Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
This model allows you to develop assessments that measure the outcomes, and that then connect directly to
the program learning goals
1. Master the depth of knowledge required for a degree
Articulate disciplinary and interdisciplinary theories, concepts, principles, skills, and practices
Synthesize knowledge across courses and other experiences
Apply knowledge from core curriculum courses, discipline-based courses, and other experiences in a range of contexts to solve problems and make decisions
3. Communicate effectively
Demonstrate effective oral communication skills (which could include the use of languages such as American Sign language for those who do not communicate orally)
Demonstrate effective writing skills
Demonstrate effective nonverbal communication skills (which could include appropriate use of performance, design, or representations such as maps, tables, and graphs)
Listen actively and critically
Present work effectively to a range of audiences
Effectively communicate original and creative ideas
7. Work collaboratively
Participate effectively in teams
Consider different points of view
Work with others to support a shared purpose or goal
Students who complete the MSE degree will:
Critical Thinking
• Design a materials science and engineering system, component or process to
meet desired needs within realistic economic, environmental, social, political,
ethical, health and safety, manufacturability and sustainability constraints.
Communication
• Communicate technical data and design information effectively in speech
and in writing to other materials engineers.
Additional
SLOs Assess-
ments
Content
EMA3050 EMA3066 EMA4714 EMA3080C EMA3513C EMA4714
Knowledge
Senior exit
#1 I R A
survey
Senior exit
#2 I R A
survey
Critical
EMA3066 EMA4223 EMA4714
Thinking
Senior exit
#3 I R A
survey
Communi-
EMA3080C EMA3013C EMA3513C
cation
Senior exit
#4 I R A
survey
Constructive advice……..
Revise Current Syllabi
Direct assessments Indirect
of student learning assessments are
are those that those that ascertain
provide for direct the opinion or self-
examination or report of the extent
observation of or value of learning
student knowledge experiences
or skills against
measurable
performance
indicators.
Review your exams or assessments
Better yet… have one of your colleagues
review your exams or assessments
Are your assessments in line with your
student learning outcomes (taxonomy)? Many
will say yes. On review, most assessments are
at fairly low taxonomic levels.
Choose a cognitive level on Bloom’s
taxonomy for each question that best reflects
the expectations of the question…see what
you find……..
Carriveau, R. (2010). Connecting the dots –
Developing student learning outcomes and
outcomes-based assessments. Denton, TX:
Fancy Fox Publications
Suskie, L. (2009). Assessing student learning:
A common sense guide (2nd ed.) San
Francisco, CA: Jossey-Bass.
Walvoord, B. (2010). Assessment clear and
simple: A practical guide for institutions,
departments, and general education (2nd ed.).
San Francisco, CA: Jossey-Bass.