L1 4 2

=A variety of qualitative and quantitative metrics are used to assess student achievement of course learning objectives. =

Evidence
The linkage of assessment to learning objectives is often too tenuous (Rust 2002). Where there are exams where a choice of questions is offered students may completely avoid some learning outcomes. Where final assessments are aggregated into one mark the learning objectives become even more untenable. Assessment systems dominate what students focus on when they learn. Often students will recognize that the assessment can be navigated merely by memorization, even when creativity and a range of learning objectives are encouraged. In order to avoid student selection bias and to address all learning objectives a range of metrics need to be employed, in which each individual learning objective is judged as met or not met, rather than merely using overall grades.

Resources
In a comprehensive review of assessment and learning objectives Buzzetto-More et al. (2007) describe the variety of assessment practices which are possible to assess learning outcomes. They give clear examples of assessment rubrics for writing, critical thinking, WebQuests and Presentations. They also outline the continual cycle of educational improvement which includes integrating learning objectives in an assessment cycle.

Combs et al. (2008) assesses learning objectives at both the beginning and end of courses by giving students a questionnaire. This provides multiple opportunities for ongoing improvement. It has the advantage of being a common tool but is individualized for each course by using learning objectives. There are five phases: course design, assessment tool pre-course, modified course delivery, assessment tool post-course, enhancements. By getting student feedback on learning objectives prior to the start of the course the students’ competence level and ratings of objective importance can be put to use. These researchers come up with a 2x2 matrix of action to follow the student evaluations.