foundations for general education assessment - … handouts/cs-31_wright.pdf · foundations for...
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10/10/2016
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Foundations for General Education
AssessmentDr. Travis E. Wright
Assistant Vice President for Academic AffairsLincoln Memorial University
December 6, 2015
About LMU and the Presenter
Comprehensive Standard 3.5.1
“The institution identifies college-level general education competencies and the extent to which students have attained them.”
Dr. Travis E. Wright 2016 SACSCOC Annual Meeting
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Related: Core Requirement 2.7.3
“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. . . .”
Comprehensive Standard 3.5.3
“The institution publishes requirements for its undergraduate programs, including its general education components. These requirements conform to commonly accepted standards and practices for degree programs.”
General Education Assessment Plan: Important Considerations
• General Education courses developed by/with faculty who will teach the classes
• Courses approved by the schools/colleges responsible for the disciplines represented
• Courses and entire General Education Core approved through standard institutional program approval processes
Dr. Travis E. Wright 2016 SACSCOC Annual Meeting
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General Education Assessment Plan: Important Considerations Continued
• General Education Competencies consistently integrated into courses (all sections) and regularly assessed
• Assessment instrument(s)/method(s) should be common (when possible), but adaptable to different class environments and delivery schedules
• Assessment instrument(s) should be carefully aligned with the competencies they are intended to measure
• Syllabi should indicate General Education Competencies and assessment expectations
General Education Assessment Plan: Important Considerations Continued
The Principles of Accreditation do not require a specific course to address each identified competency.
Designing General Education Courses to Facilitate assessment
• Courses designed to develop competencies:
• Begin with desired result• Determine acceptable evidence• Plan learning experiences and instruction
(Wiggins and McTighe, 1998)• Assessment must be an important consideration from the
beginning
Wiggins, G. and McTighe, J. (1998). Understanding by design. Alexandria, Virginia: Association for Supervision and Curriculum Development
Dr. Travis E. Wright 2016 SACSCOC Annual Meeting
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Basic Questions when Identifying General Education Competencies
What do students need to
know and be able to
do?
What curricular
experiences will develop
the knowledge and skills?
How will students
demonstrate having
acquired the knowledge and skills?
Responsibility for oversight of General Education assessment
• General Education Committee
• Dean/Director of General Education
• Other administrative structures
Where to Assess General Education Competencies
• At General Education Course Level?
• At entry level for Major Programs?
• At Graduating Student Level?
• At multiple levels/times during a student’s enrollment at the institution.
Dr. Travis E. Wright 2016 SACSCOC Annual Meeting
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When to Assess General Education Competencies
There is no requirement regarding when the institution must determine student attainment of general education competencies.
Although I would not recommend the 9th year of the 10 year cycle and the 4th year of the 5 year cycle.
Methods for Assessing General Education Competencies
• Course Embedded Assessment (Assignments/Test Items)
• Rubric Assessment
• Institutionally Developed Tests/Measures
• Commercially Developed Standardized Tests
Methods for Assessing General Education Competencies
Continued
• Student Survey Instruments (commercially and/or institutionally developed)
• Student work portfolios
• Authentic Assessment (student participation in simulations or embedded in real-world activities)
Examples: laboratory observations, experiential assignments, etc.
• Multiple Methods work best
Dr. Travis E. Wright 2016 SACSCOC Annual Meeting
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Types of Assessment for General Education Competencies
Indirect or Direct Evidence
Direct: examination of student demonstrations of the extent of their learning
Indirect: based on surveys, etc.
A Method for Documenting Assessment of General Education Outcomes
The Cover Page (not for decoration):
Provides an overview showing responsible party,
mission statement integration, and locations
served.CS3.4.10/FR4.2
Form 1:A simple digest of
outcomes and linkages to strategic and institutional
goals. CS3.5.1/CR2.5
This is a great form to generate when the visit
team asks for a digest of “all student learning
outcomes”
Form 2:A detailed digest of
assessment activities for each outcome stated on Form 1. Benchmarks,
Assessment Methods & Results, and
Improvements are all addressed in detail.
CS3.5.1/ FR4.1
Form 3:A simple digest of
Assessment Results/Improvements
made over the last 3 cycles. CR2.5
Form 4:List of direct and indirect
evidence
Documentation
• Use of a common documentation process for both 3.3.1.1 and 3.5.1 is beneficial as it standardizes the language of assessment between academic programs and general education.
Dr. Travis E. Wright 2016 SACSCOC Annual Meeting
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Questions?
• Contact Information:
Please complete the evaluation forms before leaving.
• Thank you
Dr. Travis E. Wright 2016 SACSCOC Annual Meeting