1 / 10

GE Rubric/Assessment at CSUN: Starting Small and Scaling Up

GE Rubric/Assessment at CSUN: Starting Small and Scaling Up. Beth Lasky , Director of GE Anu Thakur, Coordinator of Academic Assessment. Forming The Team. Different colleges and departments Tenured, tenure-track, full-time lecturer, part-time lecturer. The Process - CCS.

erin-bolton
Download Presentation

GE Rubric/Assessment at CSUN: Starting Small and Scaling Up

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. GE Rubric/Assessment at CSUN:Starting Small and Scaling Up Beth Lasky, Director of GE AnuThakur, Coordinator of Academic Assessment

  2. Forming The Team • Different colleges and departments • Tenured, tenure-track, full-time lecturer, part-time lecturer

  3. The Process - CCS • Discuss classes and assignments to identify commonalities • Develop rubric • Assess sample reflection papers from each of the five classes using a common CCS rubric • Indirect assessment implemented in Spring 2014 – pre- and post-surveys to assess student motivation in the class

  4. THE RUBRIC

  5. INDIRECT ASSESSMENT • Pre-test questions - student involvement/motivation survey • I am taking this course to gain knowledge and fundamentals on the topic (terminology, theories, methods, trends). As a result of this course, I have increased my knowledge in this subject. • I am taking this course to develop specific skills, competencies, and points of view needed by professionals in the field most closely related to this course • I am taking this course to gain a broader understanding and appreciation of cultures and/or people with different backgrounds. • From this course, I expect to analyze and critically evaluate diverse ideas, arguments and points of view. • I am interested in taking this course, because of the instructor. • Based on the course title/description, this course is relevant to my course of study. • Based on my current and existing knowledge in this subject, I feel prepared to do well in this course. • I am taking this course because I am genuinely interested in the topic/subject of the course . • I am taking this course because it fit most conveniently in my schedule.

  6. INDIRECT ASSESSMENT • Post-test questions - student involvement/motivation survey • As a result of this course, my interest in this department or field of study has increased. • As a result of this course, I have increased my knowledge in this subject. • My background prepared me well for this course’s requirements. • As a result of taking this course, I have more positive feelings toward this field of study. • Regardless of why I originally decided to take the course, I am happy that I did. • As a result of this course, I have developed specific skills, competencies, and points of view needed by professionals in the field. • As a result of this course I have gained a broader understanding and appreciation of cultures and/or people with different backgrounds. • As a result of taking this course, I have more positive feelings toward the field of study. • As a result of taking this course, I am contemplating changing my major. • Please list 3 specific ideas or competencies that you have learned in this course that you will take back to real life applications.

  7. Implementation of the Rubric • Ask other instructors in CCS to use the rubric – presentations to • General Education Council • Various departments across campus • Associate Deans • Team members used rubric for grading in their classes

  8. GE Critical Thinking Assessment • Critical Thinking GE assessment/rubric team • Five common steps and competencies: • Introduce and Define • Recognize • Analyze • Evaluate • Apply to current issues and problem solving • Diagnostic questionnaire as pre-test at start of semester • Continue discussions about strategies for longitudinal assessment using quizzes and/or essays

  9. DIAGNOSTIC PROMPT • Embryonic stem cell research is like Nazi research. It does not respect the sanctity of life of the fetus, like the Nazis did not respect the life of the people they experimented on. Next thing we know we will be using full grown fetuses for research or worse. Such blatant disregard for human life was immoral for the Nazis and it should be immoral for stem cell research. Therefore, we should not engage in embryonic stem cell research. • Please state, from the above passage, whether the argument is rational (or at least whether the premises provide rational support for the conclusion) and why? • Are the premises reasonably accepted and why?

  10. Thank you! QUESTIONS… • Beth.lasky@csun.edu • Anu.thakur@csun.edu

More Related