General Education Assessment 2013:Introduction

Bernard Mair, Associate Provost, Undergraduate AffairsTimothy S. Brophy, Director, Institutional Assessment

Eva 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 developed2012-13 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

CommunicationCritical 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