High quality student outcome measures provide the foundation for effective learning assessment. These outcomes can be organized into different categories, such as skills or habits of mind, and evidence types, such as direct or indirect. Prevailing models of assessment, however, focus only on the distinction between direct and indirect evidence…

Large introductory classes, with their expansive curriculum, demand assessment strategies that blend efficiency with reliability, prompting the consideration of multiple-choice (MC) tests as a viable option. Crafting a high-quality MC test, however, necessitates a meticulous process involving reflection on assessment format appropriateness, test…

Overview and Problem of Practice: The evaluation of student learning in higher education is of interest to many stakeholders including students, faculty, higher education administrators, employers, governmental entities, and accreditors. Despite this interest, many institutions struggle to successfully facilitate the process of evaluating student…

The aims of university System Dynamics (SD) programs include the mastery of systems thinking skills, modeling skills, and/or application to solving real-world, dynamic, complex problems. Existing research has articulated learning sequences of what learners should know and be able to do, and when. It is called the competence development framework…

The purpose of this Guidebook is to describe the process and basic requirements for the student learning measures that are used as part of the support professional evaluation and support process. For aspects of the process that have room for flexibility and school/district-level discretion, the report has clearly separated and labeled different…

The holistic module learning and protocol-guided learning concepts underpin 271 Education Group's learning protocols. This article discussed the history of learning protocol development and its significance. Using the experience of 271 Education Group as an example, we attempted to illustrate the fundamental structure of learning protocols. It is…

This study aims to assess and measure students' performances using course-key performance indicators (course-KPIs) in an academic course at a Saudi university. The approach includes three aspects of assessment (i) integrating course components and correlating course learning objectives with the program learning domain, (ii) course evaluation using…

The instructional and assessment environments that students experience can have an enormous impact on their mathematical success, their understandings of what mathematics is, and their views of themselves as learners and doers of mathematics. While there has been ample research conducted about how teachers use assessment results to inform their…

The present study deeply aims to reveal teachers' reflection and their reflective thinking levels on the different dimension of their teaching practice with regard to the dimension of learning objectives, content, learning-teaching process, and measurement and evaluation in the context of English courses. The study was designed as case study…

Pre-specified, prescribed or intended Learning Outcomes have been in use throughout higher education programs for over two decades. There is an assumption amongst quality assurance bodies and university program approval and review processes that students engage with them. Yet, learning outcomes may constrain learning, they may not always be…

This article addresses the teaching and learning side of the learning progressions literature, calling out for measurement specialists the knowledge most needed when collaborating with subject-matter experts in the development of learning progressions. Learning progressions are one of the strongest instantiations of principles from "Knowing…

This White Paper offers a framework for art educators to evaluate the alignment of their assessment methods and goals/objectives for student learning. This effort is an attempt to develop "understandable guidelines" for classroom assessment, specifically attending to the issue of validity. Assessments are valid insofar as they produce…

The purpose of this Brief is to describe the use of formative assessment processes with students with disabilities during distance learning. Formative assessment is important for all kinds of learning, and especially focuses students on learning and evidence of learning. This Brief presents five strategies that can be used to support student…

In this commentary, I consider the three empirical studies in this special issue based on two main aspects: (a) the nature of the learning progressions and (b) what formative assessment practice(s) were investigated. Specifically, I describe differences among the learning progressions in terms of scope and grain size. I also identify three…

Creating advising curricula through backward design ensures that learning objectives remain central to the process and enables those in advising units to design comprehensive assessment plans for continued curricular improvement. By incorporating measures to observe student learning directly, advisors can evaluate their curriculum objectively to…