1. 1 General Education Assessment Institutional Portfolio Model

2. Welcome Dr. Paul Matney Vice President and Dean of Instruction Danita McAnally Associate Dean of Assessment and Development Kara Larkan-Skinner Director of Outcomes Assessments Instructional Assessment Sub-committee

3. 3 Why Assess?

4. 4 Principles for Assessment at Amarillo College

5. 5 Faculty Own This Process

6. 6 What are we asking of you? Volunteer to submit one existing assignment (instructions) which fits with possible assignments for one general education competency Volunteer to submit one existing assignment (instructions) which fits with possible assignments for one general education competency –(Kara will discuss in further detail, later) Follow Kara’s instructions regarding student work submissions Follow Kara’s instructions regarding student work submissions

7. 7 Assessment of General Education: -Basic Information Students must have completed 30 credit hours Students must have completed 30 credit hours General Education is assessed institution-wide General Education is assessed institution-wide –Not discipline based Example: Example: Mathematics- broader samples of student work than just the math department –General Education Competencies Published in catalog Published in catalog SCANS SCANS

8. 8 Assessment of General Education: -Basic Information (cont’d) Existing Assignments Existing Assignments –You may add new ones (not required) –General Education Assessment will be continuous Future semesters Future semesters Different assignment for same competency Different assignment for same competency Different assignment for different competency Different assignment for different competency

9. 9 6 Competencies Mathematical Skills Mathematical Skills Application of Critical Thinking Skills Application of Critical Thinking Skills Communication Skills Communication Skills Technological (Computer) Literacy Technological (Computer) Literacy Aesthetic Awareness Aesthetic Awareness Ethics and Diversity Ethics and Diversity

10. 10 6 Competencies: -Mathematics Description of Assignments: Description of Assignments: –You should submit a class set of one (ungraded) assignment (homework, test project, etc.) which would allow the student the best chance to meet the criteria outlined in the mathematics outcome statement of the AC competency statement. Briefly, such an assignment would allow students to: Work with extraneous date, word problems, or applications; Work with extraneous date, word problems, or applications; create tables, graphs, or diagrams, or select and use equations or formulas; create tables, graphs, or diagrams, or select and use equations or formulas; obtain several mathematical results and draw qualitative conclusions from their mathematical work. obtain several mathematical results and draw qualitative conclusions from their mathematical work. –If you have created an assignment which gives the students the opportunity to do every one of the items stated above at least once each, then that assignment would make an excellent submission for the assessment study. If you have not made an assignment in which a student could demonstrate all items given above, then choose the assignment which would allow students to demonstrate as many of the items listed above as possible.

11. 11 6 Competencies: -Critical Thinking Description of Assignments: – –Assignments will consist of a variety of work that demonstrates application of higher order analytical and creative cognitive processes. – –Examples may include but are not limited to— Research, writings, analysis/solutions of problems/case studies, use of Scientific Method, sequencing formularies, justification of results, and explanation of reasoning.

12. 12 6 Competencies: -Communication Description of Assignments: – –Assignments to be assessed for the communication competency would require students to present a grammatically correct essay or speech effectively organized with an introduction, conclusion, thesis statement, supportive reasoning, and evidence appropriately documented. If the assignment is a speech, it also should require effective verbal and nonverbal delivery.

13. 13 6 Competencies: - Technology (Computer) Literacy Description of Assignments: Description of Assignments: –PowerPoint presentations, spreadsheets, and Word documents qualify as possible assignments.

14. 14 6 Competencies: -Aesthetics Description of Assignments: Description of Assignments: –Recommended student work will consist of a written assignment (such as an essay, essay exam or other similar work) that demonstrates students’ ability to approach a work of creative expression within the arts or humanities. –Examples may include, but are not limited to, an art review, concert review, theatre review or performance critique, reflection paper or a compare/contrast essay.

15. 15 6 Competencies: -Ethics and Diversity Description of Assignments: Description of Assignments: –Recommended student work will consist of an assignment similar to that detailed below which demonstrates students’ abilities to apply an ethical code of standards to address a personal, professional or cultural issue or question. –Including but not limited to: Essays, research papers, or reflection papers. Essays, research papers, or reflection papers. Written summary of an oral discussion or team project Written summary of an oral discussion or team project Essay answer within an exam or test. Essay answer within an exam or test. Any assignment which includes specific instruction for the student to respond to an ethical question/issue within a culturally diverse society Any assignment which includes specific instruction for the student to respond to an ethical question/issue within a culturally diverse society

16. 16 What are we asking of you? Submit one or two assignments Submit one or two assignments

17. 17 Questions? Contact Kara Larkan-Skinner Contact Kara Larkan-Skinner –larkan-kd@actx.edu larkan-kd@actx.edu –371-5113 –Library 110 E