Liberal Education assessment annual report template for Goal Area 3 (Natural Sciences)
Goal Area 3: LEP Objective
Explore scientific knowledge of the natural world. Understand the central concepts and principles of science; experience the process of scientific
inquiry; comprehend science as a human endeavor and understand the impact of science on individuals and on society. Students can meet this
requirement through 2 approved courses or experiences in different rubrics or academic areas, at least one of these must be a laboratory course.
Student Learning Outcomes
1.
Demonstrate knowledge of concepts, principles, and theories in the physical or natural sciences.
2.
Make observations and collect data, design and carry out experiments or other types of scientific investigations.
3.
Formulate research questions and testable hypotheses, analyze and interpret data, draw inferences and conclusions, and identify further
questions for investigation.
4.
Demonstrate awareness of the interdependent relationships of basic science, applied science, mathematics, and technology.
5.
Recognize the human nature of the scientific enterprise, including the importance of curiosity, creativity, and imagination; the dual nature
of scientific knowledge as changeable and durable; and the impact of a scientist's personal identity on the scientific process.
6.
Evaluate societal issues from a science perspective, question the evidence presented, and make informed judgments about these issues.
Course (e.g., PSY 115):
Prepared by
Date
# of students assessed
Term(s) taught
Was this course face-to-face (F), online (O), or blended (B)?
Basis of assessment (check all applicable): 1) Multiple choice test or test items ___; 2) short answer test/items___; 3) essay test/items____;
4) text (<750 words) ___; 5) text (750-1,000 words) ___; 6) paper (1,000-2,500 words) ___; 7) paper (>2,500 words) ____; 8) individual
project ____; 9) group project ____; 10) individual presentation ____; 11) group presentation ____; 12) other____.
Document1, Jul. 12, 16
In the table below, briefly describe the strengths and shortcomings regarding your students' learning for each SLO assessed. Provide just
enough detail to communicate what you learned about your students' learning. The first two rows are sample entries. (You may delete
contents and replace with your own text.)
SLO # (from SLO list)
Basis of assessment (from item #(s) checked above)
In what way(s) was student learning
most evident?
1
10
In what way(s) did student learning
fall short?
What teaching-learning or curricular
innovations might address issues you
identified?
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Student individual presentations were strongest
in terms of developing unique ways to present
the new information to their audience.
Many students assumed too much knowledge
on the part of the audience. This was a frequent
complaint on the peer review questionnaires
that audience members completed.
I will design an in-class exercise in which students
briefly teach classmates about a topic about
which they are knowledgeable, and get immediate
feedback on whether they presented enough
background information.
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According to your assessment process and for the above SLO, what percentage of student work was…1
Exemplary __20__
Competent _60__
Developing __17___
Inadequate __3__
(should total 100%).
Change(s) to course and/or assessment methods for next year (based on this year's results)?
In some cases, these percentages will be estimates based on instructors' professional judgments. Note that the categories correspond to the grades of A, B, C, D/F. This
information will be used and reported only in the aggregate for entire SLOs/Goal Areas and for multi-section courses. Data will never be reported by instructor or if the
identity of the instructor can be determined by course and term.
1
Document1, Jul. 12, 16
Document1, Jul. 12, 16