General Education Assessment
Fall 2009
Form 1
Category: Regions Beyond Europe
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.
Learning Objectives
These are the five
objectives for this
category.
1.
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.
Students will able to
demonstrate
knowledge of the
distinctive features
(e.g. history,
institutions,
economies,
societies, cultures)
of one region
beyond Europe or
European North
America.
A.
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.
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 the history, institutions,
economies, societies and
cultures of at least one region
beyond Europe or European
North America.
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 history,
institutions, economies, societies
and cultures of at least one
region beyond Europe with those
of Europe or European North
America.
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
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”
C. Students will be able to
justify or critique the structure of
the institutions, the economy, or
the society of at least one region
beyond Europe and European
North America.
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
2. Students will able to
demonstrate an
understanding of a region
beyond Europe or
European North America
from the perspective of
its people(s).
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
Items on quizzes
describe the experience of
people from a region beyond
Europe or European North
America in terms of how those
people see themselves.
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
experience of different cultural
groups from a region beyond
Europe or European North
America with their own
experience.
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
(re)construct and explain the
likely perspective of a person
from a particular culture or
region visiting Europe or
European North America,
based on evidence from the
region or culture 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
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
3.
Students will able to
demonstrate an
ability to analyze
and contextualize
cultural and
historical materials
relevant to the
region 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
A. Students will be able to
explain the function or value
of objects and/or artifacts of
a specific region or culture
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
interpret materials within their
historical and cultural contexts.
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
defend a particular historical
interpretation based on materials
from the culture 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
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
4.
Students will able to
demonstrate an
ability to locate and
identify distinctive
geographical
features of the
region.
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
locate the region being studied
and its immediate neighbors on
a map.
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
identify and locate on a map the
distinctive geographical features
(cities, mountains, rivers, lakes,
agricultural areas, etc) of the
region 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
C. Students will be able to
analyze and explain how the
distinctive geographical features
and the relative location of the
region being studied may have
affected its history, culture and
society.
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
How long did it take you to complete this form? __________
Please add any comments or suggestions about the form or the process?
Thank you!