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

GE Rubric/Assessment at CSUN: Starting Small and Scaling Up. Beth Lasky Anu Thakur Gigi Hessamian Mintesnot Woldeamanuel Nina Golden Ashley Samson. The Team. Questionnaires to department chairs Responses from faculty teaching CCS Faculty who agreed to participate in the assessment

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

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  1. GE Rubric/Assessment at CSUN:Starting Small and Scaling Up Beth Lasky Anu Thakur Gigi Hessamian Mintesnot Woldeamanuel Nina Golden Ashley Samson

  2. The Team • Questionnaires to department chairs • Responses from faculty teaching CCS • Faculty who agreed to participate in the assessment • Selection of 5 members: • Different colleges and departments • Tenured, tenure-track, full-time lecturer, part-time lecturer

  3. The Strategic Planning process • Discuss classes and assignments • Similar assignments in each of the 5 classes • Reflection papers • Can we use this assignment as a signature assignment? • Discussion of assignments and grading criteria THE PLAN: • Assess sample reflection papers from each of the five classes using a common CCS rubric

  4. Developing the Rubric • Developed rubric based on GE section SLOs and five professors’ sample rubrics/grading criteria • Calibrate the rubric • Each team member brought 15 assignments • Randomly selected 8 papers from each class for a total of 40 papers • Two members applied rubric to each paper • Quantified results • Updated rubric

  5. THE RUBRIC

  6. Preliminary Results

  7. Difference in Scores by Two Raters

  8. What We Learned • Be specific about what a “reflection” assignment is • Attach assignment directions to student papers • Calibration and scoring need to occur on the same day

  9. Implementation of the Rubric • The team met again to discuss and make changes to the rubric based on feedback from team members • 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

  10. Continuing the Process • Indirect assessment implemented in Spring 2014 – pre- and post-surveys to assess student motivation in the class • The process shared with the Critical Thinking GE assessment/rubric team

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

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