Fall 2010 Assessment, Department of History Courses: History 111 This assessment is the first phase in a project that will eventually incorporate all courses taught in the history department. Members of the history department constructed a Final Exam essay question designed to assess student learning outcomes. The students were graded on their ability to: 1) Communicate effectively through writing, by demonstrating ability to critically interpreting texts and use writing to clarify meaning; 2) Use analytical reasoning to identify issues and problems and evaluate evidence in order to make informed decisions, by demonstrating the ability to evaluate the quality of evidence, differentiate between facts, assumptions, and conclusions in the formulation of a proposed solution or answer, and describe and compare the way questions, issues, or problems are formulated within history; and 3) Use historical perspectives to examine formation of ideas, human behavior, or social processes, by demonstrating the ability to use historical facts to provide context for understanding information, and interpret information to analyze historical events. A) The topics for final exam question: History 111 (Medieval and Early Modern History): Reformation B) The department used the same grading rubric per course (see attached). C) The number of students and sections included in the assessment: # of sections History 111 (Modern and Early modern) 8 # of students 277 D) The history department’s assessment of student outcomes yielded the following result: Percentage of students demonstrating at least minimum proficiency level History 111 (Medieval and Early Modern): 85.7% Grading Guideline Essay Questions A B C Abundant specific examples are provided, excellent context and explanation on why they were significant Essay is extremely well organized, highly logical, very well written and displays obvious evidence of having read the textbook Many specific examples are provided, good context and explanation on why they were significant Some specific examples are provided, fair context and explanation on why they were significant Essay is well organized, logical, well written, and displays evidence of having read the textbook Essay is fairly well organized, somewhat logical, acceptably written, and displays possible evidence of having read the textbook D Very few specific examples are provided, poor context and explanation on why they were significant Essay is poorly organized, not logical, poorly written and displays very little evidence of having read the textbook. F No specific examples are provided, no context and explanation on why they were significant. Essay lacks any organization or logic, very poorly written and displays no evidence of having read the textbook.