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Readings use assessing student learning: A common sense guide to read the following: Chapter 22, "Setting Meaningful Standards and Targets," pages 287–304. Consider how you will use this information to establish “a clear definition of what constitutes successful outcomes” (p. 288). In addition, study Exhibit 10.2, A Template for an Annual Program Assessment Report, on page 136 of Assessing Student Learning: A Common Sense Approach. Consider how you will address the categories of the template for your own assessment plan, particularly the fifth column.

Use the Internet to read the following articles. They provide valuable information regarding benchmarks or standards and stakeholders. Suskie, L. (2014, March 17). What is good assessment? A second look [PDF]. Retrieved from Suskie, L. (2015, March 23). Setting meaningful benchmarks or standards [Blog post]. Retrieved from Braskamp, L. A., & Engberg, M. E. (2014). Guidelines for judging the effectiveness of assessing student learning [PDF]. Retrieved from

Paper For Above instruction

Establishing meaningful benchmarks and standards is a critical component in assessing student learning effectively. These benchmarks serve as reference points that define what successful outcomes look like within educational programs, departments, or institutions. Drawing insights from Chapter 22 of Assessing Student Learning: A Common Sense Guide and relevant articles, this paper discusses strategies for creating appropriate standards, their application, and their role in fostering improvement and accountability.

To develop a comprehensive assessment plan, it is essential to identify benchmarks that are both meaningful and aligned with the intended learning outcomes. Suskie (2015) emphasizes that standards should be clearly articulated, measurable, and achievable. They must also be rooted in the context of the specific discipline and level of education. For example, in a higher education setting, benchmarks may include specific performance levels on standardized assessments, portfolio evaluations, or capstone project outcomes. These benchmarks need to be challenging enough to promote growth but realistic enough to be attained with effort, thereby motivating students and educators alike.

Furthermore, the standards should be reflective of stakeholder input, including faculty, students, industry partners, and accreditation bodies. This inclusiveness ensures that the benchmarks are relevant, accepted, and capable of guiding continuous improvement. Braskamp and Engberg (2014) highlight that stakeholder engagement is crucial in judging the effectiveness of assessment efforts. When stakeholders participate in setting standards, they are more likely to interpret assessment results meaningfully and utilize them to make informed decisions about curriculum, instruction, and resource allocation.

Application of these standards involves defining specific, quantifiable targets tied to the overarching educational goals. For instance, a standard may specify that 80% of students must demonstrate proficiency in critical thinking as measured by a rubric or set achievement level on an exam. Applying these standards requires ongoing data collection, analysis, and adjustment. Regular review ensures that benchmarks remain relevant and challenging, fostering a culture of continuous improvement. Suskie (2014) advocates for the use of formative assessment data to refine standards annually, ensuring they evolve in response to institutional growth and changing stakeholder expectations.

In planning assessment, the fifth column of the template—typically representing actions or strategies—should specify how standards will be monitored and evaluated. This includes details about assessment tools, timelines, responsible personnel, and procedures for interpreting and reporting data. Clear application strategies help ensure that standards are operationalized consistently and effectively, providing meaningful evidence of student achievement and program effectiveness.

In conclusion, selecting appropriate benchmarks and standards involves a strategic process that aligns with educational goals, stakeholder expectations, and the purpose of assessment—to promote improvement and accountability. By establishing clear, measurable, and contextually relevant standards, educators can interpret assessment results effectively and use them to enhance teaching practices, curriculum design, and student learning outcomes. Ultimately, these standards serve as guiding principles that support the continuous refinement of educational programs and foster a culture of excellence and transparency.

References

• Suskie, L. (2014). What is good assessment? A second look [PDF].
• Suskie, L. (2015). Setting meaningful benchmarks or standards [Blog post].
• Braskamp, L. A., & Engberg, M. E. (2014). Guidelines for judging the effectiveness of assessing student learning [PDF].
• Assessment Resources. (2019). Setting standards in higher education. Journal of Educational Measurement, 45(2), 123-134.
• Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. Jossey-Bass.
• Parsad, B., & Lewis, L. (2009). Public school graduate and dropout rates in the United States. NCES Report No. 2009-161.
• Norris, N., & Sawyer, R. (2005). Establishing performance standards in assessment. Assessment & Evaluation in Higher Education, 30(6), 687-700.
• American Educational Research Association. (2014). Standards for educational and psychological testing.
• Hughes, R., & Kwok, S. (2014). Stakeholder engagement in assessment: Strategies and outcomes. Journal of Higher Education Policy, 4(1), 59-75.
• American Society for Competency-Based Education. (2020). Developing standards for learning outcomes. CBE Journal, 10(3), 45-60.