Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in US Colleges and Universities
In a follow-up to the 2009 survey of chief academic officers, NILOA again asked institutions about practices and activities related to assessing student learning. This report showcases findings regarding institutional activities, uses, drivers, and areas of continued need to advance the assessment of student learning. In addition, the report examines changes and shifts over time in institutional assessment related activities.
Report: "Knowing What Students Know and Can Do"
Please cite as: 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 US Colleges and Universities. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
Past survey questionnaires pdfs may be downloaded below, but please contact us before using it for research or external purposes.
2013 Survey Questionnaire
2010 Survey Questionnaire
2009 Survey Questionnaire
This NILOA work has been featured in a several media venues:
Berrett, D. (2014, January 21). Colleges measure learning in more ways, but seldom share results. The Chronicle of Higher Education.
Colleges should post detailed data on student outcomes. (2014, January 27). The Chronicle of Higher Education.
Miller, B. (2014, January 28). Colleges are measuring learning, but not because of students. Is that a problem? EdCentral.org.
Study: measuring student learning is now the norm. (2014, January 21). Inside Higher Ed.
Deller, F. (2014, January 31). Pathways, ROIs, and competencies. Higher Education Quality Council of Ontario.
Belkin, D. (2014, February 20). College uses test data to show value. The Wall Street Journal.
"Once faculty are collecting useful information, that information is being used to make changes to try to improve student learning… Sharing examples of faculty using results within disciplines, programs, and courses would drive the institutional work of assessment forward."
(provost at a community college)