At Engineering for Professionals (EP) “assessment” of student learning is the term for asking what we expect students to learn. It is a way to know if students can demonstrate mastery of the stated learning outcomes by analyzing evidence from course-based student assignments. It promotes reflective practice, critical thinking, and inquiry-based learning through a review of performance-based assessment measures that drive program and unit level improvements to increase student learning outcomes, satisfaction, and impact on their community.

All EP programs have learning assessment plans and conduct at least one assessment of learning annually. The results of this are included in the assessment plan and EP annual report.

Comprehensive Learning Assessment System (CLAS)


To provide guidance and structure for EP program learning assessment plans, we have developed a Comprehensive Learning Assessment System (CLAS). The CLAS builds on EP’s mission, vision, and values to address program goals and professional and national standards. Its assessment cycle reflects an ongoing systematic approach to continuous improvement.

  • Program Learning Outcomes
  • Assessment Measures
  • Data Collection
  • Data Analysis
  • Data Driven Decisions
  • Program Improvement

Assessment Management System

Starting in 2021, EP will begin implementing the CLAS in AEFIS (Assessment, Evaluation, Feedback, and Intervention System); the university adopted Assessment Management System (AMS). EP will also be using the AEFIS syllabus management tool to help connect program learning outcomes with course learning outcomes and course-based assessments. The implementation goals are outlined below.

Developing a learning assessment plan

The learning assessment plan lays out a systematic approach to reviewing the student learning experience. A simple, straightforward assessment plan includes these core components:

WHAT—What are students expected to learn?

WHERE—Where in the curriculum, are students expected to learn and apply the knowledge and skills specified as the learning outcomes?

HOW—How do program faculty know—what is the evidence—that students are learning what they expect them to as outlined in the assessment plan?

SO WHAT—Review the assessment activity findings (evidence). Are students meeting our expectations? Validate or consider ways to improve.

Here’s how you can develop your plan:

Assessment Steps

Define goals of the program

Define intended program learning outcomes

Align program learning outcomes with EP mission, vision, values, and strategic plan

Align program learning outcomes with specific courses

Align key assessments with program learning objectives

Develop assessment questions

Define indicators of success for each assessment question

Indicate data sources

Indicate methods of data collection

Determine a timeline for the assessment

Indicate how data will be disseminated

Analyze assessment data

Summarize results in a report

Indicate course, program, and unit level changes and improvements as a result of data analysis

Implement changes at the course, program, and divisional levels

Learning Assessment

Learn more about how to structure learning assessments to help you understand whether your students can demonstrate mastery of the stated learning objectives. We can help.