Presentation on theme: "General Education Assessment 2013: Introduction"— Presentation transcript:
1 General Education Assessment 2013: Introduction Bernard Mair, Associate Provost, Undergraduate AffairsTimothy S. Brophy, Director, Institutional AssessmentEva Czarnecka, Professor, Microbiology and Cell Science
2 Today’s GoalsProvide the context and framework for UF’s General Education AssessmentDescribe process and procedures for the spring 2013 assessmentExplain the assignment selection guidelines and submission processShare an example from the fall 2012 pilot assessmentAnswer questions
4 Milestones: Assessment in General Education at UF since 2008 the Gen Ed Program was reviewed as a part of an overall assessment of our UG programsRecommendation: program should be redesigned to reflect a more comprehensive experience than the current fragmented model, and that the UG curriculum should include signature experiences for all UF students.
5 Milestones: Assessment in General Education at UF since 2008 2009– 10An additional grading component was added to the courses that meet the Writing Requirement.In class assignments were graded according to a rubric and the students’ performance on these assignments was graded S/U.Students need to obtain an S to satisfy the Writing Requirement.– Good Life Course developed and approved; SLOs revised and assessment framework developedGood Life Course mandatory for all incoming freshmen; embedded assessment begins
6 SACSCOC Assessment Expectations for General Education
7 SACS Assessment Expectations CR General EducationIn each undergraduate degree program, the institution requires the successful completion of a general education component at the collegiate level that (1) is a substantial component of each undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale.For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent.These credit hours are to be drawn from and include at least one course from each of the following areas: humanities/fine arts; social/behavioral sciences; and natural science/mathematics.The courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession. If an institution uses a unit other than semester credit hours, it provides an explanation for the equivalency.The institution also provides a justification if it allows for fewer than the required number of semester credit hours or its equivalent unit of general education courses.
8 SACS Assessment Expectations CS The institution identifies college-level general education competencies and the extent to which students have attained them. (General education competencies)Required DocumentationIdentification of competenciesJustification that all competencies are at the college level and the degree to which students have attained them are acceptableEvidence of the extent to which students of undergraduate degree programs have attained the college-level competencies
10 Course Embedded Assessment The Gen Ed Committee considered two approachesStandardized test – ETS Proficiency ProfileCourse-embedded assessment
11 Course Embedded Assessment Process Odd years beginning spring 2013Random sample of Gen Ed sectionsInstructors notifiedInstructors select assignments selected and submit to the Gen Ed CommitteeInstructors introduced to the processInstructors review and calibrate the institutional rubricAssignments completed, collected, and scoredScores entered into Sakai using the specially designed gridInstructors submit work samples and final summaries
13 What you will do By May 3, 2013 By May 3, 2013 By April 24, 2013 Each instructor will select one assignment from each section to include in the assessmentReview the assignment for its alignment with the SLOsComplete the appropriate cover sheets and submit to Institutional AssessmentAdminister the assignmentScore the assignment using the Institutional RubricEnter the ratings into SAKAISubmit student work samples and appropriate summary sheetBy May 3, 2013By May 3, 2013By April 24, 2013By March 15, 2013
14 Instructions – Using the Guide Review the Institutional SLOs for general education, and align them with your assignments. Which assignments directly address the SLOs?Some common assessment types aligned with the SLOs: exams, papers, projects, and presentationsUse the key words in the SLOs to link assignments to the assessment. Which of your assignments involves student demonstration of the key words?Select an assignment or exam from your course for the assessment.
15 UF Institutional Definition Key words for assessment University of Florida Institutional Definitions, SLOs, and Key Words for Gen Ed AssessmentUF Institutional DefinitionInstitutional SLOKey words for assessmentContentContent is knowledge of the concepts, principles, terminology and methodologies used within the discipline.Identify, describe, and explain the terminology, concepts, methodologies and theories used within the general education categories.Identify, describe, explainConcepts, methodologies, theoriesCritical ThinkingCritical thinking is characterized by the comprehensive analysis of issues, ideas, and evidence before accepting or formulating an opinion or conclusion.Analyze information carefully and logically from multiple perspectives, and develop reasoned solutions to problems using methods appropriate to the general education categories.Analyze from multiple perspectivesDevelop reasoned solutionsMethods appropriate to the category studiedCommunicationCommunication is the development and expression of ideas in written and oral forms.Communicate knowledge, ideas, and reasoning clearly and effectively in written or oral forms appropriate to the general education categories.Effective communication in written and oral forms
16 Assignments already completed Must be submitted by March 15, 2013 assignment submission deadlineReevaluated using institutional rubricData entered into SAKAIStudent work samples submitted with the final report
17 Review of Sample from 2012 Pilot and Submission Form
18 Assignment Example: ANT3451 Students were asked to read, summarize and critically evaluate an assigned peer-reviewed article on a specific topicStudents were graded on their ability to:Accurately summarize the key pointsRelate the material back to topics reviewed in the courseCritique the article for contradictions or flaws in the argumentationAnalyze from multiple perspectives- personal experience, learned lecture material, other assigned readingsImportant:Logic of the reasoning processAppropriateness of the formulated conclusions
19 Assignment Example: DAA1000 Students were asked to write a Compare and Contrast paper on TWO live performancesThis assessment will satisfy the areas of Content, Communication and Critical ThinkingContent: students will demonstrate knowledge of terminology & principles of dance and movement through their writingCommunication: students will communicate their thoughts and views from observing live dance pieces using descriptions and opinion-written testCritical Thinking: students will compare and contrast the dance performances, providing examples and justifications for their selections
20 Assignment Alignment with SLOs Example: TPP 2100AreaInstitutional DefinitionInstitutional SLOHow the assignment fulfills the SLOsContentSpecific information related to this assignmentCommunicationCritical Thinking
21 Assessment Submission Form CourseSectionGeneral Education CategoryInstructor & Contact InformationAssignment TitleBrief Description of AssignmentWhich General Education Student Learning Outcomes (SLOs) does this address? Underline all that applyContent Critical Thinking CommunicationBrief Rationale of How this Assignment Assesses the Indicated SLOsScore Range Table
22 Score Range Table Rating Score Range Outstanding Satisfactory Unsatisfactory