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Learning Plans: A Formative Assessment of Student Learning Outcomes
"Sure, the students like your programs and
services, but what evidence do you have that what you are doing is
making a difference?" (Terenzini and Upcraft, p.217)
This quote by P. T. Terenzini and M.L. Upcraft illustrates why
Longwood’s Division of Student Affairs uses learning as a critical
feedback mechanism. Each department engages in a 7-step Learning Plan
process to 1) define our philosophy toward learning, 2) incorporate
Longwood’s six student development goals, 3) outline desired
learning outcomes, 4) design activities and interactions that encourage
achievement of the learning outcomes, 5) assess whether or not the
learning occurred, 6) examine the results, and 7) plan future actions
based on the results. Learning Plans and their outcomes also serve to
provide evidence of what should be done to improve delivery and to
modify planning.
Upcraft, M. L., & Schuh, J.H. (1996). Assessment in Student Affairs: A
Guide for Practitioners, Jossey-Bass Publishers, San Francisco, CA.
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