41. Writing Portfolios For A High Stakes Testing World, Teaching Today, Glencoe Onli Teaching Today provides busy secondary teachers with teaching tips, Proponents of standardized assessment tout these tests as the quickest and most http://www.glencoe.com/sec/teachingtoday/subject/writing_portfolios.phtml

Teaching Today publishes innovative teaching tips on a weekly basis. Written with the busy teacher in mind, each tip is concise, practical and easy to implement in the classroom right away. Topics covered in Teaching Today are classroom management, career development, high stakes testing, instruction and planning, parental involvement, reading in the content areas, using technology in the classroom, and portfolio development. Teaching Today also offers free weekly downloads that correspond to the tips. Our free downloads make implementing the teaching tips even easier. Teaching Today provides educational resources for teachers looking for everyday solutions to the challenges of the classroom. Writing Portfolios for a High Stakes Testing World With the advent of the No Child Left Behind Act and the national movement to standards-driven, outcome-based education, the notion of authentic assessment often takes a back seat to preparation for high-stakes tests. Proponents of standardized assessment tout these tests as the quickest and most efficient method of understanding of a student's acquisition of required knowledge and skills. Those who favor authentic assessment, such as writing portfolios, believe student learning, as demonstrated over time, provides a more reliable measure of student knowledge and skill.

42. ERS Spectrum-Summer 2001: Improving Teaching And Learning With Data-Based Decisi Teachers are released from teaching duties several days each year and are replaced by assessment, testing, and Instruction Retrospect and Prospect. http://www.ers.org/spectrum/sum01a.htm

Educational Research Service A qu arterly journal of school research and information providing access to research studies and reports produced by administrators in local school districts across the nation. Spectrum also features practical research conducted by the academic community, as well as data relevant to public school operation produced outside the field of education. Asking the Right Questions and Acting on the Answers Nancy Protheroe whether to integrate the use of data in decision making, but how. Today, assessment and instruction are Evidence that Data Can Improve Instruction Large gains in test scores require: 1) extensive efforts to align instruction with test content; 2) detailed analysis of student responses to the tests or assessments designed to parallel these; and 3) the provision of immediate and appropriate corrective instruction for individual students as indicated by that analysis (2001, 3). All four of these districts began their improvement efforts by carefully reviewing test data, a process that has grown significantly more sophisticated over time. Asking the Right Questions What should students know, and how should they be able to use what they know?

43. ASCD | For The Success Of Each Learner arrow 2005 Conference on Teaching Learning—Student Achievement The Read the latest ASCD Infobrief, A Policymaker s Primer on testing and assessment. http://www.ascd.org/

Home Join Help Password Info ... log in Books Arts with the Brain in Mind Videos A Visit to a Freshman Advisory Program Mixed Media Emotional Intelligence PD Online Supporting Student Health and Achievement Take our poll. ASCD Action Center Find out more Nominate a colleague for the Outstanding Young Educator Award Institutional Membership connected communities Register and make your hotel reservations conference blog EDPolicy Update Can we improve academic performance by teaching children, particularly those who are developmentally disabled, how to interact with teachers? Learn more in ResearchBrief Educators cannot overlook the persistent achievement gap between black boys and their peers. Read the latest Education Update to learn more about " Bridging the Widest Gap Log in New Book ASCD Infobrief Assessment Policy: A Policymaker's Primer on Testing and Assessment Want to Write for ASCD? Learn more Contact Us Privacy Statement

44. ViewPoints Vol.8: Beyond Testing: Assessment For Teaching And Learning From HighStakes testing to assessment for School Improvement that emerge from an annual testing system and the use of assessment to enhance teaching. http://www.ncrel.org/policy/pubs/html/beyond/stakes.htm

Viewpoints Assessment-Driven Reform: A Leadership Approach From High-Stakes Testing to Assessment for School Improvement Although accountability for test scores may serve as a catalyst for change by focusing the spotlight on academic success and failure, it provides no substantial inputs into the system. Testing is primarily an outcome-measuring device. Test scores alone are not a sufficient motivator of change. They merely highlight the need for a process that can take the raw data that is collected, analyze it, use that data to inform decision making, and redirect resources to address areas of need. In effect, high-stakes tests are simply one tool that must be supplemented with a variety of inputs that are necessary for continuous school improvement. A primary role for local education leaders in preparing for and responding to the culture of high-stakes testing is to "prime the pump." A district or school must have in place the capacity to respond to increasing calls for external accountability. Without a vision for long-term capacity building to move from a single focus on high-stakes testing to a culture of assessment for school improvement, test scores alone will do little to influence changes in instruction, practice, and eventually student performance. The following five strategies can help school leaders support the use of assessment to promote successful teaching and learning.

45. CET: Teaching & Learning: Assessment Of Teaching & Learning assessment of Teaching Learning. Event description Describes the major trends in testing and assessment stemming from new perspectives on learning. http://www.usc.edu/programs/cet/resources/assessment/

About CET Faculty Fellows Programs Mentoring ... Contact CET within CET all of USC Site Index Frequently Asked Questions Internal Pages (CET Fellows only) Teaching and Learning Consortium Event description We address a variety of issues related to student and program assessment including what may be assessed and how to assess. We conclude by leading discussion on the creation of an assessment philosophy that should be part of any instructor's overall philosophy of teaching. Event next offered Resources McComas: Assessment Overview, Sept 04* , QuickTime video stream Assessment of Student Learning* (PowerPoint), by William McComas AAHE: Nine Principles of Good Practice for Assessing Student Learning (.pdf) Internet Resources for Higher Education Outcomes Assessment , NC State Assessments through the Learning Process (.pdf), Questionmark CIDR Classroom Assessment of Teaching and Learning Classroom Assessment Techniques , Southern Illinois University Classroom Assessment Techniques and Examples , Honolulu Community College Classroom Assessment Techniques in Asynchronous Learning Networks , North Carolina Online Assessment Handbooks , University of Massachusetts Amherst Classroom Assessment and Student Learning , Stanford Field-Tested Learning Assessment Guide , National Institute for Science Education The Teaching Goals Inventory , Iowa , North Florida NTLF Classroom Assessment Techniques , Indiana Assessment Issues and Rationales Taking Responsibility for the Quality of the Baccalaureate (.pdf)

46. Standardized Testing - Teaching To A Higher Standard Do standardized tests show true learning? Not according to one teacher who has a More Resources. StandardsAssessment ConstructionTesting Articles http://712educators.about.com/cs/assessment/a/standardized.htm

var zLb=7; var zIoa1 = new Array('Suggested Reading','Assessment Resources','http://7-http://712educators.about.com/od/assessments/','High Stakes Testing','http://7-12educators.about.com/library/weekly/aa052401a.htm','FCAT','http://7-12educators.about.com/cs/fcat/index.htm'); var zIoa2 = new Array('More Resources','Standards','http://7-12educators.about.com/cs/standards/index.htm','Assessment Construction','http://712educators.about.com/od/testconstruction/','Testing Articles','http://privateschool.about.com/cs/testingarticles/index.htm'); zJs=10 zJs=11 zJs=12 zJs=13 zc(5,'jsc',zJs,9999999,'') About Education Secondary School Educators Education ... Help zau(256,140,140,'el','http://z.about.com/0/ip/417/C.htm','');w(xb+xb+' ');zau(256,140,140,'von','http://z.about.com/0/ip/496/7.htm','');w(xb+xb); FREE Newsletter Sign Up Now for the Secondary School Educators newsletter! See Online Courses Search Secondary School Educators Stay up to date! Compare Prices Email to a friend ... Print this page Suggested Reading Assessment Resources High Stakes Testing FCAT More Resources Standards Assessment Construction Testing Articles Recent Discussions Plagiarism Check IM's in Classroom Evolution vs Creation Camps and Schools Powered by Search resources to help you find the best fit for your child Most Popular Effective Speech Writing Inspirational Quotes salutary neglect Persuasive Essay Topics ... Classroom Rules What's Hot Active Listening Lesson on Rights Halloween Math Mnemonic Devices ... Popular Teacher Related Topics Homework / Study Tips Distance Learning Private Schools Special Education ... College Admissions: U.S.

47. PEC: Why Assess In Physical Education Article While this might not sound very new, after all most of us who teach PE obviously Currently the most widelyused assessments in PE are fitness tests. http://www.pecentral.org/assessment/assessmentresearch.html

Why Assess in Physical Education? April 16, 1997 By Stephen Jefferies, Toni Jefferies, and Wendy Mustain A major implication of educational reform presently occurring in many states is the expectation that teachers should be able to show what students are learning as a result of their participation in physical education. While this might not sound very new, after all most of us who teach PE obviously know what we are teaching, some different expectations need to be appreciated. First, stating what you are teaching (e.g. basketball dribbling, shooting, and passing) does not adequately answer the question, What are the students learning? In view of the vastly different skill levels of students entering many PE classes, what each individual student will learn by the end of the class will also be different. Second, you should anticipate being able to answer a parent who poses the question, What is my son/daughter learning? or even more specifically, What is it that my daughter/son will be able to do after this class that s/he couldn't do before? Responding to such questions will demand information that many of us do not presently have available.

48. Center For Teaching Excellence Placement/Proficiency assessment Student Outcomes assessment Please complete all of your placement testing by August 1, 2005 in order for us to ensure http://www.oir.uiuc.edu/dme/placement/

Home Instructional Development SERVICES BY AREA Measurement and Evaluation ICES Evaluation Online (EON) Examination Services Placement/Proficiency Assessment Student Outcomes Assessment Senior Survey Educational Research Staff UIUC Placement and Proficiency Testing Online placement testing for the Fall 2005 new students closes on Monday, September 19, 2005. This page contains information about test-based credit at UIUC. Questions should be emailed to pnp@uiuc.edu or you may call 217-244-4437 during normal business hours. Proficiency Testing Placement Testing FAQ Instructions for Taking the Placement tests ... Statistics Last updated September 15, 2005 Diana Steele Measurement and Evaluation Room 247 Armory, MC-528 505 East Armory Avenue Champaign, IL 61820 217-244-4437 E-Mail: pnp@uiuc.edu University of Illinois at Urbana-Champaign

49. FFCI: Assessment In Testing Children Under Age Eight The use of more formal assessments (ie, test results) will increase with age, Assessments, when used as an ongoing process can shape teaching, http://www.ces.ncsu.edu/depts/fcs/pub/2001sp/stevens.html

Volume 6, No. 2, Spring 2001 Issues of Assessment in Testing Children Under Age Eight by Gwen G. Stevens and Karen DeBord Abstract: There are differing opinions about the value of using standardized tests to assess the abilities and knowledge of young children. Research with young children (under 8 years old) indicates that using standardized tests for student grade placement or school retention can prove to be harmful to children's ultimate achievements. This article describes the multiple methods that can appropriately be used to evaluate student progress while shaping assessment policies that represent age-appropriate learning goals without using "high-stakes" accountability testing of individual children prior to third grade. Using standardized tests to assess the abilities and knowledge of young children is viewed differently among educators, parents, politicians, and members of the community. Tests that are valid and reliable are extremely important tools when they are used to determine or to assure proper treatment for a child's special learning needs. However, research with young children (under 8 years old) indicates that using standardized tests for student grade placement or school retention can prove to be harmful to children's ultimate achievements. Designing assessment systems Across the nation, school districts are selecting from among standardized measures, school district designed group-administered measures, and open-ended subjectively scored tests to make decisions about school or teacher accountability and student placement.

50. OISD | Assessment testing Grading Classroom assessment Strategies. RETURN TO Teaching Resources. CONTACT isd@uga.edu. assessment. testing GRADING. Why We Test Students http://www.isd.uga.edu/teaching_resources/assessment.html

Site Map: ABOUT OISD Mission History Office Location Staff Directory CLASSROOM SUPPORT Classroom Technology Support Classroom Technology Consultation Classroom Technology Descriptions Instructional Media and Equipment Loan Classroom Technology FAQ New Faculty Junior Faculty Senior Faculty Emeriti Scholars Program All Faculty Governor's Teaching Fellows Mentoring at UGA Publications GRANT PROGRAMS Learning Technologies Grants Sara Moss Fellowships MEDIA CATALOG PRODUCTION SERVICES Portfolio Requests OISD Cable TV Funding TEACHING ASSISTANT SUPPORT TA Policies TA Orientation GRSC TSE/SPEAK Test Teaching Resources TA Handbook Teaching Portfolio Teaching Awards TA Mentor Program GRSC Assistantships TEACHING RESOURCES Academic Honesty Assessment Difficult Classroom Issues Discussion Strategies Large Class Issues Learning Styles Motivating Students Multiple Intelligences New Teachers in the Classroom

51. Assessment Software - Test Scoring Software: Prosper Assessment System Prosper assessment software, leading test scoring software from Pearson NCS, The teach Learn Cycle The teach Learn Cycle, used throughout Pearson http://www.pearsonncs.com/prosper/

Test Generator Test Item Banks Class Management Sample Reports ... Online Info Request Sign up for our e-newsletter Home Search: How Do I Learn More? Sign up for a free introductory Web seminar Download a brochure View sample reports Read 'Era of Assessment' white paper Check out 10 things to consider when buying an assessment system Ask a question Call 1-800-447-3269 Prosper assessment system comes with a one-year, renewable support agreement. Check out Prosper training courses. Test Answer Sheets Scannable test answer sheets for Prosper are available at our online store. Generate and Score Tests with Ease The Prosper assessment system simplifies every step of the testing process. Use the system to generate tests that target specific learning objectives. Create tests from a test item bank or create custom questions for other content covered in class or training sessions. Choose from a variety of scannable test answer sheets , and scan the completed forms to capture the performance data.

52. Educational CyberPlayGround: K12 Testing, Evaluation, Assessment, State Standard K12 testing, Evaluation, assessment, State Standards, Drop Out Rates, teaching to the test (often cutting out creative curriculum elements), http://www.edu-cyberpg.com/Teachers/standards2.html

var ecp_channel="Teachers"; Teachers Area 508 Compliance 0-5 Development Benchmarks Acceptable Use Policy Accreditation ... Web Release Form Related Links Literacy Research Play is important Literacy Research Thematic Reading Curriculum ... Last Page of the Net HOT SITE Awards k12 TESTING, EVALUATION, ASSESSMENT, state standards, drop out rates, RESEARCH, ED STATS AND retention Page "Everyone has the right to education." Article 26 Universal Declaration of Human Rights December 10 1948 GET OUT OF THE BOX U.S. STATES: Urban high schools report dropout rates of 20 percent to 40 percent. Drop Outs - Pushed Out - Standards - No Child Left Behind - this most interesting topic of tracking school dropouts and the potential for students dropping out through the use of computer software. America's High Schools Are Obsolete - Bill Gates 2005 By obsolete, I don't just mean that our high schools are broken, flawed, and under-funded though a case could be made for every one of those points. By obsolete, I mean that our high schools even when they're working exactly as designed cannot teach our kids what they need to know today. ANOTHER POINT OF VIEW, EVALUATION, ASSESSMENT, TESTING, and RETENTION

53. Testing: Frequently Asked Questions Some say that testing causes teachers to teach to the test. Do tests measure the progress of schools? Annual state assessments required under No Child http://www.ed.gov/nclb/accountability/ayp/testing-faq.html

resultsagenda_off = new Image; resultsagenda_off.src = '/images/ed_gl_tnav_resultsag1.gif'; resultsagenda_over = new Image; resultsagenda_over.src = '/images/ed_gl_tnav_resultsag1_r.gif'; No Related Topics Found Get More! Receive ED newsletters View teaching resources Get answers to questions Take our online survey Overview Stronger Accountability Accountability for Schools Adequate Yearly Progress Achievement Gap More Local Freedom ... A-Z Index Select a Topic Accountability Accreditation Arts Choice Charter Schools Early Childhood FAFSA Faith-Based Find a School High Schools History International Ed Math Reading Safe Schools Science Suppl Services Teacher Quality Technology Advanced Search About ED Offices Publications ... File Viewers STRONGER ACCOUNTABILITY Testing: Frequently Asked Questions Select a link below to jump to the relevant page section. What impact does testing have on children? Will student results be made available to parents? Will the results of a child's tests be private? On what subjects are students tested and when? ... What about the National Assessment of Educational Progress (NAEP)? 1. What impact does testing have on children? Although testing may be stressful for some students, testing is a normal and expected way of assessing what students have learned. The purpose of state assessments required under

54. Archived: PERFORMANCE ASSESSMENT Curriculumbased testing. Performance assessments should be based on the Regarding assessment and instruction as inseparable aspects of teaching, http://www.ed.gov/pubs/OR/ConsumerGuides/perfasse.html

A r c h i v e d I n f o r m a t i o n Number 2 September 1993 Performance Assessment WHAT IS IT? Performance assessment, also known as alternative or authentic assessment, is a form of testing that requires students to perform a task rather than select an answer from a ready-made list. For example, a student may be asked to explain historical events, generate scientific hypotheses, solve math problems, converse in a foreign language, or conduct research on an assigned topic. Experienced raterseither teachers or other trained staffthen judge the quality of the student's work based on an agreed-upon set of criteria. This new form of assessment is most widely used to directly assess writing ability based on text produced by students under test instructions. HOW DOES IT WORK? Following are some methods that have been used successfully to assess performance: Open-ended or extended response exercises are questions or other prompts that require students to explore a topic orally or in writing. Students might be asked to describe their observations from a science experiment, or present arguments an historic character would make concerning a particular proposition. For example, what would Abraham Lincoln argue about the causes of the Civil War? Extended tasks are assignments that require sustained attention in a single work area and are carried out over several hours or longer. Such tasks could include drafting, reviewing, and revising a poem; conducting and explaining the results of a science experiment on photosynthesis; or even painting a car in auto shop.

55. Educational Assessment, Testing, And Measurement Degrees - ELearners.com Campus Programs Education Educational assessment, testing, And Measurement. We found 12 colleges and schools Online Degrees In Education Teaching http://www.elearners.com/campus/subject/13.0604.htm

Education Degrees Site Navigation Home Page Campus Programs College Search by Zip College Search by Level ... College Search Advanced Change Subject Social Sciences Education Degrees This section of our site contains 12 colleges and schools that offer campus based degrees and certificate programs in Educational Assessment, Testing, And Measurement and is recognized by the U.S. Department of Education. About Accreditation Education Degrees Campus Programs Education We found 12 colleges and schools that offer programs in Educational Assessment, Testing, And Measurement Only show schools within miles of zip Regionally Accredited Colleges Adelphi University Garden City, NY Fairfield University Fairfield, CT Indiana University-bloomington Bloomington, IN Iowa State University Ames, IA Kent State University-main Campus Kent, OH Michigan State University East Lansing, MI Mississippi College Clinton, MS Southwestern Oklahoma State University Weatherford, OK University Of Iowa Iowa City, IA

56. Undergraduate Certificates In Educational Assessment, Testing, And Measurement - Campus Programs Education Educational assessment, testing, And Measurement Online Education Teaching Colleges With Undergraduate Certificates http://www.elearners.com/campus/level/u-certificates/subject/13.0604.htm

Undergraduate Certificates in Education Site Navigation Home Page Campus Programs College Search by Zip College Search by Level ... College Search Advanced Change Subject Social Sciences Undergraduate Certificates in Education This section of our site contains 12 colleges and schools that offer campus based degrees and certificate programs in Educational Assessment, Testing, And Measurement and is recognized by the U.S. Department of Education. About Accreditation Undergraduate Certificates in Education Campus Programs Education We found 6 colleges and schools that offer programs in Educational Assessment, Testing, And Measurement Only show schools within miles of zip Regionally Accredited Colleges Indiana University-bloomington Bloomington, IN Kent State University-main Campus Kent, OH Michigan State University East Lansing, MI Southwestern Oklahoma State University Weatherford, OK University Of Iowa Iowa City, IA University Of Louisville Louisville, KY About These Institutions: This section of our site contains 5925 post-secondary institutions in the United States that offer campus based programs. All of these institutions have accreditation which is recognized by the U.S. Department of Education. You may also filter by accreditation using our

57. LAB At Brown: Teaching Diverse Learners -- Assessment TDL Logo, Teaching Diverse Learners. Go to TDL Home Page, Equity and Excellence for All, search Ongoing assessment HighStakes testing http://www.alliance.brown.edu/tdl/assessment/index.shtml

Assessment print version Assessment Assessment plays an important role in the education of English language learners. When ELLs with diverse linguistic, cultural, and educational backgrounds enter new educational settings, an initial assessment of their skills and abilities helps educators provide appropriate placement and instruction. Ongoing assessment of student learning provides continuous feedback on the effectiveness of instruction and indicates areas where a change in instructional strategy may be advised. ELLs are required to participate in high-stakes testing programs, as a way of making schools, districts, and state education agencies accountable for their educational progress. Assessment of English language learners requires specialized knowledge. Information on this important subject is divided into 3 topic areas below. Click on a topic for answers to common questions in each assessment area. Initial Assessment of Language, Literacy, and Content Knowledge Teacher Resources Current Research ... Contact Us Northeast and Islands Regional Educational Laboratory (LAB) is a program of The Education Alliance at Brown University For more information concerning this site, send e-mail to:

58. LAB At Brown: Teaching Diverse Learners -- High-Stakes Testing: Teacher Resource The New Mexico State Department of Education assessment and Evaluation describes its guidelines for the testing accommodations of English language learners. http://www.alliance.brown.edu/tdl/assessment/stndrdassess-resources.shtml

Assessment High-Stakes Testing Teacher Resources print version High-Stakes Testing Teacher Resources Online Resources Practical Examples Online Resources Bias http://www.dsea.org/teachingtips/tips/bias.htm The Delaware State Education Association offers guidelines for educators to avoid bias in the classroom. http://www.neutralbay-p.schools.nsw.edu.au/library/infobias.htm The library of Neutral Bay Public Schools in New South Wales, Australia, provides a checklist that identifies critical aspects to be considered when evaluating cultural bias in resources. http://www.tolerance.org/teach/expand/wfc/index.html The Tolerance.org Web site includes a guide that helps teachers and students to learn about bias in communication and to write in bias-free terms. Bilingual Special Education http://www.isbe.state.il.us/bilingual/htmls/bilsp.htm The Illinois State Board of Education identifies a range of state and national resources. Bilingual Special Education Resources Network http://vesid32.nysed.gov/lsn/bilingual/home.html The New York State Education Department provides staff development and technical assistance to preK-12 teachers of English language learners with disabilities.

59. SCIENCE TEACHING RECONSIDERED: A HANDBOOK--2 They get the chance to test their understanding by making predictions and more information on questions as part of assessment, testing, and grading. http://www.nap.edu/readingroom/books/str/2.html

How Teachers Teach: Specific Methods Methods for making your class sessions more effective Ways to encourage student participation in your classes Advantages of collaborative learning Examples of effective laboratory practices This chapter discusses several methods of teaching science within the traditional formats: lectures, discussion sessions, and laboratories. How can you help your students learn science better and more efficiently in each format? Although there is no universal best way to teach, experience shows that some general principles apply (American Association for the Advancement of Science, 1990a; McDermott et al., 1994; Mazur, 1996): Teach scientific ways of thinking. Actively involve students in their own learning. Help students to develop a conceptual framework as well as to develop problem-solving skills. Promote student discussion and group activities. Help students experience science in varied, interesting, and enjoyable ways. Assess student understanding at frequent intervals throughout the learning process. LECTURES Evidence from a number of disciplines suggests that oral presentations to large groups of passive students contribute very little to real learning. In physics, standard lectures do not help most students develop conceptual understanding of fundamental processes in electricity and in mechanics (Arons, 1983; McDermott and Shaffer, 1992; McDermott et al., 1994). Similarly, student grades in a large general chemistry lecture course do not correlate with the lecturing skills and experience of the instructor (Birk and Foster, 1993).

60. Teaching, Learning, Technology Roundtable At St. Cloud State University Certainly, within the cycle of teaching and learning, assessment plays a central role. Also computerbased testing for PPST, GRE, GMAT, and TOEFL is now http://www.stcloudstate.edu/tltr/5_4_4.asp

Skip global navigation 5.4.4 Assessment Background Central missions of the university are teaching and learning. Certainly, within the cycle of teaching and learning, assessment plays a central role. Teachers measure the effects of their pedagogy on student learning; then they use this assessment to improve their pedagogy and, consequently, student learning. As the cycles of teaching, learning, and assessment continue, teaching and learning are examined and improved. Technology is often an essential element of this cycle: it is one tool used to enhance teaching and learning. As such, it should be assessed as well as serve as a means of assessment. More specifically when the terms assessment and technology are used together within a university environment, a variety of concerns arise. First and most significantly is assessment of how student learning is affected by technology. Technology is not neutral; and, as an institution of higher learning, SCSU needs to ensure that technology applications used in the classroom are not negatively affecting classrooms or student learning. Second is using technology to assess student learning. Technology applications such as e-portfolios and other technology structures that support assessment can enable faculty to track individual student learning within SCSU and MnSCU as well as document the overall learning outcomes within academic programs.

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