University of Pittsburgh
Assessment of General
Education
Patricia E. Beeson
Vice Provost for Graduate and Undergraduate Studies
February 11, 2008
Two Approaches to Assessment of
General Education

Establish overarching
learning outcomes and
assess progress toward
those
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Establish goals for specific
General Education
Requirements and assess
those
University-Wide Learning Goals
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Exhibit mastery of their discipline
Think critically and analytically
Gather and evaluate information effectively and
appropriately
Understand and be able to apply basic, scientific and
quantitative reasoning
Communicate clearly and effectively
Use information technology appropriate to their discipline
Understand and appreciate diverse cultures (both locally
and internationally)
Work effectively with others
Have a sense of self, responsibility to others, and
connectedness to the University
Available Assessment Instruments

National Survey of Student
Engagement

CLA, CAAP, MAPP

Standardized Assessment of
Information Literacy Skills

Intercultural Development
Inventory

Foreign Language
Assessment
National Survey of Student Engagement

Indirect Evidence (self assessment)

Freshmen and Seniors (value added)
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Comparative Data Available
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For More Information: http://nsse.iub.edu/
National Survey of Student
Engagement
To what extent has your college experience
contributed to your ability to write clearly
and effectively? (percent responding quite a
bit or very much)
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2002 Freshmen: 56%
2006 Seniors: 72%
Value Added - 16 percentage points
Mapping NSSE to Outcomes
Outcome: Communicate clearly and effectively
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Outcome Assessment (1)
 Writing clearly and effectively
Outcome Assessment (2)
 Speaking clearly and effectively
Process Assessments
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Prepared two or more drafts of a paper or assignment before turning it in
Number of written papers or reports of 20 pages or more, between 5 and
19 pages, and fewer than five
Asked questions in class or contributed to class discussions
Made a class presentation
Collegiate Learning Assessment
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Direct Assessment of
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Analytic Writing
Critical Thinking
Information Literacy(?)
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Freshmen and Seniors Tested
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Comparative Data Available
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For More Information:
http://www.cae.org/content/pro_collegiate.htm
Collegiate Learning Assessment
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Analytic Writing:
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Make an Argument
Break an Argument
Evaluated on Presentation, Development,
Persuasiveness, Mechanics, Interest
Performance Task
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Critical Thinking
Information Literacy
CLA Performance Task - Document
Library
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Research Brief
Memo from
Investigator
Web Search
Results
News Story
 Data Tables
 Crime Stats
 Chart

CLA Performance Task Designed
to Assess Ability to:

Evaluate, Analyze and Synthesize
Evidence
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Draw Conclusions
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Acknowledge Alternative
Viewpoints
Collegiate Assessment of Academic
Proficiency - CAAP

Direct Evidence

Freshmen and Seniors (value added)
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Comparative Data Available
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For More Information:
http://www.act.org/caap/
CAAP
CAAP offers six independent test modules:
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Reading
Writing Skills
Writing Essay 
Mathematics
Science
Critical Thinking 
CAAP Critical Thinking Test
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Critical Thinking Test is designed to measure
ability to clarify, analyze, evaluate, and extend
arguments.
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Includes four passages representative of the
kinds of issues commonly encountered in a
postsecondary curriculum.
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Multiple Choice questions about passages
Measure of Academic Proficiency and
Progress - MAAP
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Direct Evidence
Freshmen, Sophomores, and Seniors
(value added)
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Comparative Data Available
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For More Information: www.ets.org
MAAP
Four integrated tests assessing four core skill
areas in the context of humanities, social
sciences and natural sciences:
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Critical thinking
Reading
Writing
Mathematics
MAPP
The MAPP intended to measure skills
developed versus subject knowledge
acquired in general education courses
Multiple Choice format
Institution can add additional questions
including optional essay
Standardized Assessment of
Information Literacy Skills – SAILS
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Direct Evidence
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Pre- and Post-Testing is Available
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Comparative Data Available
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For More Information:
https://www.projectsails.org/
SAILS
Test of information literacy skills, based on
Information Literacy Competency Standards for
Higher Education including ability to :
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Access information effectively and efficiently
Critically evaluate sources and content
Incorporate information into knowledge base
Use information effectively to accomplish specific
purpose
Understand economic, legal and social issues
surrounding use of information
Intercultural Development Inventory
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Indirect and Direct Evidence
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Fifty items or statements, answered as the extent to which
a person agrees or disagrees with the statement
IDI measures both one’s self-perceived and actual place on
the Developmental Model of Intercultural Sensitivity
continuum
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Can be Administered at any Level
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Comparative Data Available
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For More Information:
http://www.hammerconsulting.org/idi_what.php
Intercultural Development Inventory
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The Intercultural Development Inventory (IDI)
measures how a person tends to think and
feel about cultural difference
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IDI measures how a person construes and
organizes events, guided and limited by their
cultural patterns
Foreign Language Assessment
Under development by language
departments in cooperation with
European Union Center