General Education Assessment
Spring 2010
Form 1
Category: History
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.
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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
demonstrate knowledge
of a basic narrative of
American history
(political, economic,
social, and/or cultural),
including an awareness
of unity and diversity in
American society.
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 and describe
chronologically the
political, economic and
cultural events that
contribute to a unifying
narrative of American
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
B. Students will be able to
analyze historical artifacts
in the context of the
political and social
problems and issues arising
from diversity in American
society of the period being
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
Components of term/research
papers
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studied, including their
relation to race, ethnicity,
gender, class, sexual
orientation, and/or religion.
C. Students will be able to
evaluate the importance of
the various contributions of
diverse cultural groups
within the US to the
American narrative.
D. Other?
2. Students will
demonstrate knowledge
of representative
institutions in American
society and how they
have shaped and been
shaped by different
groups.
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
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
name and describe
representative institutions in
American 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
B. Students will be able to
explain how representative
institutions have been shaped
economically, politically,
historically and culturally by the
diverse cultural groups that
make up American 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
C. Students will be able to
compare and contrast the
influence of representative
institutions of American society
on diverse cultural groups, and
how those institutions have
shaped the cultural and political
experience of those groups.
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
demonstrate an
understanding of the
relationship (s) between
America and other parts
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
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 how other parts of the
world being studied affect or
have affected American politics,
economics, history and culture.
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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analyze current or historical
events in order to show how
American politics, economics,
history and culture currently
affect or have affected other
parts of the world being studied.
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 argue
for or against current or past US
policies that have affected other
parts of the world.
D. Other?
4. Depending upon the
discipline students will
demonstrate an
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
Items on quizzes
Items on multiple choice tests
Components of essay exams
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understanding of various
tools and approaches
used in interpreting U.S.
history.
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 various tools and
approaches used to interpret
U.S history in the discipline
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
apply to new contexts, periods
or historical artifacts the tools
and approaches used to
interpret U.S history in the
discipline 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
construct a convincing
argument, proposing,
defending or critiquing a
particular way of
Items on quizzes
Items on multiple choice tests
Components of essay exams
Components of out-of-class
writing assignments
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understanding a specific period
or artifact in its historical
context.
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
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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