After the Program Outcomes have been established, the next step and in many ways, the first step in the actual assessment cycle is to identify the learning outcomes that should occur for each course.

Learning outcomes and objectives are the fundamental elements of most well-designed courses. Well-conceived outcomes and objectives serve as guideposts to help instructors work through the design of a ...

When you begin creating a course, you want to design with the end in mind. The best way to approach this is to start by writing measurable course learning objectives. Course learning objectives are ...

Creating a course map is like planning a road trip—you start with your destination (learning outcomes) and chart the best route to get there (instruction, activities, and assessments). A ...

Assessment of course quality, student learning, and professor effectiveness has become paramount in many of today’s universities and colleges. We seem always to strive for a better way to assess our ...

In the Fall of 2013, all undergraduate programs of study implemented new curricula which embodied foundational outcome-based core and identified courses and activities to meet embedded outcomes for ...

Want to design an online course that your students engage with, that supports diverse learning styles and is seamless to navigate for both educator and student? Here’s how to structure the process ...

All academic programs at RIT are required to have a Program Level Outcomes Assessment Plan (PLOAP). The goal of an academic program assessment plan is to facilitate continuous program improvement. The ...

English 1101 (English Composition I) is the first step in a required two-step composition sequence under section A1 in UNG's core curriculum. The course catalog defines the course as focusing on ...