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Assessment Resources

Assessment Resources

Guidance in development assessment plans is available from the SAS Assistant Dean for Assessment.  For more information on any aspect of course or program assessment, contact:  Karen Dennis, Assistant Dean for Assessment, SAS 


Middle States Commission on Higher Education (MSCHE)

pdf MSCHE Standards for Accreditation & Requirements of Affiliation (13th edition, 2014)

MSCHE Guidelines for Assessing Student Learning and Institutional Effectiveness (PDF)

Does Assessment Make Colleges Better?


Assessment is effective for promoting greater thoughtfulness and purpose in teaching — and for focusing our attention on learning. That matters.  
Read more: Does Assessment Make Colleges Better? Let Me Count the Ways.

Rutgers Center for Teaching Advancement and Assessment Research (CTAAR) - Support & Resources for Assessment


Assessment for Departments with Limited Time and Resources

Dr. Barbara E. Walvoord, Professor Emerita at the University of Notre Dame, was the founding director of faculty development programs at four research and liberal arts institutions, and has consulted or led workshops on assessment, teaching and learning, and writing across the curriculum at more than 350 institutions of higher education. For a brief and practical handbook distilled from that experience, click HERE.

Read more:

Walvoord, B. E. 2010. Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education.
San Francisco: Jossey-Bass (2nd edition)
Archibald S. Alexander Library (College Ave)    
call number: LB2822.75.W35 2010

Walvoord, B. E., and Anderson, V. J. 2010. Effective Grading: A Tool for Learning and Assessment.
San Francisco: Jossey-Bass (2nd edition)  
Archibald S. Alexander Library (College Ave)    
call number: LB2368.W35 2010 

National Institute for Learning Outcomes Assessment (toolkit & resources)


NILOA seeks to “discover and disseminate” information about how academic programs and institutions use assessment data “internally to inform and strengthen undergraduate education, and externally to communicate with policy makers, families and other stakeholders.”   See the following resources on their website:

Authentic Assessment Toolbox


What do we want our students to know, value and do?" ...especially in real-world situations?  The Toolbox helps in developing rubrics for such assessments. Go to website.

Teaching Goals Inventory - an online tool


An online tool designed to help faculty identify teaching and learning goals for a course, by rating the importance of 52 possible goals. It generates a report analyzing the top goals, and provides comparative data from a sample of 2- & 4-year colleges.  Go to online tool.

Carnegie Mellon University: Enhancing Education - Assessment examples & tools


This CMU website provides useful rubrics and other tools for a wide array of course- and program-based assessment approaches.

"Content provided here is intended to help instructors and departments improve their collection and use of assessment data for instructor, course, and program feedback purposes. The materials are focused at the course level to help instructors monitor and improve student learning and to inform their teaching practice and at the program level to ensure that our programs are preparing our students to meet the demands of an evolving workplace."

This includes:

AC&U's Valid Assessment of Learning in Undergraduate Education (VALUE) Rubrics

These rubrics from the Association of American Colleges & Universities (AAC&U) are very general. They were developed from – and for – a wide range of higher education institutions, and are meant to be used to chart student development throughout the four years of college.

Note: these are direct links to the rubrics, but you must supply your e-mail to reach the pdfs.

Principles for Effective Assessment of Student Achievement


In July 2013, a  pdf consensus statement on assessment of student learning at the university level was issued by all seven regional accrediting commissions in the U.S. (including MSCHE), and the following higher education associations.  Rutgers is a member of those associations marked with an asterix*, as well as of the AAC&U (see section above):

*American Association of State Colleges and Universities (AASCU)
*American Council on Education (ACE)
*Association of American Universities (AAU)
*Association of Public and Land-grant Universities (APLU)
American Association of Community Colleges (AACC)
National Association of Independent Colleges and Universities (NAICU) 

Student Experience in the Research University (SERU) Survey


Since AY 2008-09, Rutgers-New Brunswick has participated in the Student Experience in the Research University (SERU) project, surveying all undergraduate students during the spring semester using the SERU survey instrument.  

The SERU project is a collaboration of large, mostly public AAU institutions, and it is valuable in generating rich data for comparison with other research institutions at the academic program level. Other AAU participants  include UC-Berkeley and the other UC campuses; the Universities of Florida, Illinois, Michigan, Minnesota, North Carolina, Oregon, Pittsburgh, Southern California, Texas, and Virginia, and Texas A&M University.

The Office of Institutional Research (OIRAP) can provide a breakdown by major to any RU-NB program with 40 or more student respondents – and this means the SERU is a readily available instrument of indirect assessment for your program, one that may help answer some questions that you and your colleagues have about students at every level of progress through your curriculum.

For more information about the most current or previous surveys, please go to the OIR SERU webpage.   

For other undergraduate surveys administered by the Office of Institutional Research, click HERE.

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