Questions
How much emphasis do campus, system, or state accountability measures place on inputs (e.g. student-teacher ratios, freshman profile, research funding) compared to outcomes (e.g. persistence, completion, placement, learning)?

Is student learning assessment a significant part of system/state accountability efforts or the regional accreditation process?

To what extent are the colleges and universities in the state currently assessing learning by direct, indirect, and applied approaches? How are the results being applied?

Recommendations
Survey the state’s colleges and universities and university systems to:

(a) determine what learning assessments are currently in use, according to primary category (direct, indirect, applied); and

(b) explore the current extent of system and state involvement in learning assessment.

Form a blue ribbon panel or charge an interim legislative committee to explore learning measurement issues at colleges and universities, with particular emphasis on value-added approaches. Include policy and technical experts in the work of this group.

Allocate research and development funds or other incentives for the development of a statewide value-added assessment framework.

Questions

Recommendations
Form and charge a group to:

a) evaluate the degree of integration between the general education and major programs; and

b) offer recommendations to enhance that integration across the curriculum.

Conduct an audit of current learning assessments employed by the campus and system.

Convene a focus group of internal and external stakeholders to explore conceptual and practical issues related to learning assessment.

Develop strong assessment teams at the campus and system levels, comprised of both technical and policy experts.