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Outcomes Assessment and Northeastern University's Master of Sports Leadership Program
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​Articles About Accreditation/Student Learning Outcomes
"Outcomes: Getting to the Core of Programmatic Education and Accreditation" (ASPA, Association of Specialized and Professional Accreditors, June 2016)
"SLO Assessment: Where the Buck Stops (And Starts)" (WASC Senior College and University Commission)
A Board Member's Guide to Accreditation. (CHEA, 2016)
"Aligning Assessments for COSMA Accreditation" (Journal of Physical Education, Recreation & Dance, September 2015)
"The Current State of Student Learning Outcomes Assessment in U.S. Colleges and Universities" (NILOA, January 2014).
"Rethinking the Bottom Line for Internationalization:  What are Students Learning?" (The Chronicle of Higher Education, March 11, 2013).
"The Little Assignment with the Big Impact:  Reading, Writing, Critical Reflection, and Meaningful Discussion." (Faculty Focus, May 6, 2013).
"What are Institutions Spending on Assessment?  Is it Worth the Cost?" (National Institute for Learning Outcomes Assessment, August 2013).
Writing Student Learning Outcomes Handout

Addressing Assessment Fatigue: Or, C.A.V.E.: Colleagues Against Virtually Everything.

Association of American Colleges and Universities page on assessment:
www.aacu.org/resources/assessment/index.cfm
 
Websites for Rubric Development:

National Institute for Learning Outcomes Assessment
http://course1.winona.edu/shatfield/air/rubrics.htm
 
E-portfolio assistance:
http://www.desire2learn.com/eportfolio/highered/
https://www.pass-port.org/
http://www.iwebfolio.com/ 
http://www.schedulestar.com/ - used in management courses
 
Examples of measurement tools used by COSMA members (not an exhaustive list):
Direct:
            Academic work products – papers, presentations
            Class assignments
            e-Portfolios
            Mock interviews
            Pre/Post tests
            Comprehensive exams
            Standardized exams
 
Indirect:
            Internship supervisor evaluation
            Reflections on experiences (e.g., internship)
            Focus groups
            Alumni surveys
            Exit surveys

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Outcomes
Learning Outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of the program. Learning Outcomes identify what the learner will know and be able to do – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed for employment or further education. The outcomes assessment approach to education means basing program and curriculum design, content, delivery and assessment on an analysis of the integrated knowledge, skills and values needed by both students and society. In this outcomes-based approach, the ability to demonstrate learning is the key point. Outcomes are achieved results or consequences of what was learned; i.e., evidence that learning took place. Learning outcomes are student-centered and describe what it is that the learner should learn.

An effective set of learning outcomes statements informs and guides both the instructor and the students:
For faculty, it informs:
  • the content of teaching
  • the teaching strategies you will use
  • the sorts of learning activities/tasks you set for your students
  • appropriate assessment tasks
  • course evaluation
For students, learning outcomes provide them with:
  • a solid framework to guide their studies and assist them to prepare for their assessment
  • a point of articulation with graduate attributes at course and/or university (i.e. generic) level.
Learning Outcome statements may be broken down into three main components:
  • an action word that identifies the performance to be demonstrated;
  • a learning statement that specifies what learning will be demonstrated in the performance;
  • a broad statement of the criterion or standard for acceptable performance.
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