Assessment
Tools for Assessment
Nuventive Training, Guidelines, & Tips
Nuventive is the software platform the College utilizes to document and track assessment results. In addition to individualized or group training, training guides demonstrating the step-by-step process are also available to assist you within the assessment documentation process.
If you would like training or assistance in using this system, or a copy of a training guide, please contact the Office of Institutional Effectiveness at ie@sunybroome.edu.
Assessment is the process of intentionally and systematically gathering and analyzing evidence in order to help inform decision-making for the improvement of: courses, programs, activities, support services, and the institution as a whole. It is an ongoing process, in which various methods and data are used to evaluate learning, program, and institutional effectiveness. Findings can be utilized to identify gaps or weaknesses, in order to develop action plans to improve learning or services. They can also be used to identify and enhance existing strengths. Assessment also demonstrates accountability to students, accrediting bodies, and the public by showing that educational programs are meeting established standards and preparing students with the knowledge and skills they need to be successful within their academic and professional ventures, and within their communities.
Assessment occurs at many levels at the College, including: course, program, departmental, division, and institution. The purpose is to help ensure continuous improvement and to help the College make data-informed and data-inspired decisions. Assessment helps to foster continuous improvement and helps SUNY Broome ensure its students are receiving a high-quality educational experience.
Course level assessment:
Courses are required to be assessed at the College at least once every three years. During the course assessment process, Student Learning Outcomes (SLOs) are assessed to help ensure students have met the faculty established learning outcomes by the end of the course. To help ensure awareness of expectations of students, SLOs are communicated within the Catalog and on each course syllabus. This provides students with an understanding of what they should be able to know, do, or show by the end of the course.
Program level assessment:
Academic programs at the College undergo Program Review every five years. During this process, faculty and deans engage in a systematic method of examining institutional, student, and program learning outcomes, resource allocation, student support services, and student outcome data. Assessment results help to inform action plans to improve student learning experiences and to help academic programs continuously improve during the next five-year cycle.
Institutional assessment:
The College engages in numerous assessment efforts across all departments, programs, and services.
The Strategic Plan provides the foundation on which goals are established. Each of the College’s goals have accompanying strategies to provide direction and focus to aid in the achievement of the goals. The Strategic Plan is reviewed by Executive Council at least quarterly, with regular updates provided to the Board of Trustees and the College community. Institutional Data Dashboards provide the College with the ability to view progress on Key Performance Indicators (KPIs) established to assess the Strategic Plan.
The mission of the College stands as the purpose of the college, while the vision of the college serves as its vision, where it wants to be in the future. The Values are the College’s core beliefs and they help to drive how we conduct ourselves, our programs and services, and the decisions that we make.
In order to engage in periodic and ongoing assessment of the mission, vision, values, and Strategic Plan of the College, SUNY Broome examines both quantitative and qualitative data to help determine if we are fulfilling our mission and the goals set forth in the Strategic Plan. Examples of quantitative data collected and analyzed include: graduation and retention rates, job placement and transfer rates, enrollment, course success rates, financial indicators, course and program assessments, and participant numbers in various activities. Examples of qualitative data the College reviews include: graduate student surveys, feedback surveys, focus groups, external reviewer reports from program reviews, the SUNY Student Satisfaction Survey, the SUNY DEI Campus Climate Survey, and the Employee Satisfaction Survey.
In addition to the Strategic Plan, the Strategic Enrollment Management Plan provides the College with specific measurable goals, strategies to provide focus, and action items to outline specific actionable steps to accomplish specific to enrollment and retention. A Data Dashboard provides data to track these KPIs. The Academic Master Plan provides the actionable goals for the Academic Affairs Division. Goals are established and reviewed on an annual basis to identify progress, achievements, gaps, and to aid in the establishment of the goals for the next academic year.
To help our students gain the knowledge and skills essential to be successful within their academic and professional pursuits, SUNY Broome has established a set of Institutional Learning Outcomes (ILOs) which provide standardized expectations about across all programs. The goal of the College is that each graduating student will be able to demonstrate achievement of each of these ILOs, which are as follows:
ILO 1: Diversity, Equity, Inclusion, and Racial and Social Justice
ILO 2: Critical Thinking
ILO 3: Communication
ILO 4: Scientific Reasoning
ILO 5: Quantitative Reasoning
ILO 6: Information Literacy
SUNY Broome’s ILOs are in line with the State University of New York (SUNY) General Education Requirements and the standards established by our accrediting body, the Middle States Commission on Higher Education (MSCHE). The Institutional Learning Outcomes represent the College’s General Education program.
In addition to a curriculum designed with these outcomes in mind, throughout their studies, students gain the technological competency needed to be successful through utilization of the available technology and tools integrated within academic programs.
Each academic program has an established ILO map to demonstrate the point within the curriculum that students are expected to obtain the knowledge and skills related to the SUNY General Education requirements. During the program review process, which occurs every five years, academic programs conduct an assessment of student achievement of these ILOs by examining the assessment results related to the specified course. Gaps among modality, student type, or in SLO achievement are noted, with action plans developed to continuously improve student learning and the attainment of general education knowledge and competencies.
Program Learning Outcomes (PLOs) are a set of specific and measurable learning outcomes established by faculty, which are expected to be achieved by students by the completion of the academic program. They include the skills, knowledge, and abilities within the cognitive, affective, and psychomotor realms that students should be able to demonstrate or have attained by the completion of the program. PLOs provide faculty and students with a shared understanding of what success in the program looks like. Program learning outcomes are communicated to students and the public within the Catalog.
Program learning outcomes should be clear, measurable, and able to be attained within the span of program completion for a student. The use of action verbs in the development of these learning outcomes will aid in their measurability and provide students with a concrete understanding of the knowledge and competencies they must be able to demonstrate.
PLOs serve as the foundation for curriculum development and assessment. New and revised courses and student learning outcomes should be designed and aligned with the PLOs at the forefront of planning. For assessment and continuous improvement purposes, each program has a PLO map which outlines the PLOs and shows the alignment of what courses and experiences are used to assess the PLOs. Each core course within the curriculum should align with at least one PLO. PLOs are assessed at least once every five years during the program review process. After analyzing the PLO assessment data, faculty develop action plans to provide for continuous improvement of the program.
What is Program Review?
The Program Review process is an opportunity for the faculty of each academic program to engage in an assessment of the program, with the goal of ensuring continuous improvement. A standard program review template is utilized, which provides the mechanism upon which programs conduct an assessment of Program Learning Outcomes, Student Learning Outcomes, and Institutional Learning Outcomes. In addition, faculty engage in an assessment of various other indicators, such as student supports, the alignment of the program with labor market needs and/or transfer institutions, and an examination of student data related to enrollment, retention, persistence, and graduation.
At the completion of the program review, an external review team is invited to campus to review the program review document, meet with faculty, staff, and students, and tour the program facilities. This external review team provides an assessment of the program which helps inform the action plan established to address areas of weakness and enhance upon areas of strength.
What is a Self-Study for an Accredited Program?
Accredited programs at the college undergo a Self-Study process similar to the Program Review process. During the Self-Study process, faculty adhere to the requirements of their accrediting body when conducting the program assessment. At the completion of the Self-Study document, an external review team identified by the accrediting body conducts a site visit and makes a recommendation to the accrediting body about whether the program continues to meet requirements of the accreditor.
Program Review Schedule
Each academic program at SUNY Broome engages in the program review process on a regularly scheduled basis, which is every five years. Accreditation cycles vary considerably in length, with some programs being awarded continued accreditation through their accrediting body for a period of up to 10 years.
2024-2025
Business Information Management A.A.S.; Office Technologies Certificate, Social Media Certificate
Chemical Dependency A.A.S. & Chemical Dependency Certificate
Culinary Arts A.O.S.
Homeland Security & Emergency Management A.S.
Liberal Arts & Sciences A.A.
Engineering Science A.S.
Environmental Science A.S.
Nursing A.A. S. (ACEN Self-Study)
Physical Therapist Assistant, A.A.S. (CAPTE Self-Study)
2025-2026
Business: Business Administration A.S.
Computer Security & Forensics A.A.S.
Music A.S.
Web Development & Management A.A.S. & Website Development & Management Certificate
2026-2027
Civil Technology A.A.S
Communication & Media Arts A.S.
Criminal Justice A.A.S.
Histological Technician, AAS and Certificate
Hospitality Management A.A.S.
Human Services A.S.
Liberal Arts & Science: Science A.S.
Manufacturing Technology A.A.S.
Music Recording & Production A.S. & Beat Production and Recording Certificate
Paralegal, A.A.S.
Visual Communication Arts A.S.
2027-2028
Business: Accounting A.A.S.
Business: Marketing Management & Sales A.A.S.
Dental Hygiene A.A.S. (CODA Self-Study)
Electrical Technology A.A.S.
Event and Sports Entertainment Management A.O.S.
Health Studies A.A.S.
Mathematics A.S.
Mechanical Technology A.A.S. & Mechatronic Certificate
Paramedic A.A.S. & Paramedic Certificate
Sport Studies A.S.
2028-2029
Computer Science A.S.
Computer Technology A.A.S.
Health Sciences A.S.
2029-2030
Business Information Management A.A.S., Office Technologies Certificate, Social Media Certificate
Chemical Dependency Counseling A.A.S. and Certificate
Clinical Laboratory Technician A.A.S. (NAACLS Self-Study)
Culinary Arts A.O.S.
Early Childhood/Childhood Education Studies A.S. and Early Childhood Certificate
Engineering Science A.S.
Environmental Science A.S.
Homeland Security & Emergency Management A.S.
Liberal Arts and Sciences A.A.
Student Learning Outcomes (SLOs) are the specific measurable cognitive, affective, or psychomotor outcomes students are expected to achieve by the end of the course. These outcomes are published in the Catalog along with the course description and are found on the course syllabus so that students have an understanding of what they are expected to achieve, demonstrate, and which they will be assessed by the end of the course.
When developing Student Learning Outcomes (SLOs), it is important to ensure they are measurable so that what students are being assessed on can be quantified or measured in some tangible way. They should be clear in the faculty’s expectation of what the students should be able to know, do, or show. They should be concise enough so that they can be understood by students and can be assessable. Each outcome should have a verb describing what a student should know, do, or show by the end of the course.
SLOs that begin with “Students will understand…” are often not measurable as they do not point to how the student will actually be assessed. It is difficult to just know if a student understands something, unless they are asked to demonstrate this in some way. Alternatively, “Students will be able to recognize the ethical principles which guide the decision-making process in their profession”, captures the student’s ability to understand knowledge.
It is also important that outcomes and assessment measures match. For example, if you are asking a student to identify which items on a list are correct, then using a verb such as “contrast” would not capture the assessment. If using a verb such as “explain”, the assessment measure should in some way have students do more than merely identify or list items.
Rules of thumb:
- Choose verbs that can be assessed-if it can be seen, heard, read, scored-it can be assessed.
- Focus on what students can do.
- Stay away from words that cannot be easily assessed or directly measured, such as: Appreciate, Understand, Learn, Know, Become familiar with, Be aware of.
- Match the verb with the assessment.
- Introductory courses are more likely to use lower-order verbs, while upper-level courses tend to build on foundational skills and knowledge; higher-order verbs may be more appropriate.
Using measurable action verbs aligned with the revised Bloom’s Taxonomy can be a helpful way to write learning outcomes which build upon foundational knowledge-based skills (Remembering, Understanding), to higher-order skills such as Applying, Analyzing, Evaluating, and Creating). In order for a student to create something, they must first master remembering a concept, then understanding it, and applying it in some way. Building upon these lower-order skills, students possess the foundation to then analyze, evaluate, and create.
Measurable Action Verbs
| Remember | Understand | Apply | Analyze | Evaluate | Create |
| Define Describe Discover Duplicate Identify Label List Locate Match Name Read Recall Recite Recognize Repeat Reproduce Select State Tabulate |
Classify Contrast Convert Defend Describe Discuss Estimate Explain Illustrate Interpret Paraphrase Restate Summarize Translate |
Administer Apply Calculate Compute Construct Demonstrate Determine Document Execute Implement Modify Perform Schedule Solve Use |
Analyze Attribute Categorize Compare Contrast Diagram Differentiate Distinguish Examine Interpret Investigate Model Organize Question Prioritize Test |
Appraise Argue Assess Choose Conclude Critique Defend Determine Discriminate Estimate Evaluate Grade Judge Justify Measure Persuade Rate Recommend Reframe Select Support Validate Verify Weigh |
Author Build Compose Construct Create Design Develop Devise Formulate Generate Imagine Integrate Invent Plan Produce Program Prototype Synthesize |
- Diamond, R. M. (2008). Designing and Assessing Courses and Curricula (3rd ed.). Jossey-Bass.
- Henning, G. W., & Roberts, D. M. (2020). Student affairs assessment: Theory to practice (2nd ed.). Routledge.
- Maki, P. L. (2010). Assessing for Learning: Building a Sustainable Commitment Across the Institution (2nd ed.). Stylus Publishing.
- Maki, P. L. (2017). Real-Time Student Assessment: Meeting the Imperative for Improved Time to Degree, Closing the Opportunity Gap, and Assuring, and Assuring Student Competencies for 21st-Century Needs. Stylus Publishing.
- Schuh, J. H., Biddix, J. P., Dean, L. A., & Kinzie, J. (2014). Assessment in student affairs (2nd ed.). Jossey-Bass.
- Seymour, D., & Bourgeois, M. (2018). Institutional effectiveness fieldbook: Creating coherence in colleges and universities. CreateSpace Independent Publishing Platform.
- Suskie, L. (2018). Assessing student learning: A common sense guide (3rd ed.). Jossey-Bass.
- Vandeveer, V. H., II, & Mandernach, J. (2017). Real-time student assessment: From diagnostic to instant feedback. Stylus Publishing.
- Walvoord, B. E. (2010). Assessment clear and simple: A practical guide for institutions, departments, and general education. Jossey-Bass.