A 'CLEAR PATH' to Success: Strengthening Student Learning Assessment through Clear Course Objectives
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| Title: | A 'CLEAR PATH' to Success: Strengthening Student Learning Assessment through Clear Course Objectives |
|---|---|
| Language: | English |
| Authors: | Caitlin Chiaramonte, Evelyn A. Mocek |
| Source: | Assessment Update. 2025 37(6):12-14. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 3 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Educational Objectives, Student Evaluation, Military Schools, Legal Education (Professions), Majors (Students), College Faculty, Teacher Attitudes, Models, Higher Education, College Students, Alignment (Education), Course Objectives, Learner Engagement |
| Geographic Terms: | New York |
| DOI: | 10.1002/au.70002 |
| ISSN: | 1041-6099 1536-0725 |
| Abstract: | Assessment of student learning at the United States Military Academy (USMA) is a relatively new process. The USMA faces an additional challenge, as many of its instructors and professors are active-duty military officers who rotate through two- to three-year teaching assignments before transitioning back to the Army. To address this challenge, the Department of Law and Philosophy at USMA created a faculty-driven framework known as "CLEAR PATH." This model promotes alignment between course-level and program-level student learning objectives (SLOs), ensures objectives use appropriate taxonomies and are measurable, and integrates student and program director feedback in an iterative process to drive continuous improvement. This article describes "CLEAR PATH" and provides a case study where the framework was applied during the annual review of a flagship core course. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | EJ1491260 |
| Database: | ERIC |
| Abstract: | Assessment of student learning at the United States Military Academy (USMA) is a relatively new process. The USMA faces an additional challenge, as many of its instructors and professors are active-duty military officers who rotate through two- to three-year teaching assignments before transitioning back to the Army. To address this challenge, the Department of Law and Philosophy at USMA created a faculty-driven framework known as "CLEAR PATH." This model promotes alignment between course-level and program-level student learning objectives (SLOs), ensures objectives use appropriate taxonomies and are measurable, and integrates student and program director feedback in an iterative process to drive continuous improvement. This article describes "CLEAR PATH" and provides a case study where the framework was applied during the annual review of a flagship core course. |
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| ISSN: | 1041-6099 1536-0725 |
| DOI: | 10.1002/au.70002 |
