Tools and Resources

IST's 2010 master assessment plan is a great model for similar programs trying to map their objectives, courses, and assessments.

This document is the master Learning Outcomes Assessment plan for the College of Information Science and Technology.

This is an example of a survey administered to graduating seniors. It is used by the Penn State Berks elementary education program for learning outcomes assessment (program assessment) purposes.

This survey is used by the Penn State Berks teacher education program to assess student teachers for learning outcomes assessment (program assessment) purposes.

This is curriculum matrix was completed by the faculty in the Elementary and Kindergarten Education program at Penn State Berks. It is used to determine which program goals/objectives are addressed in the various courses included in the program. A curriculum map is an important step in the process of learning outcomes assessment (program assessment).

This document describes methods for developing surveys for collecting learning outcomes assessment (program assessment) evidence from graduating seniors, alumni and employers.

This document is a 1993 teaching newsletter from Stanford University that addresses the topic of classroom assessments - brief, typically non-graded assignments, that reveals to both teachers and students the extent to which students have the knowledge the teacher expects them to have.

This template can be used to develop a curriculum map, or matrix, which allows faculty to see which courses address each program level learning objective. Developing a curriculum map is an important step in the learning outcomes assessment (i.e. program assessment) process.

This document provides methods for doing classroom assessment (usually ungraded) to help faculty keep students in large classes engaged and to provide feedback about student knowledge of specific concepts to both faculty and students.

Focuses on program assessment and the role that grades do (or do not) play in providing evidence that program goals are being met.

Example of a curriculum matrix or map that is for a business program at Penn State Berks. Development of curriculum maps are important parts of the learning outcomes assessment process.

Three learning outcomes from Penn State Mont Alto along with suggestions on next steps are briefly described in this paper.

This document provides examples of measures that are classified as direct or indirect evidence. It provides a list of appropriate direct or indirect measures of student learning which can be used in the process of program assessment.

Strategies for adapting face-to-face teaching and assessments for online, flexible, or mixed-mode learning environments. This document was offered as a web resource for faculty teaching online, flexible, or mixed-mode courses during the COVID-19 pandemic. It is available here for archival purposes.

Strategies for adapting face-to-face assessments for online, flexible, or mixed-mode learning environments. This document was offered as a web resource for faculty teaching online, flexible, or mixed-mode courses during the COVID-19 pandemic. It is available here for archival purposes.

The purpose of this article is to provide a process for centers for teaching and learning to demonstrate their success and their value to constituents. Faculty developers have long requested an approach that would guide relevant and meaningful data collection. Nearly every CTL must develop a strategic plan, but too often they sit on a shelf gathering dust. The purpose of a strategic plan is to guide decision-making about how the unit spends its resources in service of its purpose (mission).
Linse, A. R. & Hood, L. N. (in press). Building a strategic plan that guides assessment: A case study from a teaching and learning center. Journal on Centers for Teaching and Learning.

Penn State’s Faculty Assessment of Teaching Framework assesses teaching using evidence from three sources, peer review, self-assessment, and student feedback. The framework also identifies four Elements of Effective Teaching, which provide a foundation of understanding, advance a shared language for communication, and serve as standards against which the combined sources of evidence are judged. Academic units may also use the elements as an invitation to discuss other important aspects of effective teaching. This document includes teaching examples by element.

General recommendations for adapting teaching and assessment to a synchronous, remote course environment. This document was offered as page one of a web resource for faculty who transformed their courses from face-to-face to remote learning environments due to campus closures resulting from the COVID-19 pandemic. It is available here for archival purposes.

Strategies for adapting face-to-face assessments to a synchronous, remote course environment, arranged by some of the common course formats and course types. This document was offered as page three of a web resource for faculty who transformed their courses from face-to-face to remote learning environments due to campus closures resulting from the COVID-19 pandemic. It is available here for archival purposes.

This article, from Stanford's teaching and learning center, addresses strategies for improving assessment and grading practices in the classroom.

This is a matrix that can be used to align course assignments with program goals for faculty working on program assessment.

This survey is used at Penn State Berks to assess student teachers. It includes questions that are completed by the administrator who supervises the student teacher. It is used for program assessment purposes.

This essay, written by Penn State's Emeritus Professor of Chemistry, John Lowe, describes several useful strategies for collecting course-level assessment about students' study habits and learning, which can be used to improve student learning.

This PowerPoint presentations describes the instrument called the Perceived Difficulty Assessment Questionnaire and provides its theoretical background. A few examples of its use are also included.

Brief explanation of several easy-to-use Classroom Assessment Techniques, with examples.

This document describes an alternative method for assessment in which students work collaboratively on an exam.

This sample score report is generated by our paper exam scanning system. The score report is an important tool that will help you evaluate the effectiveness of a test and of the individual questions that comprise it. The evaluation process, called item analysis, can improve future test and item construction. The analysis provides valuable information that helps instructors determine which are the “best” test questions to secure and continue to use on future course assessments; which items need review and potential revision before a next administration, and which are the poorest items which should be eliminated from scoring on the current administration.

The Lecture/Discussion Facilitation Template was distributed at the 2017 Lilly Evidence-based Teaching & Learning Conference held in Bethesda, MD June 1 - 4, 2017. Use it during lectures as a low-stakes, largely anonymous method to gauge students’ understanding, as a pop quiz or survey, or to keep track of in-class group activities. The template can improve student participation and engagement by minimizing their fears of low (or even “too high”) performance before their classmates, and it provides a demonstrable, observable, measurable, and active way to gain a sense of how well students are “getting it,” beyond the glint in their eyes. In that sense, it serves as a quick formative assessment tool that can be customized on demand.

Professor Christine Hockings (UK), April 2010
Inclusive learning and teaching in higher education refers to the ways in which pedagogy, curricula and assessment are designed and delivered to engage students in learning that is meaningful, relevant and accessible to all. It embraces a view of the individual and individual difference as the source of diversity that can enrich the lives and learning of others.
This publication includes summaries of key research on how inclusion practices impact students' learning, identities, and belonging.

This resource was designed to help UBC instructors self-assess their teaching dossier (portfolio) and reflect on its content. It can be used alongside the detailed information in the Teaching Portfolio section at the Centre for Teaching, Learning and Technology, University of British Columbia.

A teaching philosophy is more than an instructor’s beliefs about teaching and learning and paints a picture of what it is like to be a student in the course. It explains why a faculty member does what they do in their courses. It can be a foundational document for course design, narrative statements, and self-reflection.

A teaching philosophy is typically a 1-2-page narrative. It describes how learning happens in a course through examples learning activities, instructor- and student-student interactions, assessments. See Writing a Teaching Philosophy.

This Classroom Assessment Technique (CAT) was developed by Stephen Brookfield, author of Becoming A Critically Reflective Teacher (San Francisco: Jossey Bass 1995). He refers to it as a “Critical Incident Questionnaire," but the questions can also be provided to students in advance to students as a way to jump-start conversations during office hours (remote & in-person).

Best Practices in the Evaluation of Teaching, by Stephen L. Benton, The IDEA Center and Suzanne Young, University of Wyoming
Effective instructor evaluation is complex and requires the use of multiple measures—formal and informal, traditional and authentic—as part of a balanced evaluation system. The student voice, a critical element of that balanced system, is appropriately complemented by instructor self-assessment and the reasoned judgments of other relevant parties, such as peers and supervisors. Integrating all three elements allows instructors to take a mastery approach to formative evaluation, trying out new teaching strategies and remaining open to feedback that focuses on how they might improve. Such feedback is most useful when it occurs in an environment that fosters challenge, support, and growth. Rather than being demoralized by their performance rankings, faculty can concentrate on their individual efforts and compare current progress to past performance. They can then concentrate on developing better teaching methods and skills rather than fearing or resenting comparisons to others. The evaluation of teaching thus becomes a rewarding process, not a dreaded event.
Keywords: Evaluation of teaching, summative evaluation, formative evaluation, mastery orientation

This worksheet can be used to help instructors develop classroom activities that align learning objectives with assessments and course activities.

This excerpt from "Student Learning Assessment: Options and Resources" provides three sample rubric types including simple, detailed and holistic. These rubrics can help to improve the grading process. The publication was written by the Middle States Commission on Higher Education.

This report is the first in a series encompassed by the Quality of Instruction project. The research question guiding this report is: How do students and teachers view the instructional process at University Park? Information to address this question was obtained by surveying both students and faculty concerning their attitudes and experiences at University Park during the 1995-1996 academic year. These student and teacher surveys were made possible by support from the Penn State Alumni Association provided Fern (Bunny) Willits as the 1995-96 Alumni Teaching Fellow awardee and the Department of Agricultural Economics and Rural Sociology. Class Attendance data were provided by the Office of Student Affairs Research and Assessment Pulse Survey.
The complete citation for the report is:
Willits, Fern K., Moore, Betty L., & Enerson, Diane M. (1997). Penn State, Quality of Instruction: Surveys of Students and Teachers at University Park. Pennsylvania State University.

An eight question survey for students to assess how they prepared for a class and how they rate the difficulty of the exam.