1. General Education Assessment 2013: Introduction
Bernard Mair, Associate Provost, Undergraduate Affairs
Timothy S. Brophy, Director, Institutional Assessment
Eva Czarnecka, Professor, Microbiology and Cell Science

2. Today’s Goals
Provide the context and framework for UF’s General Education Assessment
Describe process and procedures for the spring 2013 assessment
Explain the assignment selection guidelines and submission process
Share an example from the fall 2012 pilot assessment
Answer questions

3. Background present

4. Milestones: Assessment in General Education at UF since 2008
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.

5. Milestones: Assessment in General Education at UF since 2008
2009– 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.
– Good Life Course developed and approved; SLOs revised and assessment framework developed
Good Life Course mandatory for all incoming freshmen; embedded assessment begins

6. SACSCOC Assessment Expectations for General Education

7. SACS Assessment Expectations
CR 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.

8. SACS Assessment Expectations
CS The institution identifies college-level general education competencies and the extent to which students have attained them. (General education competencies)
Required Documentation
Identification of competencies
Justification 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

9. UF Approach: Course Embedded Assessments

10. Course Embedded Assessment
The Gen Ed Committee considered two approaches
Standardized test – ETS Proficiency Profile
Course-embedded assessment

11. Course Embedded Assessment Process
Odd 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

12. Instructions for Selection and Submission

13. What you will do By May 3, 2013 By May 3, 2013 By April 24, 2013
Each 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 May 3, 2013
By May 3, 2013
By April 24, 2013
By March 15, 2013

14. 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.

15. UF Institutional Definition Key words for 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

16. Assignments already completed
Must 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

17. Review of Sample from 2012 Pilot and Submission Form

18. Assignment Example: ANT3451
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:
Accurately summarize the key points
Relate the material back to topics reviewed in the course
Critique the article for contradictions or flaws in the argumentation
Analyze from multiple perspectives- personal experience, learned lecture material, other assigned readings
Important:
Logic of the reasoning process
Appropriateness of the formulated conclusions

19. Assignment Example: DAA1000
Students were asked to write a Compare and Contrast paper on TWO live performances
This assessment will satisfy the areas of Content, Communication and Critical Thinking
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

20. Assignment Alignment with SLOs
Example: TPP 2100
Area
Institutional Definition
Institutional SLO
How the assignment fulfills the SLOs
Content
Specific information related to this assignment
Communication
Critical Thinking

21. Assessment Submission Form
Course
Section
General Education Category
Instructor & Contact Information
Assignment Title
Brief Description of Assignment
Which 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

22. Score Range Table Rating Score Range Outstanding Satisfactory
Unsatisfactory

23. Questions