Kuh, G.D., Jankowski, N., Ikenberry, S.O., & Kinzie, J. (2014). Knowing what students know and can do: The current state of student learning outcomes assessment in U.S. colleges and universities. National Institute for Learning Outcomes Assessment. Kuh et al. (2014) provide findings related to the current state of student learning assessment in higher education and support the critical link it plays in program and institutional accreditation.
Wiley Education Services. (n.d.). Measuring student success: The importance of developing and implementing learning outcomes for continuous improvement in higher education. Wiley. This resource provides a brief overview of the importance of degree programs to clearly identify student learning outcomes and also determining how to authentically measure these learning outcomes.
Suskie, L. (2018). Planning assessments in academic programs. In Assessing student learning: A common sense guide (pp. 93-103). This is Chapter 7 in Suskie’s ebook and it focuses on choosing different methods of assessment for student learning. Other chapters that may be of interest include Chapters 3, 4, and 8. Part 4 (Chapters 15-21) provide detailed assistance in designing different assessment tools – rubrics, multiple-choice exams, assignments, portfolios, published tests, and more.
Carr, J.W., & Hardin, S. (2010). The key to effective assessment: Writing measurable student learning outcomes. Recreational Sports Journal, 34, 138-144. Carr and Hardin (2010) provide an overview of writing student learning outcomes using the ABCD method.
Rochester Institute of Technology. (nd). RIT Educational Effectiveness Assessment. This site at RIT is loaded with resources for faculty for creating SLOs, curriculum mapping, assessing student learning outcomes, assessment methods, rubrics, and more. It is a great example of the support institution’s often provide for faculty who are developing programs, creating course syllabi, teaching and designing student assessments, and writing program evaluation reports.
San Bernadino Valley College. (2019). San Bernadino Valley College outcomes handbook. This resource provides some excellent guidance on how to write CLOs and PLOs and gives examples of each. The handbook also provides an overview of different methods of direct and indirect assessment you can use to assess CLOs and PLOs.
Yokomoto, C.F., & Bostwick, W.D. (1999, Nov.). Modeling the process of writing measurable outcomes for Ec 2000 [Paper presentation]. ASEE/IEEE Frontiers in Education Conference, San Juan, Puerto Rico. The authors present a model that can be used by faculty to complete the complex process of writing measurable SLOs to meet the needs of outcomes-based accreditation processes.
Pluta, K., Fulks, J., & Romanowich, C. (n.d.). Writing measurable student learning outcomes. Excellent overview of the process of writing SLOs using the SMART method. Good examples of well-written SLOs that meet the ABCD criteria as well.