As the myCSUNtablet initiative continues to grow, its impact on student learning is evaluated at regular intervals. We are especially interested in the degree to which the tablet encourages student achievement of course learning outcomes and its support of continuous learning.

Student achievement of learning outcomes and the impact of the tablet on courses are assessed in a variety of ways. Evidence of student learning across tablet and non-tablet sections are gathered using direct assessment methods. Faculty identify common learning outcomes across sections of varying modalities and evaluate student work using a shared rubric. In addition, there is rich indirect assessment of both students and faculty through vehicles such as group and peer interviews, surveys, and focus groups. We are especially interested in how student responses in indirect assessment correlate with what analytics tell us about device types used and time on task. Assessment of student learning works hand-in-hand with faculty development. Faculty are encouraged to convene periodically, either within or across departments, to share thoughts, breakthroughs, new apps, lessons learned, and student/learner outcomes.

Conducting micro-assessments

From assessments completed during 2013-2014, we found that ‘micro-assessments’ have been effective for illuminating whether, where, and how the tablet can be used effectively. The 2013-2014 myCSUNtablet Progress Report details some of the findings. Thus, micro-assessments, which focus on assignments, are a good vehicle for embedded direct assessment planning and were used by several tablet instructors in the Spring 2015 semester. Instructors are encouraged to continue to use micro-assessments to gather evidence about the impact of tablet use for enhancing student learning. 

There are a number of subsidiary questions which can help faculty frame their thinking on this subject:

  1. How do pedagogies using the iPad compare with traditional pedagogies for achieving your learning outcomes?
  2. What are the strengths and limitations of using the iPad for achieving learning outcomes?
  3. How has replacing traditional instruction with iPad instruction enhanced learning? From what difference in pedagogy has there been a resulting difference in skill or knowledge?
  4. How have you determined that the iPad offers opportunities for student learning which are equivalent/better/worse than traditional courses?
  5. What new functionality has been possible with the iPad which was not possible before? In what specific ways does use of the ipad help improve student achievement of course learning outcomes?
  6. What best practices are associated with effective iPad use? What do instructors of courses using the iPad do to be effective?

More information and questions

Visit the Office of Academic Assessment website for more information about academic assessment including important terms and definitions, disciplinary perspectives on assessment, and guidelines for developing Student Learning Outcomes.

Need further information? Please contact Bonnie Paller at