One key insight that seems to stand out in developing intended abilities and standards for their assessment, is that we need in some ways to do this backwards. That is, we need as institutions to work backwards from *defining main institutional outcomes or abilities *to defining program abilities/outcomes *to defining discipline abilities/outcomes *and finally to defining course abilities/outcomes
The abilities/outcomes we then assess in a given assignment ought to be 1)clear and 2)usually linked to intended course--discipline--program--institutional abilities/outcomes
This seems to make much sense, but I have met with some resistance at time in proposing this perspective...