The purpose of these web pages is to provide detailed information regarding why and how we gather evidence of our student learning throughout the University as a whole as well as from our core curriculum, programs, and majors.
The National Institute for Learning Outcomes Assessment (NILOA) Transparency Framework:
"Assessment is a rich conversation about student learning informed by data."
Former Vice-President of the AAHE
CUW Assessment and Evaluation Links:
All definitions (italicized below) are taken directly from the NILOA Web site (http://www.learningoutcomeassessment.org/TFcomponents.htm). Click on the underlined text below to view the relevant CUW data.
Student Learning Outcome Statements. Student learning outcomes statements clearly state the expected knowledge, skills, attitudes, competencies, and habits of mind that students are expected to acquire at an institution of higher education.
Assessment Plans. Campus plans for gathering evidence of student learning might include institution-wide or program specific approaches that convey how student learning will be assessed, the data collection tools and approaches that will be used, and the timeline for implementation.
Assessment Resources. Assessment resources encompass information or training provided to faculty and staff to help them understand, develop, implement, communicate, and use evidence of student learning.
Current Assessment Activities. Current assessment activities include information on a full range of projects and activities recently completed or currently underway to gauge student learning, make improvements or respond to accountability interests.
Evidence of Student Learning. Evidence of student learning includes results of assessment activities. This may include evidence of indirect (e.g. surveys) and direct (e.g. portfolio) student learning as well as institutional performance indicators (e.g. licensure pass rate).
Use of Student Learning Evidence. This component represents the extent to which evidence of student learning is used to identify areas where changes in policies and practices may lead to improvement, inform institutional decision-making, problem identification, planning, goal setting, faculty development, course revision, program review, and accountability or accreditation self-study.
Concordia University Wisconsin
Department of Institutional Research
Dr. Tamara Ferry, Director
For questions about these web pages please contact Paul Wangerin, Research Analyst/Specialist at 262.243.4406