The Current State of General Education Assessment

Slides:



Advertisements
Similar presentations
Embedding Assessment of Student Learning Outcomes in Regularly Scheduled Assignments Dr. Larry H. Kelley Auburn, Alabama
Advertisements

Why are we spending time writing assessment reports? 1.Because documenting your process can potentially lead to more trustworthy results and meaningful.
The NEED  Technical writing is an essential skill for developing and practicing engineers.  Freshman Engineering students have difficulty  Understanding.
Assessing Students Ability to Communicate Effectively— Findings from the College of Technology & Computer Science College of Technology and Computer Science.
AET/515 Spanish 101 Instructional Plan SofiaDiaz
Direct vs Indirect Assessment of Student Learning: An Introduction Dr. Sheila Handy, Chair Business Management and Co-Chair University Assessment Committee.
-SLO Development Progress -SLO Activity -Assessment Progress -Support Needs.
Assessment Report School of The Arts, Humanities and Social Sciences________________ Department: Political Science and International Studies.
Chemistry B.S. Degree Program Assessment Plan Dr. Glenn Cunningham Professor and Chair University of Central Florida April 21, 2004.
University College: Assessment, Planning and Outcomes
Communications using course-embedded research projects in MPG courses: Introduction to research, development of communication skills and means of programmatic.
First Draft First Draft: Overall Overall:
Where are you joining us from
General Education at Oakland University. General Education  Broad-based knowledge  Skills  Preparation for citizenship, further study, and careers.
Critical ‘Need-to-Know’ Information PHASE 3 – SECONDARY RESEARCH REPORT.
CM220 College Composition II Friday, January 29, Unit 1: Introduction to Effective Academic and Professional Writing Unit 1 Lori Martindale, Instructor.
Developing Program Learning Outcomes To help in the quality of services.
MYP Language Acquisition Objectives Phase 1 and
Common Core.  Find your group assignment.  As a group, read over the descriptors for mastery of this standard. (The writing standards apply to more.
Do not FEAR! Developing a Field Experience Assessment Rubric that really works! Michelle Goodwin, Ed.D. Esther Alcindor, M.Ed. Liberty University School.
Genetics & Behavior LAQ: Wednesday 26 th January.
The AMSc project: what to expect and how to do it
Direct vs Indirect Assessment of Student Learning: An Introduction
Hondros College of Nursing Student Registration
Major Academic Plan (MAP)
OUTCOME BASED EDUCATION
Assessment Planning and Learning Outcome Design Dr
CRITICAL CORE: Straight Talk.
Fullerton College SLOA Workshop:
GENERAL EDUCATION COURSE-BASED ASSESSMENT – IT’S EASIER THAN YOU THINK! C. Griffin.
Core 39 Assessment Training
The General Education Core in CLAS
Introduction to Indirect Student-Learning Assessment (Part II)
General Education Assessment Subcommittee Report
Business Department’s Assessment Process
Hondros College of Nursing Student Registration
ENGINEERING A BRIDGE TO INFORMATION LITERACY
First-Stage Draft Plans for Gen Ed Revision
Student Learning Outcomes Assessment
Moving Beyond Your Content Area
Hondros College of Nursing Student Registration
Peer Reviews Tips for the author.
Using VALUE Rubrics to Assess Almost Any Program Outcome
Welcome W 1.2 Introduction to Engineering Design II
Mapping Outcomes it’s not so bad.
Tentative Unit 1 Schedule
CE 220 Professionalism A pupil from whom nothing is ever demanded which he cannot do, never does all he can. John Stuart Mill.
PART ONE: Assessing Institutional Learning Outcomes
How to write a thesis proposal
IPFW General Education
Introduction to Engineering Design II (IE 202)
Curriculum Coordinator: D. Miller Date of Presentation: 1/18/2017
Program/Department School of ___Health, Sciences, and Criminal Justice_______________ Fall 2015 Assessment Report Curriculum Coordinator: Dr. Peggy La.
Curriculum Coordinator: D. Miller Date of Presentation: 1/18/2017
Applied Psychology Program School of Business and Liberal Arts Fall 2015 Assessment Report
GMMD Program Canino School of Engineering Technology Fall 2015 Assessment Report
Curriculum Committee Report
Criminal Justice A.A.S. School of Science, Health and Criminal Justice Fall 2015 Assessment Report
Curriculum Coordinator: Ron Tavernier Date of Presentation: 1/20/2017
Curriculum Coordinator: Marela Fiacco Date : February 29, 2015
2017: SLOs & Assessment Reboot
Applied Psychology Program School of Business and Liberal Arts Fall 2016 Assessment Report
Introduction to Engineering Design II (IE 202)
Assessment and Improvement
GENERAL EDUCATION COURSE-BASED ASSESSMENT – IT’S EASIER THAN YOU THINK! C. Griffin.
AP U.S. History Exam Details
How do current core learning goals integrate into courses?
Curriculum Coordinator: Marela Fiacco Date : January 18, 2018
Assessing General Education
Presentation transcript:

The Current State of General Education Assessment Faculty Professional Development Day Workshop How to Successfully Modify and Use All General Education Scoring / Assessment Rubrics in eLearn. The Current State of General Education Assessment Michelle Abreu (Respiratory Care) & Cari Gigliotti (Chemistry) Please don’t leave… this won’t be as painful as you might think

Course Outline Discuss the 6 General Education Outcomes and where the outcomes are currently assessed at Sinclair Show instructors how to locate and download the General Education Assessment/Scoring Rubrics in eLearn. Discuss the formatting of the rubrics and the types of modifications can be made Review two examples of how CHE and RET assess and use a General Education Rubric within their programs.

Written Communication Computer Literacy Upon completion of an associate degree at Sinclair, the student will be able to demonstrate the following six general education outcomes: Oral Communication Written Communication Computer Literacy Cultural Diversity and Global Citizenship Information Literacy Critical Thinking

2. Written Communication 3. Computer Literacy Oral Communication assessed in COM2206 – Interpersonal Communication assessed in COM2211 – Effective Public Speaking 2. Written Communication assessed in ENG1101 – English Composition I 3. Computer Literacy assessed in BIS1120 – Introduction to Software Applications assessed in MET1131 – Personal Computer Applications for Engineering Technology assessed in AUT1102 – Introduction to Automotive Service assessed in ALH1101 – Introduction to Healthcare Delivery 4. Cultural Diversity and Global Citizenship assessed in SOC1101 – Introduction to Sociology assessed in PSY1100 – General Psychology assessed in HUM1125 – Introduction to the Humanities 5. Information Literacy must be assessed within individual programs 6. Critical Thinking* (*modifications will be made to the Critical Thinking rubric currently found in the Repository!)

Finding the Gen Ed Assessment/Scoring Rubrics The rubrics reside within eLearn in the General Education Rubric Repository. Every faculty member has access to the Repository and the rubrics. The rubrics can be easily uploaded directly into your eLearn course shells.

Locating and downloading the General Education Assessment/Scoring Rubrics in eLearn…

Criteria can NOT be altered in any way Be sure to address why this MUST be done in eLearn The justifications for the assessment categories can be altered to suit the assignment.

Example from CHE2151: Organic Chemistry I lab – Information Literacy Assessment The Assessment Method: The final formal scientific lab report of the semester was used for assessment of the Information Literacy General Education outcome. The students write a report on their experimental results of a Friedel-Crafts Acylation reaction: adding a branch onto an aromatic molecule. The Modified Assessment/Scoring Rubric: No modifications were made to the rubric found within the General Education Rubric Repository. Criterion 1: Pose valid research or discovery questions based on need and formulate thesis idea and purpose connected to research. -The “purpose” section of the formal lab report was assessed. Criterion 2: Organize and integrate information and use information ethically. -The “background information” and “experimentally-derived data results” sections of the formal lab report were assessed. Criterion 3: Select sources that are appropriate, credible and relevant to the idea being supported. -The selection of sources and the use of proper citations within the body of text in the “background information” section and in the “works cited” sections were assessed.

Example from RET2201: Critical Care II – Information Literacy Assessment The Assessment Method: RET 2201 Critical Care II: Final Case Study Assessment. Students create detailed case studies via the development of a collaborative wiki page utilizing current knowledge and research. Students will then reflect on case studies as a preparation method for the NBRC board exam. The Modified Assessment/Scoring Rubric: Scoring rubric modified into a weighted rubric with 6 Criterion for RET 2201: Critical Care II. Pull up and review rubric to show sections required 1-3 and then 4-6 add-ons for grading. Criterion 1: Pose valid research or discovery questions based on need and formulate thesis idea and purpose connected to research. Criterion 2: Organize and integrate information and use information ethically. Criterion 3: Select sources that are appropriate, credible and relevant to the idea being supported.