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GENERAL EDUCATION COURSE-BASED ASSESSMENT – IT’S EASIER THAN YOU THINK!

A comprehensive guide to teaching, assessing, reporting, and revising general education courses. Learn how to measure student learning outcomes and improve teaching effectiveness.

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GENERAL EDUCATION COURSE-BASED ASSESSMENT – IT’S EASIER THAN YOU THINK!

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  1. GENERAL EDUCATION COURSE-BASED ASSESSMENT – IT’S EASIER THAN YOU THINK! 2017-2018 C. Griffin

  2. OVERVIEW • Teachthe skills and content that GVSU and society want our graduates to have • Assesshow well students learn it (every 3 years) • Reportthe results and future plans (CAR) • Revise the course

  3. TEACH, ASSESS, REPORT, REVISE TEACH the contentandskill Student Learning Outcomes (SLOs): ContentStudent Learning Outcomes (1-3) SkillsStudent Learning Outcomes (2 or 3 – more if the course double dips) Collaboration Critical and Creative Thinking Ethical Reasoning Information Literacy Integration Oral Communication Problem Solving Quantitative Literacy Written Communication

  4. DO NOW TEACH, ASSESS, REPORT, REVISE 1. Do you know the Student Learning Outcomes for your course? 2. Do you know the definition of the Student Learning Outcomes? www.gvsu.edu/gened. Click on the “Assessment” button.

  5. DO NOW TEACH, ASSESS, REPORT, REVISE 3. How will you teach the SLOs? www.gvsu.edu/gened. Click on the “Assessment” button.

  6. TEACH, ASSESS, REPORT, REVISE • Grades – you can’t use grades! (UAC) • Use course-embedded measures because • Students take it seriously because you grade it • Results cycle back faster to improve teaching • No pre- and post-test needed •One measurement of learning for each SLO • Don’t assess all SLOs with the same measure •Assess towards the end of the term

  7. TEACH, ASSESS, REPORT, REVISE • Assess = something that could be graded in your class. • You MUST use the GE rubric to assign assessment scores (1-3) • You can’t use a grade to assign a score (3 is not an A or a B) • For example: In a Foundation course, a student may receive an A on an assignment but they may only receive a 2 on written communication • Critical point → One measure (e.g., a paper) can measure many SLOs but you must evaluate each SLO separately (students aren’t likely to have identical scores on writing and content for one assignment). • We encourage you to share the assessment rubrics you have “scored” with students so they know where they need to focus their efforts.

  8. TEACH, ASSESS, REPORT, REVISE Levels of Student Learning for Skills SLOs: 3 = Proficient: the level we expect for graduating seniors 2 = Progressing: the level we hope students reach after having a chance or two at teaching students skills or content 1 = Baseline: the level we can reasonably expect for adequately prepared entering students Blank = The student did not submit the assignment. 4 = Distinguished: higher than proficient (rare) 0 = Below baseline (rare)

  9. TEACH, ASSESS, REPORT, REVISE 4 Objectives

  10. Rubric for an SLO

  11. TEACH, ASSESS, REPORT, REVISE Content Student Learning Outcomes for all Foundations, Cultures, and Issues courses: The goal is for students to achieve the proficient* level for the Content Student Learning Outcomes by the end of each GE course.  Performance levels are described below: 3 = Proficient: Demonstrates a competent understanding by a nonmajor (not an advanced understanding as would be expected of a student majoring in the discipline) of the content outcomes described in each of the Foundation, Cultures, or Issues categories 2 = Progressing: between baseline and proficient 1 = Baseline: Knowledge of a non-major entering the course *Students have multiple exposures to the Skills outcomes, therefore, we do not anticipate proficient scores for the Skills outcomes after a single course (but we do anticipate it by graduation). Students only have one or two exposures to the Content outcomes; thus, they need to achieve proficiency for the Content outcomes for a single course.

  12. TEACH, ASSESS, REPORT, REVISE DO NOW 4. How will you assess the SLOs? 5. Do you know how to log in? www.gvsu.edu/gened. Click on the “Assessment” button.

  13. TEACH, ASSESS, REPORT, REVISE Main Page of the Assessment Site Click here for your section

  14. TEACH, ASSESS, REPORT, REVISE Exportthe spreadsheet or enteryour data online

  15. TEACH, ASSESS, REPORT, REVISE Content Student Learning Outcomes These are broad questions (make sure the students see the forest for the trees). It is NOT the score on an exam or the course grade. Content SLOs Enter a 1, 2, 3 (or more rarely a blank, 0 or 4) in every cell.

  16. TEACH, ASSESS, REPORT, REVISE Skills Student Learning Outcomes Enter a score for each objective for each Student Learning Outcome (there are 3 or 4 objectives for each SLO) Enter a 1, 2, 3 (or more rarely a blank, 0 or 4) in every cell.

  17. TEACH, ASSESS, REPORT, REVISE DO TOWARDS THE END OF THE SEMESTER 6. Enter the assessment data online • Submit the data before Dec. 22 We’ll email you figures of your results. www.gvsu.edu/gened. Click on the “Assessment” button.

  18. TEACH, ASSESS, REPORT, REVISE • Reporton what you learned in the CAR. • In the CAR discuss how you plan to revise the course (teaching and/or assessing) • Submit the CAR before Jan. 19 • Write 1 CAR – jointly - for all sections that collected data • Email CAR to: gened@gvsu.edu 7. Complete the CAR (Course Assessment Report)

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