Module 3 – Collecting data on student learning
Because students’ success in acquiring the Graduate Attributes is the single strongest indicator of a program’s success, the ability to collect and report on the results of effective, reliable and valid learning assessment is critical.
Your purpose in collecting data is to obtain pertinent information in demonstrating the relative success of your programs and to use for program decision-making. The most important issue regarding data is fit for purpose – selecting evidence and information on program effectiveness.
This module provides information on direct and indirect evidence of students’ learning, methods of data collection, aligning methods of assessment with intended learning, and setting targets and thresholds for student’s learning achievement.
In this module you will:
- Identify the types of information needed to demonstrate the degree to which students have acquired the Graduate Attributes.
- Identify the stakeholders from whom that data may be collected.
- Match assessment tools to intended learning outcomes
Types of Evidence of Student Learning
Data or evidence of student learning is categorized in two ways: direct evidence and indirect evidence.
Direct evidence of learning is observable and measurable.
E.g. Student exams, reports, projects, essays, portfolios, etc.
Indirect evidence, on the other hand, relates to opinion or self-reports of student learning, or educational experiences.
E.g. grades, student surveys, faculty surveys, focus group data, graduation rates, reputation, etc.