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Learning Assessment Map
Examples of course assignments and grading rubrics, organized by subject

Accrediting bodies often require educational institutions to express the competencies they are aiming to provide students in the form of learning outcomes, and to demonstrate how the learning outcomes are evaluated. For example, see the five NASPAA Domains of Universal Required Competencies (Standard 5.1) and examples of competencies in Annex B of the Self Study Instructions, pages 69-71.

The Melbourne School of Government (MSG) differs from most schools in North America and Europe in providing systematic information on learning outcomes, assessment mechanisms and generic skills to be acquired (see links to courses in the Course Maps and in the handbooks noted on the Atlas MSG page).

Although student learning in some topics can be adequately evaluated through traditional "pencil and paper" examinations, for other topics it is preferable to evaluate student learning by assessing the results of a course assignment using a grading rubric. For a review of the application of rubrics, see the 2006 On-line Guide prepared by University of Colorado, Denver and Cornell University's Using Rubrics. Interesting examples of rubrics for complex learning outcomes are Washington State University’s 2006 Guide to Rating Critical and Integrative Thinking and Carnegie Mellon’s Rubrics for oral presentations and projects. 

The Atlas Topic Encyclopedia provides an alphabetical listing of links to all the teaching topics and practice advice (advisory topics) in the Atlas database. Each teaching topic is assigned to a subject in Teaching Topics Map and each advisory topic is assigned to a subject in Practice Advice Map. For links to the concepts and terms in the Atlas database, see the Concept Dictionary.

Tools and Skills

 Strategy and Structure

 Economic Analysis

 Quantitative Methods

 Management Sciences

 Leadership

 Communication

 Professional Practice

Institutions and Context

 Democratic Institutions and Policy Process

 Socioeconomic and Political Context

 Ethics and Accountability

 Intergovernmental and Global Context

 Civil Society and Advocacy

Management Functions

 Public Financial Management

 Evaluation and Performance Measurement

 Human Resource Management

 Information Management and Technology

 Program and Service Delivery

 Regulatory Policy and Management

 Key Concepts in Assessment

  Learning Outcomes vs. Learning Objectives (CSTI, Toronto)
  Content, Skills, Values (CSTI, Toronto)
  Characteristics of Good Learning Outcomes (CSTI, Toronto)
  Examples of Learning Outcomes (CSTI, Toronto)

 Assessment Resources

  Developing Learning Outcomes: A Guide for Faculty (CSTI, Toronto)
  Classroom Assessment Techniques (CELT, Iowa State)
  How to Assess Students’ Learning and Performance (Eberly Center, Carnegie Mellon)
  Tool Kit from the National Institute for Learning Outcomes Assessment
  Rubric Bank (University of Hawaii, Manoa)

 

 

Policy Sectors

 Fiscal, Monetary and Tax Policy

 International Development

 Social Policy and Welfare

 Health

 Education

 Employment, Labour and Immigration

 Cities, Urban and Regional Development

 Environment

 Agriculture and Resources

 Science, Technology and Innovation

 Industry, Trade and Investment

 Energy, Transport and Infrastructure

 Defence, Security and Foreign Relations

 Policing and Justice Administration

 Arts and Culture

 Financial Sector and Pensions

 Other Policy Sectors


Important Notices
© University of Toronto 2008
School of Public Policy and Governance