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Bernard Mair, Associate Provost, Undergraduate Affairs Timothy S. Brophy, Director, Institutional Assessment Eva Czarnecka, Professor, Microbiology and.

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Presentation on theme: "Bernard Mair, Associate Provost, Undergraduate Affairs Timothy S. Brophy, Director, Institutional Assessment Eva Czarnecka, Professor, Microbiology and."— Presentation transcript:

1 Bernard Mair, Associate Provost, Undergraduate Affairs Timothy S. Brophy, Director, Institutional Assessment Eva Czarnecka, Professor, Microbiology and Cell Science

2 Todays Goals Provide the context and framework for UFs General Education Assessment Describe process and procedures for the spring 2013 assessment Explain the assignment selection guidelines and submission process Share an example from the fall 2012 pilot assessment Answer questions

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4 Milestones: Assessment in General Education at UF since the Gen Ed Program was reviewed as a part of an overall assessment of our UG programs Recommendation: 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 – 10 An 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 developed Good Life Course mandatory for all incoming freshmen; embedded assessment begins

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7 SACS Assessment Expectations CR General Education In 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 Documentation Identification of competencies Justification that all competencies are at the college level and the degree to which students have attained them are acceptable Evidence of the extent to which students of undergraduate degree programs have attained the college-level competencies

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10 Course Embedded Assessment The Gen Ed Committee considered two approaches Standardized test – ETS Proficiency Profile Course-embedded assessment

11 Course Embedded Assessment Process Odd years beginning spring 2013 Random sample of Gen Ed sections Instructors notified Instructors select assignments selected and submit to the Gen Ed Committee Instructors introduced to the process Instructors review and calibrate the institutional rubric Assignments completed, collected, and scored Scores entered into Sakai using the specially designed grid Instructors submit work samples and final summaries

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13 What you will do Each instructor will select one assignment from each section to include in the assessment Review the assignment for its alignment with the SLOs Complete the appropriate cover sheets and submit to Institutional Assessment Administer the assignment Score the assignment using the Institutional Rubric Enter the ratings into SAKAI Submit student work samples and appropriate summary sheet By March 15, 2013 By April 24, 2013 By May 3, 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 presentations Use 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 University of Florida Institutional Definitions, SLOs, and Key Words for Gen Ed Assessment UF Institutional Definition Institutional SLOKey words for assessment ContentContent 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, explain Concepts, methodologies, theories Critical 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 perspectives Develop reasoned solutions Methods appropriate to the category studied Communication Communication 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 deadline Reevaluated using institutional rubric Data entered into SAKAI Student work samples submitted with the final report

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18 Assignment Example: ANT3451 Accurately summarize the key points Relate the material back to topics reviewed in the course Critique the article for contradictions or flaws in the argumentation Analyze from multiple perspectives - personal experience, learned lecture material, other assigned readings Students were asked to read, summarize and critically evaluate an assigned peer-reviewed article on a specific topic Students were graded on their ability to: Logic of the reasoning process Appropriateness of the formulated conclusions Important:

19 Assignment Example: DAA1000 Content : students will demonstrate knowledge of terminology & principles of dance and movement through their writing Communication : students will communicate their thoughts and views from observing live dance pieces using descriptions and opinion-written test Critical Thinking : students will compare and contrast the dance performances, providing examples and justifications for their selections Students were asked to write a Compare and Contrast paper on TWO live performances This assessment will satisfy the areas of Content, Communication and Critical Thinking

20 Assignment Alignment with SLOs Example: TPP 2100 AreaInstitutional Definition Institutional SLO How the assignment fulfills the SLOs Content Specific information related to this assignment Communication Critical Thinking

21 Assessment Submission Form Course Section General Education Category Instructor & Contact Information Assignment Title Brief Description of Assignment Which General Education Student Learning Outcomes (SLOs) does this address? Underline all that apply ContentCritical ThinkingCommunication Brief Rationale of How this Assignment Assesses the Indicated SLOs Score Range Table

22 RatingScore Range Outstanding Satisfactory Unsatisfactory

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