A Legacy of W.K. Kellogg


To create and hold a course is a lot of work! Assessment helps you to decide whether that work is effective or if you need to change something to serve your instructional goals. Assessment is not about achieving perfection; but about improving the learning experience. Improvement is iterative, not static — you never really get to call it "done" — it is just "done for now."

This section offers steps for systematic assessment, ideas for assessment questions to ask and data to gather to address those questions, and sample student assessment and course evaluation instruments. The assessment we focus on here is not about accreditation or institutional evaluation - we want to help you improve your course to meet your own instructional goals.

  • Levels of Assessment - Instructors can assess individual student learning within a course, as well as assessing a course itself. This page will outline the differences in evaluation.
  • Assessment of Individual Student Learning – Based on clearly stated Learning Outcomes (Objectives) and aligned learning activities, these steps guide the collection and analysis of specific data (evidence) to determine if changes are required to improve student learning.
  • When and How to Assess Your Course - Suggestions for questions that can be asked at various points in a course, and what data can answer those questions.
  • Sample Assessment Instruments - Selected sample instruments, surveys, assignments, and rubrics.
  • Resources for Classroom Assessment - Selected references and resources for further information about classroom assessment.