General Education
Process
Who
Department chairs/school directors/deans for each general education approved course will lead faculty discussions to gain collective input to create and assess appropriate measures for general education assigned learning outcomes for each course.
When
The deadline for the submission of revised measures for all general education outcomes for each academic year is September 30th. Near the close of the academic year, a brief analysis and evaluation pertaining to each measure, an action plan for improvement for each outcome, and evidence of realized improvement are submitted by May 31st. Following the assessment, measures will be revised and submitted for the subsequent year.
What
General education outcomes assessment focuses on student learning. Student learning outcomes, as assigned by the general education council, identify the knowledge, skills, and attitudes that students are expected to acquire through their study in the course. They answer the following question: What should students of a particular program be expected to know, do, and value upon completion of the program? General education outcomes assessment is not intended to be used in evaluating faculty or staff performance. To develop a system for assessment of student learning outcomes, programs should review the previous audit and proceed through the following steps.
Assessment Process
Step 1
1. Discuss the mission and overall intent of the course as provided by the General Education Council.
What is the real mission of the course? What are the core purpose, primary functions, and activities of the program?
Step 2
2. Four to five measurable student learning outcomes have been assigned to each general education course by the General Education Council; one for the component and three to four depending on the number of competencies assigned to each course. Ideally, the student learning outcomes reflect levels of the cognitive, psychomotor, and affective learning domains appropriate for an undergraduate program. Note the relationship between the course outcomes and mission. Note how the outcomes describe the knowledge, abilities, and attitudes students are expected to gain from the course.
Step 3
3. For each outcome, identify one method of measurement that will be used to measure progress on the outcome; direct methods are expected. Does the measure effectively and accurately reflect learning addressed in the outcome? Can the method be applied to all sections of the same course regardless of location or mode of delivery? Does the method of measurement include a direct means of assessment? Is it possible to collect accurate, valid, and reliable data for the measure in a reasonably efficient manner within the academic year? Does the measure provide detail on who will be assessed, how the assessment will be conducted, when and where the assessment will take place, and what specific knowledge, skills, values, and/or attitudes will be assessed? Is the method replicable? Have comments from the previous outcomes audit been addressed?
Step 4
4. For each method of measurement, determine the acceptable level or standard of performance. What level of achievement is considered acceptable performance for graduates of the program? Are the acceptable levels consistent with any external review standards? Is the acceptable level above 70% (the minimum level considered acceptable by the General Education Council) for the collective group of students?
Step 5
5. Develop a system for implementation and assessment. How and when are concepts, skills, and values being taught? Are some adjustments necessary? How will individual student learning be measured? What measures and scoring rubrics will be needed to quantify student learning? Who will be involved in the measurement process? When will learning be measured? How will measures be evaluated? Will the findings be reflective of all students enrolled in the course not just students in select sections?
Step 6
6. Collect and analyze the assessment data. Do results reflect on and discuss the findings amassed from the corresponding measure? Do results measure learning by students in all sections of the course? Are the results based on reliable and valid data? Does the data reflect learning related to the outcome in all sections of the course offered throughout the year? Do results focus on student accomplishments and success? Do results indicate improvement from previous years? Do results illustrate the effectiveness of previous action plans? Do results indicate success in achieving the desired performance target? What indicators for improvement can be gleaned from the results? Have suggestions from previous audits been addressed?
Step 7
7. Based on assessment findings, develop an action plan. Are action plans likely to lead to continuous improvement? Do action plans focus on means to improve student learning? Are action plans feasible considering available resources and time?
Step 8
8. Describe the evidence of improvement gained from actions taken based on previous outcomes assessments. Does evidence of improvement focus on improvements in student learning? Is evidence of improvement found in the results?
Deadlines
- September 30
- GENERAL EDUCATION STUDENT LEARNING OUTCOME METHODS OF ASSESSMENT REVIEWED BY CHAIRS/DIRECTORS
- October 15
- GENERAL EDUCATION STUDENT LEARNING OUTCOME METHODS OF ASSESSMENT AUDITED BY THE GENERAL EDUCATION COUNCIL ASSESSMENT COMMITTEE
- October 31
- GENERAL EDUCATION STUDENT LEARNING OUTCOMES METHODS OF ASSESSMENT REVIEWED BY GENERAL EDUCATION COUNCIL AND APPROVAL GRANTED ON THEIR BEHALF BY THE ASSOCIATE VICE PRESIDENT FOR ACADEMIC SUCCESS.
- May 31
- GENERAL EDUCATION STUDENT LEARNING OUTCOMES RESULTS, ACTION PLANS, AND EVIDENCE OF IMPROVEMENT REVIEWED AND APPROVED BY CHAIRS/DIRECTORS
- June 15
- GENERAL EDUCATION STUDENT LEARNING OUTCOMES RESULTS, ACTION PLANS, AND EVIDENCE OF IMPROVEMENT AUDITED BY THE GENERAL EDUCATION COUNCIL ASSESSMENT COMMITTEE
- June 30
- GENERAL EDUCATION STUDENT LEARNING OUTCOMES RESULTS, ACTION PLANS, AND EVIDENCE OF IMPROVEMENT REVIEWED AND APPROVED BY GENERAL EDUCATION COUNCIL AND APPROVAL GRANTED ON THEIR BEHALF BY THE ASSOCIATE VICE PRESIDENT FOR ACADEMIC SUCCESS
Faculty from all general education courses have the opportunity to modify their methods of assessment. As the assessment of learning outcomes begins, the Associate Vice President for Institutional Effectiveness assists in creating plans for program improvement. Chairs/Directors review and approve minor modifications to the methods.
Following the chair/director approval of general education course methods for assessment of student learning outcomes, the General Education Council Assessment Committee conducts an audit of the methods.
Following the chair/director approval of student learning outcomes assessment methods and the Assessment Committee's audit, the General Education Council reviews and approves methods to improve programs. Following outcomes approval, the Associate Vice President for Academic Success approves the outcomes reports on behalf of the General Education Council and assists departments and schools in developing and implementing assessment methods.
Results from the previous outcomes assessment cycles provide baseline information for assessing improvements of general education courses. Chairs/Directors review and approve outcomes progress, establish a plan of action, and provide evidence of course improvement.
Following the chair/director approval of general education course student learning assessment results, action plans, and evidence of improvement, the General Education Council Assessment Committee conducts an audit of the report.
Following the chair/director approval of student learning assessment results, action plans, and evidence of improvement and the General Education Council (GEC) Assessment Committee's audit, the GEC reviews and approves the results, evidence of improvement and action plans to improve general education courses. The Associate Vice President for Academic Success formally approves the assessment reports on the recommendation of the General Education Council.