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KSU General Education Learning Outcomes Assessment: Fostering a Faculty-Driven Process Thomas J. Doleys, Ph.D. Department of Political Science & International.

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Presentation on theme: "KSU General Education Learning Outcomes Assessment: Fostering a Faculty-Driven Process Thomas J. Doleys, Ph.D. Department of Political Science & International."— Presentation transcript:

1 KSU General Education Learning Outcomes Assessment: Fostering a Faculty-Driven Process Thomas J. Doleys, Ph.D. Department of Political Science & International Affairs & KSU Faculty Coordinator for General Education Learning Outcomes Assessment 1

2 Why Assess General Education? Because We Want To: Are students learning what we (faculty) say we want them to learn? We do it in our individual classes…why not for the programs of which the classes are a part? After all, we have nine (9) faculty-approved General Education learning outcomes. [HERE & next slide]HERE Because We Have To: University System of Georgia-mandated General Education Comprehensive Review (due ) General Education Program Review for SACS Reaccreditation (due ) 2

3 What Are We Assessing? General Education Learning Outcomes Production of Written Communication: Students write appropriately for rhetorical situation, audience, purpose and genre; demonstrate appropriate content, organization, syntax, and style; and acknowledge the use of information sources, according to convention. Reading Comprehension: Students articulate comprehension of written material including the author’s rhetorical purpose and the strategic use of text features. Quantitative Representation: Students convert information into a mathematical portrayal (e.g., equations, graphs, diagrams, tables, or words) at a level appropriate for the complexity of problems in a college-level course Quantitative Interpretation: Students explain information presented in mathematical forms (e.g., equations, graphs, diagrams, tables, or words) at a level appropriate for the complexity of problems in a college-level course. 3

4 Social Sciences: Students analyze the complexity of human behavior and how social, historical, economic, political, or spatial relationships develop, persist, or change. Natural Sciences: Students apply the scientific method to analyze data related to natural phenomena found in everyday life. U.S. Perspectives: Students articulate the historical, political, social, or institutional developments of the United States. Global Perspectives: Students analyze creative works from multiple international cultures in relation to the historical, political, economic, sociocultural, aesthetic, or personal contexts in which those works emerged. Critical Thinking: Students articulate a position on a issue and support it by evaluating evidence relevant to the position, considering opposing positions or evidence, and documenting sources according to convention. 4

5 By What Process Assessment? A Two-Year Assessment “Cycle” Year #1: Design & Test Year #2: Refine & Implement Why Two Years? Reduce burden on faculty Provide adequate time to craft and administer quality instrument 5

6 US Perspectives (POLS 1101) Written Communication (ENGL 1101, ENGL 1102) Reading Comprehension (ENGL 1101, ENGL 1102) Global Perspectives (ART/DANC/MUSI/TPS 1107) Critical Thinking (COM 1109, FL 1002, PHIL 2200) Social Science (COM 1109, FL 1002, PHIL 2200) Natural Sciences (SCI 1101, SCI 1102 & CHEM/PHYS/MATH) Quantitative Representation (MATH 1101/1113) Quantitative Interpretation (MATH 1101/1113) 6

7 Typical Two-Year Assessment Cycle YEAR 1: FALL Operationalize learning outcome(s) Identify/design appropriate assessment rubric & instrument(s) Identify faculty volunteers to pilot instruments YEAR 1: SPRING Administer pilot assessment Aggregate data and report outcomes YEAR 2: FALL Review pilot data & refine instrument(s) Recruit & train faculty to administer refined instrument(s) YEAR 2: SPRING Administer refined instrument(s) Aggregate data and report outcomes 7

8 What Is My Role? Faculty Coordinator for General Education Learning Outcomes Assessment (GELOA) I’m Here to Help You Assess the Way You Believe is Most Appropriate for Your Discipline Tasks & Responsibilities Coordinate effort across Gen Ed disciplines Liaise with Disciplinary Area Coordinators (DACs) Provide information, advice and assistance Represent and advocate for faculty Oversee graduate student assessment fellows Aggregate/analyze data & write reports 8

9 Discipline Area Coordinators (DACs) (S)elected by Gen Ed departments Tasks & Responsibilities Work with discipline faculty to operationalize learning outcome(s) appropriate to discipline Help develop, refine and revise assessment instrument(s) Train faculty in use of instrument 9

10 Other Resources Faculty Compensation Propose financial incentive to encourage faculty to participate in Year #2 assessment Up to 50 faculty per assessment cycle Graduate Student Assistants Alternative to faculty evaluation of assessment instrument Not appropriate for every instrument 10

11 “le mieux est l’ennemi du bien” (the best is the enemy of the good) - Voltaire Be intentional… …but, for goodness sake, be realistic. 11

12 No Need to Reinvent the Wheel I’m here to help you identify rubrics/instruments that are already in use Example: AAC&U Valid Assessment of Learning in Undergraduate Education (VALUE) Rubrics [HERE]HERE Written Communication Oral Communication Reading Quantitative Literacy Information Literacy Critical Thinking 12

13 Eleven (11) Assessment Methods (Tebo-Messina & Prus 1995) 1)Commercial Standardized Exams 2)Locally-Developed Exams/Instruments 3)Simulation or Performance Appraisals 4)Written Surveys and Questionnaires 5)Interviews and Focus Groups 6)External Examiners 7)Archival Records and Transcript Analysis 8)Portfolios 9)Behavioral Observations 10)Student Self-Evaluations 11)Classroom Research 13

14 Very Important Things to Remember Assessment data will NOT be linked to specific course sections Assessment data will NOT be used to evaluate individual faculty performance This is about measuring student learning across the General Education curriculum…it is NOT about judging individual faculty or courses. 14

15 Questions? Comments? Concerns? 15


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