Teaching Connection #118
Closing the Assessment Loop
April 2025
The primary aim of assessment of student learning outcomes is to collect and then analyze assessment data to identify strengths and weaknesses in student learning. Once gaps or issues in learning are identified, the program should implement changes to address the deficiency or gap.
This important step (of making improvements in response to assessment findings) in assessment is often referred to as “closing the loop.”
After collecting and analyzing assessment data, faculty should meet to determine whether/what changes will be made. If the data suggest that the outcome is met, the plan for the subsequent year could either be to continue monitoring the outcome to ensure consistency in quality, or to celebrate and move on to another set of outcome(s).
If the data suggest that the outcome is not met, changes or improvement actions should be planned for the subsequent year. Keep in mind that the implemented changes need to be monitored over time (i.e., mentioned in subsequent assessment reports) to gauge whether they actually led to improvement. One recommended way of doing so is to follow the same assessment plan as used previously (i.e. prior to changes), and compare the results to determine whether there is any difference in students’ grasp of the outcomes.
What are some examples of changes that you can make? Here are some ideas:
|
Problem or gap |
Type of Change |
Examples |
|
Students seem ill-prepared for the course objectives |
Curriculum |
Change in prerequisites; incorporate early refresher module at beginning of course; work with Rinella Learning Center to provide Supplemental Instruction; create more scaffolded assignments |
|
Students’ course evaluation results are lower than desired |
Faculty Development |
Increase dialogues among faculty in faculty meeting to identify best practices; provide targeted faculty development opportunities to address specific issues |
|
Class engagement is low |
Pedagogy |
Infuse more active learning approaches into the classroom; change textbooks; revise assignments to make them more relevant to students |
|
Assessment processes are not yielding meaningful data for improvement |
Assessment Plan |
Change the SLOs you are assessing to focus on areas where students are struggling; increase the rigor of the rubrics being used; consider a different assessment measure such as a qualitative method where you might gain new insights |
Finally, remember that the Assessment Fellows Committee is here to help you! If you are having difficulty closing the loop, don’t hesitate to contact a member of the committee for assistance.
April 2025