GENERAL EDUCATION COURSE- BASED ASSESSMENT IT S EASIER THAN YOU THINK! C. Griffin

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1 GENERAL EDUCATION COURSE- BASED ASSESSMENT IT S EASIER THAN YOU THINK! C. Griffin

2 OVERVIEW We teach the skills and content that GVSU and society want our graduates to have We assess how well students learn it (1/3 yrs.) We report the results (CAR) We revise our courses

3 1. Teach the skill and content goals: Content goals (unique to each category) Skills goals (you have 2 or 3 more if you double dip) Collaboration Critical and Creative Thinking Ethical Reasoning Information Literacy Integration Oral Communication Problem Solving Quantitative Literacy Written Communication

4 1. Do you know the skill and content goals for your course? 2. Do you know the definition of the skills goals? To find the materials listed above, go to the GE website, Click on Assessment, then Assessment Process.

5 3. How will you teach the goals? GE also distributes materials. us for copies! To find the materials listed above, go to the GE website, Click on Assessment, then Assessment Process.

6 Grades we can t use grades! (UAC) We use course-embedded measures because Students take it seriously since it is part of a graded assignment Results can cycle back faster to improve teaching.

7 Assessment is a work-in-progress No pre- and post-test needed One measurement of learning is fine You may not want to assess all goals with one measure Assess towards the end of the term

8 Overall goal definition Click here to read definitions of all Skills Goals. Click on each of the goals below to see the corresponding rubric. Collaboration Critical and Creative Thinking Ethical Reasoning Information Literacy Integration Oral Communication Problem Solving Quantitative Reasoning Written Communication Sub-objectives

9 Levels of Proficiency The four levels of proficiency and performance descriptors are: 4 = Distinguished: the aspirational level that we hope graduating students will achieve 3 = Proficient: the level we expect for all graduating seniors 2 = Progressing: the level we hope we always reach after having a chance or two at teaching students skills or content 1 = Baseline: the level we can reasonably expect for adequately prepared entering students 0 = Below baseline Blank = The student did not submit the assignment.

11 Use the rubric to assign scores (0-4) We hope all students get to a level 3 by the time they graduate 0 is below baseline, blank means they didn t do it You can t use a grade to assign a score A 4 is not an A, a 4 is an extremely high level of skill Critical point One measure (e.g., a paper) can measure many goals but you must disaggregate the score. A student could get an A- on a report. However, that A- doesn t translate into a 4 or even a 3 for assessment purposes. You need to evaluate the report using the rubric. Even though the student received an A- in a Foundation course, they may only receive a 2 on written communication, and a 2 on information literacy, and a 3 on the content. You need to evaluate the goals separately. We encourage you to share the assessment rubrics you have scored with students so they know where they need to focus their efforts

12 4. How will you assess the goals? 5. Do you know how to log in? To find the materials listed above, go to the GE website, Click on Assessment, then Assessment Process.

13 Log in If you are off campus you need to VPN in first

14 Main Page

15 Course log in Click here

16 Content goals Content goals These are broad questions (make sure the students see the forest for the trees) Enter 0,1,2,3,4, blank

17 Skills Goals Enter 1 score for all skills goals (each of the solid black bars).or. Enter 4 scores for the sub-objectives (solid yellow) for each goal. Enter 0,1,2,3,4, blank in each cell

18 You can export the spreadsheet (but you can t import it back into the system)

19 6. Enter the assessment data online Submit the data before Dec. 31 (fall), or Apr. 30 (winter) Then wait for us to mail you tables and figures of your results To find the materials listed above, go to the GE website, Click on Assessment, then Assessment Process.

20 7. Complete the CAR (Course Assessment Report) Report on what you learned and how you plan to revise the course (teaching or assessing) Submit the CAR by Feb. 1 for fall courses, by Oct. 1 for winter courses 1 CAR for all the sections gened@gvsu.edu

Analysis One Code Desc. Transaction Amount. Fiscal Period

Analysis One Code Desc. Transaction Amount. Fiscal Period Analysis One Code Desc Transaction Amount Fiscal Period 57.63 Oct-12 12.13 Oct-12-38.90 Oct-12-773.00 Oct-12-800.00 Oct-12-187.00 Oct-12-82.00 Oct-12-82.00 Oct-12-110.00 Oct-12-1115.25 Oct-12-71.00 Oct-12-41.00