It has become clear that the assessment of student learning is a best practice in higher education and that it is critical that faculty members understand the role of assessment of student learning at the university, campus, program and course levels. Under the leadership of the University director of assessment, the Office of Academic Affairs provides direction and support to faculty members in meeting assessment of student learning goals.
There is value in the assessment of student learning at multiple levels. Within the classroom, the assessment of student learning provides both formative and summative feedback regarding what students actually learn. It provides faculty members and students with a map of intended learning and indications of where there are gaps in student understanding. At the program level, the assessment of student learning clarifies the knowledge, skills and attitudes that are expected of a program graduate. Through the assessment process, faculty members can map which learning outcomes are expected to be covered in which courses, ensuring that students are given the opportunity to attain those outcomes.
At the Campus level, assessment of student learning speaks to the mission of the Campus. It explores the effectiveness of learning that goes beyond the major, e.g., general education, “Writing Across the Curriculum” and other campus-based learning initiatives. Finally, at the university level, assessment of student learning informs the overall quality of a Long Island University education.