| Sumario: | Long-term care administration programs are often required to have assurance of learning plans with clearly identified learning goals and well-documented systemic processes to assess learning and demonstrate student aptitude. This article presents a demonstratively successful assurance of learning model for long-term care administration programs. It meets multiple accrediting body requirements for assessment, provides valuable data for curricular improvements, and has maximized student preparedness for practice. The University of Wisconsin - Eau Claire's Health Care Administration program has developed processes to assess student learning using embedded National Association of Long Term Care Administrator Boards (NAB) practice exams to assess student competencies, both formatively and summatively. It also incorporates summative, subjective preceptor assessments and student self-assessments. Findings yielded from this approach have led to integrating a faculty-developed NAB exam preparation student learning module along with supplementing the curriculum with other NAB resources (e.g., strategic use of texts from the NAB bibliography, preceptor training course, administrator-in-training manual tools, electronic study guide). Such assessment data-driven curricular changes have led to an upward trend in student competencies, NAB practice exam pass rates, and actual NAB exam pass rates higher than the national average.
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