Assessment of Student Learning Outcomes
Self-Study 2012
- Executive Summary
- Introduction
- History and Overview of the University of Pittsburgh
- Summary of Major Accomplishments
- Challenges and Opportunities
- Why The University Chose the Topic of Assessment
- Assessment as a Strategic Tool to Advance the University
- Leadership in Assessment of Student Learning Outcomes
- Expected Outcomes of the Self Study
- Description of the Self-Study Process
- General Summary of Conclusions and Suggestions
- Using Assessment to Improve Institutional Effectiveness
- Introduction
- Using Assessment in University-level Planning and Budgeting, Annual Planning, and Benchmarking
- Using Assessment in Unit-level PLanning and Budgeting,Annual Planning, and Benchmarking, Selected Schools
- Using Assessment to Improve Institution-wide Infrastructure Investment
- Summary of Findings and Suggestions
- Using Assessment to Improve the Student Experience
- Introduction
- Assessment of Student Learning Outcomes
- Introduction
- Structure of Assessment of Student Learning Process at Pitt
- Building a Culture of Assessment
- Documentation of Assessment of Student Learning
- Examples of Developing a Culture of Assessment
- Examples of How Assessment of Student Learning Is Leading to Curricular Change
- General Education
- Examples of General Education Assessment
- How Assessment Is Used to Make Changes and Drive Progress
- Assessment of Student Retention, Satisfaction, and Graduation
- Assessment of Undergraduate Recruitment and Admissions
- Summary of Conclusions and Findings
- Appendices
For many years, the University hasconducted periodic evaluations of academicprograms as a substantive and consistent wayto ensure high-quality academic programs.Traditionally, these evaluations focused oninputs such as the quality of the program faculty,the structure of the curriculum, and theavailability of resources (see the Guidelinesfor Conducting Evaluations of AcademicPrograms13). Until recently, however, theUniversity did not systematically include inthese reviews regular, ongoing assessments ofthe outcomes of the academic programs thatwould allow it to determine, in a consistentway, the extent to which graduates left theinstitution with the skills and knowledge theyneeded to be successful.
The first efforts to use outcomes assessmentwere in the form of indirect evidencesuch as retention rates, graduation rates, andstudent surveys to assess and guide programdevelopment. In the early 2000s, several differentschools and programs began to looksystematically at direct evidence of studentlearning outcomes as part of their evaluationof academic programs. Several of the professionalprograms, such as engineering andmedicine, began to incorporate assessment oflearning outcomes into their comprehensivegraduateand professional programs began routinelycollecting data on student placements; and thecollection of placement data on undergraduateswas strengthened.
By the mid-2000s, the University was usinga variety of assessment activities on its campuses,including collecting both direct and indirect evidenceof student learning. As a natural progressionof University-wide discussions and the realprogress individual schools and campuses hadmade in assessing student learning, in 2006, theCouncil of Deans established guidelines regardinginstitutional expectations for ongoing andregular assessment of student learning. Today, theUniversity has a comprehensive, ongoing practiceof assessing student learning outcomes, whichleads to improved academic programs