…world problem. Student describes real‐world problem(s) in general and summarizes or paraphrases possible outcomes Student explains real‐world problem(s) in detail and describes a possible outcomes as a reality Student proposes…

…Just assessment. Nothing more. Nothing less. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). https://twitter.com/niloa_web https://www.facebook.com/learningoutcomesassessment/ http://learningoutcomesassessment.org/joinemail/ http://learningoutcomesassessment.org/joinemail/ https://www.facebook.com/learningoutcomesassessment/ https://twitter.com/niloa_web http://learningoutcomesassessment.org/joinemail/ http://learningoutcomesassessment.org http://www.learningoutcomesassessment.org…

…Early-and continuing-lessons from the Tuning project. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). https://twitter.com/niloa_web https://www.facebook.com/learningoutcomesassessment/ http://learningoutcomesassessment.org/joinemail/ http://learningoutcomesassessment.org/joinemail/ https://www.facebook.com/learningoutcomesassessment/ https://twitter.com/niloa_web http://learningoutcomesassessment.org/joinemail/ http://learningoutcomesassessment.org http://www.learningoutcomesassessment.org…

…presents outcomes for three levels of degrees by articulating increasing levels of challenge for student performance for each of the learning outcomes it frames. • While clarity concerning outcomes is…

…skills. Others are referring to the Degree Qualifications Profile (DQP) for general education revision and aligning their student learning outcomes to the DQP’s Quantitative Fluency expectations at the varying degree…