Liberal Education assessment annual report template for Goal Area 5 (History and the Social and Behavioral Sciences)
Goal Area 5: LEP Objective: Develop understanding of human societies and behaviors, and of the concepts, theories, and methods of history and the
social sciences. Students can meet this requirement through 2 approved courses or experiences in different rubrics or academic areas.
Student Learning Outcomes
1.
Describe or use the methods and data by which historians, social scientists, or behavioral scientists investigate human conditions.
2.
Analyze human behavior, cultures, and social institutions and processes from the perspectives of history or the social and behavioral
sciences.
3.
Develop explanations for and explore solutions to historical or contemporary social problems.
4.
Reflect upon themselves in relation to family, communities, society, culture, and/or their histories.
5.
Apply and critique alternative explanatory systems or theories about human societies and behaviors.
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