Assessment

Assessment is an ongoing process, which involves the use of varied methods and data to evaluate student learning so as to determine whether or not learning outcomes are being met; use the findings to identify weaknesses or gaps and address them with the view to improve teaching and learning.

• The purpose is to ensure continuous improvement by developing measurable outcomes, assessing them, and making changes where needed to improve the learning experience of students.

It helps address questions such as whether or not students are meeting the learning goals set by faculty in the respective courses and programs of study.

• Assessment reveals the strengths and weaknesses associated with learning outcomes and suggests ways to address the weaknesses to improve student learning. Thus, determine if what is being done is working and if not what can be done to make it better.
• Assessment is also done to help the college meet its accreditation requirements from accrediting bodies. Without accreditation, the Colleges loses its ability to award federal financial aid, and may have to close down.
• To effectively and fairly assess students, faculty need to clearly communicate the learning outcomes (goals) of the course/program in the course syllabus so students know exactly what they need to do to become successful in the course/program based on established rubrics by faculty.
• The College’s accrediting body, the Middle States Commission on Higher Education (MSCHE) as part of its assessment stipulations expects the college to “systematically evaluate its educational and other programs and make public how well and in what ways it is accomplishing its purpose”. “Ensure that students learning programs and opportunities are characterized by rigor, coherence, and appropriate assessment of student achievement through all educational offerings, regardless of certificate status, degree level or delivery modality”.
• Use assessment results to review and revise academic programs and support services and provide professional development activities, as well as improve student success such as retention, graduation, transfer and placement rates.
• SUNY Mandate- all SUNY “campuses will enhance quality by developing and implementing plans for the regular assessment of institutional effectiveness, academic programs and General Education such that the campus meets or exceeds the assessment standards set by the Commissioner of Education, the Middle States Commission on Higher Education, and as appropriate, programmatic accreditation bodies”.

1. Direct assessment with examples: This form of assessment provides direct evidence of student knowledge, skills and capabilities and are measured through a wide range of means such as term papers, exams, tests, portfolios, standardized test scores among other considerations. Assessment of this kind provides direct evidence with regard to the types of skills or knowledge students are expected and able to acquire as evident through their work per agreed upon rubrics.
2. Indirect assessment with examples: Unlike direct assessment, indirect assessment assesses the perceptions, opinions or thoughts of students in a course, activity or program. These perspectives could be gathered through, surveys (examples course evaluations, alumni surveys, student opinion surveys, campus climate survey etc), interviews, focus group discussions and others. Indirect assessments do not provide a strong evidence of student learning like direct assessment. They supplement direct assessment in providing a robust assessment outcome. Example, asking students through a survey as to what they have learned from a course or program (indirect assessment) compared to their actual performance in the course/program based on grades (direct assessment). As a be best practice, it is recommend that both direct and indirect assessments are used for student learning outcome assessment.

What is Program Review?

The Program Review process is an opportunity for the faculty of each academic program to engage in an assessment of the program, with the goal of ensuring continuous improvement. A standard program review template is utilized, which provides the mechanism upon which programs conduct an assessment of Program Learning Outcomes, Student Learning Outcomes, and Institutional Learning Outcomes. In addition, faculty engage in an assessment of various other indicators, such as student supports, the alignment of the program with labor market needs and/or transfer institutions, and an examination of student data related to enrollment, retention, persistence, and graduation.

At the completion of the program review, an external review team is invited to campus to review the program review document, meet with faculty, staff, and students, and tour the program facilities. This external review team provides an assessment of the program which helps inform the action plan established to address areas of weakness and enhance upon areas of strength.

Program Review Guidelines (pdf)

What is a Self-Study for an Accredited Program?

Accredited programs at the college undergo a Self-Study process similar to the Program Review process. During the Self-Study process, faculty adhere to the requirements of their accrediting body when conducting the program assessment. At the completion of the Self-Study document, an external review team identified by the accrediting body conducts a site visit and makes a recommendation to the accrediting body about whether the program continues to meet requirements of the accreditor.

Program Review Schedule

Each academic program at SUNY Broome engages in the program review process on a regularly scheduled basis, which is every five years. Accreditation cycles vary considerably in length, with some programs being awarded continued accreditation through their accrediting body for a period of up to 10 years.

Program reviews scheduled

2024-2025
Business Information Management A.A.S.; Office Technologies Certificate, Social Media Certificate
Chemical Dependency A.A.S. & Chemical Dependency Certificate
Culinary Arts A.O.S.
Homeland Security & Emergency Management A.S.
Liberal Arts & Sciences A.A.
Engineering Science A.S.
Environmental Science A.S.
Nursing A.A. S. (ACEN Self-Study)

2025-2026
Business: Business Administration A.S.
Computer Security & Forensics A.A.S.
Health Studies A.A.S.
Health Science A.S.
Histological Technician A.A.S. & Histological Technician Certificate
Human Services A.S.
Music A.S.
Web Development & Management A.A.S. & Website Development & Management Certificate

2026-2027
Communication & Media Arts A.S.
Criminal Justice A.A.S.
Hospitality Management A.A.S.
Liberal Arts & Science: Science A.S.
Manufacturing Technology A.A.S. & Mechatronics Certificate
Music Recording & Production A.S. & Beat Production and Recording Certificate

2027-2028
Business: Accounting A.A.S.
Business: Marketing Management & Sales A.A.S.
Event Management A.O.S.
Mathematics A.S.
Paramedic A.A.S. & Paramedic Certificate
Sport Studies A.S.
Visual Communication Arts A.S.

2028-2029
Computer Science A.S.
Computer Technology A.A.S.

Objectives state the specifics on what is expected to be learned or attained at the end of a program while outcomes provide the evidence or results that indicate whether or not the objective was attained.

What are course/program learning outcomes:

These are specific skills or knowledge that students are expected to acquire and are able to demonstrate upon the completion of a course or program.

Learning outcomes (objectives) could be viewed from three perspectives.

Cognitive, affective and behavioral.

• Cognitive outcomes focus on what students are expected to know
• Affective outcomes focus on what students are expected to think or care about
• Behavioral outcomes focus on what students are expected to be able to do upon graduation from a program.

Examples- upon completion of this course/program students will be able to:

• Develop and organize an electronic portfolio (cognitive).
• Be able to acquire critical thinking skills that make them able to write terms papers, analyze varied perspectives to an issue, and draw sound conclusions (affective).
• Acquire skills and self-regulation that help them with time management and completion of respective course assignments (behavioral).

Difference between output and outcome:

Output refers to the count or evidence at the end of a process, activity, event or program. Such results are usually attained in the immediate short term. Outputs do not provide specific evidence as to the quality or impact an event or activity has had on trainees or beneficiaries.

• Example, a resume writing workshop on campus attracted 40 students in attendance. The 40 students who attended will be the output.
• Second example- 20 students out of 60 had ‘A’s in a course/program, while 10 had failed grades. This does not tell us anything about the subject matter on which the students were graded based on rubrics.

Outcomes

Outcomes, on the other hand provide evidence that demonstrates what has been attained or achieved as a result of an event, activity, or taking a particular course. Outcomes also address evidence on quality, impact or value.

• Outcomes focus on the assessment and measurement of the success of the process and for that matter program or course effectiveness. An outcome based on the example given with the 20 students will be- 20 students had ‘A’s based on the program/course rubrics used in the assessed of students’ term paper with examination of their introduction, organization, critical thinking etc), students ability to identify key concepts, ability to apply concepts to solving problems. An outcome related to the resume writing workshop will be measuring things like how well the attendees were able to design their resume, use the right phraseology on work experiences etc.
• Bloom’s taxonomy with regard to active verbs to aid in the development of measurable outcomes.

Action Words from Bloom’s Taxonomy
Knowledge	Understand	Apply	Analyze	Evaluate	Create
define identify describe label list name state match recognize select examine locate memorize quote recall reproduce tabulate tell copy discover duplicate enumerate listen observe omit read recite record repeat retell visualize	explain describe interpret paraphrase summarize classify compare differentiate discuss distinguish extend predict associate contrast convert demonstrate estimate express identify indicate infer relate select translate ask cite discover generalize give examples group illustrate judge observe order report represent research review show trace	solve apply illustrate modify use calculate change choose demonstrate discover experiment relate show sketch complete construct dramatize interpret manipulate paint prepare produce Report Teach Act Administer Articulate Chart Collect Compute Determine Develop Employ Establish Examine Explain Interview Judge List Operate Practice Predict	analyze compare classify contrast distinguish infer separate explain select categorize connect differentiate discriminate divide order point out prioritize subdivide survey advertise appraise break down calculate conclude correlate criticize deduce devise diagram dissect estimate evaluate experiment focus illustrate organize outline plan question test	reframe criticize evaluate order appraise judge support compare decide discriminate recommend summarize assess choose convince defend estimate find errors grade measure predict rank score select test argue conclude consider critique debate distinguish editorialize justify persuade rate weigh	design compose create plan combine formulate invent hypothesize substitute write compile construct develop generalize integrate modify organize prepare produce rearrange rewrite role-play adapt anticipate arrange assemble choose collaborate collect devise express facilitate imagine infer intervene justify make manage negotiate originate propose reorganize

What are benchmarks:

Benchmarks are specific measures, which help determine the effectiveness of a program, activity or event. To determine effectiveness, a benchmark has to be established against which comparisons are made. Thus, benchmarks provide the yardstick against which to determine success or failure. Benchmarks can be internal or external. Internal benchmarks refer to the situation where a program/course uses its own data as baseline to determine whether or not any improvement was made. With external benchmarking, data from a similar course or program in another institution or department is used as the yardstick to determine how ones program compares with that of another institution or department.

What are rubrics:

Specific sets of criteria that are clearly defined and used by faculty to assess student performance in a course or program. It is thus a form of grading scheme used by faculty. The criterion used assesses a student’s ability at each level of performance and assign values to each level. It provides levels of proficiency that describe a continuum from excellent to poor performance. To help students have a good sense on how they are being assessed, it is advisable that faculty share with students through the course syllabus information on grading rubric.

What is a measurable outcome:

Outcomes that are crafted with the ability to quantify or measure specific tangible results. Outcomes could also be assessed qualitatively. A measurable outcome needs to focus on a specific issue or characteristics, have a clearly identified means of determining results as well as a clear criteria on how success will be measured.

• Bad example: Upon the completion of this program, students will become successful at whatever they do.
• Good example: Upon the completion of this program, students will be able to develop a project plan, apply theory to solving problems, and do market analysis.

Example of Direct Outcome Assessment Using Bloom’s Taxonomy, Course Learning Outcomes, Benchmarks, and Assessment Findings

Course learning outcomes for COM 210- Upon the completion of this course, students will be able to:

1. Enumerate (Bloom’s active verb) practical and theoretical knowledge in advanced lighting practices, and repeat (Bloom’s active verb) the process in both the environments of field production and studio production.

Name of Office/Department: Communication and Media Arts
Name of Person Responsible: John Zoningo
Email Address: example@sunybroome.edu
SUNY Broome Strategic Plan Goal and Objective	Unit/Dept. Goal to Assess	Means of Assessment (How will goal be assessed?)	Benchmark-Expected Outcome (Target expected to be met)	Summary of Assessment Findings	Use of Results	Budget/Resource Allocation Implications
Goal 2:Teaching and Learning	Students expected to enumerate practical and theoretical knowledge in advanced lighting practices, and repeat the process in both the environments of field production and studio production.	Theoretical knowledge to be tested through mid-term paper and practical knowledge tested via field work tapping events at the local farmers market.	Students are expected to score at least 80% in each of the 3 lighting theories; 80 % of the students are expected to have the right light balance filming indoors and outdoors using created rubric.	Of the 20 students in the class, 17 scored at least 85% in theories. The goal was, therefore, exceeded by 5%. On advanced lightening, 9 of the students accurately met the threshold using established rubric. 11 did not. Goal was, therefore not met.	Feedback from students revealed that 3 did not pass theories because of lack of understanding of key concepts. Subsequent courses will be taught with supplementary materials explaining the key concepts. To help students master the right light balance, two extra class time will be devoted to practicing these skills by taking students into the community for practice.	The program will need $20,000 to replace 4 broken lighting systems as well as buy 6 more to make the practical side of the class more accessible to the students.

Closing the assessment loop on the advanced lighting goal as indicated above; a goal that was not met. This will be done in the following academic year to close the loop. Faculty followed up on student feedback obtained from prior course evaluation and used it for the next class taught by developing a supplementary material that specified the key steps to be followed in understanding the theory of lighting. Two extra class times were spent sending the class into the community to practice lighting skills under the guidance of faculty. The college provided the program with $18,000 out of the $20,000 requested to replace equipment. Students did a fundraiser on campus to make up for the $2,000 shortfall. The implementation of these measures led to 20 of the 21 students enrolled in the next course passing the lighting theory and practice aspects of the course with a grade of C or higher based on the same rubric used for the prior course. One student had a D grade. The goals were met this time around and the assessment loop (gap) is now closed.

Example 2.

Course learning outcomes for BUS 150- Upon the completion of this course, students will be able to:

1. Set-up (Bloom’s active verb) and produce (Bloom’s active verb) a program that runs a hypothetical non-profit organization’s online application form.

Name of Office/Department/Program: Business Information Technology
Name of Person Responsible: Alexo Batarra
Email Address: example@sunybroome.edu
SUNY Broome Strategic Plan Goal and Objective	Unit/Dept. Goal to Assess	Means of Assessment (How will goal be assessed?)	Benchmark-Expected Outcome (Target expected to be met)	Summary of Assessment Findings	Use of Results	Budget/Resource Allocation Implications
Goal 2: Teaching and Learning	Students are expected to set-up and produce a program that runs a hypothetical non profit organization’s online application form.	Students set up and formatting of the application page, layout of the questions, and writing programming codes that mandate key questions to be answered before applicants move to the next question.	All students will be expected to complete the assignment to specifications under “means of assessment”	Of the 15 students who completed the course, 13 were successful in setting up and developing programs that run the non profit online application form. Goal was not met. Two students had difficulty completing the programming component of the assignment.	Faculty to work with the Learning Assistance Department to hire a peer tutor to provide support for students needing help in coding and programming.	An amount of $12,000 will be need to pay hourly wages for peer tutor for the academic year.

• Closing the assessment loop on students who had difficulty with coding and programming as indicated above.

Faculty worked with the LAD department to recruit a peer tutor who now provides a one-on-one tutorial support for students who need help understanding the coding process. This effort led to all students who took the course successfully completing it with a passing grade. The goal is, therefore, met. The assessment loop is now closed.

• Examples of Indirect Assessment:

Faculty teaching in courses or programs could assess students’ perception of courses through indirect means such as students’ feedback through end of term/semester course evaluations, surveys administered to students to seek their views of how the course was taught as well as its content. Also, use of results from the SUNY Student Opinion Survey, program job placement data, program review data, alumni survey, graduation and retentions data, and student demographic statistics. For example, 45% of the students who took a course indicated in the course evaluation that they had difficulty understanding most of the content in the textbook used for the course and will appreciate the formation of discussion groups to help them better digest the course material. Faculty took the suggestions into consideration and reviewed other books to select a different textbook that was more digestible for students. Discussion groups were also formed for the next class. Course evaluations for the next class revealed that 80% of the students were satisfied with the new textbook, and 85% liked the formation of the discussion groups. The two identified gaps are now addressed and closed.

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Linking Institutional Learning Outcomes to Course/Program Learning Outcomes and Strategic Plan Goals

After measurable outcome goals are developed, they need to be linked to one of the six Broome Institutional Learning Outcomes (ILOs) as well as applicable goal(s) of the strategic plan. This is attainable by identifying the outcome goals that are more in alignment with any of the ILOs or strategic plan goals.

What are outcome assessment findings/results

These are the end results arrived at after the goals and objectives developed are assessed at the end of the assessment cycle to determine whether or not established benchmark was met.