General Education Assessment
Spring 2009
Form 2
Instructor __________________________________
Class ______________________________
Category: Humanities
Instructions:
Complete only the cells that apply. Leave others blank. This is a word document. Cells will expand as you type.
Suggestions for clarifying the learning objectives are included (see Form 1). If you subdivided any of the objectives differently on Form 1, please be sure to transfer the changes to this form. If you
did not subdivide the objectives, complete only the shaded areas. If you are using Multiple Choice/True-False exams, Test Scoring Services can provide Item Analyses to help you complete the form.
If you have questions about how to complete the form, contact Kris Bendikas, 437-4793 or email assess@albany.edu Please return the form and any supporting materials to assess@albany.edu
no later than May 15, 2009.
Results
Reflection
The following are suggestions for making the
Record the number of students achieving at Based on these results, briefly (2-3 sentences)
Learning Objectives
These are the five objectives for this
objectives more specific and therefore easier to
the different levels for each objective. Per
describe what changes would you make to
category.
measure. If you indicated different subdivisions on
the Gen Ed Plan, results translate as
your teaching strategies or curriculum if you
Form 1, be sure to report on the results of those
follows:
taught this course again.
assessments.
Exceeded = A, A- Met = B+, B, B-, C+,
C, C- Approached = D+, D, DDid not meet = E
Exceeded
1. Students will demonstrate
Met
knowledge of the assumptions,
Approached
methods of study and theories of at
Did not meet
least one of the disciplines within
the humanities.
A. Students will be able to identify
assumptions underlying opinions,
perspectives and arguments expressed
within a discipline.
B. Students will be able to put into
practice an established method of study or
research in the discipline.
C. Students will be able to articulate and
apply the predominant theories of a
discipline.
D. Other?
Exceeded
Met
Approached
Did not meet
Exceeded
Met
Approached
Did not meet
Exceeded
Met
Approached
Did not meet
Exceeded
Met
Approached
Did not meet
Learning Objectives
These are the five objectives for this
category.
The following are suggestions for making the
objectives more specific and therefore easier to
measure. If you indicated different subdivisions on
Form 1, be sure to report on the results of those
assessments.
Results
Record the number of students
achieving at the different levels for
each objective..
Exceeded
Met
Approached
Did not meet
2. Depending upon the discipline
students will demonstrate an
understanding of the objects of
study as expressions of the cultural
contexts of the people who created
them.
A. Students will be able to describe
characteristic or defining features of objects
of study in the discipline.
B. Students will be able to explain the
cultural context in which disciplinary objects
of study have been created or produced.
C. Other?
Exceeded
Met
Approached
Did not meet
Exceeded
Met
Approached
Did not meet
Exceeded
Met
Approached
Did not meet
Reflection
Based on these results, briefly (2-3 sentences)
describe what changes would you make to your
teaching strategies or curriculum if you taught
this course again.
Learning Objectives
These are the five objectives for this
category.
The following are suggestions for making the
objectives more specific and therefore easier to
measure. If you indicated different subdivisions on
Form 1, be sure to report on the results of those
assessments.
Results
Record the number of students
achieving at the different levels for
each objective..
Exceeded
Met
Approached
Did not meet
3. Depending upon the discipline
students will demonstrate an
understanding of the continuing
relevance of the objects of study to
the present and to the world
outside the university.
A. Students will be able to analyze objects of
study in terms of their value or relevance to
contexts (of time, place, culture) beyond that
of their origin.
Exceeded
Met
Approached
Did not meet
B. Other?
Exceeded
Met
Approached
Did not meet
Exceeded
Met
Approached
Did not meet
C. Other?
Reflection
Based on these results, briefly (2-3 sentences)
describe what changes would you make to your
teaching strategies or curriculum if you taught
this course again.
Learning Objectives
These are the five objectives for this
category.
The following are suggestions for making the
objectives more specific and therefore easier to
measure. If you indicated different subdivisions on
Form 1, be sure to report on the results of those
assessments.
Results
Record the number of students
achieving at the different levels for
each objective..
Exceeded
Met
Approached
Did not meet
4. Depending upon the discipline
students will demonstrate an
ability to employ the terms and
understand the conventions
particular to the discipline.
A. Students will be able to analyze objects of
study in terms of their value or relevance to
contexts (of time, place, culture) beyond that
of their origin.
B. Students will be able to practice forms
and strategies of communication that
conform to disciplinary conventions.
C. Other?
Exceeded
Met
Approached
Did not meet
Exceeded
Met
Approached
Did not meet
Exceeded
Met
Approached
Did not meet
Reflection
Based on these results, briefly (2-3 sentences)
describe what changes would you make to your
teaching strategies or curriculum if you taught
this course again.
Learning Objectives
These are the five objectives for this
category.
The following are suggestions for making the
objectives more specific and therefore easier to
measure. If you indicated different subdivisions on
Form 1, be sure to report on the results of those
assessments.
Exceeded
Met
Approached
Did not meet
5. Depending upon the discipline
students will demonstrate an ability
to analyze and assess the strengths
and weaknesses of ideas and
positions along with the reasons or
arguments that can be given for
and against them.
6. Depending upon the discipline
students will demonstrate an
understanding of the nature of the
texts, artifacts, ideas, or discourse
of the discipline and of the
assumptions that underlie this
understanding, including those
relating to issues of tradition and
canon.
Results
Record the number of students
achieving at the different levels for
each objective..
A. Students will be able to summarize
effectively the arguments made by
practitioners of the discipline.
Exceeded
Met
Approached
Did not meet
B. Students will be able to critique/assess the
arguments made by practitioners of the
discipline.
Exceeded
Met
Approached
Did not meet
C. Students will be able to construct logical
arguments orally and in writing to defend
their own disciplinary positions and
perspectives.
Exceeded
Met
Approached
Did not meet
Exceeded
Met
Approached
Did not meet
Reflection
Based on these results, briefly (2-3 sentences)
describe what changes would you make to
your teaching strategies or curriculum if you
taught this course again.
A. Students will be able to describe the
relationship between artifacts of the
discipline and the traditions that shape them.
Exceeded
Met
Approached
Did not meet
B. Students will be able to analyze texts and
discourse in terms of competing spheres of
influence within the discipline.
Exceeded
Met
Approached
Did not meet
C. Students will be able to articulate how
their own perceptions are informed by one or
more competing spheres of influence in the
discipline.
Exceeded
Met
Approached
Did not meet
D. Other?
Exceeded
Met
Approached
Did not meet
Cut and paste, or add as attachments, two examples of assessment tools (e.g. an assignment, a quiz) you used for different objectives, as indicated on Form 1.
How long did it take you to gather and prepare the assessment results in order to complete this form? __________
How long did it take you to complete this form? __________
Please add any comments or suggestions about the form or the process?
Thank you for participating in this pilot assessment project!