Resources For Faculty

This site contains resources on assessment of student learning in individual academic courses and Majors. 

Some Frequently Asked Questions (FAQs) were prepared by Committee on Learning Assessment (COLA) for the Faculty Discussion Meeting on Assessment held in February 2007, providing general information on assessment of student learning at the College.

Developing a Course Syllabus:

• Elements of a Good Syllabus (Provided by COLA, Gettysburg College)
• Learning Objectives (MIT Teaching and Learning Laboratory)
• Service Learning Syllabi (Campus Compact)

Classroom Assessment Techniques (CATs):

Course Evaluations:

• Examples of Course Evaluations (MIT Teaching and Learning Laboratory)

Rubrics:

• How to Develope a Rubric?   
• Examples of Rubrics 
  • Holistic and Analytic Rubrics Using General Description or Primary Trait Method
  • A Blank Scoring Guide Rubric 
  • Rubrics to Evaluate Writing: 
    • Evaluating the Achievement of Effective Communication and Integrative Thinking Goals in Capstone Projects (Created by Judy Brough & Jonelle Pool, Gettysburg College)
    • Evaluating the Achievement of the Effective Communication Goal in Student Course Papers (Created by Judy Brough & Jonelle Pool)
    • Evaluating Professional Writing
    • General Writing Rubric 
  • Rubrics for Humanities & Social Science: 
    • Grading Rubric for a Philosophy Paper (An analytic rubric using primary trait and general description methods, created by Curtis R. Naser, Fairfield University, 2005)
    • Evaluating a Film Presentation
    • Evaluating Holistic Critical Thinking 
    • Evaluating Learning about Diversity of Human Experience   
  • Rubrics for Natural Science: 
    • Evaluating a Science Lab
    • Evaluating Quantitative Literacy   
  • Rubric Evaluating Oral Presentation 

Using Assessment to Enhance Learning: Articles

• The Role of Assessment in the Development of the College Introductory Astronomy Course (Astronomy Education Review, Issue 1, 2002)
• Assessment as Direct Feedback to the Learner (Assessment for Excellence, Astin, A. W. '53,  Honorary Degree '81) (Abstract: To illustrate some principles underlying effective assessment and feedback in the classroom, Astin borrows a hypothetical scenario from the field of the performing arts: the piano lesson, and other scenarios in the typical lower-division undergraduate courses.)
• Integrating Learning and Assessment (Judy Brough & Jonelle Pool)

For Department Chairs:

• Template for Reporting Assessment of Student Learning (used in compiling an assessment report, e. g., as part of the departmental self-study)
• Multiple Methods of Assessing Student Learning  (used in compiling an assessment report, e. g., as part of the departmental self-study)    
• What Did Our Students Say? Results from Gettysburg College Surveys

Assessing Student Learning in the Major: Examples

• Education Department: Praxis Scores  

Articles on Teaching Effectiveness:

• From Teaching to Learning: A New Paradigm for Undergraduate Education (Barr & Tagg, 1995)
• Seven Principles for Good Practice in Undergraduate Education (Arthur W. Chickering & Zelda F. Gamson, 1987)

More Assessment Resources (at other liberal arts schools, as well as resources developed by higher education organizations and associations) 

Related Links