They are used to characterize programs, college divisions, or even whole institutions. By contrast, formative outcome assessments are those that may be used to shape the experiences and learning opportunities of the very students who are being assessed. A balance between formative and summative assessments is essential to strategic, effective outcomes assessment practice. A basic taxonomy of different types of learning outcomes helps us to verify that we are addressing an appropriate blend of different type and areas of learning in our assessments. Cognitive outcomes are those that relate to intellectual mastery, or mastery of knowledge in specific topic areas.
Performative outcomes relate to a students' accomplishment of behavioral tasks.
Affective outcomes relate to personal qualities and values that students ideally gain. Practices Appendix A is presented as a tool for directors and faculty members to evaluate their own assessment practices. Nan Lund and I originally developed it for the ASHA CAA to help plan for site visitor training in light of new outcomes assessment foci in the accreditation standards that became effective in January of 1999. Action Planning for Improved Outcomes Assessment Appendix B is offered in an effort to stimulate specific actions for improved assessment practices among member programs. I have used and modified the content of both appendices over the past three years in our consultations with representatives from numerous programs in communication sciences and disorders, as well as with CAA board members and site visitors.