When you complete the Student Learning Report for the 2015-16 General Education assessment, you will be asked to identify the type of student work you observed for the intended learning outcome you selected. The examples below are excerpts from the fall 2009 GE pilot project and from the 2011-12 GE assessment. The purpose of these examples is to provide a starting point for determining the student work you will assess; however, the type of work you select will be influenced by the content and structure of your course. You are encouraged to identify a work that meets your needs in the course as well as for the General Education assessment.
Although the examples are not organized by department or Faculty, many contain details that indicate the type of class in which the assignment was given. If you are interested in a brief consultation to discuss the kind of work you would like to assess or generate additional ideas not listed below, please contact Kelsey Thompson in ER&A.
Short writing assignment (5 pages or less)
- Faculty provided students with a Song Research Guide form in which they recorded the musical properties of the song, a brief biographical study of the composer and poet, and a brief analysis of the historical and musical context.
- Faculty assessed student by comparing their progress over two essays: a summarize-an-argument essay and an analyze-an-argument essay. Both assignments involved first drafts, peer reviews, revisions and final draft submissions.
Medium writing assignment (6-15 pages)
- Faculty assessed a paper that students wrote in German in which they referred to at least two of the films and novels they studied to support an argument about the German world.
- Faculty assessed a final project in which students analyzed a contemporary artifact theologically.
Long writing assignment (more than 15 pages)
- Faculty assessed the “strategic assessment of the current situation” section in the Marketing Plan assignment, which included primary and secondary data collection and analysis.
- Faculty assessed the literature review section of a major research paper.
Oral presentation
- Faculty assessed an oral presentation on the main findings of their major research paper.
- Faculty assessed student responses to Moodle and student-led discussions. The class also acted out scenes from two plays.
Demonstration or performance
- Faculty assessed demonstrations in daily workouts. The times/paces of workouts were based on actual race performances throughout the season. Workouts were monitored, assessed, and progressively updated throughout the season.
- Faculty assessed monthly performances in studio classes (every student performed each month), as well as student performance in an end of semester jury, for which faculty asked the attending faculty to complete a “Jury Report” with a ten-point rubric of criteria related to the intended learning outcomes as well as performance criteria.
Part or all of a quiz or examination
- Faculty assessed an entire final exam.
- Faculty assessed exam 1, question 6. The question pertained to the effect of pH on binding of oxygen to hemoglobin. Students were asked to explain the mechanism (chemistry) and physiological significance (biology).
- Faculty assessed two in-class quizzes.
Other
- Faculty designed a summative questionnaire with 5 items on it and gave students class time on the last day to anonymously respond in writing .
- Faculty assessed small group discussions of papers.