Assurance of Learning
Standard 5: Assurance of Learning
5.1 The school uses well-documented assurance of learning (AoL) processes that include direct and indirect measures for ensuring the quality of all degree programs that are deemed in scope for accreditation purposes. The results of the school’s AoL work leads to curricular and process improvements.
5.2 Programs resulting in the same degree credential are structured and designed to ensure equivalence of high-quality outcomes irrespective of location and modality of instructional delivery.
5.3 Microlearning credentials that are “stackable” or otherwise able to be combined into an °®Âþµº-accredited degree program should include processes to ensure high quality and continuous improvement.
5.4 Non-degree executive education that generates greater than five percent of a school’s total annual resources should include processes to ensure high quality and continuous improvement.
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Creating program competency goals from school’s mission statement and description of the degree program at hand
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School mission statement and description of the degree program including level of program and general outcomes desired.
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For the [INSERT NAME OF DEGREE PROGRAM] Using this mission statement: [INSERT SCHOOL MISSION STATEMENT], and catalog description to create [INSERT NUMBER] student-focused conceptual °®Âþµº program competency goals prefaced with 'students will be' or 'students will have'.
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Creating program learning objectives (targets) from program competency goals
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Program competency goals and number of competency goals desired for program
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Using this competency goal: [INSERT COMPETENCY GOAL], create [INSERT NUMBER] [UNDERGRADUATE/ POSTGRADUATE/ DOCTORAL] student-focused °®Âþµº learning objective(s) which contain action verbs.
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Data Needed
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Creating a holistic rubric from a learning objective
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Program Learning objective and number of traits desired for rubric
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Create a holistic assessment rubric based upon this learning objective: [INSERT LEARNING OBJECTIVE]. The rubric should have a maximum of [INSERT NUMBER] traits and three performance levels (labelled 'Exceeds Expectations', 'Meets Expectations' and 'Requires Improvement'.
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Creating an analytic rubric from a learning objective
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Program Learning objective and number of traits desired for rubric
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Create an analytic assessment rubric based on the following learning objective: [INSERT LEARNING OBJECTIVE]. The rubric should have a maximum of [INSERT NUMBER] traits and three performance levels (labelled ‘Exceeds Expectations’, ‘Meets Expectations’, and ‘Requires Improvement’). Use the language from the ‘Meets Expectations’ category for the sub-traits and create tick box style performance levels.
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Generating Indirect Measure ideas (to help close the loop)
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Learning objective
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Create a list of indirect measures, that will assist in closing the loop, to assess the learning objective: [INSERT LEARNING OBJECTIVE].
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Designing a sample indirect measure instrument
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Indirect measure type (e.g., alumni survey) and learning objective
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Design an [INSERT INDIRECT MEASURE e.g., Alumni Survey] to evaluate the learning objective: [INSERT LEARNING OBJECTIVE].
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