Assessment of Student Learning Certificate

Training Delivery Method

Self-Paced Asynchronous Online


Faculty members want to improve their teaching and learning in traditional, face-to-face, online, hybrid, synchronous, & asynchronous delivery method of instructions at the college level

Time Commitment

Two hours/week for five weeks (=10 hours)

Training Outcomes and Materials

Assessment of student learning requires understanding of some basics theories and apply them into practice. The following four modules provide relevant learning outcomes associated with the assessment of student learning training and the video demonstrations those help to achieve the training goals.

Module 1

Backward Design

Learning Outcomes

  1. Comprehend the big picture of assessment of student learning

Suggest Materials

  1. Backward Design in Designing, Assessing and Evaluating Academic Programs Explained With Example (More about the Backward Design)

Module 2

Bloom's Taxonomy

Module 3

Formative vs Summative Assessment

Learning Outcomes

  1. Distinguish the difference between the following
    1. formative vs summative
    2. assessment vs evaluation
    3. low-stake vs high stake
    4. classroom vs program level

Suggest Materials

  1. Assessment vs Evaluation Formative vs Summative Low vs High Stake

Module 4

Formative Assessment

Learning Outcomes

  1. Determine the teaching goals by applying the
    1. Teaching Goal Inventory (TGI)
  2. Find an application for each of the 52 classroom assessment techniques (CAT) in your disciplines
  3. Determine the usefulness of each CAT with respect to the cost(time)/benefit analysis
  4. Distinguish between the individual and large-group assessments

Suggest Materials

  1. Teaching Goal Inventory (TGI) (TGI MS Excel Template)
  2. Assessment of Student Learning Techniques and Methods in online, face to face, hybrid, and blended (CAT) (All CAT and Definition File)


Teaching and Learning

  1. McKeachie, W., & Svinicki, M. (2013). McKeachie’s teaching tips, 14th edition: Cengage Learning. ISBN-10: 1133936792, ISBN-13: 978-1133936794
  2. Willingham, D. T. (2009). Why don’t students like school? : a cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco, CA: Jossey-Bass. ISBN-10: 047059196X, ISBN-13: 978-0470591963

Assessment of Student Learning

  1. Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. 2nd edition. Jossey-Bass, ISBN-10: 1555425003, ISBN-13: 978-1555425005
  2. Carriveau, R. S. (2016). Connecting the Dots: Developing Student Learning Outcomes and Outcomes-Based Assessment. Stylus Publishing, LLC. ISBN-10: 1620364808, ISBN-13: 978-1620364802.
  3. Wiggins, G., Wiggins, G. P., & McTighe, J. (2005). Understanding by design. 2nd edition. Assn. for Supervision & Curriculum Development. ISBN-10: 1416600353, ISBN-13: 978-1416600350
  4. Institute for the Development of Excellence in Assessment Leadership (IDEAL), Accreditation Board for Engineering and Technology (ABET). (Explanations on Assessment Document by IDEAL, ABET) (Rubric Video)
  5. Foundations and Skills for Lifelong Learning VALUE Rubric, Association of American Colleges and Universities (Rubric Video)

How to get certified

Currently, the certification is only offered to Minnesota State University, Mankato. However, you are welcome to use the following video demonstrations to improve assessment of student learning. Please feel free to ask if you have any questions or concerns.

Please contact Center for Excellence in Teaching and Learning at Minnesota State University, Mankato