Bernard Mair, Associate Provost, Undergraduate Affairs Timothy S. Brophy, Director, Institutional...
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Transcript of Bernard Mair, Associate Provost, Undergraduate Affairs Timothy S. Brophy, Director, Institutional...
General Education Assessment 2013:
Introduction Bernard Mair, Associate Provost, Undergraduate Affairs
Timothy S. Brophy, Director, Institutional AssessmentEva Czarnecka, Professor, Microbiology and Cell Science
Today’s GoalsProvide the context and framework for UF’s
General Education Assessment Describe process and procedures for the
spring 2013 assessmentExplain the assignment selection guidelines
and submission processShare an example from the fall 2012 pilot
assessmentAnswer questions
Background - 2006-present
Milestones: Assessment in General Education at UF since 2008
2008-09
• 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.
Milestones: Assessment in General Education at UF since 20082009– 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.
2011-12 – Good Life Course developed and approved; SLOs revised and assessment framework developed
2012-13 Good Life Course mandatory for all incoming freshmen; embedded assessment begins
SACSCOC Assessment Expectations for General Education
SACS Assessment Expectations CR 2.7.3 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.
SACS Assessment ExpectationsCS 3.5.1. 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 acceptable
Evidence of the extent to which students of undergraduate degree programs have attained the college-level competencies
UF Approach: Course Embedded Assessments
Course Embedded AssessmentThe Gen Ed Committee
considered two approaches
Standardized test – ETS Proficiency
Profile
Course-embedded assessment
Course Embedded Assessment ProcessOdd 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
Instructions for Selection and Submission
What you will doEach 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
By May 3, 2013
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.
University of Florida Institutional Definitions, SLOs, and Key Words for Gen Ed Assessment
UF Institutional Definition
Institutional SLO Key words for assessment
Content Content 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 Thinking Critical 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
Assignments already completedMust 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
Review of Sample from 2012 Pilot and Submission Form
Assignment Example: ANT3451
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 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 processAppropriateness of the formulated conclusions
Important:
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 performancesThis assessment will satisfy the areas of Content, Communication and Critical Thinking
Assignment Alignment with SLOsExample: TPP 2100Area Institution
al Definition
Institutional SLO
How the assignment fulfills the SLOs
ContentSpecific information related to this assignment
Communication
Critical Thinking
Assessment Submission FormCourseSectionGeneral Education CategoryInstructor & Contact InformationAssignment TitleBrief Description of AssignmentWhich General Education Student Learning Outcomes
(SLOs) does this address? Underline all that apply Content Critical Thinking Communication
Brief Rationale of How this Assignment Assesses the Indicated SLOs
Score Range Table
Score Range Table
Rating Score Range
Outstanding
Satisfactory
Unsatisfactory
Questions