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Assessing General Education Programs

Assessing General Education Programs. GE Fall Retreat 2010 Kathleen Thatcher. GE Programs. Common General Education Models: Distribution model Core Liberal Arts model Individual Student Development model Mixed models. Teaching & Learning. Assessment : GE Programs.

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Assessing General Education Programs

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  1. Assessing General Education Programs GE FallRetreat 2010 Kathleen Thatcher

  2. GE Programs • Common General Education Models: • Distribution model • Core Liberal Arts model • Individual Student Development model • Mixed models

  3. Teaching& Learning

  4. Assessment: GE Programs • Assessment is an ongoing process designed to monitor and improve student learning by identifying: • What is working well • What requires improvement or changes *Assessment Vocabulary (pg. 13)*

  5. Assessment: GE Programs • Assessment Steps • Develop learning outcomes • Check for alignment between curriculum and the outcomes • Develop an assessment plan • Collect assessment data • Use results to improve the program • Routinely examine the assessment process • Accreditation

  6. GE Programs • What do we want our students to learn (pg 25 – 33)? • Greater expectations • Other recommendations • Preparation for the workplace

  7. GE Mission, Goals, and Outcomes* Mission A description of the overall vision or purpose of general education within the institution. Broad statements about the types of learning that are fostered within a program, such as communication and problem-solving skills. Goals Associated with each goal, they describe, in behavioral terms, how students can demonstrate that each goal has been met. Outcomes* *Sometimes called objectives

  8. GE Learning Outcomes Associated with each goal, they describe, in behavioral terms, how students can demonstrate that each goal has been met. Outcomes • Examples: • Organize information coherently (written communication) • Identify a problem or argument (critical thinking/problem solving) • Differentiate facts from opinions or emotional responses • (critical thinking/problem solving)

  9. GE Learning Outcomes • Define clear and measureable learning outcomes • Be sure your outcomes are clear and measureable • Outcomes should be aligned with: • curriculum • courses • institution

  10. GE Learning Outcomes • Define clear and measureable learning outcomes • Students will be able to synthesize information from different disciplines or perspectives to solve problems, gain new experiences, or create new things. • Students will understand how concepts of sustainability are connected to issues of social justice, the environment, and the economy.

  11. GE Learning Outcomes Examples found on pages 39 – 81 Additional Outcomes Resources pages 82 – 90

  12. Alignment Matrix Example I=Introduce—outcomes are introduced at the basic level. D=Develop—students are given opportunities to practice , learn more about, and receive feedback to develop more sophistication. M=Mastery—students demonstrate mastery at a level appropriate for graduation.

  13. Alignment Matrix Example I=Introduce—outcomes are introduced at the basic level. D=Develop—students are given opportunities to practice , learn more about, and receive feedback to develop more sophistication. M=Mastery—students demonstrate mastery at a level appropriate for graduation. *See also: pages 101 – 120 for the Grading Alignment Matrix and additional alignment resources*

  14. *More detailed information on pages 125 – 132. Levels of GE Assessment • Course Level: • Places power in the hands of the faculty. • Strong potential for course improvement. • Leadership and coordination is critical to assure valid and reliable data. • Program Level: • Identifies connections between courses. • Promote multi-disciplinary conversations. • Efficient and cost effective . • Institutional Level: • Most likely to results in campus-wide multi-disciplinary conversations. • Valid and reliable data. • Central coordination is critical. • Closing the loop can be a challenge.

  15. Criteria for Selecting Assessment Techniques • Validity • Reliability • Actionable Results • Efficiency and Cost Effectiveness • Engaging Procedures *See pages 121 – 125 for more specific information regarding the above list.*

  16. Warning:Don’t let this happen to you GE program!!!

  17. GE Assessment Plan AlignedOutcomes Assessment Plan • Where are they learned? • Which courses? • How are they learned? • By what types of activities? • How are they being assessed? • Which techniques? • Frequency? (timeline) • How is the assessment data being used? • Improvement • Proving

  18. Gen. Ed. Assessment Plan:Who? What? When? Where? How? • How will the outcomes be assessed? • Who will collect and analyze the data? • Where and how data will be collected? • When and how often each outcome will be assessed? • Who will reflect on the results and close the loop, when needed, by implementing appropriate changes? • How will results and implications be documented?

  19. GE Assessment Plan • Multiple Measures • Direct measures • Indirect measures • Data triangulation • If results are consistent across • multiple measures, they triangulate. • Helpful tips: • It is not necessary to assess every outcome every year. • Plans should be flexible. • Use appropriate sample sizes: do not try and assess all students.

  20. GE Direct Measures Pages 146 - 179

  21. GE Indirect Measures Pages 180 - 207

  22. Three Helpful Questions Is the assessment: 1. Meaningful? 2. Manageable? 3. Sustainable?

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