Assessment Grants

Graduate Teaching Assistant Formative Assessment of Student Learning Grants

Conduct Exit Passes five times before October 15 to receive $250 for the University Bookstore. Each time you complete a round of exit passes, complete this form to submit your application. 

Exit Pass Submission Form

What's an Exit Pass? 

Exit Passes are a quick way to check in on student learning. They don't require "grading" per se, but they do give students a chance to check in with you on what they have learned. This type of check-in, or assessment, is called formative assessment. It's a tool that gives you a quick way to assess how well your students understand the material they are learning in class. Exit Passes are not a test, but a way to understand students' comprehension of a particular topic. You use this quick snapshot of information from your students to see what questions they have and to adapt instruction, directions, or address questions for the next class session. An Exit Pass can help you see gaps in student knowledge in a way where students don't have to announce to the entire class--"Hey, I don't understand this?!!!!?" 

In order for this to work, you have to quickly read what they wrote and, at the beginning of the next class, answer questions and address gaps in knowledge you see. I would NOT call out their names: "Hey, John Smith! You asked me this question--here's the answer." You could say to John before the class starts: "Hey, you asked a great question. Do you mind if I share this question with the group? I'm sure others have the same question." Or, it can be a great time to do some shoutouts and celebrations: "Hey, this is amazing! I want to share with you some of the great ideas and connections I read from the last class." 

An Exit Pass can also do double duty as a way to take attendance. Make sure students write their first and last name if you use it for attendance. 


So, how do you do this? It's simple. You can ask students to pull out a piece a paper or, my preferred method is to have a pile of recycled 8 x 11 paper cut in quarters. You can pick some up in my office or let me know and we will campus mail this to you. A small piece of paper seems to be less overwhelming to students. They don't have to write much. That's not really the goal.

Option 1: At the end of class, ask them to answer this questions: "What did you learn today?" 

Option 2: Ask them, "Tell me 3 things you learned, 2 things you found interesting, and 1 question you have." 


Pass the paper out, or have them pull out a piece of paper, or create a link to an "Exit" Discussion Board. If you are meeting face-to-face, have them write it at the end of the class. If you are meeting virtually, you could create an Exit "Pass" or Discussion Board to answer mid-week. I think mid-week is better because the goal is that you get information from the student that can help you revise or update as they work, or as they are "forming" ideas. Think Forming and Formative. It's not Summative, or Sum, Assessment. 

What's Your Role? 

Time is important. Read these quickly. You are not grading, judging, or evaluating. You are observing the learning. These can be read quickly--like in five minutes. Take a few notes and address questions and outstanding learning at the beginning of the next class or in the announcements if you are teaching virtually. 

Review what students wrote and ask yourself the following questions: 

  • Using an approximate percentage, how many students are on track? How many need follow-up?
  • What will you need to address with them? Tell us two things that you can celebrate. Tell us two questions that students have that will require some follow-up.
  • Based on student responses and your own observations, what did you decide you may need to re-teach or address with the students?
  • Read over what students' wrote. What did they say they learned? What questions did they have? 

If you'd like more information on Exit Passes and how to do the, here are some links: 

If you have questions, contact Dr. Keri Franklin at 

Faculty Assessment of Student Learning Grants

Apply for the Grant

Apply for an Assessment Grant Now!

Here in Assessment, we know that your ultimate goal is to help your students succeed—ours is too. Our intention with these grants is to support you, the faculty, in your innovative practices in the assessment of student learning. To successfully complete the form, you must be signed into your Office 365 account for the proposal form to work. 

About the Grant

Applying is easy; simply think about what you want to know about your students’ learning, think of a way to assess it, and fill out a proposal form. If you would like a thinking partner or would feel more comfortable running your assessment plan by a member of our team, email us at to set up a meeting. Grant awards are $500 and can be awarded in the form of bookstore gift cards or faculty stipends. 

What happens when I get a grant?

When a proposal is chosen for funding, the applicant will pay for the project and will be reimbursed once their final report has been submitted and approved (these reports are due by six months from the beginning of the project).  Please note, Assessment Grants may not be used to subsidize travel. If a proposal requests funding for stipends, please include fringe in your calculations.

Only one proposal per applicant is eligible for funding in an academic year. 

Once applicants receive notification of funding, they must complete and return a budget form and an Internal Approval form to the Office of Assessment within 30 days. 

Grants are now available.  Applications will be reviewed on a rolling basis throughout the semester.

Final Report Form

Eligible projects include (but are not limited to):

  • Compare student learning in face-to-face and online courses
  • Develop, revise, or refine student learning outcomes in the major
  • Support a meeting of dual course, per course, and full-time faculty in a department
  • Support focus groups with students or alumni to ask questions related to program learning outcomes
  • Focus groups with transfer and homegrown students on student learning in a program
  • Incentivize faculty for the extra work involved in assessment
  • Credit for Prior Learning 
  • Survey students about what they are learning
  • Review General Education data
  • Support a meeting of faculty to look at student Public Affairs essays together 
  • Support a meeting of faculty to look at student work together
  • Support a meeting of faculty to look at data together 
  • SWOT analysis in the beginning stages of program review
  • Investigate ways to reduce hurdles and obstacles in student learning
  • Teach and Assess an assignment using the current Public Affairs theme: The Power of Voice

If you have any questions, please Contact Us.

Funded Grants

Assessment of Student Learning Grants are intended for faculty who design assessment projects in their courses, programs, departments, or colleges. Instructors used the funds to offer an opportunity for learning and reflection on student learning. Below are final reports from faculty indicating the learning outcomes and results following the grants.

Feel free to peruse the proposals and reports below, or take a look at our Assessment Grant Awardee Profiles