I am very sorry. Assessment language and terminology are inconsistent across the literature. There are many definitions for terms, many of which are used interchangeably. For example, “goal,” “standard,” “competency,” “objective,” “outcome,” and other terms are often poorly-defined and not clearly differentiated. Literature and publications in different disciplines may use different terms for assessment concepts. Different universities may use different terms for assessment concepts.
Unfortunately, this does not make learning about assessment any easier. However,...
“More important than precise definition of terms is the ongoing knowledge that the assessment process is not an end product but a means to an end.” (Wehlburg, 2008, p. 99).
That goal is the improvement of programs, services, and learning.
Library literature uses different assessment terms than the literature of other disciplines.
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ISU Terminology |
ACRL Info Lit Standards |
ACRL Competency Revised Standards |
|
Objectives |
Standards |
Principles |
|
Outcomes |
Performance Indicators |
Performance Indicators |
|
Performance Criteria |
Outcomes |
Outcomes |
Wehlburg, Catherine M. (2008). Promoting Integrated and Transformative Assessment: A Deeper Focus on Student Learning. San Francisco: Jossey-Bass.
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Term at ISU |
Definition |
Synonyms from literature |
|
|
Objectives |
What graduates will know/be able to do in five years after graduation |
Goals, outcomes, etc. |
|
|
Outcomes |
What students expected to know/be able to do by graduation |
Objectives, standards, etc. |
|
|
Performance Criteria |
Measurable statements specifying the performance required to meet the outcome |
Standards, rubrics, specifications, criteria, metrics, outcomes, etc. |
|
|
Assessment |
Processes that identify, collect, use and prepare data that can be used to evaluate achievement |
Evaluation |
|
|
Evaluation |
Process of reviewing results of data collection and analysis and making decisions based on data |
Assessment |
|
