Stony Brook Model for
General Education
Assessment
Pilot Report
November 13, 2003
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GEAR as a Catalyst for Change
Beginning to Build a CampusWide Culture of Assessment
BIO 150: Gateway to the Sciences
• Ideal for Gen Ed Assessment.
• Critical Foundational Course for sciences.
Prerequisite to all biology major courses.
Strategically positioned to capture most science
majors at the beginning of their academic careers.
• 1,000 students per year or approximately 40% of
the freshman class.
• Success: Achieving the learning outcomes of the
course, particularly growing fundamental skills, is
critical for student success.
General Education Goal for
Natural Sciences
Demonstrate
understanding
of methods
scientists use
to explore
natural
phenomena
General Education Areas
Assessed in BIO 150
• Critical Thinking
• Natural Sciences
• Writing
• Basic Communication
• Information Management
• Mathematics
Shared
BIO 150 and General Education Goals
Scientific Method
Reading, Writing, Problem Solving
Computation, Graphing
Laboratory skills and tools, Technology
Working in Groups, Oral Communication
Observation and Hypotheses
Experiment Design, Data Analysis
Critical Thinking
Fundamental concepts in biology
BIO 150
Aquatic Ecology Experiment
Observations,
hypothesis formulation,
experimental design, recording,
data analysis, reporting,
revisions
Measurement and
Data Collection
Observation
Experimentation
Preparing Students for
Research Projects
Inductive reasoning activity: Draw conclusions
from observations
Reading methodology: Practice on a published
scientific paper
Further activities elicit and elevate critical thinking
Laboratory tool methodology: Develops ability to
work with new laboratory tools safely and effectively
Data tabling and graphing skills:
Group Work
• Group project planning
• Shared data records
• Scheduling
• Recording consistency
• Interpersonal
communication skills
Data
interpretation
culminating in
a written
report
Learning Outcomes
Assessed
in Pilot Project
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Natural Sciences (8 Criteria)
Critical Thinking ( 2 Criteria)
Writing and Communication (6 Criteria)
Information Management (3 Criteria)
Goals and Rubrics: Natural Sciences
Criteria
Observation
Not Meeting
1
Approaching
3
Thin on
Important
detail. Most
characteristics
essential
of objects
aspects of an
being studied
object are
are missed identified and
documented
Meeting
5
Critical and
related details
of objects are
documented
meaningfully
in descriptive
language
Goals and Rubrics: Critical Thinking
Criteria
Identify,
analyze,
and
evaluate
arguments
Not Meeting
1
Approaching
3
Student
Values
accepts all
substantive
information as
knowledge
equally valid
Uses false
Develop an premises and
argument invalid
deductions
Selectively uses
premises to
evolve simple,
mostly errorfree arguments
Meeting
5
Critically
assesses outside
knowledge and
information
Uses appropriate
and valid
premises and
tested and
validated logic
BIO 150 Laboratory Report
Assessment
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Pilot Project
Freshmen: Entry-level assessment
Sample size – Small (6%)
Most categories “Approaching”
Critical Thinking - Area for Greatest Improvement
Summary of Preliminary Data
BIO 150 Laboratory Report Pilot Study
Natural Sciences
Critical Thinking
80
Percent of Total
70
60
50
40
30
20
10
0
Not meeting Approaching
Meeting
Performance Level
Exceeding
1: Observation
2: Questioning
3: Measurement and
data collection
7
6
Performance
4: Experimentation
5: Mathematical
analysis
6: Evaluation of
evidence
7: Self-evaluates quality
of lab process
Natural
Sciences
Criteria
8: Concepts and
modeling
1=Not Meeting 3 = Approaching
5
4
3
2
1
0
1
2
3 4
5 6
7
8
Criteria
5 = Meeting
7 = Exceeding
NAME Rating
1 = Not meeting 3 = Approaching 5 = Meeting 7 = Exceeding
Written Communication
7
6
7
5
4
3
2
1
0
5
6
Performance
Performance
Information Mangement
4
3
2
1
0
1
2
Criteria
3
1
2
3
4
Criteria
5
6
Performance
Crtical Thinking Criteria
7
6
5
4
3
2
1
0
Identify, analyze, evaluate
arguments
Develop an argument
Criteria
1=Not Meeting 3 = Approaching
5 = Meeting
7 = Exceeding
General Education Assessment
at Stony Brook University
• Focused on learning outcomes and
improving student performance
• Improve teaching effectiveness
• Increase interdisciplinary
communication
• Assessment for State General
Education requirements
Improving Learning
Outcomes
• Coordinate learning goals across
undergraduate academic programs
• Build skills important to future
success within academic field
• Develop learning skills
Assessment Program
• Define and test rubrics
• Cycle for improvement,
assessment and curriculum
changes
• Improve alignment of course
goals and measures
Why a Culture of Assessment?
• Opportunities
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Faculty dialogue
Community-building / Teaching network
Enhanced learning outcomes
Student engagement
• Process
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Early adopters (personal touch)
Growing cadre (peer encouragement)
Integrated Network (“Tipping Point”, Malcolm Gladwell)
Sustained culture of assessment (campus framework)
Contact Information
Stony Brook University
• Manuel London, Associate Provost
manuel.london@stonybrook.edu
• Janice Grackin, Center for Excellence in
Learning and Teaching,
janice.grackin@stonybrook.edu
• William Collins, Director Undergraduate
Biology, william.collins@stonybrook.edu
• Joan Miyazaki, Undergraduate Biology,
joan.miyazaki@stonybrook.edu