Transcript General Education Assessment Review: A Report to the

General Education
Assessment Review: A
Report to the Faculty
Assembly
SUNY Canton
February 13, 2007
What is the purpose of
assessment at SUNY Canton?

Assessment is a simple method faculty can
use to collect feedback on how well the
students are learning what the faculty
believe the students are being taught.

The purpose of assessment is to provide
faculty and students with information and
insights needed to improve teaching
effectiveness and learning quality.

College instructors use feedback gleaned
through assessment to inform adjustments
in their teaching.

Faculty also share feedback with students,
using it to help them improve their learning
strategies and study habits in order to
become more independent and successful
learners.
History and Types of
Assessment
1. General Education Assessment
 GER 1—GER 10
 GER 11—GER 12 (Infused competencies)
2. Assessment in the Major
3. Student Opinion Survey (SOS)
4. Strengthened Campus Based Assessment
 --Math
GER 1
 --Basic Communication
GER 10
 --Critical Thinking (Infused)
 --NSSE
Other forms of Assessment at SUNY
Canton:

Student Opinion Survey (SOS)

National Survey of Student
Engagement (NSSE)
STUDENT OPINION SURVEY (SOS):

SUNY sponsored for all state-operated
schools

Comparison Group: Technology Colleges
and all state-operated campuses

Purpose: determine student satisfaction
with academics, student life and other
services and facilities
(SOS cont.)

Started in 1985 and administered every
three years

Most recent survey Spring 2006

Used to help with benchmarking and to
understand better how students view
services offered by SUNY Canton

Results will be available on reserve in the
Library, Institutional Research office, and the
Provost’s office, and will be published on the
SUNY Canton web site.
NATIONAL SURVEY OF STUDENT
ENGAGEMENT (NSSE):

National Survey

SUNY mandated for Strengthening
Campus Based Assessment (SCBA)

SUNY pays administrative and scoring
costs.
(NSSE cont.)

Comparison Group:
Technology Colleges, all state-operated
campuses, and National Comparisons

Purpose: assess student learning

Started: 2000 and offered every year but
SUNY Canton has not participated

SUNY Canton will participate in Spring 2008
with other State Operated Campuses.
Future Plans
Website
 Approved
courses
 Assessment cycles for Gen-Ed,
Assessment in the Major, SOS, and
NSSE
 GER requirements
 SUNY Canton Rubrics
 GEAR report
 Resources
General Education
Assessment
GER 1—12
According to Barbara E. Valvord, an Ideal
system for Assessment and Improvement of
Student Learning includes the following
characteristics:
1. Exams, assignments, and classroom
participation are valid indicators of the
actual learning that the teacher desires
2. Evaluations/analyses accurately reflect
learning and are appropriately
diagnostic and explicit for their purposes
3.
The system promotes healthy
motivation and fair treatment at every
level.
4.
Evaluations are communicated
appropriately to their various
audiences and serve their purposes
5. The system is efficient: no valuable
information is lost; no useless
information is communicated
6. The system is sustainable in terms of
time and resources
7. Appropriate autonomy is protected
(Walvoord)
Specific Assessment Areas
(Complete assessment plans are in the report Appendix.)
(GER 1) MATHEMATICS:
Students will demonstrate the ability to:
 -interpret and draw inferences from
mathematical models such as formulas, graphs,
tables and schematics;

-represent mathematical information
symbolically, visually, numerically and verbally;
(GER 1 cont.)

-employ quantitative methods such as,
arithmetic, algebra, geometry or statistics to
solve problems;

-estimate and check mathematical results for
reasonableness; and

-recognize the limits of mathematical and
statistical methods.
(GER 1 cont.)
METHODS:
 The learning outcomes will be assessed by
course embedded questions on hourly and
final exams for each of the designated math
courses. The mathematics department will
collect a random sample (20%) from these
exams and employ the rubrics proposed by
the “Discipline Panel in Mathematics –
(09/08/05)” as the assessment tool.

The mathematics department assessment
team will develop and pilot exam questions,
conduct a training session on the use of the
rubrics, and will establish guidelines for
levels of competence according to the
SUNY discipline panel’s rubric levels.
(GER 1 cont.)

The actual grading process will include at
least two (2) mathematics faculty members
per exam question with the introduction of
additional faculty in cases of disagreement.
Papers will be scored as defined by the
rubric and success will be determined per
outcome if 70% of participants score 2 or 3.
(GER 2) NATURAL SCIENCE:
Students will demonstrate:

-understanding of the methods scientists
use to explore natural phenomena, including
observation, hypothesis development,
measurement and data collection,
experimentation, evaluation of evidence,
and employment of mathematical analysis;
and

-application of scientific data, concepts, and
models in one of the natural sciences.
(GER 2 cont.)
Methods:
Student learning outcome one will be
assessed by administering a fifteenquestion test developed by the science
faculty work group.

Student learning outcome two will be
assessed by course embedded questions
on hourly exams or final exams.
(GER 3) SOCIAL SCIENCE:

Students will demonstrate:

-understanding of the methods social
scientists use to explore social phenomena,
including observation, hypothesis
development, measurement and data
collection, experimentation, evaluation of
evidence, and employment of mathematical
and interpretative analysis;
(GER 3 cont.)
And

knowledge of major concepts, models and
issues of at least one discipline in the social
sciences.
Method:

Course embedded questions will be used to
assess both objectives. All courses listed
that are taught within the Social Science
cycle will be assessed.
(GER 4) AMERICAN HISTORY:
Students will demonstrate:

-knowledge of a basic narrative of American
history: political, economic, social, and
cultural, including knowledge of unity and
diversity in American society;

-knowledge of common institutions in
American society and how they have
affected different groups; and

-understanding of America’s evolving
relationship with the rest of the world.
(GER 4 cont.)
Method:
 All students completing American History
(HIST 103, HIST 105, ECON 105, HIST
204, HIST 205, HIST 304) will be assessed.
 Mid-term and final examination questions
will be evaluated by the individual instructor
and another history faculty member.
 A rating rubric will be used with individual
student scores averaged to indicate level of
performance.
 The instructor will provide a point scale of 04 points indicating key content required for
each level.
(GER 5) WESTERN CIVILIZATION:
Students will:

-demonstrate knowledge of the
development of the distinctive features of
the history, institutions, economy, society,
culture, etc., of Western civilization; and

-relate the development of Western
civilization to that of other regions of the
world.
(GER 5 cont.)
Method:

The assessment tool for Western Civilization (HIST
101, HIST 102) will be course embedded.

A comprehensive question in the final exam will
reflect the two student outcomes listed for (GER 5).

All students present at the final exam will be
evaluated by the individual instructor utilizing a
rubric indicating exceeding meeting, approaching,
and not meeting general education outcomes.

An additional history faculty member will also
evaluate the selected outcomes using the same
standards.
(GER 6) OTHER WORLD CIVILIZATIONS:
Students will demonstrate:
 -knowledge of either a broad outline of world
history,
or
 -the distinctive features of the history,
institutions, economy, society, culture, etc.,
of one non-Western civilization.
(GER 6 cont.)
Method:

The assessment tool for courses addressing
(GER 6) will be course embedded.

For assessment key components of the stated
objectives in (GER 6) will be incorporated into
assigned research papers and/or examinations.

All the students evaluated on the basis of a
rating rubric by the instructor responsible for the
course will have an additional faculty member
in the discipline also evaluate the selected
outcomes using the same standards.
(GER 7) HUMANITIES:
Students will demonstrate:

-knowledge of the conventions and methods
of at least one of the humanities in addition
to those encompassed by other knowledge
areas required by the General Education
program.
(GER 7 cont.)
Method:
 Students in all humanities courses designated as
general education, ones which are not
encompassed by other knowledge areas required
by the General Education program, will be provided
with the outcome/objectives at the start of the
semester.
 Students will complete at least one writing
assignment that addresses the learning
outcomes/objectives.
 These writing products may vary from class to class
but will be assessed in terms of the learning
outcomes/objectives and by the same rubric.
 When assessment occurs, writing samples from all
departments within the humanities will be chosen
randomly, an equal number of writing products from
each department (on a course by course basis).
(GER 8) THE ARTS:
Students will demonstrate:

-understanding of at least one principal form
of artistic expression and the creative
process inherent therein.
(GER 8 cont.)
Methods:

General Education Arts Assessment will be
accomplished by reviewing two embedded
assignments designed for the student to
discuss the creative process in reference to a
student’s creative writing, performance, or
studio piece (with one assignment as a
benchmark)

OR one comprehensive exam from a random
sample of students drawn from all Arts
approved courses being offered during the
sampling semester.
(GER 9) FOREIGN LANGUAGE:
Students will demonstrate:
 -basic proficiency in the understanding and
use of a foreign language;
and
 -knowledge of the distinctive features of
culture(s) associated with the language they
are studying.
(GER 9 cont.)
Method:

The assessment tool for Spanish I and
Spanish II will be course embedded.

Questions on the Comprehensive Final
Examination will be mapped to each of the
two student learning outcomes listed for
(GER9) Foreign Language.
(GER 10) BASIC COMMUNICATION:
Students will:
 -produce coherent texts within common
college-level written forms;

-demonstrate the ability to revise and
improve such texts;

-research a topic, develop an argument, and
organize supporting details;
(GER 10 cont.)

-develop proficiency in oral discourse; and

-evaluate an oral presentation according to
established criteria.
(GER 10 cont.)
Method:

The first two student learning outcomes will
be assessed using the national normed test
developed and administered by ACT. The
last three objectives will be measured using
rubrics developed by the Humanities faculty.

The Director of Institutional Research will
select classes of ENGL 101 and ENGL 102
students to be assessed for the student
learning outcomes.
INFUSED COMPETENCIES
(GER 11) CRITICAL THINKING
(REASONING):
Students will:

-identify, analyze, and evaluate arguments
as they occur in their own or others’ work,
and

-develop well-reasoned arguments.
(GER 11 cont.)
Method:

Critical Thinking skills will be measured in the
Writing Intensive courses.

All Writing Intensive Courses are subject to
assessment.

The nationally normed test developed and
administered by ACT will be used. This was be
tried at SUNY Canton for the first time Spring
semester 2006.

The courses to be tested will be selected by the
Director of Institutional Research. Since this
method of testing is new to the campus, there is
much to learn about the reports that will be
generated after the tests have been scored.
(GER 12) INFORMATION
MANAGEMENT:
Students will:

-perform the basic operations of personal
computer use;

-understand and use basic research
techniques; and

-locate, evaluate, and synthesize
information from a variety of sources.
(GER 12 cont.)
Method:

A forty (40) question multiple choice test will
be administered in Writing Intensive
sections.
General Education Assessment Team
2006-2007
Amani Awwad
Mary Bucher
Nadine Jennings
Raymond Krisciunas
Christopher (Kit) Sweeney
Christopher Nouryeh
Michael Peebles
Linda Pellett, Chair
Alice Reed
Judith Singh
Reference

Walvoord, Barbara E. Strengthening Campus-Based
Assessment. SUNY Assessment Workshop handout.