tr>\n<\/thead>\n
Ongoing<\/td>\nFinal<\/td>\n<\/tr>\n
Process-oriented (how students learn)<\/td>\nProduct-oriented (what students learned)<\/td>\n<\/tr>\n
Diagnostic: identify areas for improvement<\/td>\nJudgmental: assign a letter grade<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n

[\/et_pb_accordion_item][et_pb_accordion_item title=”How is assessment different from research?” _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n

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Assessment and research are similar in many ways: Both involve asking questions, collecting data, and analyzing results. Like research, assessment activities may use quantitative or qualitative research methods, and benefits from a mixed methods approach.<\/p>\n

However, the goal of research is to confirm or challenge hypotheses to guide theory, whereas the goal of assessment is to produce reasonably accurate information about how well we are meeting our goals and guide local practice.\u00a0 Many factors limit the scope and impact of assessment: time, resources, implementation, etc.. As such, assessment findings typically have implications for a single course, program or institution, whereas research findings have broader implications.<\/p>\n

Faculty, staff, and administrators make decisions regularly, and decisions are best informed by evidence. Good assessment practices can and should guide local practice for the continual improvement of the student experience.<\/p>\n

\u00a0<\/div>\n\n\n\n\n\n\n\n
Assessment<\/th>\nResearch<\/th>\n<\/tr>\n<\/thead>\n
Localized findings<\/td>\nGeneralizable findings<\/td>\n<\/tr>\n
Guides practice<\/td>\nGuides theory<\/td>\n<\/tr>\n
Does not require IRB<\/td>\nRequires IRB<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Assuming assessment findings will not be published, activities that are conducted for internal decision-making do not require IRB review.\u00a0<\/span>IRB approval is required for generalizable research involving human subjects. See<\/span>\u00a0CUNY\u2019s policies on Human Research<\/a>.<\/span><\/p>\n<\/div>\n

[\/et_pb_accordion_item][et_pb_accordion_item title=”What constitutes evidence of student learning?” _builder_version=”4.27.4″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” open=”off” sticky_enabled=”0″]<\/p>\n

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This question is best\u00a0rephrased as, \u2018How do we\u00a0know that our students are learning?\u2019 and it might be useful to keep in mind that gathering evidence of students\u2019 learning is something you have been doing for most of your academic career.<\/p>\n

While the evidence we gather is not the result of\u00a0randomized controlled trials, we can, however, triangulate our measures of student learning, keep up to date with the literature on teaching and learning, and continually reflect on how learning can be improved. For example, a grade is one measure of student learning, and grades can provide\u00a0useful evidence of student learning if<\/em>\u00a0they are based on direct measures\u00a0(exams, projects, papers, etc.) that are\u00a0clearly linked to course\u00a0learning goals.<\/p>\n

Student learning is best measured using several assessment methods (direct indirect measures<\/a>). To avoid easy measures that do not sufficiently mirror the complexity of student learning, we must also take into account the peculiarities of a discipline to which assessment methods are applied.<\/span><\/p>\n

To learn more, see Linda Susky\u2019s Examples of Evidence of Student Learning<\/a>,<\/em><\/span>\u00a0or check out\u00a0Susan A.\u00a0<\/span>Ambrose\u2019 How Learning Works: Seven Research-Based Principles for Smart Teaching<\/em><\/a>.<\/p>\n<\/div>\n

[\/et_pb_accordion_item][et_pb_accordion_item title=”Why should an academic program have a mission statement?” _builder_version=”4.27.2″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n

A mission statement is a public-facing document that identifies \u0430 program\u2019 constituents and what the program intends to provide to them. As such, mission statements are foundational to the process of assessment, providing clarity and direction by establishing the context in which the program operates and an overview of its goals.<\/p>\n

For example, mission statements, which are broad and general, are closely tied to a program’s statements of goals, which provide a bridge between the purpose of a program and the strategies to be used to assess and guide the ways in which the program achieves its mission.<\/p>\n

[\/et_pb_accordion_item][et_pb_accordion_item title=”Why should a syllabus include course learning goals and objectives?” _builder_version=”4.27.2″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n

Having clear learning goals and measurable objectives (aka SLOs) on syllabi is helpful for both students and instructors. Clearly stated goals and objectives helps students to know what the expectations are for a course ( the learning goals) and how they will be evaluated (the measurable objectives), which can positively impact student motivation and self-efficacy, and encourages students to self-assess. For instructors, having clear learning goals and objectives for a course helps to structure course content, which aids in the effective evaluation of student work. This is also known as mapping<\/em>\u00a0<\/a>\u2014 the process of aligning learning goals to assignments and activities to ensure that learning goals are addressed in the course (or curriculum) in ways that support students\u2019 opportunities to develop needed skills and knowledge.<\/p>\n

[\/et_pb_accordion_item][et_pb_accordion_item title=”What is the difference between learning goals and objectives?” _builder_version=”4.27.2″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n

Learning goals are the broad statements we make about what we expect students to know and be able to do as a result of completing a learning experience (e.g. a reading assignment, a course module, a course or a program).<\/p>\n

Measurable learning objectives, aka Student learning objectives (SLOs<\/em>), are statements that describe the observable or measurable behaviors that would indicate the level of mastery students have achieved as a result of a learning experience. Rephrasing our learning goals for a course or program in this way can help us determine whether the learning goals we set for our students have been met, and is especially helpful for standards-based grading, which focuses on mastery.<\/p>\n

Where goals are broad and general, objectives are concrete and measurable, bridging the gap between goals and assessment methods.<\/p>\n

 <\/p>\n

\n\n\n\n\n\n\n\n
Goals<\/th>\nObjectives<\/th>\n<\/tr>\n<\/thead>\n
broad\/abstract<\/td>\nnarrow\/concrete<\/td>\n<\/tr>\n
general intentions<\/td>\nspecific actions<\/td>\n<\/tr>\n
difficult to measure<\/td>\nmeasurable<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

[\/et_pb_accordion_item][et_pb_accordion_item title=”What is the difference between direct and indirect measures?” _builder_version=”4.27.2″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n

\u2018Direct measurement\u2019 refers to measuring exactly the thing that you\u2019re looking to measure, while \u2018indirect measurement\u2019 means that you\u2019re measuring something by measuring something else.<\/p>\n

Direct measures are those that measure student learning by assessing actual samples of student work. Examples include: exams\/tests, papers, projects, presentations, portfolios, performances, etc. Because direct measures\u00a0capture what students know and can do, and even how well, these are best for measuring achievement of student learning on specific objectives.<\/p>\n

Indirect measures imply student learning by employing self-reported data and reports. Indirect measures help to substantiate instances of student learning. Indirect measures include surveys, interviews, course evaluations, and reports on retention, graduation, and placement, etc. These measures are commonly used in conjunction with direct measures of student learning, as best practices recommend the use of both direct indirect measures<\/a> when determining the degree of student learning that has taken place.<\/p>\n

[\/et_pb_accordion_item][et_pb_accordion_item title=”How is program assessment different from the Academic Program Review (APR) process?” _builder_version=”4.27.2″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n

The\u00a0APR process<\/a>\u00a0is a comprehensive self-assessment to identify a program\u2019s challenges and opportunities in areas of quality, service, efficiency and resources. Assessment of student learning is just one component of this process. Program assessment activities, on the other hand, is totally focused on the assessment student learning and outcomes. Furthermore, while APR self-studies take place once every few years, program assessment should take place much more frequently to gather information that will enable a program to identify issues that may (or may not) require attention in a timely fashion.<\/p>\n

[\/et_pb_accordion_item][et_pb_accordion_item title=”What is the connection between assessment and accreditation?” _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n

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The short answer is that institutions and state policymakers both make use of assessment findings. However, assessment and accreditation are very different processes with very different goals.<\/p>\n

Accreditation is a process by which an educational institution is certified by an independent body to award certificates and degrees. The process was established nearly a century ago to foster a common set of educational standards among secondary schools and universities.<\/p>\n

But while accreditation self studies aim to demonstrate that fiscal and human resources are being invested responsibly, faculty and staff conduct assessment to improve programs and practice. Assessment findings are an important part of the accreditation process as a key source of the evidence that we provide to our accreditation bodies, but the primary focus of assessment is to inform local decisions pertaining to courses, majors, programs, and support offices, whereas accreditation activities are meant to inform external reviewers.<\/p>\n

\u00a0<\/div>\n\n\n\n\n\n\n\n
Assessment<\/th>\nAccreditation<\/th>\n<\/tr>\n<\/thead>\n
Ongoing<\/td>\nPeriodic<\/td>\n<\/tr>\n
Informs local practice<\/td>\nInforms external reviewers<\/td>\n<\/tr>\n
Focuses on self-improvement<\/td>\nFocuses on institutional quality<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Queens College is accredited by the Middle States Commission on Higher Education (MSCHE). See our\u00a02017 MSCHE Self-Study here<\/a>, or learn about our\u00a02026 MSCHE Self-Study process here<\/a>.<\/p>\n<\/div>\n

[\/et_pb_accordion_item][et_pb_accordion_item title=”Who can I contact for help?” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n