CRLT staff assist faculty applying for grants in areas of curricular and pedagogical innovation by providing expertise in planning and implementing the evaluation of grants.  CRLT evaluation services include

  • consultation on pre-proposal evaluation design;
  • assistance in planning and implementing data collection and analysis for formative and summative evaluation purposes; and
  • support for communicating evaluation findings and using evaluation information for decisions about improvements.
For more information contact Malinda Matney, Director of Assessment at CRLT by calling 936-1135 or sending an email to mmatney@umich.edu.

"For assessment to be successful, it is necessary to put aside the question, 'What’s the best possible knowledge?' and instead to ask, 'Do we have good enough knowledge to try something different that might benefit our students?'"

-Blaich, C. F., & Wise, K. S. (2011). From gathering to using assessment results: Lessons from the Wabash National Study (NILOA Occasional Paper No.8). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

Key Definitions & Frameworks

Data sources that are useful to consider in assessing student learning are:

  1. Evidence of learning outcomes

    Direct measures of learning


Key Definitions & Frameworks


The curriculum is an “academic plan,” which should include: the purpose of the curriculum (i.e., goals for student learning), content, sequence (the order of the learning experience), instructional methods, instructional resources, evaluation approaches, and how adjustments to the plan will be made based on experience or assessment data.
(Lattuca, L. & Stark, J. (2009) Shaping the college curriculum: Academic plans in context. San Francisco: Jossey-Bass.)
  • The intended curriculum is the documented, official plan -- or what faculty hope students will learn.
  • The achieved curriculum includes knowledge, skills and attitudes that are truly learned and remembered.
    (Cuban, L. (1992). Curriculum stability and change. In Jackson, Philip (Ed.) Handbook of Research on Curriculum. American Educational Research Association)

Assessment can be helpful in better understanding alignment between an intended and achieved curriculum.


Provost Martha Pollack's Statement on Assessment

In the past several years, there has been a great deal of national discussion about the assessment of student learning in higher education. Students, their parents, public officials, and others have posed questions about the value of higher education, focusing particularly on the value added at the individual level. It is important to consider the contributions higher education makes to society as well. The University of Michigan is committed to continually improving the learning environment for our students and faculty. The University also participates in national efforts to develop effective tools for assessing student learning.

This University of Michigan website on the assessment of student learning provides information about assessment and evaluation activities ranging from macro-level data about student experiences to departmental materials used in select, individual courses. I hope you will find the resources available here to be useful.


If you are looking for teaching evaluations, please contact the Registrar's Office, 647-3626.

Supporting Evidence-Based Teaching and Learning at U-M

Contact us: crltassessment@umich.edu

CRLT’s assessment and evaluation work closely aligns with its mission by supporting evidence-based learning and teaching practices that create learning environments in which diverse students and instructors can excel.

CRLT LogoCRLT works with faculty and administrators in all 19 schools and colleges, as well as the Provost’s Office, on assessment and evaluation of U-M student learning outcomes and experiences.


CRLT Egnin LogoCRLT-Engin has an in-depth focus on supporting and conducting educational research in the College of Engineering.

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