Abstract
Program assessment for accreditation purposes is one of the main topics of discussion among higher education faculty members. Classroom management techniques often focus on day to day needs that help produce lectures and assignments. Well-written learning outcomes at the course level will support strong programs and help teachers/instructors with their daily lesson plans and assignments. Many times, when assessment is brought up, faculty members feel like extra work is added to their, already busy, schedules. There is a need for understanding how the cycle of assessment work, and how everything starts in the classroom. Every successful teacher is able to identify the goal of their course, and select and design assignments that will facilitate the learning process. In order to sustain a viable program there is a need for strong well-written learning outcomes that are supported by course learning outcomes and that will feed into the institutional learning outcomes.
Author Information
Lucia Taylor, Dixie State University, United States
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