Direct indicators of student performance measures student performance, in contrast to student perceptions (Indirect Indicators) or more general data about students (Institutional data).
Assessment of student learning is the systematic process of gathering, interpreting, and using information regarding student academic performance for the purpose of improving student learning and the quality of academic programs. In order to do this, outcomes processes have been developed at the institutional, program, and course levels. The outcomes work are living documents that evolve as needed. The three levels of outcomes are distinguished below:
NWIC Institutional Outcomes are overarching principles or concepts that are emphasized throughout many courses in all programs at NWIC. They define exactly what we would like allNWIC students to be able to do by the time they graduate.
Program Outcomes are overarching principles or concepts that are emphasized and reinforced throughout several courses in a specific program of study. They define exactly what we would like students to be able to do upon completion of a program of study at NWIC. In most cases, they make the insitutional outcomes specific to a particular program.
Course Outcomes are the most important things we would like students to be able to do by the end of a specific course. They are unique to a specific course. For core courses in a program of study, they also make specific the program and, in many cases, the institutional outcomes.