Critical Thinking Assessment General Education Assessment Committee (GEAC) Workshop on Nov 18 & 21.

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Presentation transcript:

Critical Thinking Assessment General Education Assessment Committee (GEAC) Workshop on Nov 18 & 21

GEAC Membership Nancy Bachman, Biology Paul Bauer, Economics Suzanne Black, English Deborah Farro-Lynd, Mathematics Brett Heindl, Political Science Kirsten Hilpert, Nutrition/ Human Ecology Julie Licata, Music Gayane Torosyan, Communication Arts Bill Vining, Chemistry Wade Thomas, OIAE (ex-officio)

Overview General guidance on assessment CT assessment more specifically Past attempts Suggestions for Sp '15 Discussion:  More about your classes  Qs & concerns

Assessment Process Generally 3 steps 1. Plan assessment & gather data 2. Determine strong/ weak aspects students' performance 3. Decide how to improve course (if needed) Not necessary to “teach to” assessment

Critical Thinking Embedded attribute  No courses with a CT designator  Should be found throughout GenEd SUNY Student Learning Outcomes for CT:  Students will identify, analyze, and evaluate arguments as they occur in their own or others’ work.  Students will develop well-reasoned arguments.

Past Practice Use of a standardized test  Collegiate Learning Assessment (CLA)  Drawbacks Middle States recommendation (Spring 2013):  “Improve General Education curriculum assessment by using a standard framework such as the AAC&U Value rubrics”(handout 1)

Current Options AAC&U conference  More emphasis on teaching/ learning  Training in use of VALUE rubric (handout 1) Modified rubric Course or department specific options