Assessment of student learning can be both direct, through skills-based outcome measures, or indirect, through student/alumni self-reporting of improvement or development towards specified goals. Direct evidence of disciplinary mastery is demonstrated through the senior thesis or capstone project. Each Department maintains an information resource for students to understand departmental expectations for the thesis.
Our students' post-Haverford activities serve as another form of direct assessment, as many pursue advanced degrees in their discipline at prestigious graduate institutions, become engaged leaders in their communities, and accomplished professionals in their chosen fields.
The ongoing Teagle-funded Tri-College student learning assessment project highlights examples of other direct learning assessment projects within academic departments.