General Education Assessment
Fall 2009
Form 1
Category: Global
Instructor ____________________
Class __________________________
Instructions:
Complete only the cells that apply. Leave others blank. This is a word document. Cells will expand as you type.
Three suggestions for clarifying the learning objectives are included. Suggestion A for each objective targets the lower order cognitive skills of
Knowledge and Comprehension (Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce
state. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate).
Suggestion B for each objective targets the mid-range cognitive skills of Application and Analysis (Application: apply, choose, demonstrate,
dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. Analysis: analyze, appraise, calculate, categorize,
compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test). Suggestion C for each objective targets the
higher order cognitive skills of Synthesis and Evaluation (Synthesis: arrange, assemble, collect, compose, construct, create, design, develop,
formulate, manage, organize, plan, prepare, propose, set up, write. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate,
judge, predict, rate, core, select, support, value, evaluate).
If you subdivide or clarify any of the objectives differently from the suggestions provided, feel free to change the suggested text or add your own in
the “Other?” cell. If you do not subdivide the objectives, complete only the shaded areas.
You can attach your sample assessment tools to this form (if they have already been prepared) or at the end of the semester with Form 2.
Feel free to contact Kris Bendikas, 437-4793 kbendikas@uamail.albany.edu, with any questions about how to complete the form or about the
General Education assessment process.
Please return the form and any supporting materials to kbendikas@uamail.albany.edu no later than October 2, 2009.
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Learning Objectives
These are the four
objectives for this
category.
The following are suggestions
for making the objectives more
specific and therefore easier to
measure. One or more of these
may apply to your class. If you
interpret the objective another
way, feel free to add your own
statement.
1. Students will able to
demonstrate an
understanding of the
impact (e.g. economic,
political, historical,
cultural) of nations,
regions, and cultures
upon other nations,
regions, and cultures.
Assessment tools
The list represents a generic
variety of tools. Feel free to
add others in the additional
spaces if the ones you intend to
use are not represented.
Your Choice of Tool
For each assessment tool that you intend to use, briefly
(2-3 sentences) describe how it will allow you to
measure the learning objective. For instance, if you
chose a component of an essay exam, how do you know
it effectively measured the students’ mastery of the
particular objective it was designed to assess? Leave
blank those that you will not use.
Samples
Indicate
which
tools are
attached
with an
“X”
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
A. Students will be able to
summarize the main ways
that economic, political,
historical and cultural
contact between nations,
regions or cultures influence
the politics, culture and
economies of each of the
nations, regions or cultures
being studied.
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
B. Students will be able to
critically analyze the
relationship between and the
variable economic, political
and cultural impacts of at
least 2 different nations,
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
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2. Students will able to
demonstrate an
understanding of the
reciprocal interactions
between individuals and
global systems.
regions or cultures being
studied.
papers
Components of group projects
Components of oral
presentations
C. Students will be able to
justify or critique a
particular historical or
current political or
economic decision by a
nation, region or culture
being studied in terms of its
impact on other nations,
regions or cultures.
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
D. Other?
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
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A. Students will be able to give
examples of how global
systems (technology,
economics, political
ideologies, religions, and
manifestations of culture
disseminated globally by the
media), affect their own
lives.
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
B. Students will be able to
compare and contrast the
ways in which how global
systems (technology,
economics, political
ideologies, religions, and
manifestations of culture
disseminated globally by the
media) affect the lives of
people living in other
regions, countries and
cultures differently from
their own lives.
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
C. Students will be able to
imagine or predict how
events resulting from
political/cultural situations
in the particular regions,
countries or cultures being
studied can affect global
systems such as technology,
economics, political
ideologies, or religions.
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
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D. Other?
3. Students will able to
demonstrate an ability to
see cultural groups from
their own points of view.
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
A. Students will be able to
describe their own cultural
identity and what it means
to belong to their particular
cultural group.
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
B. Students will be able to
Items on quizzes
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compare and contrast the
experience of different
cultural groups with their
own experience.
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
4. Students will able to
C. Students will be able to
analyze how a particular
historical, economic or
political event has affected
or could affect the
experience of people from a
different cultural group in
terms of how those people
see themselves and their
place in the world.
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
D. Other?
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
Items on quizzes
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demonstrate an ability to
use the analytic tools of a
specific discipline to
engage in comparative
analyses of cultures,
nations, and regions.
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
A. Students will be able to
use the vocabulary of a
discipline to describe the
characteristics of different
cultures, nations and
regions.
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
B. Students will be able to
compare different cultures,
nations and regions
according to criteria
established by the
discipline.
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
C. Students will be able to
analyze interactions
between different cultures,
Items on quizzes
Items on multiple choice tests
Components of essay exams
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nations, and regions
according to criteria
established by the
discipline.
D. Other?
Components of out-of-class
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
How long did it take you to complete this form? __________
Please add any comments or suggestions about the form or the process.
Thank you!
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