KSU General Education Learning
Outcomes Assessment:
Fostering a Faculty-Driven Process
Thomas J. Doleys, Ph.D.
Department of Political Science & International Affairs
&
KSU Faculty Coordinator for General Education Learning
Outcomes Assessment
1
Why Assess General Education?
• Because We Want To:
• Are students learning what we (faculty) say we want
them to learn?
• We do it in our individual classes…why not for the
programs of which the classes are a part?
• After all, we have nine (9) faculty-approved General Education
learning outcomes. [HERE & next slide]
• Because We Have To:
• University System of Georgia-mandated General
Education Comprehensive Review (due 2015-16)
• General Education Program Review for SACS
Reaccreditation (due 2016-2017)
2
What Are We Assessing?
General Education Learning Outcomes
• Production of Written Communication: Students write appropriately for
rhetorical situation, audience, purpose and genre; demonstrate
appropriate content, organization, syntax, and style; and acknowledge
the use of information sources, according to convention.
• Reading Comprehension: Students articulate comprehension of written
material including the author’s rhetorical purpose and the strategic use
of text features.
• Quantitative Representation: Students convert information into a
mathematical portrayal (e.g., equations, graphs, diagrams, tables, or
words) at a level appropriate for the complexity of problems in a
college-level course
• Quantitative Interpretation: Students explain information presented in
mathematical forms (e.g., equations, graphs, diagrams, tables, or words)
at a level appropriate for the complexity of problems in a college-level
course.
3
• Social Sciences: Students analyze the complexity of human behavior
and how social, historical, economic, political, or spatial relationships
develop, persist, or change.
• Natural Sciences: Students apply the scientific method to analyze data
related to natural phenomena found in everyday life.
• U.S. Perspectives: Students articulate the historical, political, social, or
institutional developments of the United States.
• Global Perspectives: Students analyze creative works from multiple
international cultures in relation to the historical, political, economic,
sociocultural, aesthetic, or personal contexts in which those works
emerged.
• Critical Thinking: Students articulate a position on a issue and support it
by evaluating evidence relevant to the position, considering opposing
positions or evidence, and documenting sources according to
convention.
4
By What Process Assessment?
• A Two-Year Assessment “Cycle”
• Year #1: Design & Test
• Year #2: Refine & Implement
• Why Two Years?
• Reduce burden on faculty
• Provide adequate time to craft and administer quality
instrument
5
2011-2013
• US Perspectives (POLS 1101)
• Written Communication (ENGL 1101, ENGL 1102)
• Reading Comprehension (ENGL 1101, ENGL 1102)
2012-2014
• Global Perspectives (ART/DANC/MUSI/TPS 1107)
• Critical Thinking (COM 1109, FL 1002, PHIL 2200)
• Social Science (COM 1109, FL 1002, PHIL 2200)
2013-2015
• Natural Sciences (SCI 1101, SCI 1102 &
CHEM/PHYS/MATH)
• Quantitative Representation (MATH 1101/1113)
• Quantitative Interpretation (MATH 1101/1113)
6
Typical Two-Year Assessment Cycle
YEAR 1: FALL
YEAR 1: SPRING
YEAR 2: FALL
YEAR 2: SPRING
•Operationalize learning
outcome(s)
•Identify/design appropriate
assessment rubric &
instrument(s)
•Identify faculty volunteers
to pilot instruments
•Administer pilot assessment
•Aggregate data and report
outcomes
•Review pilot data & refine
instrument(s)
•Recruit & train faculty to
administer refined
instrument(s)
•Administer refined
instrument(s)
•Aggregate data and report
outcomes
7
What Is My Role?
• Faculty Coordinator for General Education Learning
Outcomes Assessment (GELOA)
• I’m Here to Help You Assess the Way You Believe is Most
Appropriate for Your Discipline
• Tasks & Responsibilities
• Coordinate effort across Gen Ed disciplines
• Liaise with Disciplinary Area Coordinators (DACs)
• Provide information, advice and assistance
• Represent and advocate for faculty
• Oversee graduate student assessment fellows
• Aggregate/analyze data & write reports
8
Discipline Area Coordinators (DACs)
• (S)elected by Gen Ed departments
• Tasks & Responsibilities
• Work with discipline faculty to operationalize learning
outcome(s) appropriate to discipline
• Help develop, refine and revise assessment
instrument(s)
• Train faculty in use of instrument
9
Other Resources
• Faculty Compensation
• Propose financial incentive to encourage faculty to
participate in Year #2 assessment
• Up to 50 faculty per assessment cycle
• Graduate Student Assistants
• Alternative to faculty evaluation of assessment
instrument
• Not appropriate for every instrument
10
“le mieux est l’ennemi du bien”
(the best is the enemy of the good)
- Voltaire
Be intentional…
…but, for goodness sake, be realistic.
11
No Need to Reinvent the Wheel
• I’m here to help you identify rubrics/instruments that are
already in use
• Example: AAC&U Valid Assessment of Learning in
Undergraduate Education (VALUE) Rubrics [HERE]
• Written Communication
• Oral Communication
• Reading
• Quantitative Literacy
• Information Literacy
• Critical Thinking
12
Eleven (11) Assessment Methods
(Tebo-Messina & Prus 1995)
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
Commercial Standardized Exams
Locally-Developed Exams/Instruments
Simulation or Performance Appraisals
Written Surveys and Questionnaires
Interviews and Focus Groups
External Examiners
Archival Records and Transcript Analysis
Portfolios
Behavioral Observations
Student Self-Evaluations
Classroom Research
13
Very Important Things to
Remember
• Assessment data will NOT be linked to specific course
sections
• Assessment data will NOT be used to evaluate individual
faculty performance
• This is about measuring student learning across the
General Education curriculum…it is NOT about judging
individual faculty or courses.
14
Questions?
Comments?
Concerns?
15