Assessment Examples & Mistakes to Avoid
Good Assessment Examples
Students will develop a breadth and depth of expertise appropriate to their career goals in the languages, literatures, and cultures of the Luso-Hispanic world.
Students will make a significant contribution to the knowledge in their field and will present that in oral and written form.
Students will participate formally in professional dialogues beyond UNM.
Students will find and participate in professional activities such as colloquia, conferences, and workshops.
- Students will exhibit critical thinking skills to address diverse business challenges and opportunities.
Students engage in scholarly or professional communities through attendance at or leadership in workshops, talks, or other events related to their area of study.
Students will evaluate relevant literature within a research topic.
Students contextualize primary texts or data within a broad knowledge of Iberian, Latin American or Southwest Hispanic literature and culture or Hispanic language and linguistics.
- Students will be able to identify and analyze an issue or problem and provide recommendations.
Students will intervene and stabilize patients while in transport to an advanced care facility.
MA Comprehensive Examinations were scored by committees of three or more faculty members using a standardized rubric. Exams were scored using a standardized 4-point descriptive rubric: High Pass, Pass, Low Pass, Fail.
Graduate Student Annual Review Forms completed by students and discussed with and approved by faculty mentors. The Director of Graduate Studies compiled information from the GSAR forms.
All course-related assessments use a three-scale rubric as follows: 3 = Exemplary, 2 = Satisfactory, 1 = Unsatisfactory.
*Please contact the Office of Assessment at firstname.lastname@example.org if you would like assistance in creating a rubric.
- Our goal criteria for success is attainment of an 8.0 or higher average on our rubric rating assessment for all students (Rubric A)
- Our goal criteria for success is attainment of an 8.0 average or higher on all criterion assessed on the comprehensive Written and Oral exams (Rubric B)
- The Comprehensive Examination/Portfolio is either Passed with Distinction, Passed, or Failed. 100% students successfully complete the 590 assessment.
- 60% of students will achieve a passing grade of 70% on each course exam.
- 75% of students will submit journals that demonstrate reflection and critical thinking as described in the journal rubric.
- 70% of students will achieve a passing grade of 75% on the comprehensive final exam.
- 75% of students will achieve an average minimum score of 35 points(out of 50) on the presentation rubric.
- 75% of students will achieve an overall passing score on in-class and homework assignments.
- Target levels for outcomes attainment have been established as 75% of students achieving an outcome of 2 or better.
In reviewing the outcomes, it was noted that while we want students to attend events and workshops related to their academic program and professional goals, the exercise of having students turn in a list of events attended—on the Graduate Student Annual Review—was not effective as a data-gathering tool, since the students understood the criteria for inclusion in different ways. We need to promote a culture of professionalism including attendance at these events, but the assessment may not be the right tool.
In response to the Academic Program Assessment Maturity Rubric and communications between faculty in the department, the Assessment Faculty Member thoroughly revised the assessment plan.
Assessment Mistakes to Avoid
Mistake: Creating goals that are too narrowly focused that are more student outcomes than program goals.
Mistake: Using verbs/student behaviors that are unattainable or unmeasurable.
Mistake: Constructing outcomes that do not align with the targeted population or sample of students.
Mistake: Developing outcomes that assess something other than student learning (e.g., employment or graduation).
Mistake: Using the same set of outcomes for a department or program that includes multiple majors, minors, or certificates.
Mistake: Describing learning outcomes with the behavior/verb focusing on the delivery of the knowledge/skill/responsibility instead of the student’s attainment of the knowledge/skill/responsibility.
Mistake: Misalignment between the assessment measures and what students are learning.
Mistake: Using only one exam/quiz item to represent student attainment of an outcome.
Mistake: Not considering pre-existing data collection streams and methods.
Mistake: Using vague names for measures.
Mistake: Not sharing unfavorable data.
Reason: Unfavorable data still provide good insight into where improvement efforts and resources should be focused.