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Why Do I Have to Take this Course?: Assessment and General Education

Why Do I Have to Take this Course?: Assessment and General Education. Terrel L. Rhodes Association of American Colleges and Universities Lincoln University September 22-23, 2011. Two Paradigms of Assessment.

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Why Do I Have to Take this Course?: Assessment and General Education

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  1. Why Do I Have to Take this Course?: Assessment and General Education Terrel L. Rhodes Association of American Colleges and Universities Lincoln University September 22-23, 2011

  2. Two Paradigms of Assessment Ewell, Peter T. (2007). Assessment and Accountability in America Today: Background and Context. In Assessing and Accounting for Student Learning: Beyond the Spellings Commission. Victor M. H. Borden and Gary R. Pike, Eds. Jossey-Bass: San Francisco.

  3. CAMPUS EXAMPLES

  4. The IQP is an intentionally broad and integrative experience; student teams are drawn from all disciplines, and the project topic is typically not related to the students' major field. Sophomore year – design; Junior year - engage Demonstrate an understanding of the project's technical, social and humanistic context. (1, 7, 8) Define clear, achievable goals and objectives for the project. (6) Critically identify, utilize, and properly cite information sources, and integrate information from multiple sources to identify appropriate approaches to addressing the project goals (7, 10) Select and implement a sound approach to solving an interdisciplinary problem. (7, 10) Analyze and synthesize results from social, ethical, humanistic, technical or other perspectives, as appropriate. (8, 9) Maintain effective working relationships within the project team and with the project advisor(s), recognizing and resolving problems that may arise. (5) Demonstrate the ability to write clearly, critically and persuasively. (4) Demonstrate strong oral communication skills, using appropriate, effective visual aids. (4) Demonstrate an awareness of the ethical dimensions of their project work. (9) Worcester Polytechnic Institute the Interactive Qualifying Project

  5. Five Performance Accountability Measures Measure through capstones, other work/performance, scores on designed tests, field experience ratings, and student reflection Liberal Studies – effective writing, oral communication, critical thinking, quantitative reasoning, scientific reasoning CLA NSSE Success in licensure and certification Northern Arizona University

  6. Student learning outcomes embedded through its Outcomes-Based Education model of curriculum development - annual reviews of multiple measures of student academic achievement and makes instructional and curricular improvements. General education outcomes (Success Skills) are integrated, assessed and documented in student e-portfolios. Documents from student e-portfolios are used to measure achievement of Success Skills for institutional assessment. Assessment results are posted on Hocking’s Assessment Website Hocking College (OH)

  7. An obvious place to begin: • Help Students Understand What They Are Expected to Accomplish

  8. Rubrics Basics VALUE Rubrics & Assessment Criteria

  9. Rubrics Basics VALUE Rubrics & Assessment Levels

  10. Rubrics Basics VALUE Rubrics & Assessment Performance Descriptors

  11. Outcome Area of the Intentional Learner Integration

  12. Learning Outcome Ability to draw on different perspectives Ability to connect across disciplines

  13. First year GE experiences Intermediate Capstone, Culminating experience Introductory or Novice

  14. Give Students a Compass Goals • Share and Align Essential Learning Outcomes in Systems • Re-map and align general education on campuses and in systems • Build high-impact practices • Develop enabling policies to support spread of high-impact practices • Align assessment approaches with outcomes • Disaggregate data on completion and learning • California State University System, Oregon, Wisconsin

  15. One Approach to Capturing and Tracking Learning E-Portfolios

  16. The Digital, Diagnostic Portfolio: • Four level, digital portfolio. • Organized around “key performances” and reflections about those performances. • Student progress and achievement determined through the application of scoring systems or rubrics. • Developmental: Learning assessed through actual student work over time. • Diagnostic: Areas of adequate/ inadequate progress can be targeted and specifically dealt with. • Curricular, Co-curricular, and Extra-curricular: Includes student learning which occurs within, between, and outside the classroom.

  17. Literature, Language & Communication

  18. Additional Support Learning Management Systems

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