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JRCERT Update

Assessment: Working Backward

it is time to put it all together. Further delineation is Box 2
needed to hone in on what each statement means in Sample Student Learning Outcomes
terms of measurable skills, attitudes, and behaviors.
Although some statements seem clear, everyone asso- Example Goal 1:
ciated with the program must know exactly what the Our students/graduates will use critical-thinking skills.
 SLO 1.1 – students will analyze pretreatment imaging and
requisite skills, attitudes, behaviors, and values are and make treatment adjustments. A possible measurement tool
how they will be assessed. Consider the statement from is an imaging rubric.
the critical thinking example in Box 1: Our graduates  SLO 1.2 – students will produce treatable plans for areas
adapt to new procedures, technologies, and situations. that have previously received radiation therapy. A possible
The specific behaviors, skills, and attitudes associated measurement tool is a treatment plan.
with the statement must be identified to determine how  SLO 1.3 – students will adjust positioning to accommodate
to use this desired trait in an assessment plan. Skills, the patient’s condition. Possibilities for measurement tools
attitudes, and behaviors associated with being adaptable are clinical evaluations and simulation evaluations.
need to be determined, and specific new procedures,
technologies, or situations of focus for the program Example Goal 2:
specified. Once these steps are completed, SLOs can be Our students/graduates will demonstrate professionalism.
developed for a particular goal (see Box 2).  SLO 2.1 – students will demonstrate ethical behaviors.
Possibilities for measurement tools are clinical evaluations
Measuring Success and employer surveys.
When the program and all of the communities  SLO 2.2 – students will be prepared for the employment
of interest have agreed on the ideal graduate’s skills, interview process. A possible measurement tool is to
produce a professional résumé.
behaviors, attitudes, and values and appropriate SLOs  SLO 2.3 – students will be able to analyze career
have been developed and measured, the final step is to opportunities. A possible measurement tool is to develop a
analyze the assessment results to determine program career plan.
success. If benchmarks are continually being met, it
might be time to raise the benchmarks or find another
area to examine and assess for program improvement. Conclusion
However, if the established benchmarks are not being Assessment is the most effective means by which
met over multiple assessment periods, the program program faculty can make evidence-based decisions for
should reassess benchmarks, measurement tools, and program improvement. Working assessment backward
perhaps curriculum. It is possible the content area cov- involves the program and communities of interest work-
ered by the SLOs needs to be enhanced or the bench- ing together to make the process more meaningful.
marks might have been set too high. Asking questions to determine the skills, attitudes, behav-
The program can analyze the data for patterns. Data iors, and values that are most important to the program
might show a specific group of students not meeting and communities of interest provides valuable insight for
the benchmark, or it might show all students struggling the program and a roadmap for the assessment process.
with the SLOs. Trends leading to decreasing results Once the meaningful traits are identified, determining
might be found by studying data over several years. what to measure is simple. With measurable SLOs, mul-
When examining data in relation to the curriculum, any tiple measurement tools can be identified or developed for
changes in teaching methodology or instructors should effective measurement of student learning.
be taken into account. Careful analysis of data will Because communities of interest are involved in the
show whether the measurement tools really measure assessment process, there is buy-in from the clinical
the SLOs and should help the program identify oppor- sites. When program faculty, clinical instructors, and
tunities for incremental improvement, which is the pur- clinical staff have the same expectations for student
pose of assessment. learning, the evaluations and measurement tools are

680 RADIOLOGIC TECHNOLOGY, July/August 2015, Volume 86, Number 6
Reprinted with permission from the American Society of Radiologic Technologists for educational purposes. ©2019. All rights reserved.