General Education Assessment
Fall 2009
Form 1
Category: 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.
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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
variety of cultures,
regions, and countries
that make up Europe.
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
identify the countries and
major regions of Europe 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 demonstrate
their understanding of the
characteristics of the
cultures and languages of
the countries and regions of
Europe, by analyzing how
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 knowledge
of the distinctiveness of
Europe as manifested in
the development of
diverse histories,
institutions, economies,
societies, and cultures.
they interact or influence
one another.
papers
Components of group projects
Components of oral
presentations
C. Students will be able to
assess the historical,
political and cultural
implications of the existence
of trans-national or
multinational cultures of
Europe.
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
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Components of oral
presentations
A. Students will be able to
describe various European
national histories,
institutions, economies,
societies and 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
B. Students will be able to
analyze how various
histories, institutions,
economies, societies and
cultures contribute to a
distinct entity called
“Europe.”
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
critique or defend the
inclusion of a particular
region or country as a part
of “Europe.”
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 knowledge
of the relationship
between Europe and
other regions of the
world as expressed
through political,
economic, and cultural
contact
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
identify the historical
periods of major contact
between Europe and other
regions of 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
B. Students will be able to
Items on quizzes
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research and describe
instances of the influence of
other world regions on
economic, political, and
cultural traditions of
Europe.
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
understanding of how the
knowledge that becomes
C. Students will be able to
assess the effects of
Europe’s economic,
political and cultural
influence on other regions
of 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
Items on multiple choice tests
Components of essay exams
Components of out-of-class
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the basis of historical
inquiry is constructed.
writing assignments
Components of term/research
papers
Components of group projects
Components of oral
presentations
A. Students will be able to
name the disciplinary tools
used to build a historical
understanding of the
various cultures in Europe.
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
differing historical
interpretations of specific
events, based on an
understanding of the
cultures that make up
Europe.
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
evaluate the evidence on
which differing historical
interpretations of events in
Europe are based.
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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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
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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