AAHE 2004 Connecting Public Audiences to the College Experience: A Model of General Education Assessment Susan L. Davis James Madison University A. Katherine Morrow Indiana University-Purdue University Indianapolis

AAHE 2004 Objectives Discuss the challenges and rewards of implementing general education assessment programs Learn different methods of general education assessment and examine components of methods that are applicable to your campus Begin developing a strategy to implement general education assessment on your campus

AAHE 2004 Importance of General Education Assessment Provides evidence of accountability to stakeholders Demonstrates student learning in core areas valued by the institution General Education composes a substantial amount of a students’ college education

AAHE 2004 Obstacles to implementing such an assessment Creating campus culture of assessment Articulating general education goals Balancing manageable work-groups with soliciting faculty involvement Distinguishing where and when students obtain such skills Choosing the appropriate method

AAHE 2004 A Look at General Education Assessment Methods Portfolios Course embedded assessments Surveys Commercial tests Locally-developed tests Hybrid

AAHE 2004 Portfolios A type of performance assessment in which students’ work is systematically collected and carefully reviewed for evidence of learning and development– Banta Examples of student work ‘Real-world’ assessment

AAHE 2004 Portfolios Samples –Collected from all, only a sample are analyzed –Collected from just a sample Types –Performance [music, art] –Class projects –Writing samples

AAHE 2004 Portfolios Advantages –Richness of material –Students’ original work Disadvantages –Intense work Creating Analyzing Storing –Often have to rely on a sample assessment –Reliability and validity can be harder to establish

AAHE 2004 Use of portfolios in general education assessment Alverno College Indiana University-Purdue University Indianapolis (IUPUI) Truman State University – Liberal Arts and Sciences Portfolio

AAHE 2004 Course-embedded Assessments In course-embedded assessment faculty members demonstrate through course assignments, papers, and exams that students are meeting the general education goals. Faculty must have some sort of assignment in which students can demonstrate their abilities in relation to the general education goal.

AAHE 2004 Course-embedded Assessments Advantages –Flexibility for faculty –No additional time required from students –Faster and more focused feedback –Evaluation at the student level, course level, and program level Disadvantages –Time consuming/ labor intensive for faculty –Must be aggregated –Instruments may need to be developed –May not show overall learning of a student (ability to integrate knowledge)

AAHE 2004 Use of course-embedded assessments in general education California State University – Bakersfield rts/ge/ScienceGEReport_6_00.htm University of Northern Colorado

AAHE 2004 Surveys A survey is a method of collecting information from people about their characteristics, behaviors, attitudes, or perceptions. - Banta Often used to assess –Opinion –Demographics

AAHE 2004 Surveys Samples –Students who have completed general education requirement –Graduating students –Alumni –Employers Topics –Perceptions of learning from an individual course –Development of general education skills –Perceptions of general education program –Value of classes

AAHE 2004 Surveys Advantages –Easy to administer –Low-stakes ~ no concern for test security –Easy to conduct in many formats –Cover a numerous amount of topics Disadvantages –Motivation for honesty? –No direct measure of learning –Volunteer sample

AAHE 2004 Use of surveys in general education assessment Western Carolina University –Skill self-assessment Weber state University –Completion of gen-ed survey Cleveland State University –Senior survey IUPUI –NSSE

AAHE 2004 Commercial instruments Commercially available instruments are should have strong psychometric properties General education goals must be articulated and the instrument must measure those goals Instruments can be used to measure overall learning or broad skills as well as a single area such as mathematical reasoning or critical thinking Some popular commercially available instruments: –College BASE –CAAP –ACT Comp –Academic Profile

AAHE 2004 Commercial instruments Advantages –Readily available and easy to use – Provides information about psychometric evidence – Can compare institutions Disadvantages –Instruments may not measure the institutions goals –Cost –Campus psychometric evidence must be established –Skepticism among faculty

AAHE 2004 Use of commercial instruments in general education assessment East Tennessee State University – Academic Profile Missouri – College BASE Ferris State University – Academic Profile

AAHE 2004 Locally developed instruments Difficulty in finding an instrument to suit your needs Create your own!

AAHE 2004 Locally developed instruments Pros –Perfectly match your objectives –Control over scoring & reporting –After developments -> minimal costs Cons –Time consuming –Resources: Test development know-how Content experts

AAHE 2004 Use of locally-developed instruments in general education assessment James Madison University Appalachian State University

AAHE 2004 Hybrid methods Many colleges use a combination of methods to measure gen ed goals Ferris State University – CSEQ & Academic Profile, surveys & Locally developed instruments University Wisconsin-Madison – course embedded for quantitative skills & NSSE

AAHE 2004 Choosing a model that works: Things to consider What is the scope of your general education program? What resources do you have available to start up a general education assessment program? What are you going to do with your results?

AAHE 2004 Developing your own tool Many institutions want to develop their own instruments. Instruments may be developed for overall learning, a focused subject area This is a challenging, but rewarding process and the journey begins here!

AAHE 2004 Creating an assessment strategy Describe the current general education program on your campus. Does the general education program have stated goals and objectives? If so, what are they? Describe the campus culture toward assessment. Is assessment a Who are your allies in assessment planning and execution? Pros, Cons, and Use of assessment methods What obstacles may prevent an assessment plan from working? How might those obstacles be overcome? Who can I contact for more information?

AAHE 2004 Conclusion Questions Comments

AAHE 2004 References Bers, T. (2000). Assessing the achievement of general education objectives: A college-wide approach. The Journal of General Education, 49 (3), American Council of Trustees and Alumni (2004). The hollow core. Failure of the general education curriculum.

AAHE 2004 Susan Davis Center for Assessment and Research Studies James Madison University Katie Morrow Planning & Institutional Improvement Indiana University-Purdue University Indianapolis Contact Us