Core Class Assessment 12-13
For the academic year, 49 classes were scheduled for evaluation, which included 15 classes that
were not completed the previous year. Thirty-nine of those classes were evaluated. No
information was received for Biology 120, 121, 210, 219, 220; GEOL 106,108; ES 210, ECO
201, and ARCH 201. Our goal is 100% compliance.
Below are the rubrics that are used by the core curriculum committee to evaluate the
results of core class self-evaluations.
1 = Appropriate means of measurement was used; learning outcome fully achieved;
learning outcome relates to EEO and to the aspect of the core that we are assessing
(written communication, etc.).
2 = Appropriate means of measurement; results do not achieve the target level of
performance (for all core courses that are judged by the committee to fall into this category,
we need to talk to the department about potential changes in strategy and effective action
plans, then advise the department to re-measure and report next year).
3 = Inappropriate or incomplete means of measurement (for all courses that are judged by
the committee to fall into this category, we need to talk to the department about different
ways to measure and advise that the department must re-measure and report next year).
CRITICAL THINKING
The following are the diversity objectives adopted by Tarleton State University.
Critical Thinking/Problem Solving – the application of both qualitative and quantitative skills
analytically and creatively to subject matter in order to evaluate arguments and to construct
alternative strategies (CT)
1. Synthesize and integrate information is the process of critical thinking
2. Apply a problem solving process (i.e.; scientific process) to an identified situation
3. Support results with evidence or logical argument
For learning outcomes successfully measured, the general education committee faculty
committee will determine that 70% or more of the learning outcomes were achieved at, or above,
the level set by the department.
There are twenty-four measures (Exemplary Education Objectives as set by the Texas Higher
Education Board) that relate to Critical Thinking. Thirty-seven classes evaluated these
objectives for the 2012-2013 academic year. Of the 145 measures with results, 65 (45%) used
appropriate means of measurement and indicated that the student learning outcomes were fully
achieved. This is an 10% increase over the previous year. Fifty-nine (41%) used appropriate
means of measurement but indicated that the student learning outcomes were not fully achieved.
Twenty-one (13%) had measures that judged inappropriate or incomplete.
Overall we were unsuccessful at meeting the goals stated above of 70% success; however we did show
an increase from the previous year.
DIVERSITY
The following are the diversity objectives adopted by Tarleton State University.
Diversity – Develop broad and multiple perspectives on the individual relationship to the larger
society and world in which he or she lives and demonstrate responsibility for living in a culturally
and ethnically diversified world. (D)
1. Communicate tolerance and appreciation of different cultures and viewpoints
2. Examine the evolution/process of U S policy in the world relating to issues of environment,
human rights, and appreciation of cultural differences
3. Recognize the role of diversity in a civilized society
For learning outcomes successfully measured, faculty committee will determine that 70% or
more of the learning outcomes were achieved at, or above, the levels established by academic
departments.
There are 13 measures (Exemplary Education Objectives as set by the Texas Higher Education
Board) that relate to Diversity. Twenty-two classes evaluated these objectives for the 2012-2013
academic year. Of the 64 measures with results, 28 (44%) indicated that the student learning
outcomes were fully achieved. Twenty-eight used appropriate means of measurement but
indicated that the student learning outcomes were not fully achieved (44%). The other 8 had
measures that were unclear as to means of analysis.
Overall we were unsuccessful at meeting the goals stated above of 70% success.
COMMUNICATION
The following are the communication objectives adopted by Tarleton State University.
Communication – the ability to communicate both orally and in writing in clear, coherent and
persuasive language appropriate to purpose, occasion, and audience and the ability to analyze and
interpret various forms of communication tools (C)
1.
2.
3.
4.
Demonstrate effective audience centered communication skills
Effectively articulate a reasoned position orally and in writing
Demonstrate proficiency in the use of the tools of language
Analyze, interpret a variety of material, integrate information, and data using a variety of
communication tools including graphical representations and technology
For learning outcomes successfully measured, faculty committee will determine that 70% or
more of learning outcomes were achieved at, or above, the level set by the Department of
English and Languages.
There are nine measures (Exemplary Education Objectives as set by the Texas Higher Education
Board) that relate to Communication. Eight classes evaluated these objectives for the 2011-2012
academic year. Of the 19 measures with results only 8 (42%) used appropriate means of
measurement and indicated that the student learning outcomes were fully achieved. There may
be a disconnect here since many of the measures in a class such as English Literature are used to
evaluate the adequacy of critical argument. It is often unclear whether writing skills are assessed
as part of the analysis. Ten (53%) used appropriate means of measurement but indicated that the
student learning outcomes were not fully achieved. The other one was judged inappropriate.
Overall we were unsuccessful at meeting the goals stated above of 70% success.
Summary
Overall we were unsuccessful at meeting our goal of 70% success in the different areas.
Compliance with core assessment is still an issue in some areas. This becomes a matter for
Academic Affairs and College Deans to rectify.
We have fewer examples of inappropriate measurement than in previous years. Only five classes
were judged to have inappropriate measures or incomplete results.
It is difficult to measure success at communication with the existing EEOs; this will become less
of a problem in the future as we develop measures for the new core.
Our success at meeting objectives related to critical thinking improved this year; however
diversity and communication were lower than the previous year. This is on a different set of
courses. The five year report will be done at the end of 2014 where we will be able to more
critically look at our overall progress.