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Glossary

This page contains definitions of key terms pertaining to assessment at UNO. If there are additional entries you would like posted, please send us your suggestions.

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Analytic Rubric An analytic rubric articulates standards for separate components of a work product. For example, an analytic rubric for an essay may provide standards for the introduction, the body, and the conclusion. It is also common in analytic rubrics to assign point values to the various component standards identified.

AQIP Academic Quality Improvement Program

AQIP Categories Together, the nine AQIP Categories analyze interrelationships among systems essential to all effective colleges and universities. To advance the core purpose of all higher education, the Categories take a systemic view, defining and evaluating all of the key systems or processes within an institution as they relate to learning, and demanding concrete indicators that measure the effectiveness of those systems and processes. The questions in each Category provide every institution a roadmap for the examination of its systems by posing two questions repeatedly: Are we doing the right things to achieve our mission? and Are we doing those things well? Mission-focused and holistic, the Categories provide a framework that supports improvement within any organization whose mission targets learning. [excepted from Principles and Categories for Improving Academic Quality available at http://www.aqip.org]

Assessment Coordinator Academic Affairs position responsible for supporting department assessment activities through consulting, workshops, and the assessment website.

CEBA Center for ePortfolio Based Assessment

Competency Competency is used as a synonym for both proficiency level and skill set.

Direct Assessment Direct assessment measures, also referred to as 'authentic' measures, provide information about actual student learning. Direct assessment can occur at the course, department, program, and college levels. Examples of direct measures are student papers, projects, presentations, exhibitions, performances, and portfolios.

Formative Assessment Formative assessment uses assessment information as immediate feedback to improve performance. Thus it is comprised of on-going assessments, reviews, and observations. Formative assessment in this way always provides a learning experience, whether the learners are students or faculty. Classroom assessment techniques are used to improve learning while a course is in progress. Formative assessment is also used by academic programs as a way to determine curricular modifications needed when specific courses have not met stated student learning outcomes.

Holistic Rubric A holistic rubric assigns standards for a work product as a whole. For example, a holistic rubric for an essay may provide standards for an excellent, a good, and a satisfactory paper. Point values are not assigned to separate portions of the work product in a holistic rubric; rather, a single score is assigned based on achievements levels (for example, Less than Competent = 4, Almost Competent = 3, Competent = 2, Better than Competent = 1).

Holistic Scoring Holistic scoring focuses on an entire performance/work product as the basis of assessment. Holistic rubrics are generally used with this method.

Indirect Assessment Indirect assessment measures provide contextual information about student learning but do not provide information on actual student learning. Indirect assessment most often occurs at the program and institutional level. Examples of indirect measures are surveys, exit interviews, focus groups, SAT/ACT scores, graduation rates, and job placement data.

Learning Outcomes Master Matrix The learning outcomes master matrix consists of courses as headings and student learning objectives as rows. It is used to map a program of study in order to identify gaps and repetition. If desired, the matrix can be developed as a flow diagram in order to visually map dependencies.

myMAPP™ myMAPP™ (Mapping Academic Performance through ePortfolios) is a UNO developed tool that categorizes and aggregates data through a series of nested ePortfolios.

Primary Trait Analysis Primary trait analysis focuses on one or two “primary traits” of a performance/work product as the basis of assessment. Analytic rubrics are generally used with this method.

Rubric A list of criteria/standards, preferrably faculty-developed measurement devices, for achievement of learning outcomes

Student Learning Outcomes Student Learning Outcomes (SLO) are measurable, observable knowledge and skills that the student should be able to perform as a result of faculty directed instruction.

Summative Assessment Summative assessment does not provide a learning experience. The goal of summative assessment is to make a judgement of student competency after an instructional phase is complete. A department or program would conduct summative assessment at the completion of the major or the end of the program to ensure students have met the major or program goals and objectives.