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LITRE Student Learning Tool Kit

© All rights reserved, LITRE, North Carolina State University. Last modified: Feb 2010

The LITRE Student Learning Task Force, a committee of North Carolina State University faculty members and assessment professionals has developed this collection of “tools" to help in research into student learning. A growing collection of assessment and evaluation tools and methods is presented below, with annotation and background provided, to allow the reader to make informed choices to meet their assessment needs. The tools and methods focus specifically around student learning and the areas of problem solving/critical thinking, research from sources, empirical inquiry and performance.

An effort has been made to :
• Include both qualitative and quantitative tools
• Allow for flexibility of use across disciplines
• Be adaptable to fit diverse learning environments
• Include multiple methods for the same task

The tools provided are some ways to gather the data for answering the research questions posed by the Goals, Objectives and Outcomes of a research project. Both direct evidence of student learning, through evaluation by the PI, (capstone projects, student created artifacts, performance on exams, national test scores, portfolios etc.) and indirect evidence (surveys, self- reporting, focus groups, graduation rates etc.) measures should be included.

The first set of tools below are for assessing student learning in all environments. They are organized around the four LITRE areas of student learning: Problem Solving, Empirical inquiry, Research from Sources and Performance.

The second set of tools are applicable specifically to electronic technology enriched environments.



LITRE Report Framework

This framework has been developed as a guide for PI’s to use in designing their assessment and for organizing and submitting project reports. The framework is presented as a report submission guide, but the Introduction and Method sections should be modified for planning purposes and for preparation of the project assessment plan.

For details about some widely used assessment methods, and the pros and cons of using them see:
Assessment Methods Related to Student Learning & Their Pros and Cons. (Spurlin, J. E., Rajala, S. A., & Lavelle, J.P., 2007).
Models for Assessing Student Learning (National Center for Academic Transformation)

Further Resources

Other General Assessment Tools

Other Tools Specific to Technology Use

Suggested Reading: Technology and Student Learning

We welcome your feedback. Please email with your comments, feedback or suggestions for tools to include. We would especially like to hear from you if this resource has been of help to you.

Developed by LITRE Student Learning Task Force: Dr. Geetanjali Soni (Chair)(University Planning and Assessment), Dr. Diane Chapman (Adult & Higher Ed.), Dr.Alan Dupont (UnderGrad. Academic Program), Dr. Scott Fitzpatrick (Sociology & Anthropology), Dr. Donna Petherbridge (DELTA), Dr. Dianne Raubenheimer (Engineering), Dr. Joni Spurlin (University Planning and Assessment), Dr. Carrie Thomas (Marine, Earth & Atmospheric Sciences), Dr. Candace Goode Vick (Parks Recreation and Tourism Management).