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Conversations they are having with each other while solving problems and answering activity questions

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Conversations they are having with each other while solving problems and answering activity questions

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Whether and how they reflect on future contexts in which they will use what they've learned.

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Whether and how they reflect on future contexts in which they will use what they've learned.

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collaborations on assignments, conversations, writing,

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My big touch point with student learning is using VoiceThread for discussion groups around topics pertaining to the learning outcomes.

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Formative activities conducted in the classroom.

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Formative activities conducted in the classroom.

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Questions that they ask during class or workshop

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Questions that they ask during class or workshop

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Changes in understanding through the course, whether measured in formal assessments or in conversations

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Changes in understanding through the course, whether measured in formal assessments or in conversations

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The curious questions they ask to further the discuss

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The curious questions they ask to further the discuss

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Class discussions more and more nuanced and in-depth with reference to previous learning.

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After accumulative sessions, we perform short check in exams to refresh and review the understanding of the student knowledge

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preparing for conferences, writing those papers, collaborating with other students on these projects

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Summative direct assessment of the SLOs for the class graded on rubrics.

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Summative direct assessment of the SLOs for the class graded on rubrics.

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Understanding of (and ability to use) the terminology and "big concepts" they are exposed to.

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Understanding of (and ability to use) the terminology and "big concepts" they are exposed to.

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Looking at direct (quizzes, exams, reports, essays, research projects, case study analysis)and indirect measures of learning (surveys).

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Looking at direct (quizzes, exams, reports, essays, research projects, case study analysis)and indirect measures of learning (surveys).

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Exit slips, in class writing

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Looking at club participation, e.g. how many students are participating in hackathon events/game design nights

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Looking at club participation, e.g. how many students are participating in hackathon events/game design nights

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formative and summative assessment –– we use Kahoot! a lot

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formative and summative assessment –– we use Kahoot! a lot

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I have a weekly quiz over the readings. I also use PlayPosit to engage students in the videos I produce,

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I use case based assignments in class that ask the student to apply the day's topic to practice

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Through reflective writing and discussion posts, conversations and in class activities.

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Through reflective writing and discussion posts, conversations and in class activities.

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In design and planning processes, it is crucial that all the learning help develop a product, a solution. if the explanation and evidence touches the desirables goals, we know if they learned.

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I use reflection questions as class assignments with a rubric that includes a criterion that students link the topic/prompt to their personal experiences and other coursework.

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Colleges received a voluntary feedback regarding our students performance and knowledge level

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Demonstration of in-class concepts in their fieldwork

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Demonstration of in-class concepts in their fieldwork

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Making new connections among concepts or between concepts and examples and recognizing the significance of some information they hadn't grasped before.

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Making new connections among concepts or between concepts and examples and recognizing the significance of some information they hadn't grasped before.

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seeing how learning carries forward into other courses (e.g., looking at capstone projects which are measurements of skills learned elsewhere)

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seeing how learning carries forward into other courses (e.g., looking at capstone projects which are measurements of skills learned elsewhere)

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Conversations with students

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Self initiated writing groups or research groups

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Self initiated writing groups or research groups

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homework project assignments they need to present in class

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homework project assignments they need to present in class

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journal reflections and discussion board responses

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journal reflections and discussion board responses

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Outside the classroom: reflections on learning (indirect)

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Converasations they share with me and/or their peers about how they have applied what we are learning in the classroom to conversations they are having with family and firends and also applying to their lives (work, other classes, hobbies, reading and digesting the news, etc.)

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Group work, in class conversations and assignments; IRAT and GRAT and post-tests

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Group work, in class conversations and assignments; IRAT and GRAT and post-tests

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Students submit feedback after their rotations and specify areas that they felt weak

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end of semester performances, and, in general education courses, the signature assignments

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end of semester performances, and, in general education courses, the signature assignments

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asking open-ended, ungraded discussion courses in the class that help students link concepts

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asking open-ended, ungraded discussion courses in the class that help students link concepts

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As an Instructor I would be looking at weekly quiz scores and homework scores. I would also look at the final paper/project and see how students did compared to the established rubric.

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As an Instructor I would be looking at weekly quiz scores and homework scores. I would also look at the final paper/project and see how students did compared to the established rubric.

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As Program Chair I regularly review assessment data from CPC scores and compare to our goals.

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Students complete a longitudinal portfolio with self-reflections and where they document at least 5 co-curricular activities

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reflections and self-evaluations

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If a student has interactions with real life applicability of their knowledge, their contribution show the confidence level they have earns from the classroom learning. Experiential opportunities and deign contests are some scenarios for this.

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Experiential learning opportunities. Informal learning takes place outside the classroom and arises from the student's involvement in activities where learning isn't necessarily the purpose. 

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Experiential learning opportunities. Informal learning takes place outside the classroom and arises from the student's involvement in activities where learning isn't necessarily the purpose. 

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Discussion content can be an indicator of student learning outside the classroom if I ask for their input on their experiences and so on.

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Discussion content can be an indicator of student learning outside the classroom if I ask for their input on their experiences and so on.

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A good outcome is understandable by both instructors and students.

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A good outcome is understandable by both instructors and students.

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Active, attractive, measurable and observable.

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Active, attractive, measurable and observable.

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it needs to be measurable, so needs to relate to a way of demonstrating mastery not just 'know xyz' but 'show xyx'

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it needs to be measurable, so needs to relate to a way of demonstrating mastery not just 'know xyz' but 'show xyx'

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They should be measurable - describe what we expect students to know and be able to do

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something that we can actually measure

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It is measurable and how will you measure it.

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aligning them, comparing program outcomes and course outcomes

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aligning them, comparing program outcomes and course outcomes

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A measurable evidence of a piece of learning

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A measurable evidence of a piece of learning

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it can also be evidence of an skill or ability earned through learning

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it can also be evidence of an skill or ability earned through learning

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Defined as a clear, measurable and achievable

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Mapping each course's objectives to program standards and accreditation requirements.

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Overall course outcomes align with one or more program learning outcomes at some level of introduce, reinforce, or master.

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Overall course outcomes align with one or more program learning outcomes at some level of introduce, reinforce, or master.

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curriculum mapping shows if a course achieves our program learning outcomes, but that isn't necessarily linked to the specific course outcomes. Our program outcomes are much bigger and more vague.

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curriculum mapping shows if a course achieves our program learning outcomes, but that isn't necessarily linked to the specific course outcomes. Our program outcomes are much bigger and more vague.

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A good outcome is Measurable, it maps to the course learning outcomes, it corresponds to NACE competencies

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A good outcome is Measurable, it maps to the course learning outcomes, it corresponds to NACE competencies

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Working with faculty across the program to map the outcomes from courses to programs

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Alignment of module, course, and program outcomes; mapping content introduction, practice, reinforcement and mastery

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Alignment of module, course, and program outcomes; mapping content introduction, practice, reinforcement and mastery

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measures of discipline-specific success on national certification exams; placement of graduates in fields specific to our program objectives

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measures of discipline-specific success on national certification exams; placement of graduates in fields specific to our program objectives

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Workshopping this with faculty and department heads and keep an eye to our overreaching goals related to the accreditations

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Workshopping this with faculty and department heads and keep an eye to our overreaching goals related to the accreditations