1. What is Good Assessment? A Liberal Education Core Example
Department of Education/College of Education and Human Sciences
Teacher Education Program
Dr. Eric D. Torres
March

2. Introduction Course Description and outcome(s) addressed in the course
Focusing on the social and historical contexts of schooling and education this course is an integrative, critical reflection of the impact of race, class, gender, language, sexual orientation, disability, and other constructed differences on human relations in the context of a democratic society. Through a critical inquiry into the history, research outcomes, theoretical foundations, and policy debates that frame this terrain, students will become aware of and explore:
The processes of formation of individual and collective identities, and how they are embedded in the larger scenarios of public education, social relations, and culture production and reproduction.
The way in which educational practices, policies, and institutions can either promote or constrain high academic achievement and healthy appreciation of the self for all students.
The role that educators play in the reinforcement or disruption of unhealthy and/or uncritical pedagogical practices in schools.
The importance of thoughtful consideration and critical approach to understanding diverse learners in the context of relations of power and equitable education.

3. Targets & Measures What assignments did you use?
CMC LO1 Student understands social group perspectives on events, movements, and ideas, across time.
CMC LO2 Student understands impact of dominant assumptions upon social construction of own identity.
CMC LO3 Student understands systems of privilege and oppression within societal structures and their place in them.
Written Opening Exercises (narratives of the self)
Generating Opinion Projects
Critical Reflection Book Review
Ethnographic Observation Project (civic engagement)
What assignments did you use?
Rubric Results: About 75% demonstrate cultural competence. 60% explain bias. 58% identify relations of power, privilege and oppression.
Summary of findings: Element A stands out.
What did you do with the results to improve the course? Explain rubric at the beginning of semester. Embed writing fellows to help with written expression.
What were your results?
Yearly, each semester, every other year, etc. Assessment is constant. throughout the semester.
How often do you assess/measure?

4. Results, Conclusions & Discoveries
What did you learn from the process?
The more specific the feedback, the better.
What changes did you make, if any, to the course as a result of the assessment process?
Introduced, personal conferencing, use of D2L rubric feature and audio recorded feedback.

5. Biggest Takeaway/Advice to Colleagues
What advice do you have for others teaching courses using the same outcome(s)? (e.g., types of assignments, collecting information, when to complete the e-form, etc.)
Try to know students at personal level through their critical reflection and engage in conversation with them.
Acknowledge them as learners and foster critical thinking.