Evidence of Learning at James Madison University

1. Evidence of Learning at James Madison University Prepared for GERA Process Planning Workshop

2. General Education Program: The Human Community • Required foundation for all students • Comprises one third of course work • Emphasizes knowledge, skills and mental habits for lifetime of learning Prepared for GERA Process Planning Workshop

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4. Five Clusters • Skills for the 21st Century • Arts and Humanities • The Natural World • Social and Cultural Processes • Individuals in the Human Community Prepared for GERA Process Planning Workshop

5. Packages • Students choose one group of courses called a package within each cluster • Courses within a package are coordinated to provide a coherent, integrated educational experience Prepared for GERA Process Planning Workshop

6. Guiding Principles • Must address all cluster objectives • Must revisit skills of Cluster 1 • Must be appropriate for and available to all students • Must develop agreements for consistency in content and requirements across all sections • Must have a single (common) assessment procedure Prepared for GERA Process Planning Workshop

7. Cluster 1-Skills for the 21st Century • Oral Communication • Written Communication • Critical Thinking • Technology Skills Prepared for GERA Process Planning Workshop

8. Cluster 1 Assessment Tools • Oral Communication Exam • Writing Portfolio Rated By 2 Trained Raters • California Critical Thinking Skills Test • Tech-Level 1 Exam (Tech 1) • Information Seeking Skills Test (ISST) http://www.jmu.edu/gened/mandu_info.htmlhttp://www.jmu.edu/gened/info_lit_general.html Prepared for GERA Process Planning Workshop

9. Technology Tests • Tech Level 1 Examination Comprised of word processing, presentation software, and knowledge about computers. • Information Seeking Skills Test (ISST) Computer-based information retrieval and searching tasks including internet and library services. Prepared for GERA Process Planning Workshop

10. Notes About Technology Assessment • Before the beginning of their sophomore year, JMU students must demonstrate competency • Application of technology skills is embedded in general education courses http://www.jmu.edu/assessment/resources/Instruments_ILT.htm Prepared for GERA Process Planning Workshop

11. Cluster 2Arts and Humanities • Common locally created assessment • Multimedia & conventional items Prepared for GERA Process Planning Workshop

12. Cluster 3Natural World • Multiple goals and many related objectives • Multiple choice items: several items for each objective • Constructed response items • Random sample take MC test • Subset complete constructed response Prepared for GERA Process Planning Workshop

13. Cluster 4Social & Cultural Processes • Students are assessed with 2 locally created tests: • American Experience • Global Experience Prepared for GERA Process Planning Workshop

14. Cluster 5Individuals in the Human Community • Locally created assessment covering • health/wellness • socio/cultural perspective Prepared for GERA Process Planning Workshop

15. Other Data About Learning and Assessment Experience • Course work and grades in package classes • Interviews/surveys with students about the tests and about the assessment experience • Faculty on Cluster Committees are involved in assessment development, review of results, and feedback to program improvement Prepared for GERA Process Planning Workshop

16. Assessment in Clusters 2, 3, 4 & 5 • Collect on 2 Assessment Days each year • 1st year during orientation (August) • ½ way thru 4th semester (February) • Randomly assigns to testing groups • Multiple strategies for analyzing results • Change over time • Comparison • Competency • Relationship Prepared for GERA Process Planning Workshop

17. Assessment Days • Snapshot of first year students (fall) and students with 45-70 credits (spring) • Provides excellent data collection opportunities: large numbers, random samples • Increasing use of computer-based testing (CBT) • May use for assessment in major Prepared for GERA Process Planning Workshop

18. Analytic Approaches • Change over time -- Students who have participated in a course(s) designed to meet cluster objectives should exhibit greater change over time (i.e., entering freshman to late sophomore) than students who have not participated in an individual course or a series of courses • Comparison-- Students who have completed the cluster should score or rate higher than students who have partially completed the requirements within a cluster. Students who have partially completed the cluster objectives should score or rate higher than students who have not yet completed any part of the cluster objectives. • Competency -- A substantial number of student, who have completed the respective cluster objectives, will meet the competency or academic standard on the cluster assessment method • Relationship -- A moderate positive correlation should exit between relevant course grades and cluster scores/ratings. Prepared for GERA Process Planning Workshop

19. Quality Enhancement andContinuous Improvement • Cluster assessment results (annually)-analyzed & reported by CARS-interpreted by Cluster Committees • Cluster Committees communicate with faculty teaching in Cluster about future curriculum and pedagogy • General Ed Program and each Cluster submit to Program Review and Cluster Area reviews (varied cycles) Prepared for GERA Process Planning Workshop

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