General Education Assessment
Spring 2010
Form 1
Category: US Diversity and Pluralism
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 February 26, 2010.
6/29/2016
Learning Objectives
These are the four
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 and
understanding of the
diversity and
pluralism of U.S.
society with respect
to race, ethnicity,
and gender, as well
as class, sexual
orientation, and/or
religion.
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
define diversity and pluralism as
it is understood in the US.
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
differing experiences of the main
social or cultural groups
(identified by their race,
ethnicity, gender, class, sexual
orientation, and/or religion) that
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
6/29/2016
make up US society.
Components of group projects
Components of oral
presentations
C. Students will be able to
evaluate the benefits and
disadvantages of historic
political, social and cultural
decisions made by and about the
main social or cultural groups
that make up US society.
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
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
6/29/2016
presentations
2.
Students will able to
demonstrate
knowledge and
understanding of the
social and cultural
influences that shape
the perspectives of
various social
groups as well as
students' 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
A. Students will be able to
identify the social and
cultural influences that
shape the perspectives of
various social groups in
the US as well as their
own.
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
compose a narrative or
reconstruction of the social
and cultural experience
that shapes the perspective
of a particular social group
that is not their own.
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
Items on quizzes
6/29/2016
analyze issues of diversity
through examples of
popular and official media
from specific time frames
in US history.
D. Other?
3. Students will able to
demonstrate knowledge
and understanding of the
contributions of various
social groups to U.S.
society.
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
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 contributions of
various social groups to US
society.
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
6/29/2016
Components of group projects
Components of oral
presentations
B. Students will be able to
compare and contrast the
contributions to US society
of specific social groups in
terms of their historical,
cultural, political and legal
consequences.
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 historical
attempts made by specific
social groups to change
political, social or legal
realities in the US.
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
6/29/2016
Components of oral
presentations
4.
Students will able to
demonstrate
knowledge and
understanding of the
sources and
manifestations of
controversy or
conflict arising from
U.S. diversity and
pluralism.
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 sources and
manifestations of
controversy or conflict
arising from U.S. diversity
and pluralism.
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 the differing
impacts on specific groups
of controversies that have
arisen due to the diversity
and pluralism of U.S.
society.
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
6/29/2016
C. Students will be able to
place the sources and
consequences of conflict
arising from US diversity
and pluralism into their
historical, political and
cultural context, and trace
their effects in current social
and political culture in the
US.
D. Other?
Components of essay exams
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!
6/29/2016