Associate of Arts
Educational Effectiveness Assessment Plan
Revised October 15, 2008
The Associate of Arts Assessment Committee:
Shawnalee Whitney Oral Communication Skills Assessment Coordinator
Associate Professor, Communications
Patricia M. Jenkins
Written Communication Skills Assessment Coordinator
Associate Professor, English
John Mouracade
Humanities Assessment Coordinator
Assistant Professor, Philosophy
Charles Licka
Fine Arts Assessment Coordinator
Chair/Professor Art History, Art
M. Hilary Davies
Mathematical Scineces Assessment Coordinator
Professor, Mathematical Sciences
Jerry D. Kudenov
Natural Sciences Assessment Coordinator
Chair/Professor, Biological Sciences
John Petraitis
Social Sciences Assessment Coordinator
Chair/Professor, Psychology
Suzanne Forster,
Associate of Arts Assessment Coordinator
Professor, English
Submitted to
The Dean of the College of Arts and Sciences, October 15, 2008
The Office of Academic Affairs:
Associate of Arts Educational Effectiveness Assessment Plan
Submitted 11-3-08
Page 1 of 68
TABLE OF CONTENTS
Introduction__________________________________________________________________3
The Program
4
Program Outcomes____________________________________________________________ 5
Association of Assessment Tools to Program Outcomes_______________________________7
Assessment Tools _______________________
________________________ 9
Assessment Implementation and Analysis for Program Improvement___________________10
General Implementation Strategy _______________________________________________10
Oral Communication Skills
Written Communication Skills
Mathematical Sciences
Fine Arts
Humanities
Natural Sciences
Social Sciences
Method of Data Analysis and Formulation of Recommendations for
Program Improvement ________________________________________________________12
Modification of the Assessment Plan_____________________________________________13
Appendix A: Associate of Arts (AA) Degree Requirements (catalog copy)________________14
Appendix B: Oral Communication Skills Assessment Pre- and Post-test_________________15
Appendix C: Written Communication Assessment Instructions and Data Sheets __________16
Appendix D: Mathematical Sciences Assessment Test__________________________________19
Appendix E: Fine Arts Assessment Test______
__________________________________ _ 20
Appendix F: Humanities Assessment Plan
22
Appendix G: Sample Natural Sciences AA Assessment Exam _________________________27
Appendix H: Sample Social Sciences Discipline-Specific Assessment Tests and
JPC A101 Social Sciences GER Questionnaire
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Page 2 of 68
INTRODUCTION
This document defines the educational objectives and expected outcomes for the University of Alaska
Anchorage College of Arts and Sciences Associate of Arts (AA) Degree Program and outlines a plan for
assessing the achievement of the stated objectives and outcomes.
The Associate of Arts Assessment Committee consists of one faculty representative from each of the
seven disciplinary categories represented in the AA degree program: Oral Communications; Written
Communications; Mathematical Sciences, Fine Arts, Humanities, Natural Sciences, Social Sciences. In
devising appropriate standards, committee members consulted published professional standards, faculty
colleagues, and program accreditation recommendations (See Appendix A). Assessment began with the
three Basic Skills components of the GER program, then expanded over several years to encompass the
Fine Arts, Social and Natural Sciences, and finally, the Humanities. Each committee member worked
with faculty in their respective departments and divisions in developing a draft set of outcomes and the
pilot assessment mechanisms for review and approval. Initial assessment results, analysis, and
recommendations are taken back to the originating departments each fall for faculty review and feedback.
In addition to reporting yearly assessment results, AA Assessment coordinators meet periodically with
their respective departments or disciplines to develop and refine outcomes reflective of the academic
interests and concerns of the discipline, discuss assessment results, and consider program changes in light
of those results.
To date, an AA Mission Statement and Degree Program Outcomes have been articulated and
assessment mechanisms designed for each of the categories represented in the AA. Oral and Written
Communications and Mathematics have completed two full assessment cycles; Fine Arts has completed
one full cycle; the Social Sciences, Natural Sciences, and Humanities have each piloted an assessment
mechanism in the most recent academic year. Assessment of Humanities courses has been staged over
several years because, unlike Oral and Written Communication and Mathematical Sciences, the
Humanities Division involves multiple disciplines and with courses developing three separate skill
sets: content-oriented courses, skills-oriented courses in logic, and skills-oriented courses in
logic. Humanities will expand its assessment in AY2008-2009 to include the third category of
Humanities course, Language-Oriented courses.
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THE PROGRAM
The Associate of Arts (AA) is a broad liberal arts degree housed in the College of Arts and Sciences
(CAS) and unrelated to any specific program or certificate. The AA consists of seven broad disciplinary
categories: Oral Communication Skills, Written Communication Skills, Humanities, Fine Arts,
Mathematics and Natural Sciences, and Social Sciences.
The mission of the AA degree program is to provide a solid foundation in mathematics, oral and
written communication, the social and natural sciences, humanities and fine arts. It prepares
students for baccalaureate programs and career advancement and to better understand their
world.
The AA degree provides students with a “broad exposure to systems of thought and inquiry, allows
exploration of a variety of disciplines and learning experiences, and provides a solid foundation for
further study at the baccalaureate level.”1 It consists of 30 credits of General Education Requirements
(GER) (Oral Communication Skills 3, Written Communication Skills 6, Humanities and Fine Arts 9,
Natural Sciences 6, Social Sciences 6) courses; 3 credits of MATH A105 or any course from the
Quantitative Skills category of the GERs; and 27 credits of elective coursework, for a total of 60 credits.
For the catalog description of the program, see Appendix A.
As a liberal arts degree, the AA provides students a reasonable degree of flexibility in choosing courses.
With the exceptions noted below, required portions of the AA degree closely reflect the University’s GER
requirements for a baccalaureate degree:
1. The Quantitative Skills portion of the AA degree allows as one option MATH A105
Intermediate Algebra, which is not a GER course.
2. One of the options in the Written Communications requirements is CIOS A260A Business
Communications, which is not a GER course.
3. The Natural Sciences requirement does not include a lab component.
4. There is no Tier III Capstone requirement.
The AA Program was substantially altered in AY2005-2006 to bring it more in line with the baccalaureate
requirements, improve retention, and enable students to matriculate more quickly. These changes
included adding a 3-credit Quantitative Skills requirement (MATH A105 or any GER Quantitative Skills
course), reducing the Social Sciences requirement from 9 credits to 6; and eliminating the 9-credit
Applied Studies requirement. With the required number of general education credits over one-half (33),
the AA program is well within the Association of American Colleges and Universities recommendations
for supporting the “centrality of general education.”2
1
UAA Catalog, p. 78
2 Taking Responsibility for the Quality of the Baccalaureate Degree: A Report form the Greater Expectations Project on Accreditation and
Assessment. AAC&U, 2004, p. 9.
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AA PROGRAM OUTCOMES
Fine Arts
Written Communication Skills
Oral Communication Skills
Students graduating with an Associate of Arts degree from UAA will be able to
1. Demonstrate an understanding of the communication process and communication components
involved in the process
 Source field of experience/encoding
 Receiver field of experience/encoding
 Feedback and the dynamic nature of the communication process
 Message components
 Channel types
2. Understand how to effectively adapt a message to an audience (individual, group, or public)
 Message construction, organization, transitions and connections
 Message support including pathos, logos, and ethos appeals
 Nonverbal adaptation including voice, posture, volume, eye contact, space, touch
 Listening and responsiveness to feedback
 Receiver attributes and needs
 External factors
1. Use Standard Written English correctly and effectively
 Write sentences that follow rules for sentence mechanics (capitalization and punctuation)
 Write sentences that follow rules for structural relationships (comparison, coordination,
correlation, negation, parallelism, and subordination)
 Write sentences that follow rules for grammatical relationships (adjectives, adverbs,
nouns, pronouns, and verbs)
2. Respond appropriately and effectively to writing assignments
 Use an appropriate genre
 Adhere to genre expectations and conventions for content, development, and structure
 Respond to audience needs
 Focus on a purpose
 Adopt appropriate voice, tone, and level of formality
 Use appropriate technical, professional, or academic language and style
 Provide appropriate and effective rhetorical and structural cues
3. Use research responsibly and effectively
 Locate or produce appropriate research for writing assignments
 Integrate research effectively
 Use research effectively
 Avoid plagiarism by knowing how, when, and where to document sources
1. Identify and describe art works by reference and formal content concerns
 historical context and expressive style
 structural principles of design/composition
 organization of design and compositional elements
 media
2. Interpret the meaning/intent of art work and assess their stylistic and cultural significance
 personal responses
 substantive and critical evaluation through their historical and critical importance and their
relationship to the time period produced and their contemporary reception
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AA PROGRAM OUTCOMES (CONTD.)
Students graduating with an Associate of Arts degree from UAA will be able to
Humanities
Content-oriented courses
Identify texts or objects, place them in the historical context of the discipline, articulate the
central problem they address, and provide reasoned assessment of their significance
Skills-oriented courses in logic
1. Identify the premises and conclusions of brief written arguments, evaluate their soundness
or cogency, and recognize common fallacies
2. Use the formal techniques to determine the validity of simple deductive arguments and
evaluate the adequacy of evidence according to appropriate inductive standards
Skills-oriented courses in language
Demonstrate proficiency in listening, speaking and writing
Mathematical Sciences
1. Use appropriate mathematical language and symbols to develop and communicate
Solutions
 Use appropriate arithmetic symbols and language
 Use appropriate algebraic symbols and language
 Use appropriate geometric symbols and language
Natural Sciences
1. Apply the scientific method by formulating questions or problems, proposing hypothetical
answers or solutions, testing those hypotheses, reaching supportable conclusions
Social
Sciences
2. Demonstrate quantitative and analytical skills and knowledge
 Compute and interpret ratios and percentages, and use scientific notation
 Use function notation, including composition and inverses
 Convert between exponential and logarithmic notation
 Solve simple applied problems using appropriate algebraic techniques
 Demonstrate graphical competency in graphing lines, parabolas, and circles
1. Apply the scientific method to understanding the social world
2. Demonstrate an understanding of the fundamentals of one or more scientific disciplines, a
knowledge of the discoveries and advances made within that discipline and the impact
of scientific information in sculpting thought and in providing the foundations for the
technology in use at various times in history
2. Develop and apply evidence-based conclusions about the social world
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Written
Communication
Skills
Oral
Communication
Skills
Objective
Test
Holistic
Scoring
Program Outcomes
Essay
Exam
Pre- and
Post-test
ASSOCIATION OF ASSESSMENT TOOLS TO PROGRAM OUTCOMES
1
Demonstrate an understanding of the communication process
and communication components involved in the process.
1
0
0
0
2
Understand how to effectively adapt a message to an
audience (individual, group, or public)
0
0
0
0
1
Use Standard Written English correctly and effectively
0
0
1
0
2
Respond appropriately and effectively to writing
assignments
0
0
1
0
3
Use research responsibly and effectively
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
Content-oriented courses
Identify texts or objects, place them in the historical context
of the discipline, articulate the central problem they address,
and provide reasoned assessment of their significance
Humanities
Skills-oriented courses in logic
Identify the premises and conclusions of brief written
arguments, evaluate their soundness or cogency, and
recognize common fallacies and Use the formal techniques
to determine the validity of simple deductive arguments and
evaluate the adequacy of evidence according to appropriate
inductive standards
Skills-oriented courses in language
Demonstrate proficiency in listening, speaking and writing
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Objective
Test
1
Identify and describe art works by reference and formal
content concerns
0
0
0
1
2
Interpret the meaning/intent of art works and assess their
stylistic and cultural significance
0
1
0
0
1
Use appropriate mathematical language and symbols to
develop and communicate solutions
0
0
0
1
2
Demonstrate quantitative and analytical skills and
knowledge
0
0
0
1
1
Apply the scientific method by formulating questions or
problems, proposing hypothetical answers or solutions,
testing those hypotheses, reaching supportable conclusions
0
0
0
1
2
Demonstrate an understanding of the fundamentals of one or
more scientific disciplines, a knowledge of the discoveries
and advances made within that discipline and the impact
of scientific information in sculpting thought and in
providing the foundations for the technology in use at
various times in history
0
0
0
1
1
Apply the scientific method to understanding the social
world
0
0
0
1
2
Develop evidence-based conclusions about the social world
0
0
0
1
Fine Arts
Mathematics
Natural Sciences
Social Sciences
Holistic
Scoring
Program Outcomes
Essay
Exam
Pre- and
Post-test
ASSOCIATION OF ASSESSMENT TOOLS TO PROGRAM OUTCOMES (CONTD.)
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ASSESSMENT TOOLS
Program Outcomes Assessment Tools and Administration
Tool
Oral
Communication
Pre- and PostTest
Written
Communication
Holistic Scoring
Humanities
Fine Arts
Essay Exam
Mathematics
Assessment Test
Description
Two-question, multi-part, essay
test
Tabulation sheets for holistic
scoring on each of three identified
outcomes. Outcomes 1 and 3
scored based on student
performance on final research
paper; outcome 2 scored on
student performance on two short
writing assignments. (See
Appendix C)
To be determined separately by
departments housing the skillsbased courses in language and
logic and by those housing the
content-based courses
Two-question, multi-part, essay
tests.
Ten-question, multiple-choice
comprehensive test
Natural Sciences Discipline-specific Pre-and Post
Multiple-choice Multiple-choice (not more than 20
questions)
Test
Social Sciences
Multiple-choice
Pre- and PostTest
Discipline-specific multiplechoice (not more than 20
questions) pre-and post test
Associate of Arts Educational Effectiveness Assessment Plan
Frequenc
y/ Start
Date
Fall and
Spring
annually
Fall and
Spring
annually
Collection
Method
Administered
by
Test will be part of
course grade. Two or
more faculty will code
the answers on a 1-5
scale.
Faculty teaching
GER
Communications
courses
One faculty from each
of the four 200-level
composition courses
will collect data based
on student
performance on three
writing assignments
Faculty teaching
200-level GER
composition
courses; results
compiled and
analyzed
Composition
Coordinator.
Faculty teaching
the course; results
compiled and
analyzed AA
Assessment
Fall and
Spring
annually on a
rotating
basis.
Fall and
Spring
annually
One faculty member
from each of the
disciplines teaching
100-level and 200level GER Fine Arts
courses will collect
data based on student
performance based on
two essay
examinations.
Scantron cards
Fall 2007
and each
semester
thereafter on
a rotating
basis
Fall 2007
and each
semester
thereafter on
a rotating
basis
Faculty teaching
the course; results
compiled and
analyzed
Composition
Coordinator
Faculty teaching
the course; results
compiled and
analyzed by AA
Mathematics
Assessment
Coordinator
Faculty teaching
the course; results
compiled and
analyzed by AA
Nat. Sci.
Coordinator
Faculty teaching
the course
Submitted 11-3-08
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ASSESSMENT IMPLEMENTATION & ANALYSIS FOR PROGRAM IMPROVEMENT
General Implementation Strategy
ORAL COMMUNICATION SKILLS
A pilot test of the first question was administered in two Communication GER courses during Spring
semester 2006 and again at the end of Spring semester 2007. The test consists of a pre- and post-test; the
post-test is part of the course grade. Two or more faculty coded the answers on a 1-5 scale.
Communications faculty agreed to do just the first question in a pilot study in spring 2006. The first
question, dealing with process and communication components, is sufficiently broad in scope to be
applicable throughout the Communications GER courses and is consistent across the GER Oral
Communication courses. The second question is broader in scope, but the faculty have not yet decided to
include the second question.
WRITTEN COMMUNICATION SKILLS
In the fall semester of 2005 and again in fall of 2006, Patricia Jenkins, Composition Coordinator in the
Department of English, assessed the outcomes of the Written Communication Skills of students in the AA
Program. Because all students are required to take 6 credit hours of composition at the ENGL A111-level
or above, the assessment mechanism should be administered to students completing their second-semester
composition requirement. All four 200-level writing courses fulfill the requirement (ENGL A211
Introduction to Writing about Literature; ENGL A212 Technical Communication; ENGL A213 Writing
in the Social and Natural Sciences; and ENGL A214 Persuasive Writing).
One faculty member from each of the four 200-level composition courses collected data based on student
performance on three writing assignments. These faculty members were provided with tabulation sheets
itemizing and ranking the outcome criteria on a 1 to 5 scale, with 5 being the highest value. Jenkins then
compiled and analyzed the data.
MATHEMATICAL SCIENCES
Prior to Fall 2005, no Mathematics courses were required for the AA degree. Beginning in Fall 2005, AA
degree-seeking students were required to take Math A105 (Intermediate Algebra) or any of the GER
Quantitative Skills. After examining several nationally recognized standardized tests, the Mathematical
Sciences Department decided to write its own assessment test for the Mathematics requirement of the
Associate of Arts degree. The Mathematical Sciences Department faculty met and accepted the
objectives, outcomes, and assessment process on September 15, 2005. Specifically, faculty agreed to








Initiate a Pilot program in Spring 2006 to test 2-4 sections of Math A105 taught by the UAA
Mathematical Sciences Department.
Provide written instructions for instructors volunteering to participate in the pilot.
Write a 10 question multiple choice test. The test would be written by a subset of Mathematics
faculty who regularly teach Math A105.
The test administered in Spring 2006 would be part of the final exam.
The grade on the test would be part of the course grade.
The results would be interpreted by the Mathematical Sciences Department.
The test would focus on the goals and outcomes included in this document under “Program
Objectives and Outcomes.”
The data would be analyzed by Mathematics faculty members after the test was administered and
results obtained.
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The Pilot Program was implemented in Spring 2006. Seven sections of MATH A105 taught by the
Mathematical Sciences Department participated in the pilot. The faculty met and reviewed the results on
September 1, 2006. It was recommended that all MATH A105 sections taught by the Mathematical
Sciences Department would participate in the Fall 2006, Spring 2007, and succeeding Fall and Spring
semesters. All sections (except one) of MATH A105 taught by the Mathematical Sciences Department
participated in the Fall 2006 and Spring 2007 assessment. A total of 482 students took the Assessment
Test in Fall 2006 and Spring 2007. Sections taught by College Preparatory and Developmental Studies
(CPDS) and sections not taught at the main campus have not participated in the testing up to this time
NATURAL SCIENCES
Assessment Method Proposed Strategy: We want to determine the effectiveness of NS-GER in teaching
students how to apply the scientific method to issues both in the natural sciences and to the ways that
sciences impacts their lives. We also propose using natural science articles from media most likely
accessed by our students about which we can assess their understanding of fundamental principles and
knowledge about a discipline’s discoveries and impacts.
Construction of Discipline-specific Tests: The Natural Science faculty anticipate using a basic set of ten
multiple-choice questions that will be modified according to the given NS-GER being measured that can
include:
 A description of observations, empirical hypothesis or research question;
 A table or graph of observed phenomena that may include a quantitative and/or verbal summary;
 A series of ten objective multiple-choice questions based on the information provided;
 A scoring rubric using a 10-point scale will be employed.
Test Preview: Each Department’s NS-GER set of test questions will be submitted to the NS AA
Assessment Committee (consisting of NS Chairs) by week 5 of fall and spring semesters for review and
comments.
Test: Students will be given a discipline-specific NS-GER test as part of their final exam.
Analysis: Faculty will score test results separately from the overall grade to determine whether students
have attained a level of understanding that demonstrates their successful achievement of NS-GER
objectives.
Implementation: It is proposed that AA assessment through NS-GER courses commence the fall
semester of Academic Year 2007-08, and that it rotate through each of the four science departments as
listed below:
Department
AY08
Astronomy
Biology
ASTR A103, A104
AY09
AY10
AY11
AY12
BIOL A102, A103
BIOL A111, A112
BIOL A115. A116
Chemistry
Geology
CHEM A103, A104
CHEM A105, A106
GEOL A111, A221
GEOL A115, A179
PHYS A123, A124
PHYS A211, A212
Physics
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SOCIAL SCIENCES
Differences in course and disciplinary foci in the Social Sciences (SS) mean that the only reasonable
common denominator on which to assess UAA’s SS-GERs is on their coverage of the scientific method.
However, each discipline relies largely on different methods: some rely more on systematic case studies,
others on surveys of representative samples, some on naturalistic observation, some on archival analysis,
some on correlational studies, and some on experiments. As such, perhaps the best way to assess UAA’s
SS-GER’s—in a meaningful way— is for each course to have a discipline-specific test on the scientific
methods used in that discipline.
Toward that end, representatives from the CAS departments with SS-GER’s met twice during 2006-2007.
The representatives were Dr. Christine Hanson (Anthropology), Dr. Dorn Van Dommelen (Geography),
Dr. Fred Pearce (Journalism/Public Communication), Dr. Jim Muller (Political Science), Dr. John
Petraitis (Psychology), Dr. Sharon Araji (Sociology), and Dr. Kimberly Pace (Women Studies). The
discussions produced general (but not unanimous) agreement on the following points.
 The scientific method, defined as the systematic observation, analysis, and interpretation of the
social world is the common foundation of the various social sciences.
 A cross-disciplinary test of social science facts is not reasonable.
 A cross-disciplinary test of social science methods is not optimal.
 Discipline-specific tests of social science methods are an acceptable way of assessing UAA’s SSGER.
Furthermore, representatives of the Social Sciences generally agreed that each discipline would develop a
discipline-specific. Each test, ideally, should:
 Focus on the scientific method of the discipline;
 Include no more than 20 multiple-choice items, making the tests easy to administer and score;
 Be administered at the beginning and end of each SS-GER, and include some student-specific
identifier (e.g., name, student ID#), thereby making it possible to track each student’s progress
over the course of the semester.
To date, two departments – JPC and Psychology -- have constructed their discipline-specific tests and
both are ready to pilot-test the tests in Fall 2007. For a sample assessment, see Appendix G: Sample Draft
Social Sciences Discipline-Specific Assessment Test.
TIMELINE
Assessment Tool Administered:
AA Report to CAS Dean’s Office:
Preliminary Reports to Represented Departments:
Amended category report to AA Coordinator:
Amended Report and Plan to CAS Dean’s Office:
Fall and /or Spring Semester annually,
depending on disciplinary category
June 15
September
September/early October
October 15
Method of Data Analysis and Formulation of Recommendations for Program
Improvement
Program faculty are to meet at least once a year to review the data collected using the assessment tools.
This meeting should result in recommendations for program changes that are designed to enhance
performance relative to the program’s objectives and outcomes. The results of the data collection, an
interpretation of the results, and the recommended programmatic changes are to be forwarded to the
office of Academic Affairs (in the required format) by the end of May each year. A plan for
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implementing the recommended changes, including of advertising the changes to all the program’s
stakeholders, is also to be completed at this meeting.
The proposed programmatic changes may be any action or change in policy that the faculty deems as
being necessary to improve performance relative to programs objectives and outcomes. Recommended
changes should also consider workload (faculty, staff, and students), budgetary, facilities, and other
relevant constraints. A few examples of changes made by programs at UAA include:
o changes in course content, scheduling, sequencing, prerequisites, delivery methods, etc.
o changes in faculty/staff assignments
o changes in advising methods and requirements
o addition and/or replacement of equipment
o changes to facilities
Modification of the Assessment Plan
Faculty members of each department within a disciplinary category, after reviewing the collected data and
the processes used to collect it, may decide to alter the assessment plan. Changes may be made to any
component of the plan, including the objectives, outcomes, assessment tools, or any other aspect of the
plan. The changes are to be approved by the faculty of the program. The modified assessment plan is to
be forwarded to the dean/director’s office and the Office of Academic Affairs.
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Appendix A: UAA Associate of Arts Degree Requirements (Catalog Copy)
DEGREE REQUIREMENTS
All Courses must be at the 100-level or above. At least 20 credits of
the required 60 credits must be at the 200-level. Students intending
to complete the Associate of Arts degree and then continue on to a
baccalaureate degree, consult the *Advising Note for AA Students
who plan to pursue a baccalaureate degree below.
General Education Requirements
1. Oral Communication Skills
3
COMM A111 Fundamentals of Oral Communication
COMM A235 Small Group Communication
COMM A237 Interpersonal Communication
COMM A241 Public Speaking
2. Written Communication Skills
6*
ENGL A111: Methods of Written Communication,
and one of the following:
CIOS A260A Business Communications+
ENGL A211 Academic Writing About Literature
ENGL A212 Technical Writing
ENGL A213 Writing in the Social and Natural Sciences
ENGL A214 Persuasive Writing
3. Humanities and Fine Arts
9*
Three courses from the GER Classification List.
At least one course each from the Humanities and
Fine Arts areas.
4. Mathematical and Natural Sciences
9*
MATH A105 Intermediate Algebra (3) + *
or one course from the Quantitative Skills area of GER
Classification List (3)
Two Natural Science courses from the Natural Sciences
area of GER Classification List (3+3) (6)*
5. Social Sciences
6*
Two Social Science courses (from two different disciplines)
from the Social Sciences area of GER Classification List
Degree Completion Requirements
6. Electives 27*
Total Minimum Credits 60
+ Please note: Math A105 and CIOS A260A do not meet the General Education
Requirements for the baccalaureate degree.
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APPENDIX B: ORAL COMMUNICATION SKILLS ASSESSMENT PRE- AND POST-TEST
Draft Questions
Outcome One
1) Write a detailed description of the components involved in the communication process.
Describe each component and the relationship between the components. You may diagram a
model of the communication process as part of your answer.
Outcome Two
2) Write a detailed description of how to effectively adapt a message to an audience. The
audience may be an individual, group, organization or a public audience. Your answer should
address message construction, message support, nonverbal communication, and how you would
adapt your communication to receiver attributes and environmental factors. You may answer
this question by discussing a recent communication experience.
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APPENDIX C: WRITTEN COMMUNICATIONS INSTRUCTIONS AND DATA SHEETS
April 6, 2006
To:
From:
Cc:
Gabrielle, Robin, Angie, and Claudia.
Trish Jenkins
Suzanne Forster, Coordinator of AA Degree Assessment
If you recall I asked the four of you to participate in a pilot outcomes assessment of the
Written Communication requirement for the Associate of Arts degree at UAA. The
assessment is based on your evaluation of students’ writing. It does not include an
evaluation of the instructor. The actual assessment will consider the 200-level
composition courses (211, 212, 213, and 214).
Last semester, you agreed to complete the assessment for the following classes:
Instructor
Course
Section
Gabrielle
Angie
Robin
Claudia
211
212
213
214
004
007
004
005
Class Meeting
Day & Time
T/R 2:30 to 3:45
T/R 10:00 to 11:15
T/R 1:00 to 2:15
T/R 8:30 to 9:45
The assessment asks instructors to assess students in three areas:
 Correct and effective use of Standard Written English
 Appropriate and effective response to writing assignments
 Responsible and effective use of research
I have attached data sheets (that include the criteria) for you to use. If you have any
questions, please let me know (aftmj) or 64379). If I can help you in any way, let me
know. Thanks for participating in the pilot. I look forward to discussing the process
with you later.
Outcome 1: Use Standard Written English correctly and effectively.
Instructor: Please assess each student’s use of Standard Written English as demonstrated in the
final draft of his or her research paper. Use a scale of 1 to 5, with “5” being the highest. Criteria
are provided below.
Student Criteria
1
Mechanics: Write sentences that follow rules
for capitalization and punctuation.
Associate of Arts Educational Effectiveness Assessment Plan
Score (5 is highest)
1 2 3 4 5
Submitted 11-3-08
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Sentence structure: Write sentences that
follow rules for structural relationships
(comparison, coordination, correlation,
negation, parallelism, and subordination) and
that are complete and not fused.
Grammar: Write sentences that follow rules
for grammatical relationships (adjectives,
adverbs, nouns, pronouns, and verbs).
Student Criteria
Mechanics: Write sentences that follow rules
2
for capitalization and punctuation.
Sentence structure: Write sentences that
follow rules for structural relationships
(comparison, coordination, correlation,
negation, parallelism, and subordination) and
that are complete and not fused.
Grammar: Write sentences that follow rules
for grammatical relationships (adjectives,
adverbs, nouns, pronouns, and verbs).
Student Criteria
3
Mechanics: Write sentences that follow rules
for capitalization and punctuation.
Sentence structure: Write sentences that
follow rules for structural relationships
(comparison, coordination, correlation,
negation, parallelism, and subordination) and
that are complete and not fused.
Grammar: Write sentences that follow rules
for grammatical relationships (adjectives,
adverbs, nouns, pronouns, and verbs).
1 2 3 4 5
1 2 3 4 5
Score (5 is highest)
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
Score (5 is highest)
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
Outcome 2: Respond appropriately and effectively to writing assignments.
Instructor: Please assess each student’s ability to respond appropriately and effectively to
writing assignments. Use a scale of 1 to 5, with “5” being the highest. Criteria are provided
below.
Criteria for assessing writing assignments
The student has
 Used an appropriate genre.
 Adhered to genre expectations and conventions for content, development, and structure.
 Responded to audience needs.
 Focused on a purpose.
 Adopted appropriate voice, tone, and level of formality.
 Used appropriate technical, professional, or academic language and style.
 Provided appropriate and effective rhetorical and structural cues.
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Student Score for short writing
assignment #1
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
1
10
1
11
1
12
1
13
1
14
Outcome 3:
Score for short writing
assignment #2
2 3 4 5
1
2 3 4 5
1
2 3 4 5
1
2 3 4 5
1
2 3 4 5
1
2 3 4 5
1
2 3 4 5
1
2 3 4 5
1
2 3 4 5
1
2 3 4 5
1
2 3 4 5
1
2 3 4 5
1
2 3 4 5
1
2 3 4 5
1
Use research responsibly and
2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5
effectively.
Instructor: Please assess each student’s use of research as demonstrated in the student’s
research process and in the student’s final draft of his or her research paper. Use a scale of 1 to
5, with “5” being the highest. Criteria are provided below.
Student Outcome
Located or produced appropriate
1
research for writing assignments.
Integrated research effectively.
Used research effectively.
Avoided plagiarism by knowing how,
when, and where to document sources.
Located or produced appropriate
2
research for writing assignments.
Integrated research effectively.
Used research effectively.
Avoided plagiarism by knowing how,
when, and where to document sources.
Located or produced appropriate
3
research for writing assignments.
Integrated research effectively.
Used research effectively.
Avoided plagiarism by knowing how,
when, and where to document sources.
Located or produced appropriate
4
research for writing assignments.
Integrated research effectively.
Used research effectively.
Avoided plagiarism by knowing how,
when, where to document sources.
Associate of Arts Educational Effectiveness Assessment Plan
Score
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
Submitted 11-3-08
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APPENDIX D: MATHEMATICAL SCIENCES ASSESSMENT TEST
Tool Description:
A 10 question test covering topics listed in the Outcomes for the Mathematics requirement of the
Associate of Arts degree. A copy of the test is not included with this document for
confidentiality reasons.
Factors that affect the collected data:
The test will be included as part of the Final Exam to ensure that students take it seriously.
How to interpret the data:
Spring 2006
Fall 2006
Spring 2007
Fall 2007
Spring 2008
Standard
Deviation
1.84
2.08
2.15
2.04
2.03
Mean Score
Median Score
Highest Score
Lowest Score
5.57
5.44
5.29
5.47
6.03
5.5
5.7
5.2
5.47
6.05
10
10
10
10
10
0
0
0
1
1
Only two of the faculty who participated in the testing normally use Multiple Choice testing.
Therefore, students could have been at a disadvantage taking the 10 question Multiple Choice
Assessment Test as part of their Final Exam. The test used in Spring 2006 was substantially
different from the test used in succeeding semesters.
From the data, it was evident that the students are generally weak in finding inverse functions
and rationalizing expressions. Students performed well on problems involving linear equations
and systems, circles and parabolas, and logarithms and exponentials. In conclusion, the students
performed better on new material from MATH A105 than on material taught in the prerequisite
course of MATH A055. Students also did better on material taught at the end of MATH A105.
This indicates that all the material in the Course Content Guide was taught by the faculty
teaching MATH A105.
For every question, the correct answer (except in two instances) has the highest response.
Statistical analysis of the data indicated that the test questions were appropriate.
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APPENDIX E: FINE ARTS ASSESSMENT TEST
The Fine Arts Question is divided into two parts. Each part of the question addresses one section
of the expected outcomes. The first part of the question is objective. Students are expected to
find factual information about two specific works of art. They are expected to cover the history,
elements, organization and medium of each work based on the material covered in the course
during the semester. The second part of the question covers the critical analysis. It is vital that
students not only be able to identify works, but that they can form an evaluation of the works
based on historical and contemporary criticism and their personal response. At the close of a Fine
Arts GER, students will have the skills to develop an informed personal response to art in a way
that would be possible without these courses. It is the combination of the two outcomes that are
crucial to the Fine Arts GER.
In conjunction with the two sections of the expected outcomes, the question is framed as a
comparison of two different works. A compare and contrast question is an excellent way to show
what the students have learned from the courses. It gives students an opportunity to relate
different works to each other and help define and evaluate each work. This approach will
contribute to the student’s critical thinking and their appreciation for the Fine Arts.
Instructions for administering the Fine Arts GER question:
The attached essay question should b given as part of the final exam for the GER Fine Arts
courses. It may be included as 5% of the students grade or more at the discretion of the
instructor. The purpose of the question is to assess the outcomes of the Fine Arts Courses.
The instructor needs to assign two specific works of art/theatre/dance/music to the students to
use in the essay question. The works should be chosen from the course work of the semester.
The instructor may, if he or she wishes, ask the students to choose two pieces on their own from
the course work from the semester.
The question should not take more than 30 minutes to complete, so the instructor should allow
for this in compiling a final exam.
Instructions for students taking the test:
Students, please answer the following two-part question in clear, complete and legible
sentences. (The instructor will assign the two works of art to be compared or the student may be
asked to pick two of their own based on the material covered during the semester).
Make sure you are specific and complete in your answers. Please use the back of the page if
necessary. (Time approximately 30 minutes)
QUESTION:
Compare and contrast the two assigned or chosen works of art/theatre/dance/music covering the
following:
PART I: The historical context and the expressive style of the pieces, their structural principles,
organization of those principles and their mediums.
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Part II: Interpretation of art work (meaning and intent), stylistic and cultural significance,
personal responses, critical evaluation of the works’ historical and critical value, and the context
of the art work.
Procedures
Overall the question is broad enough to be used by all the courses. The individual instructors can
customize the question to fit the specific subject matter in their courses. The instructor may
select the two works to be compared or the instructor may opt for the students being given the
opportunity to select their own works to analyze. The modification does not alter the question.
The actual test question always remains the same. The question can be used for any of the
courses at any of the levels. It is expected however that the course level will be important in the
analysis of the answers.
The instructions and grading criteria below are to be used and adapted consistently. Grading
covers the two parts of the question based on a comparative approach. The sample below is used
by the Art Department.
Outcome 1: Identify and describe art works by reference and formal content concerns
Instructor: Assess each student’s ability to respond to the following criteria. Use a scale
of 0 to 4 with “4” being the highest grade possible. 4=A, 3=B, 2=C, 1=D, 0=F.
STUDENT: 1
CRITERIA
Describe the historical and expressive style
of the works of art
Describe the structural principles of design
and composition
Describe the organization of design and
compositional elements
Describe the media
SCORE (4 is maximum)
0 1
2
3
4
0
1
2
3
4
0
1
2
3
4
0
1
2
3
4
Outcome 2: Interpret the meaning/intent of art works and assess their stylistic and
cultural significance
STUDENT: 1
CRITERIA
Discuss your personal responses to the
works of art
Critically evaluate the works of art relevant
to their historical importance
Discuss the relationship of the art works to
the time period in which they were
produced
SCORE (4 is maximum)
0 1
2
3
4
0
1
2
3
4
0
1
2
3
4
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APPENDIX D: HUMANITIES ASSESSMENT TEST
Associate of Arts Assessment Plan for the Humanities
I.
Contents
a. Overview of Humanities in the Associate of Arts Program
b. List of Humanities Courses in the Associate of Arts Program
c. Student Outcomes
i. Skills Courses
ii. Content Courses
d. Division of Courses into Skill and Content Areas
e. Assessment Tool
f. Administration of Tool
A. Overview of Humanities in the Associate of Arts Program
Students earning an Associate of Arts degree must complete 60 credits, including a minimum of
3 and a maximum of 6 credits in the humanities. The following is a tentative plan for assessing
the effectiveness of the humanities courses in meeting the objectives stated in the catalog for the
humanities.
According to the UAA 2006-2007 catalog the goals and nature of the humanities are as follows.
(p.84)
The humanities examine the characteristic of reality, the purpose of human existence, the
properties of knowledge, and the qualities of sound reasoning, eloquent communication, and
creative expression. They study the problems of right conduct in personal, social, and political
life. They also consider the qualities of the divine, the sacred, and the mysterious. In these tasks
the humanities reflect upon the world’s heritage of the arts, history, languages, literature,
religion, and philosophy. Students who complete a content-oriented course in the humanities
should be able to identify texts or objects, to place them in the historical context of the discipline,
to articulate the central problems they address, and to provide reasoned assessments of their
significance. Students who complete a skills-oriented humanities course in logic should be able
to identify the premises and conclusions of brief written arguments, to evaluate their soundness
or cogency, and to recognize common fallacies. They should also be able to use a formal
technique to determine the validity of simple deductive arguments and to evaluate the adequacy
of evidence according to appropriate inductive standards. Students who complete a skill-oriented
humanities course in a language should demonstrate proficiency in listening, speaking and
writing.
B. List of Humanities Courses in the Associate of Arts Program
Courses completed at UAA must be selected from the following Humanities courses:
AKNS A101 Alaska Native Languages I
AKNS A102 Alaska Native Languages II
AKNS A201 Native Perspectives
ART A261 History of World Art I
ART A262 History of World Art II
ART A360A History of Non-Western Art I
Associate of Arts Educational Effectiveness Assessment Plan
ART A360B History of Non-Western Art II
ASL A101 Elementary American Sign
Language I
ASL A102 Elementary American Sign
Language II
ASL A201 Intermediate American Sign
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Language I
ASL A202 Intermediate American Sign
Language II
CHIN A101 Elementary Chinese I
CHIN A102 Elementary Chinese II
ENGL A121 Introduction to Literature
ENGL A201 Masterpieces of World Literature I
ENGL A202 Masterpieces of World Literature
II
ENGL A301 Literature of Britain I
ENGL A302 Literature of Britain II
ENGL A305 Topics in National Literatures
ENGL A306 Literature of the United States I
ENGL A307 Literature of the United States II
ENGL A310 Ancient Literature
ENGL A383 Film Interpretation
ENGL A445 Alaska Native Literatures
FREN A101 Elementary French I
FREN A102 Elementary French II
FREN A201 Intermediate French I
FREN A202 Intermediate French II
GER A101 Elementary German I
GER A102 Elementary German II
GER A201 Intermediate German I
GER A202 Intermediate German II
HIST A101 Western Civilization I
HIST A102 Western Civilization II
HIST A121 East Asian Civilization I
HIST A122 East Asian Civilization II
HIST A131 History of United States I
HIST A132 History of United States II
HIST A341 History of Alaska
HUM A211 Introduction to Humanities I
HUM A212 Introduction to Humanities II
HUM A250 Myths and Contemporary Culture
ITAL A101 Elementary Italian I
ITAL A102 Elementary Italian II
JPN A101 Elementary Japanese I
JPN A102 Elementary Japanese II
JPN A201 Intermediate Japanese I
JPN A202 Intermediate Japanese II
KOR A101 Elementary Korean I
KOR A102 Elementary Korean II
LAT A101 Elementary Latin I
LAT A102 Elementary Latin II
LING A101 The Nature of Language
MUS A221 History of Music I
MUS A222 History of Music II
PHIL A101 Introduction to Logic
PHIL A201 Introduction to Philosophy
PHIL A211 History of Philosophy I
PHIL A212 History of Philosophy II
PHIL A301 Ethics
PHIL A313B Eastern Philosophy and Religion
PHIL A314 Western Religion
PS A331 Political Philosophy
PS A332 History of Political Philosophy I:
Classical
PS A333 History of Political Philosophy II:
Modern
RUSS A101 Elementary Russian I
RUSS A102 Elementary Russian II
RUSS A201 Intermediate Russian I
RUSS A202 Intermediate Russian II
SPAN A101 Elementary Spanish I
SPAN A102 Elementary Spanish II
SPAN A201 Intermediate Spanish I
SPAN A202 Intermediate Spanish II
THR A311 Representative Plays I
THR A312 Representative Plays II
THR A411 History of the Theatre I
THR A412 History of the Theatre II
C. Student Outcomes
The catalog description of the GER courses in the humanities focuses on two different outcomes,
understanding content and acquiring skills.
i. Outcomes for content courses:
Students who complete a content-oriented course in the humanities should be able to:
1.
2.
3.
4.
identify texts or objects,
to place them in the historical context of the discipline,
to articulate the central problems they address,
and to provide reasoned assessments of their significance.
ii.
Outcomes for skills courses (2 types):
a. Logic
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Students who complete a skills-oriented humanities course in logic should be able to:
1. identify the premises and conclusions of brief written arguments,
2. to evaluate their soundness or cogency,
3. to recognize common fallacies
4. to use a formal technique to determine the validity of simple deductive arguments
5. to evaluate the adequacy of evidence according to appropriate inductive standards.
b. Language
Students who complete a skill-oriented humanities course in a language should
1. demonstrate proficiency in listening, speaking and writing.
D. Division of Courses into Skill and Content Areas
Content courses include:
AKNS A201 Native Perspectives
ART A261 History of World Art I
ART A262 History of World Art II
ART A360A History of Non-Western Art I
ART A360B History of Non-Western Art II
ENGL A121 Introduction to Literature
ENGL A201 Masterpieces of World Literature I
ENGL A202 Masterpieces of World Literature
II
ENGL A301 Literature of Britain I
ENGL A302 Literature of Britain II
ENGL A305 Topics in National Literatures
ENGL A306 Literature of the United States I
ENGL A307 Literature of the United States II
ENGL A310 Ancient Literature
ENGL A383 Film Interpretation
HIST A101 Western Civilization I
HIST A102 Western Civilization II
HIST A121 East Asian Civilization I
HIST A122 East Asian Civilization II
HIST A131 History of United States I
HIST A132 History of United States II
HIST A341 History of Alaska
HUM A211 Introduction to Humanities I
HUM A212 Introduction to Humanities II
HUM A250 Myths and Contemporary Culture
LING A101 The Nature of Language
MUS A221 History of Music I
MUS A222 History of Music II
PHIL A201 Introduction to Philosophy
PHIL A211 History of Philosophy I
PHIL A212 History of Philosophy II
PHIL A301 Ethics
PHIL A313B Eastern Philosophy and Religion
PHIL A314 Western Religion
PS A331 Political Philosophy
PS A332 History of Political Philosophy I:
Classical
PS A333 History of Political Philosophy II:
Modern
THR A311 Representative Plays I
THR A312 Representative Plays II
THR A411 History of the Theatre I
THR A412 History of the Theatre II
Skills courses include:
AKNS A101 Alaska Native Languages I
AKNS A102 Alaska Native Languages II
ASL A101 Elementary American Sign
Language I
ASL A102 Elementary American Sign
Language II
ASL A201 Intermediate American Sign
Language I
ASL A202 Intermediate American Sign
Language II
CHIN A101 Elementary Chinese I
Associate of Arts Educational Effectiveness Assessment Plan
CHIN A102 Elementary Chinese II
FREN A101 Elementary French I
FREN A102 Elementary French II
FREN A201 Intermediate French I
FREN A202 Intermediate French II
GER A101 Elementary German I
GER A102 Elementary German II
GER A201 Intermediate German I
GER A202 Intermediate German II
ITAL A101 Elementary Italian I
ITAL A102 Elementary Italian II
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JPN A101 Elementary Japanese I
JPN A102 Elementary Japanese II
JPN A201 Intermediate Japanese I
JPN A202 Intermediate Japanese II
KOR A101 Elementary Korean I
KOR A102 Elementary Korean II
LAT A101 Elementary Latin I
LAT A102 Elementary Latin II
PHIL 101 Introduction to Logic
RUSS A101 Elementary Russian I
RUSS A102 Elementary Russian II
RUSS A201 Intermediate Russian I
RUSS A202 Intermediate Russian II
SPAN A101 Elementary Spanish I
SPAN A102 Elementary Spanish II
SPAN A201 Intermediate Spanish I
SPAN A202 Intermediate Spanish II
E. Assessment Tool
Associate of Arts Student Learning Outcomes Assessment
Planning/Results Sheet
Semester/Year _______________ Subject___
________________________
Outcome #_____________________________________________________________________
______________________________________________________________________________
Instructor________________________ Instructor Rank ________________________
Type of Instructor (adjunct, term, tenure track, tenured) ________________________
Course ___________________ Section______________
Total Enrollment ________________ Total Number of Students Assessed______________________
Total Number Successful ______________Total Number Unsuccessful ____________
Total Points or Percentage Possible_________ Total Points or Percent Required for Success___________
Description of assignment _______________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Please either list all individual student points or scores for this assessment OR attach a copy of your grade sheet
without student names.
_______ _______ _______ _______ _______ _______ _______ _______ _______ _______
_______ _______ _______ _______ _______ _______ _______ _______ _______ _______
_______ _______ _______ _______ _______ _______ _______ _______ _______ _______
_______ _______ _______ _______ _______ _______ _______ _______ _______ _______
_______ _______ _______ _______ _______ _______ _______ _______ _______ _______
_______ _______ _______ _______ _______ _______ _______ _______ _______ _______
_______ _______ _______ _______ _______ _______ _______ _______ _______ _______
_______ _______ _______ _______ _______ _______ _______ _______ _______ _______
Please use the back side to write any analysis or comments regarding this assessment tool, this course, or this
program.
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Please attach a copy of:
1. The Assignment
2. A “Successful” assessment score sheet with the corresponding student product
3. An “Unsuccessful” assessment score sheet with the corresponding student product
Please remove any student identifiers.
F. Administration of Tool
The assessment coordinator will provide a copy of the assessment survey document along with
instructions for completing the survey by Nov. 1 for courses being assessed in the fall semester and
April 1 for those being assessed in the spring semester. Faculty members will pick an appropriate
assignment, i.e., one that measures students’ achievement of the relevant outcomes. The faculty
member will also choose a grade that serves as a cut off for measuring success. The faculty member
will summarize student performance as required by the survey sheet (see above) and submit these results
to the assessment coordinator along with a copy of the assignment and examples of both successful and
unsuccessful assignments.
Information acquired through the assessment process should be reported to the humanities GER
assessment coordinator at the end of the academic year during which the assessment occurs. The
coordinator will then incorporate this information into the annual report.
Department heads will be contacted to determine frequency of offering and an appropriate rotation will
be set up in coordination with department chairs.
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APPENDIX G: SAMPLE NATURAL SCIENCES AA ASSESSMENT EXAM
1. Assessment exams should follow a basic format for all natural science courses for the AA
Degree so that:
a. Examples and subject matter derived from the natural science (Astronomy–Physics,
Biological Sciences, Chemistry and Geology) disciplines assessed for a given academic
year will be presented in tabular, graphic and/or textual (newspaper, magazine) formats.
A sample article from www.biologynews.net that addresses the genetic decoding of an
oral pathogen is provided below:
Scientists decode genome of oral pathogen April 5, 2007
(http://www.biologynews.net/archives/2007/04/05/scientists_decode_genome_of_oral_pathogen.html)
Scientists decode genome of oral pathogen
Transmission electron micrograph of S.
sanguinis.
S. sanguinis within an infected heart
valve.
This is a case of infective endocarditis in
a rabbit model
Virginia Commonwealth University researchers have decoded the genome of a bacteria normally present in the healthy
human mouth that can cause a deadly heart infection if it enters the bloodstream. The finding enables scientists to better
understand the organism, Streptococcus sanguinis, and develop new strategies for treatment and infection prevention. S.
sanguinis, a type of bacteria that is naturally present in the mouth, is among a variety of microorganisms responsible for
the formation of dental plaque. In general, S. sanguinis is harmless. However, if it enters the bloodstream, possibly
through a minor cut or wound in the mouth, it can cause bacterial endocarditis, a serious and often lethal infection of the
heart. Individuals with preexisting heart problems are at an increased risk of developing bacterial endocarditis. The
infection may result in impaired heart function and complications such as heart attack and stroke. Typically, before dental
surgery, such patients are given high dose antibiotics to prevent infection. Decoding S. sanguinis, a streptococcal bacteria,
will provide researchers with unique insight into its complex life cycle, metabolism and its ability to invade the host and
cause bacterial endocarditis. "We can apply this information toward the design of new treatments and preventative
strategies to protect against this disease," said lead investigator, Francis Macrina, Ph.D., VCU’s vice president for
research. "Analysis of the genome revealed a surprising number of proteins on the S. sanguinis cell surface that may be
new targets for drugs or vaccines. We are already at work pursuing some of these leads." Although it is not directly
associated with tooth decay or gum disease, S. sanguinis is a prominent member of dental plaque. "Genomic studies of
this organism will also help us better understand the formation of dental plaque and the initiation of oral diseases," added
Macrina.
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The team reported that the genome of the gram-positive bacterium is a circular DNA molecule consisting of approximately
2.4 million base pairs. They analyzed the S. sanguinis genome and found that it was larger than other streptococci that
b. A total of 10 multiple-choice questions will be administered in two sections on the last
exam of a semester.
2. Section 1:
a. Focuses on Scientific Method and its elements.
b. Differentiating between observation, hypothesis, testing, theory and paradigm shifts.
c. Sample questions:
i. On the basis of the above article, the ability of Streptococcus sanguinis to cause
lethal infections of the human heart is a(n):
1. Observation.
2. Hypothesis.
3. Experimental result.
4. Theory.
5. None of the above.
ii. The statement that Streptococcus sanguinis can cause bacterial endocarditis in
humans is a(n):
1. Fact.
2. Observation.
3. Hypothesis.
4. Experimental result.
5. Theory.
3. Section 2:
a. Application of Scientific Method.
b. Formulating hypotheses and conclusions on the basis of data, information and articles
taken from the media.
c. Sample questions:
i. On the basis of the above article, the genome of Streptococcus sanguinis is
considerably larger compared to those of other related bacteria that have been
sequenced. The additional genomic material possessed by this species of
bacterium was probably acquired through a process called Bacterial _________:
1. Transduction
2. Transformation
3. Transfiguration
4. Transgenesis
5. None of the above.
ii. Some of the extra DNA possessed by Streptococcus sanguinis may promote this
species enhanced survival in the face of good oral hygiene and explain its
emergence as an important pathogen. If true, this example represents a case of:
1. Evolution.
2. Natural selection.
3. Adaptation.
4. Decent with modification.
5. All of the above.
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Appendix G: Sample Draft Social Sciences Discipline-Specific Assessment Test
Associate of Arts Assessment Plan for the Social Sciences
June 11, 2008
John Petraitis, Department of Psychology
Social Science AA Assessment Coordinator
Assessment Background
To earn an Associate of Arts degree, students must complete 60 credits, including 6 credits in courses
that have been approved for the Social Sciences GER (SS-GER) (see p. 82 of UAA’s 2007-2008
catalog). Those 6 credits must be divided between approved courses from two of the following
disciplines: Anthropology, Business Administration, Economics, Environmental Studies, Geography,
Health Sciences, Human Services, International Studies, Journalism/Public Communications, Justice,
Political Science, Psychology, Sociology, Social Work, and Women’s Studies. Because (a) CAS has
been assigned the responsibility of managing and assessing all AA degrees, (b) 21 of the 30 courses in
the SS-GER list are taught by department in CAS, and (c) the vast majority of students complete their
SS-GER requirement with CAS courses, systematic assessment of the social science portion of the AA
degree will begin with CAS departments. These 21 CAS-based SS-GER courses are listed Table 1.
Table 1: CAS-Based Social Science GER courses
DEPT
ANTH
ANTH
ANTH
ANTH
ENVI
GEOG/INTL
INTL
JPC
PS
PS
PS
PS/SOC
PSY
PSY
SOC
SOC
SOC
SOC
SOC
SOC
WS
#
A101
A200
A202
A250
A201
A101
A301
A101
A101
A102
A311
A351
A111
A150
A101
A110
A201
A202
A222
A342
A200
TITLE
Intro to Anthropology
Natives of Alaska
Cultural Anthropology
The Rise of Civilizations
Living on Earth: Intro to Environmental Studies
Local Places: Global Regions/Intro to Geography
Canada: Introductory Survey
Media & Society
Intro. to American Government
Intro to Political Science
Comparative Politics
Political Sociology
General Psychology
Lifespan Development
Intro to Sociology
Intro to Gerontology: Multidisciplinary Approach
Social Problems and Solutions
The Social Organization of Society
Small and Rural Communities
Sexual, Marital and Family Lifestyles
Intro to Women's Studies
Identifying the Goals of SS-GERs
A logical starting point for assessing the social science portion of the AA degree is the general
description of SS-GERs on page 85 of UAA’s 2007-2008 catalog.
The social sciences focus on the acquisition, analysis, and interpretation of empirical data
relevant to the human experience. Disciplines differ in their focus on collective as opposed to
individual behavior, biological as opposed to social or cultural factors, the present as opposed
to the past, and quantitative as opposed to qualitative data.
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1. Students who complete a general education social sciences course should be motivated to
reflect on the workings of the society of which they are apart and should possess a broad
perspective on the diversity of human behavior.
2. They should be able to distinguish between empirical and non-empirical truth claims.
3. They should be aware of the limits of human objectivity and understand the rudiments of how
ideas about social phenomena may be tested and verified or rejected.
4. They should have an introductory knowledge of social science thinking which includes
observation, empirical data analysis, theoretical models, quantitative reasoning, and
application to social aspects of contemporary life.
5. A student who has met the social science general education requirement is expected to be
able to demonstrate knowledge of social science approaches and to apply that knowledge in
a particular content area.
(Note: UAA’s catalog includes all of the above sentences, but does not bullet-point the final five
sentences. Numbering the final five sentences, however, was done in this report for clarity and these
sentences are referred to as Objectives 1-5 throughout the rest of this report.)
At the risk of over-simplification, Objective 1 focuses on the ‘social’ part of the social sciences,
addressing the knowledge, theories, and insights gained by scholars about the social world; Objectives
2-5, by contrast, focus on the ‘science’ part of the social sciences, addressing the systematic processes
and methods by which scholars have generated knowledge, tested theories, and gained insights about the
social world.
Arguably, each course in the SS-GER list should address each of the above 5 objectives, teaching
students two things: what social scientists know about the social world, and how social scientists go about
gaining such knowledge. Consequently, assessment of the SS-GER courses should, arguably, be based on
a demonstration of increasing understanding of the content of each course (e.g., the facts, theories,
perspectives), and increasing understanding of the scientific process of each discipline (e.g., appreciation
of the methods). Demonstrating such increases would require (a) that students complete some type of
pretest near the beginning of the semester and a posttest at some point later in the semester, (b) there be a
way of linking each student’s pretest with his/her posttest, and (c) analyses be limited to students who
complete both the pretest and posttest. This last point is important because any changes (presumably,
increases) in scores between the pretest and posttest might be misleading if the analyses include people
who were present at the pretest but who withdrew from the course before the posttest. Such analyses might
artificially show better average performance on the posttest than the pretest simply because pretest
averages were suppressed by the inclusion of more under-prepared students whereas posttest averages were
inflated by with withdrawal of under-prepared students during the intervening weeks. This phenomenon in
known as ‘selective attrition’ and requires that analyses be limited to students who were present at both the
pretest and posttest.
Social Science Pre-tests and Post-tests
With this logic in mind, faculty from ANTH, GEOG, JPC, PS, PSY, SOC and WS were asked to
construct 20-item multiple-choice quizzes for their SS-GER courses, quizzes that could be administered
in those classes near the beginning of the semester and at some point later in the semester. Faculty were
encouraged to customize these quizzes – as much as possible – around the scientific methods that are
most common in their disciplines because each discipline appropriately relies on different scientific
methods. For instance, PSY might rely more heavily on experimentation whereas ANTH, SOC and PS
might rely more on naturalistic observation, participant observation, and carefully-designed case studies,
respectively. Faculty were also encouraged to have student put some identifier – either a name or ID
number – on their pretests and posttests, thereby allowing the tests to be matched and allowing analyses
to be limited to students who completed both tests.
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Quizzes were constructed for 10 of the 21 CAS-based SS-GER courses and administered in 42 of
those courses during Fall 08 and/or Spring 09. However, data were collected and submitted in such a
way that pretest and posttest could be matched by name or ID for only 28 sections. Table 2 summarizes
participation.
Table 2: Participation in SS-GER Pre-testing and Post-testing for Fall 07 & Spring 08
# of sections
# of sections in which pre- # of sections
offered in
test & postreporting
Test conFall 08test were
matchable
DEPT TITLE
structed
Spring 09
administered
data
ANTH A101 Intro to Anthropology
Y
5
2
0
ANTH A200 Natives of Alaska
Y
4
2
0
ANTH A202 Cultural Anthropology
N
2
0
0
ANTH A250 Rise of Civilizations
N
6
0
0
ENVI A201 Intro to Environ. Studies
N
2
0
0
GEOG A101 Intro to Geography
Y
6
2
0
INTL A301 Canada: Intro. Survey
N
0
JPC A101 Media & Society
Y
3
2
0
PS A101 Intro. To Amer. Gov’t
Y
6
5
5
PS A102 Intro to Political Sci.
Y
5
4
3
PS A311 Comparative Politics
Y
1
1
1
PS/SOC A351 Political Sociology
N
1
0
0
General
Psychology
PSY A111
Y
16
9
7
PSY A150 Lifespan Development
Y
13
12
10
SOC A101 Intro to Sociology
2 versions
21
2
1
SOC A110 Intro to Gerontology
N
1
0
0
SOC A201 Soc. Problems/Solutions
N
2
0
0
SOC A202 Soc. Organiz of Society
N
1
0
0
SOC A222 Small/Rural Commun.
N
0
SOC A342 Sexual/Marital/Fam Life.
N
1
0
0
WS A200 Intro to Women's Studies
Y
2
1
1
TOTAL
10 (48%)
98
42
28
Table 2 demonstrates that participation by faculty was inconsistent. This is, however,
understandable given that faculty have little incentive to construct tests, administer them twice per
semester, and ensure that their many students faithfully complete the tests in a way where each student’s
pretest answers could be matched to his/her posttest answers. In fact, although the goal of SS-GER
assessment this year was to administer pretests and posttests in every section of SS-GER courses, the
incomplete participation rate made that impossible. Moreover, the scarcity of matchable data made it
impossible to analyze even those courses where faculty did participate. Consequently, the scaled-down
goal for the report this year was to analyze data from at least one (if not two) sections of courses were
faculty administered pretests and posttests. The analyses are described below.
Results
Table 3 summarizes the results. In all cases, scores were converted to a 100-point scale. For example,
the average number of questions answered correctly on the pretest for PSY A111 was 11.26 out of 20
possible points. Multiplying this value by five converted the mean of 11.26 (out of 20) to 53.6 (out of
100). Similar conversions were conducted for all courses.
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In cases where pretests and posttest have equal sample sizes, analyses were limited to students
who completed both the pretest and posttest, thereby eliminating the chance that selective attrition
inflated posttest scores. In all of these cases except for one (SOC A101, Version B), instructors made
there raw data available, making it possible to compute each student’s score on the pretest and posttest,
pretest and posttest means, standard deviations (SD) and matched-pairs t-tests to see if pretest and
posttest means were significantly different. In cases where pretest and posttest sample sizes are unequal,
instructors generously provided means based on their own analyses but did not provide the raw data
which would have allowed for further analyses, like standard deviations and matched-pairs t-tests.
Table 3: Pretest and Posttest Results for SS-GERs in Fall 07 & Spring 08
DEPT TITLE
ANTH A101 Intro to Anthropology
ANTH A200 Natives of Alaska
ANTH A202 Cultural Anthropology
ANTH A250 Rise of Civilizations
ENVI A201 Intro to Environ. Studies
GEOG A101 Intro to Geography
INTL A301 Canada: Intro. Survey
JPC A101 Media & Society
PS A101 Intro. To Amer. Gov’t
PS A102 Intro to Political Sci.
PS A311 Comparative Politics
PS/SOC A351 Political Sociology
PSY A111 General Psychology
PSY A150 Lifespan Development
SOC A101 Intro Soc. (version A)
SOC A101 Intro Soc. (version B)
SOC A110 Intro to Gerontology
SOC A201 Soc. Problem/Solution
SOC A202 Soc. Organiz of Society
SOC A222 Small/Rural Commun.
SOC A342 Sexual/Marital/Fam Life.
WS A200 Intro to Women's Studies
* p<.05 one-tailed
Pretest &
Posttest
Sample
Sizes
64 & 63
91 & 91
79 & 86
68 & 55
49 & 49
45 & 45
15 & 15
63 & 63
93 & 93
28 & 28
31 & 32
14 & 14
Pretest
Mean
(SD)
53.0
48.1 (35.9)
65.5
48.9
58.3 (14.6)
60.9 (14.4)
57.7 (11.1)
56.3 (15.4)
61.9 (16.0)
55.7 (14.3)
16.6
43.2 (13.8)
Posttest
Mean
(SD)
57.4
97.1 (11.1)
84.9
50.1
63.1 (16.0)
71.0 (13.0)
61.3 (12.5)
70.2 (15.0)
64.2 (17.0)
69.1 (13.3)
36.3
81.1 (12.4)
Matchedpairs tvalue
12.90*
2.79*
8.14*
1.39
6.72*
1.86*
6.51*
*
14.0*
Inspection of the Table 3 suggests the following.
 ANTH A101 showed roughly a 4-point increase in scores from pretest to posttest. Given that
each pretest/posttest question was worth 5 points, students who complete both the pretest and
posttest in ANTH A101 improved their performance by approximately 1 question. Data,
however, were reported in such a way that it was not possible to know if this increase was
statistically significant.
 ANTH A200 showed a 49-point increase in test scores, a statistically-significant increase that
could not be attributed to selective attrition. At the posttest student had doubled their ability to
identify 20 different language regions in Alaska, doing a nearly perfect job.
 GEOG A101 showed roughly a 20-point increase in test scores, a statistically-significant
increase that could not be attributed to selective attrition.
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







JPC A101 showed a small 1-point increase in test scores. However, because raw data were not
submitted this year it was not possible to determine at this time if the increase was statistically
significant (which seems unlikely) or whether is was within the margin of error (which seems
highly likely). Moreover, the lower sample size at the posttest raises the possibility that selective
attrition inflated the difference between the pretest and posttest scores.
PS A101 showed roughly a 5-point increase in test scores, a statistically-significant increase that
could not be attributed to selective attrition. Given that each pretest/posttest question was worth
5 points, students who complete both the pretest and posttest in PS A101 improved their
performance by approximately 1 question.
PS A102 showed roughly a 10-point increase, a statistically-significant increase that could not be
attributed to selective attrition. The size of the increase corresponds to an improvement of 2
questions out of 20.
PS A311 showed a small increase that could not be attributed to selective attrition. However, the
roughly 4-point increase – an improvement of about 1 question out of 20 -- was not statistically
significant, perhaps because of the low sample size (n=15) this year.
PSY A111 showed roughly a 14-point increase, a statistically-significant increase in test scores
that could not be attributed to selective attrition. Students improved there performance by about
3 of 20 questions.
PSY A150 did show a small but nonetheless significant increase in test scores, an increase that
could not be attributed to selective attrition. This small increase (about 2 points or less than ½ of
a test question) merits further attention because data from only four of ten sections with usable
data were analyzed, and increases might be larger or smaller in other sections.
SOC A101 did show a significant increase in test scores, an increase that could not be attributed
to selective attrition. This was true of both versions of tests used in SOC A101. Version A
showed roughly a 13-point increase (about 3 of 20 questions), and Version B showed roughly a
20-point increase. However, Version B appeared to be very difficult (perhaps too difficult),
having a posttest mean of only 36.3 out of 100 (converted from 12.7 out of 35).
WS A200 showed roughly a 38-point increase, a statistically-significant improvement that could
not be attributed to selective attrition. Students improved their performance by about 7-8
questions out of 20.
Linking Results with UAA’s Five Objectives for SS-GER Courses
UAA’s SS-GER courses have five objectives. Objective 1 focuses on students gaining
knowledge about targeted aspects of their social worlds; Objectives 2-5 focus on students gaining
knowledge about the scientific methods that are used in one or more of the social sciences.
However, inspection of the pretests and posttests (see Appendix) reveal unequal attention to
knowledge in a discipline (e.g., facts, theories) compared to the scientific method. As the following
Table 4 shows, the pretests and posttests used for PSY A111 and PSY A150 focused exclusively on the
scientific methods used in psychology, testing students’ understanding of research design and research
analyses. Pretests and posttest used in JPC A101 and one section of SOC A101 had a mix of questions,
each having three questions about disciplinary facts (e.g., about targeted audiences for radio in JPC
A101, or the foundations of conflict theory in SOC A101), but having 85% of the questions focused on
scientific methods (e.g., use of random sampling or on methods for testing hypotheses). By contrast,
however, the pretests and posttests used in some courses had no questions about the scientific methods
used in the relevant discipline, and focused exclusively on knowledge in the discipline. As examples,
ANTH A200 used a test that had focused exclusively on being able identify the 20 tribal language
regions in Alaska, PS A101 focused on established facts (e.g., about the Federalist Papers, the Bill of
Rights, and Alaska’s senior senator), and Version B of the pretest/posttest used in SOC A101 focused on
knowledge of key sociological concepts (e.g., social stratification).
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Table 4: Content Analysis of Items in SS-GER Pretests and Posttest for Fall 07 & Spring 08
DEPT
ANTH A101
ANTH A200
ANTH A202
ANTH A250
ENVI A201
GEOG A101
INTL A301
JPC A101
PS A101
PS A102
PS A311
PS/SOC A351
PSY A111
PSY A150
SOC A101
SOC A101
SOC A110
SOC A201
SOC A202
SOC A222
SOC A342
WS A200
AVERAGE
TITLE
Intro to Anthropology
Natives of Alaska
Cultural Anthropology
Rise of Civilizations
Intro to Environ. Studies
Intro to Geography
Canada: Intro. Survey
Media & Society
Intro. To Amer. Gov’t
Intro to Political Sci.
Comparative Politics
Political Sociology
General Psychology
Lifespan Development
Intro. Soc (version A)
Intro. Soc. (version B)
Intro to Gerontology
Soc. Problem/Solution
Soc. Organiz of Society
Small/Rural Commun.
Sexual/Marital/Fam Life.
Intro to Women's Studies
Test items that
focused on
disciplinary
knowledge
2-7, 11-17, 20
1-20
2
2, 17, 20
1-20
1-20
1-20
None
None
3-6
1-7
1-20
Test items that
focused on
disciplinary
methods
1, 8-10, 18-19
None
1, 3
1, 3-16, 18-19
None
None
None
1-20
1-20
1-2, 7-20
None
None
% of items
focused on
disciplinary
methods
30%
0%
67%
85%
0%
0%
0%
100%
100%
85%
0%
0%
39%
Gaining knowledge from a discipline is, of course, very important. Students with AA degrees
should know about different language regions in Alaska, the Federalist Papers, and social stratification.
And, gaining such knowledge is consistent with Objective 1 of UAA’s SS-GER courses:
1. ‘Students who complete a general education social sciences course should be motivated to
reflect on the workings of the society of which they are apart and should possess a broad
perspective on the diversity of human behavior.’
However, Objectives 2-5 state that students should also be taught about the ‘science’ part of the
social sciences – about how social science is based on systematic observation, articulated observation
procedures, and potentially-replicable conclusions. Of the 12 pretests and posttests constructed for AY
07-08, six of them do not yet demonstrate attention to the following four objectives of SS GERs.
2. [Students] should be able to distinguish between empirical and non-empirical truth claims.
3. [Students] should be aware of the limits of human objectivity and understand the rudiments
of how ideas about social phenomena may be tested and verified or rejected.
4. [Students] should have an introductory knowledge of social science thinking which includes
observation, empirical data analysis, theoretical models, quantitative reasoning, and
application to social aspects of contemporary life.
5. A student who has met the social science general education requirement is expected to be
able to demonstrate knowledge of social science approaches and to apply that knowledge in
a particular content area.”
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For some courses, it might be very easy to revise subsequent pretests and posttests to give more attention
to scientific methods. For instance, PS A311 (Comparative Politics) relies on in-depth comparisons
(essentially, detailed cases-studies) of different political systems. As such, the pretest and posttest for
that course in AY 08-09 might easily be redesigned to address the strategies used in political case
studies, the benefits of comparative case studies, and the limitations of such methods.
For other courses, however, it might be very difficult to develop pretests and posttest that focus,
in substantial part, on Objectives 2-5. In such cases, one needs to ask whether such courses should be
among the list of SS GERs. All of the 21 CAS-based courses in the SS-GER list are ‘social’ because
they focus on some aspect of the social (human-made) world. Further, all of the CAS-disciplines with
courses in the SS-GER list are appropriately considered ‘social sciences.’ But some of these 21 courses
might not be taught in a way that emphasizes the science of the discipline, and some of these courses
(not disciplines) might not actually be about social sciences but instead are about social fact and social
theory.
Recommendations
AY 07-08 was the first year of assessment of UAA’s SS-GER offerings. Many faculty deserve rich
appreciation for their help, including the department chairs with SS-GER courses and instructors of
those courses. The first year, perhaps, taught more about the process of SS-GER assessment and less
about the outcome. The following recommendations are offered to improve the process of SS-GER
assessment in years to come.
1. Select for evaluation 1-2 sections per year of each SS-GER, rather than targeting every section.
2. Compensate faculty for participation in SS-GER assessment.
3. Encourage participation by faculty who in are teaching SS-GER courses in AY 08-09 that were
not evaluated in AY 07-08.
4. Have the SS-Assessment coordinator either (a) carefully train instructors in how to administer
pretests and posttests, or (b) personally administer the tests rather than the instructors.
5. Have each participating section of a particular GER (e.g., SOC A101) use the same test, rather
than different instructors using different tests.
6. As was done for ANTH A101, place pretests and posttests on Blackboard. Although timeconsuming at first, placing the tests on Blackboard allows the tests to be completed without using
class time, and automatically allows each student’s pretest to be linked to his/her posttest.
7. Do not make “B” the correct answer on so many multiple choice questions. The axiom ‘when in
doubt, guess B’ seemed to hold true during SS-GER assessment where about 40% of correct
answers were ‘B.’
8. Revise the tests so that at least 25% (preferably, more) of the items focus on the science of the
social sciences, focusing on vocabulary, strengths, and weaknesses with one or more of the
systematic empirical methods on which course material is based.
9. Future assessments might inspect course content guides (CCGs), syllabi and assignments for SSGER courses. CCGs can reveal which courses are designed to teach about scientific methods;
syllabi and assignments can reveal which courses actually teach about such methods.
The last two recommendations are likely to be the most controversial. Without doubt, the disciplines of
anthropology, geography, political science, psychology, sociology, and women’s studies all belong
among the social sciences because some (of course, not all) practitioners rely on the scientific method to
document facts and generate new knowledge. However, there is probably unequal commitment across
instructors of courses in the SS-GER list to teaching about social science methods. In fact, some faculty
who teach courses in the list have argued that the scientific method is not particularly relevant to their
SS-GER course. However, recommending that at least 25% of a pretest/posttest address the scientific
method seems like a reasonable threshold for a course in the SS-GER list. This is not to say that 25% of
the course should be based on the scientific method. Rather it is to say that the application of the
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scientific method to understanding the social/human-made world is perhaps the only common
denominator among the socials sciences and therefore provides an ideal focus for assessment of SS-GER
courses. If a course cannot construct 5 out of 20 questions about the scientific methods that underlie
course material, that course might not fit UAA’s current catalog description of a SS GER. Similarly, if a
course’s CCG, syllabi and assignments reveal little about scientific methods the course might not fit the
current description of SS GERs.
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Appendix
Appendix: Pretests and Posttest Used SS-GER Courses in Fall 07 & Spring 08
DEPT
COURSE
ANTH A101 Intro to Anthropology
ANTH A200 Natives of Alaska
ANTH A202 Cultural Anthropology
ANTH A250 Rise of Civilizations
ENVI A201 Intro to Environ. Studies
GEOG A101 Intro to Geography
INTL A301 Canada: Intro. Survey
JPC A101 Media & Society
PS A101 Intro. To Amer. Gov’t
PS A102 Intro to Political Sci.
PS A311 Comparative Politics
PS/SOC A351 Political Sociology
PSY A111 General Psychology
PSY A150 Lifespan Development
SOC A101 Intro to Sociology (Version A)
SOC A101 Intro to Sociology (Version B)
SOC A110 Intro to Gerontology
SOC A201 Soc. Problems/Solutions
SOC A202 Soc. Organiz of Society
SOC A222 Small/Rural Commun.
SOC A342 Sexual/Marital/Fam Life.
WS A200 Intro to Women's Studies
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11-15
16
No test in AY 07-08
No test in AY 07-08
No test in AY 07-08
17
No test in AY 07-08
18-20
21-23
24-26
27-29
No test in AY 07-08
30-33
24
35-39
40
No test in AY 07-08
No test in AY 07-08
No test in AY 07-08
No test in AY 07-08
No test in AY 07-08
41-43
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ANTH A101 Pretest and Posttest for Fall 07-Spring 08
ANTH A101 Pretest and Posttest
Question 1 Anthropology is called a social science because?
Answers
A. It relies solely on the intuition of anthropologists for answering questions about humans and
human groups.
B. It requires empirical information regarding humans as members of social groups.
C. Anthropologists are members of some human society.
D. Anthropologists teach in universities.
E. None of the above.
Question 2
There are four subfields in anthropology with are_____?
Answers
A. Psychology, Geology, Archaeology and Biological Anthropology.
B. Linguistics, Archaeology, Palaeology and Cultural Anthropology.
C. Cultural Anthropology, Archaeology, Biological Anthropology and Linguistic Anthropology.
D. None of the above.
Question 3
A plant or animal which depends on another species for protection and reproductive success
(in return for which it serves as food or source of useful material) is
Answers
A. domesticated.
B. civilized
C. doomed to become extinct.
D. the product of conscious efforts by humans to plan food production.
E. C and D
Question 4
Human's major mode of adaptation which enables him or her to live effectively in diverse
environments is
Answers
A. body hair
B. sweat glands
C. bipedal locomotion
D. culture
E. specialized teeth
Question 5
Important to the definition of culture is that behavior is:
Answers
A. learned
B. shared
C. patterned
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D. all of the above
Unanswered
Question 6
The concept of culture_____
Answers
A. refers only to operas, plays and other fine arts
B. is the customary manner in which human groups learn to organize their behavior and thought in
relation to their environment
C. manifests itself biologically
D. b and c
Question 7
As part of your job, you may study the frequency of blood types in human populations,
or watch the behavior of monkeys and apes, or dig for early hominid bones in East Africa.
You are a/an_____
Answers
A. ethnologist.
B. primatologist.
C. ethologist.
D. physical anthropologist.
E. cultural anthropologist.
Question 8
It is difficult to form objective hypotheses about culture that are free from the cultural biases
of the investigator (i.e., that are not ____________.)
Answers
A. culture-bound
B. culture free
C. scientific
D. emotional
E. all of the above
Question 9
A material object that shows signs of having been made or altered by humans is called
a(an)________.
Answers
A. tool
B. structure
C. feature
D. artifact
E. none of the above
Question 10
The exact location of an artifact or fossil must be recorded accurately both in time and space.
For that reason, the first thing that you will do when investigating a site is_____
Answers
A. carefully scrape off all the dirt and photograph the area
B. lay out a grid system with a permanent datum point
C. carefully draw all the surface features
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D. dig a deep trench to see how deep the site is
E. it doesn't really matter what you do first as long as YOU get the artifacts.
Question 11
Gene pool is_____
Answers
A. a term referring to biological billiards
B. a liquid area of the human body where the observation of genes is possible
C. the total of all the genes possessed by the members of a given population
D. a collection of genetically altered experiments
E. a gathering of genetic engineers to exchange ideas
Question 12
The remains of a blind amputee discovered in Shanidar Cave in Iraq, and the remains
of a man crippled by arthritis at La Chapelle, suggest that Neandertals_____
Answers
A. had more accidents than modern peoples.
B. were genetically inferior.
C. were the discarded wanderers of more developed peoples.
D. were productive enough to support handicapped individuals.
E. ate foods that were too rich for them.
Question 13
To say that food foraging societies are egalitarian means that
Answers
A. there are no status differences.
B. the only status differences are age and sex.
C. everyone is equal except women.
D. men are usually subordinate to women.
E. children are the center of community life.
Question 14
One of the most significant characteristics of the food-producing way of life was the development
of _______________.
Answers
A. permanent settlements
B. transient populations
C. skillful hunters
D. adept gathers
E. increased egalitarianism
Question 15
Marriage within a particular groups of individuals is called
Answers
A. incest
B. exogamy
C. monogamy
D. endogamy
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E. polygamy
Question 16
The most preferred form of marriage around the world is
Answers
A. polygyny
B. monogamy
C. polyandry
D. polygamy
E. the levirate.
Question 17 The archaeologist is limited in the reconstruction of past cultures because
Answers
A. there is an overabundance of cultural remains
B. the reconstruction of cultural intangibles (beliefs, morals, values) is very difficult and the
remains of material culture represent only a small portion of what existed in the living culture
C. reconstructing the technology of a culture in nearly impossible
D. archaeologist do not engage in enough research in the study of preliterate cultures
E. there are too many written records documenting the beliefs and values of most non-Western
societies
Question 18
How is social behavior of extinct primates reconstructed?
Answers
A. By relating the behavior and ecology of modern primates to similar animals inhabiting similar
ecosystems in the past
B. By equating the behavior of ancient animals to that of modern animals with similar-sized
brains
C. By equating the behavior of ancient animals to that of the most primitive living primates -- the
prosimians (strepsirhine)
D. By equating the behavior of ancient animals to that of primitive aspects of modern primate
behavior
Question 19
The most common form of marriage around the world is_____
Answers
A. monogamy
B. serial monogamy
C. polygyny
D. polyandry
E. levirate
Unanswered
Question 20
Natural selection_____
Answers
A. means the ability of some individuals to kill enemies and survive.
B. refers to the tendency for moral goodness to win out over moral badness in human societies.
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C. refers to the ability of some individuals to breed.
D. occurs when individuals possess certain genetically based traits that help them have more
offspring, and thus contribute a larger share of genes to future gene pools.
E. means "survival of the fattest."
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ANTH A200 Pretest and Posttest for Fall 07-Spring 08
GEOG A101 Pretest and Posttest for Fall 07-Spring 08
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Associate of Arts
for the Social Sciences
Geography 101
Explain the significance of and compare the above population pyramids. In you answers, you should …
1. Discuss the percentage of elderly versus young in each country and discuss gender imbalances in
the elderly cohort.
2. Explain the social and economic reasons behind these pyramids and the countries’ growth rates.
3. Predict the consequences to each of the above nations given their population structures and
growth rates.
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JPC A101 Pretest and Posttest for Fall 07-Spring 08
JPC A101
Social Sciences GER Questionnaire
1. Social Science methods are based on what principles of inquiry
a. Socratic methods
b. Random methods
c. Empirical methods
d. Hypothetical methods
2. Mass Communications
a. Cannot be an empirical discipline
b. Is not a discipline
c. Is outdated
d. Is the study of what is communicated, by whom, to what affect
3. Mass Communications research
a. Has only one method of analysis
b. Uses many methods of analysis
c. Is based on quantitative analysis only
d. Is based on rhetorical theory only
4. Mass Communications theory
a. Doesn’t exist
b. Is designed to explain and predict
c. Cannot be established
d. Is a solved problem
5. Internal validity in Mass Communications research
a. Is impossible to establish
b. Is a function of proper definitions and logic
c. Is something that one should no worry about
d. Is arbitrary
6. External validity in Mass Communications research
a. Is arbitrary
b. Is a function of convention
c. Meets the test of other research
d. Is something that should be of no concern
7. Quantitative methods in mass communications research are used
a. Never
b. Always
c. When dealing with large data
d. When convenient
8. Qualitative methods in mass communications research are used
a. Never
b. Always
c. When analyzing manifest content
d. When convenient
9. Which kind of research method reveals correlations between two variables?
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a. Surveys
b. Experiments
c. Content analysis
d. Focus group interviews
10. Correlation cannot establish
a. Causality
b. Meaning
c. Tradition
d. Relationships
11. Which kind of research method employs a control group for comparison?
a. Surveys
b. Experiments
c. Content analysis
d. Focus group interviews
12. Institutional Review Boards are important in Mass Communications research
a. Because they provide funding
b. Because they provide protection to human subjects
c. Because they manage grants and contracts
d. The IRB is not important to research
13. Moving images and visual communications
a. Are impossible to empirically study
b. Require unique methods of empirical analysis
c. Need critical attention
d. Cannot be codified
14. For this kind of method, researchers systematically code and measure media content
a. Surveys
b. Experiments
c. Content analysis
d. Focus group interviews
15. The Arbitron and Nielsen ratings systems use what principles of research
a. Lucky guesses
b. Representative samples
c. Non-representative samples
d. Random samples
16. Newspaper readership studies
a. Are arbitrary
b. Are necessary to understand changes in audience
c. Are a waste of time and money
d. Are not taken seriously
17. Radio formats usually target special audiences according to
a. Age and income
b. Gender
c. Race or ethnicity
d. All of the above
18. VALS research for advertising refers to
a. Emotional, social and economic audience profiles
b. Profiles of advertising by geographic region
c. Viceroy’s Analysis of Life Systems
d. The study of audience attention spans
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19. Psychographics involves the study of
a. Sex
b. Age
c. Socioeconomic class
d. Values and lifestyles
20. Which line of research has generally demonstrated that that mass media don’t tell people what to
think as much as they tell people what to think about?
a. Cultivation analysis
b. Agenda-setting
c. Social learning theory
d. Audience studies
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PS A101 Pretest and Posttest for Fall 07-Spring 08
PS 101 Pre/Post Quiz Key
NAME:_____________________
1. Deciding "who gets what, when, and how" is called
a. politics.
b. government.
c. democracy.
d. representative democracy
2. In the Federalist Papers in 1787, __________ warned against a direct democracy.
a. George Washington
b. Thomas Jefferson
c. James Madison
d. John Locke
3. The philosopher who argued that natural law guaranteed every person "certain inalienable rights" was
a. John Locke.
b. Adam Smith.
c. Jean-Jacques Rousseau.
d. Thomas Hobbes.
4. The requirement that every person (not just a citizen) be offered "due process of law" can be found in
the United States constitution in
a. Amendments 5 and 14.
b. Amendments 13 and 14.
c. Amendments 5 and 6.
d. Amendments 25 and 27.
5. The written guarantees of basic individual liberties the first ten amendments to the U.S. Constitution
is known as
a. the Writ of Rights and Grievances.
b. the Bill of Rights.
c. the Magna Carta.
d. the writ of habeas corpus.
6. Congress has attempted to restrict the President's powers as Commander-in-Chief through the
a. Case Act.
b. National Emergencies Act.
c. War Powers Act.
d. Budget Impoundment and Control Act of 1974.
7. The federal system in the United States is large and complex and has three levels of government:
a. national, state, and local.
b. enumerated, implied, and concurrent.
c. executive, legislative, and judicial.
d. federal, unitary, and confederation.
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8. PAC contributions go overwhelmingly to
a. Republicans.
b. incumbent officeholders.
c. Democrats.
d. political challengers.
9. In order to establish a system for selecting government personnel based on merit, Congress passed the
Pendleton Act in 1883, which created the
a. Civil Service Commission.
b. Personnel Selection Commission.
c. Merit Selection Service.
d. Secret Service Commission.
10. A committee organized by corporations, labor unions, trade associations, etc., for the purpose of
soliciting campaign contribution and distributing the money to political candidates is called a
a. conference committee.
b. lobbyist committee.
c. political action committee.
d. political financial committee.
11.The barriers to women's advancement to top positions are often very subtle, giving rise to the phrase
a. slippery floor.
b. "pink" ladder.
c. glass ceiling.
d. "frilly" office.
12. In 1896, in the landmark case of Plessy v. Ferguson, the Supreme Court upheld
a. state laws requiring segregation.
b. all laws aimed at enforcing integrated schools.
c. voting right for freed slaves.
d. state laws requiring abolitionism.
13. The media have long been referred to as America's
a. least important source for news and politics.
b. most volatile branch of government.
c. most powerful branch of government.
d. "fourth branch" of government.
14. All taxpayers have the option of helping fund presidential elections through public money by
checking off a box on their
a. driver's license renewal forms.
b. income tax returns.
c. membership application to political action committees.
d. voter registration card.
15. The power of a court to hear a case in question is a court's
a. jurisdiction
b. first jurisdiction
c. appellate jurisdiction
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d. stare decisis
16. The agenda of the U.S. Supreme Court is set by:
a. the president
b. Congress
c. the Senate at the beginning of each congressional session
d. Supreme Court itself
17. The United Nations charter was signed in:
a. 1900
b. 1945
c. 1969
d. 2001
18. A mutual-security agreement and joint military command uniting the nations of Western Europe,
initially formed to resist Soviet Expansionism, is known as
a. Southeast Atlantic Peace Agreement
b. North Atlantic Peace Accord
c. North Atlantic Treaty Organization
d. Western Europe Peace Agreement
19. A U.S. program to rebuild the nations of Western Europe in the aftermath of World War II in order
to render them less susceptible to communist influence and takeover was the
a. Monroe doctrine
b, Containment
c. Liberation
d. Marshall Plan
20. A public assistance program that provides health care to the poor is:
a, health care friends
b. medicare
c. medicaid
d. health assistance
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PS A102 Pretest and Posttest for Fall 07-Spring 08
PS 102 PRE-QUIZ
NAME:___________________
1.
According to Karl Marx, class distinctions are based primarily on
A) a group's relationship to the factors of production.
B) ethnic identity.
C) traditional hierarchies of authority.
D) possession of significant information.
2. The murder of many members of one ethnic group by members of another is often referred to as
A) genocide.
B) low intensity conflict.
C) a rebellion.
D) guerrilla warfare.
3.
What is the ultimate goal of a revolution?
A) to replace the top leadership
B) to assume control of existing political systems
C) to replace the existing political system
D) to equalize resources
4.
The most pressing item contributing to global climate change is?
A) Methane
B) CO2
C) Fire ants
D) Backyard bar-b-ques
5.
The current Prime Minister of Great Britain is?
A) Tony Blair
B) Lord Baltimore
C) Gordon Brown
D) Richard Harris
6. If the ice of Greenland were to completely melt away, ocean levels would rise an estimated
A) 5 feet
B) 11 feet
C) 23 feet
D) 52 feet
7.
The current Secretary General of the United Nations is?
A) Kofi Annan
B) Boutros Boutros-Ghali
C) Ban Ki-Moon
D) U Thant
8.
The name of Al Gore’s documentary on the pressing problem of global climate change is?
A) Sicko
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B) An Inconvenient Truth
C) Better Watch Out
D) Beyond a Simple Heat Wave
9.
The current Secretary of State is?
A) Colin Powell
B) Newt Gingrich
C) Condoleezza Rice
D) John Butler
10.
The United States has a _________ system of government.
A) federal
B) parliamentary
C) confederal
D) authoritarian
11.
In which country did Karl Marx think Communism had the greatest chance of success?
A) Russia
B) France
C) Great Britain
D) The United States
12. Which of the following ideologies is particularly advocates individual freedom, limited
government and laissez-faire economics?
A) socialism
B) conservativism
C) classical liberalism
D) none of the above
13. Alaska’s senior Senator is?
A) Tony Knowles
B) Lisa Murkowski
C) Ted Stevens
D) Don Young
14.
Political interest groups are comprised of people who
A) work together to placed their members in public office
B) are members of the same occupational or class group
C) work together to achieve a particular policy goal
D) feel incapable of influencing politics by themselves
15.
Canada is an example of what kind of country?
A) communist
B) socialist
C) democratic
D) fascist
16. In what subfield of Political Science would you be most likely to do an in-depth study of the
United Nations?
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A)
B)
C)
D)
International Relations
Comparative Politics
Public Administration
American Government
17.
Broadcast media consists of all of the following except:
A) Internet
B) Cable
C) Newspapers
D) Radio
18.
The United States Congress is an example of a _______ legislature.
A) unicameral
B) ceremonial
C) bicameral
D) fused
19.
The current Chief Justice of the United States Supreme Court is?
A) John Roberts
B) John Paul Stevens
C) William Rehnquist
D) Karl Rove
20. Which of the following is an important area of legislative oversight?
A) enacting regulatory legislation
B) approving major executive appointments
C) committee hearings on legislation
D) all of the above
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PS A311 Pretest and Posttest for Fall 07-Spring 08
PS 311 PRE/POST QUIZ
NAME: ____________________________
1. Comparative politics is a subfield of political science that
a. studies foreign affairs policies of nation states.
b. compares different policy perspectives within a given country.
c. compares the struggle for power across different countries.
2. Which of the following is not a model of comparison used by the subfield?
a. Structuralism
b. Rationalism
c. Culturalism
d. Nationalism
3. Sovereignty is defined as the:
a. Rights bestowed on religious minorities within a nation-state
b. Ability of a government to carry out actions or policies within its territory.
c. Right of the United Nations to require a country to adhere to UN protocols.
4. The U.S. economy is theoretically most closely based on ideals expressed by:
a. James Madison
b. Thomas Jefferson
c. Milton Friedman
d. Alexander Hamilton
5. The _____ is critical to the definition of communism.
a. Absence of the state
b. Control of the means of production by the government
c. Control of the economy by corporations
6. Classical liberalism includes which of the following beliefs?
a. The right of same sex couples to marry and the right to universal health care.
b. Protection of the U.S. flag from desecration and prayer in schools.
c. Individual freedoms and limited government.
7. An autocracy is defined by:
a. Rule by the people
b. Rule by an individual
c. Rule by a small group
8. Bicameralism is:
a. separation of church and state
b. the system of separating state government from federal government
c. a system of two legislative bodies
d. when democrats and republicans work together to forge consensus
9. ‘Federalism’ is defined as:
a. The distinction of power and authority between a centralized government and local govts.
b. The dominance of national government over international governments
c. A unicameral legislative system
10. Countries liberated from communist rule are most often referred to as:
a. Transitional developed countries
b. Newly industrialized nations
c. Post communist nation states
d. All of the above
11. The U.S. system of government is most accurately defined as a:
a. Democracy
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b. Democratic republic
c. Socialist democracy
d. Theocracy
12. Which of the following institutions is also referred to as ‘the fourth estate’?
a. Bureaucracies
b. The media
c. Multi-national corporations
d. Health care organizations
13. In round numbers, how many nation-states exist today according to the United Nations?
a. 190
b. 350
c. 1020
d. 80
14. Who said “the state is a human community that claims the monopoly of the legitimate use of
physical force within a given territory”?
a. Josef Stalin
b. Karl Marx
c. Max Weber
d. John Locke
15. The World is Flat is a book written by Thomas Friedman that refers to which worldwide
phenomenon?
a. Climate change
b. Globalization
c. Transmission of communicable diseases
16. Colonialism resulted in which of the following?
a. Transformation of the borders of nation-states
b. Transformation of the nature of relations between ethnic communities within a nation-state
c. Subordination of the indigenous economic structure to the needs of a foreign power
d. All of the above
e. None of the above
17. Which country emits the most greenhouse gases?
a. Japan
b. Germany
c. The United States
d. Russia
18. Scientists say that the world needs to reduce total greenhouse gas emissions by _____ in order to
stabilize atmospheric greenhouse gas concentrations and avoid “dangerous climatic change.”
a. 50-80%
b. 200-400%
c. 10-15%
19. Which of the following is a true statement about ‘states’ and ‘nations’?
a. ‘Nations’ are not defined by their sovereign power.
b. There is no difference between ‘state’ and ‘nation.’
c. State borders always closely mimic national boundries.
20. The unequal economic relationship between developed countries and developing countries is often
referred to as:
a. Neo-colonialism
b. The poverty gap
c. Globalization
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PSY A111 Pretest and Posttest for Fall 07-Spring 08
Fundamental Tools in Psychology: 20 Questions
Name:





Most quizzes are designed to assess individual students and how well each student
understands the material. Most quizzes are given once and different students get different
scores based on their individual performances.
This quiz, however, is very different. It is designed to assess the course and how well it
teaches some key material to all students. This quiz will be given twice: at the beginning and
the end of the semester. Different students will not get different scores based on their
performance; instead all students who complete it will receive extra credit for participating in this
study.
Please put you name on this quiz so you can receive extra credit.
Please answer each of the following questions to the best of your ability at this time.
You will only be given 10 minutes, so work as quickly as possible.
1. A specification of how a researcher measures a research variable is known as a(n):
A) hypothesis.
B) theory.
C) replication.
D) operational definition.
2. In order to understand the highly unusual behavior of a 6th grade boy, a developmental
psychologist has carefully investigated the boy’s current life situation and his physical,
interpersonal, and school records. Which research method has the psychologist
employed?
A) the survey
B) the case study
C) Experimentation
D) naturalistic observation
3. In order to determine whether the strength of elderly people's emotional well-being is
related to their income levels, researchers would most likely make use of:
A) case studies.
B) correlational research.
C) experimentation.
D) naturalistic observation.
4. In which type of research is a representative random sample of people asked to answer
questions about their behaviors or attitudes?
A) Experimentation
B) the survey
C) the case study
D) naturalistic observation
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5. In a test of the effects of sleep deprivation on problem-solving skills of teens, researchers would
wake teenaged research participants after either 3, 6, or 9 hours of sleep on each of four
consecutive nights. This research is an example of:
A) naturalistic observation.
B) survey research.
C) a case study.
D) an experiment.
6. In order to track the development of social skills, Professor Ober carefully monitors 1st – 6th
grade children, recording their social interactions on the playground. Professor Ober is most
clearly engaged in:
A) survey research.
B) naturalistic observation.
C) experimentation.
D) correlational research.
7. Psychologists select a random sample of research participants in order to ensure that:
A) the participants are representative of the population they are interested in studying.
B) there will be a large number of participants in the research study.
C) the study will not be influenced by the researcher's personal values.
D) the same number of participants will be assigned to each of the experimental conditions.
8.
Which of the following methods is most helpful for revealing cause-effect relationships?
A) the survey
B) the experiment
C) correlational research
D) naturalistic observation
9. The biggest danger of relying on case-study evidence is that it:
A) is based on naturalistic observation.
B) may be unrepresentative of what is generally true.
C) overestimates the importance of operational definitions.
D) leads us to underestimate the causal relationships between events.
10. A researcher would be most likely to discover a positive correlation between:
A) intelligence and academic success.
B) financial poverty and physical health.
C) self-esteem and depression.
D) school grades and school absences.
11. Suppose that those who watch a lot of violence are also particularly likely to behave
aggressively. This relationship would NOT necessarily indicate that watching violence
influences aggressive behavior because:
A) Random sequences often don't look random.
B) Correlation does not prove causation.
C) Sampling extreme cases leads to false generalizations.
D) Events often seem more probable in hindsight.
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12. In which type of research would an investigator manipulate one factor in order to observe
its effect on some behavior or mental process?
A) the survey
B) the case study
C) Experimentation
D) naturalistic observation
13. To assess the effect of televised violence on aggression, researchers plan to expose one
group of children to violent movie scenes and another group to nonviolent scenes. In
order to reduce the chance that the children in one group have more aggressive
personalities than those in the other group, the researchers should make use of:
A) random assignment.
B) random sampling.
C) naturalistic observations.
D) the double-blind procedure.
14. In order to study the potential effects of social interaction on problem solving, some
research participants were instructed to solve problems working together; other
participants were instructed to solve problems working alone. Those who worked alone
were exposed to the ________ condition.
A) Experimental
B) Survey
C) Control
D) Correlational
15. In a psychological experiment, the potentially causal factor that is manipulated by the
investigator is called the ________ variable.
A) Dependent
B) Independent
C) Control
D) Experimental
16. In an experimental study of the effects of sleep deprivation on anxiety, sleep deprivation
would be the ________ variable.
A) Experimental
B) Dependent
C) Correlational
D) Independent
17. The mean of a distribution of scores is the:
A) most frequently occurring score.
B) arithmetic average of all the scores.
C) least frequently occurring score.
D) score exceeded by 50 percent of all the scores.
18. Central tendency is to variation as ________ is to ________.
A) scatterplot; correlation
B) range; skewed distribution
C) mean; standard deviation
D) median; mode
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19. In order to represent graphically the correlation between two variables, researchers often
construct a:
A) skewed distribution.
B) scatterplot.
C) standard deviation.
D) bar graph.
20. Which of the following is a statistical measure of both the direction and the strength of a
relationship between two variables?
A) correlation coefficient
B) standard deviation
C) Range
D) Mean


For which course did you take this quiz? (Circle one)
o
PSY 111 (General Psychology)
o
PSY 150 (Lifespan Development)
Did you take this quiz…(circle one)
o
…during the first week of the semester
o
…sometime after the first week of the semester.
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PSY A150 Pretest and Posttest for Fall 07-Spring 08
See PSY A111 pretest and posttest. Both PSY A111 and PSY A150 used the same quizzes.
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SOC A101 (VERSION A) Pretest and Posttest for Fall 07-Spring 08
Sociology 101
NAME: __________________________
1. The term ‘empirical’ refers to:
a. Carefully gathered, unbiased data regarding social conditions and behavior
b. The application of moral principles to social policy
c. The application of scientific methods to the study of moral problems
d. Using the techniques of investigative journalism to analyze social problems
2. A distinguishing characteristic of modern sociology is an emphasis on:
a. Explanations based on carefully collected empirical data.
b. Speculation about causes and results of social phenomena
c. The development of well-reasoned discourse on social issues
d. The solution of social problems based on the opinions of experts.
3. The sociological perspective that focuses on how social structures are created and maintained in
the course of human interaction is:
a. Conflict theory
b. Functionalism
c. Symbolic interactionism
d. The ecological perspective
4. Professor William’s sociology class is studying religion. They want to know what purpose
religious systems have for society. Their inquiry will likely take which of the following
approaches in sociology?
a. Conflict
b. Functionalist
c. Interactionist
d. Middle level
5. The sociological perspective that emphasizes the role of differences among people in different
economic classes is:
a. Conflict theory
b. Ethnomethodology
c. Functionalism
d. Symbolic interactionism
6. The question “Who benefits from the exercise of power and who loses?” is characteristic of
which of the following theoretical perspectives?
a. Conflict theory
b. Functionalism
c. Symbolic interactionism
d. The ecological perspective
Table 1.1. Global and Regional Trends in the Estimated Prevalence of Protein-Energy
Malnutrition in Underweight Children Under 5, Since 1980.
1980
1990
1995
2000
Region
%
Million
%
Million
%
Million
%
Million
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Africa
26.2
Asia
43.9
Latin America 14.2
Developing
37.4
Countries
Source: WHO, 2000.
22.5
146.0
7.3
175.7
27.3
36.5
10.2
32.1
30.1
141.3
5.6
177.0
27.9
32.8
8.3
29.2
34.0
121.0
4.5
159.5
28.5
29.0
6.3
26.7
38.3
108.0
3.4
149.6
7. Refer to Table 1.1 showing prevalence of malnutrition in the world. Which of the following has
the largest percent of undernourished children?
a. Asia
b. Latin America
c. Africa
d. North America
8. Refer to Table 1.1. Which of the following regions has the fewest underweight children
according to the World Health Organization?
a. Asia
b. Latin America
c. Africa
d. North America
9. In the table shown below, according to the World Health Organization which region has the
greatest prevalence of overweight adults?
a. Africa
b. The Americas
c. Europe
d. The Western Pacific
Regional and Global Prevalence and Number of Overweight Adults and
Children Under 5, by WHO Region
Children
Adults
%
%
WHO Region
prevalence
Million
prevalence Million
Africa
3.4
3.3
2.9
8.2
The Americans
4.5
3.4
20.9
109.0
Southeast Asia
4.5
3.0
1.1
10.0
Europe
NA
NA
16.7
106.5
Eastern Mediterranean
1.8
3.0
10.0
24.9
Western Pacific
4.0
5.3
3.8
42.5
Global
3.6
21.5
8.2
301.1
Total for children includes and estimated 3.5 million overweight children in
Europe, although Europe survey data not always adequate.
Source: WHO, 2000
10. A scientist conducting an empirical study:
a. Engages in armchair theorizing.
b. Gathers evidence to understand the behavior under investigation.
c. Relies on hunches and intuition.
d. States his or her personal biases at the beginning of the study.
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11. A statement that expresses a guess about a possible relationship between two or more
phenomena is termed:
a. A functional explanation.
b. A hypothesis
c. A scientific hunch
d. Theory
12. Characteristics of individuals, groups, or entire societies that can change from one case to
another are termed:
a. Indicators
b. Norms
c. Relationships
d. Variables
13. The factor that the scientist believes causes changes in the behavior under investigation is termed
the:
a. Dependent variable
b. Independent variable
c. Intervening variable
d. Antecedent variable
14. Which of the following is an example of a hypothesis?
a. Canadians living in the province of Quebec are more likely to support the use of French
as their primary language, than are those living in other provinces.
b. Canadian life and culture are much influenced by the United States.
c. In recent years there has been considerable controversy between the United States and
Canada over acid rain.
d. The life expectancy in the United States and Canada is roughly the same.
15. The term ‘sample’ refers to:
a. A selection
b. A set of respondents
c. A probability
d. None of these
16. Any unintended effect that results from the attention given to subjects in an experiment is known
as the:
a. Asch effect
b. Hawthorne effect
c. Law of diminishing returns
d. Peter principle
17. Researchers are most likely to use random sampling in cases where:
a. Respondents are reluctant to answer
b. They wish to generalize to a larger population
c. They wish to provide descriptions or how members of a specific group feel about an issue
d. They wish to be unobtrusive
18. A theory may be described as:
a. A hunch about how things fit together
b. A set of interrelated concepts that seeks to explain an observable phenomenon
c. Opinions about the way things ought to be related
d. Predictions of the future
19. In examining the percent analysis of households since 1970, as shown in Table 2.3, we see
a. A decrease in the proportion of married couple families
b. An increase in the proportion of married couple families
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c. A decrease in non-family households
d. A decrease in female-headed households
Table 2.3
Types of Households in the United States, 1970 and 2000 (as
percentage of total households)
Type of Household
1970
2000
All households
100.0
100.0
Nonfamily households
18.8
31.9
Family households
81.2
68.1
No own children under 18
35.8
35.3
With own children under 18
45.3
32.8
Married-couple family
70.5
51.7
No own children under 18
30.3
28.1
With own children under 18
40.3
23.5
Male householder
1.9
4.2
No own children under 18
1.4
2.1
With own children under 18
0.5
2.1
Female householder
8.7
12.2
No own children under 18
4.2
5.1
With own children under 18
4.5
7.2
20. The statistics for youth unemployment and suicide in France shown in Figure 2.3 indicate that
a. Unemployment causes higher suicide among males
b. There is a significant positive relationship between unemployment and suicide for males
c. There is no relationship between employment and suicide among young adults
d. There has been little change in suicide rates since the early 1980s.
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SOC A101 (VERSION B) Pretest and Posttest for Fall 07-Spring 08
SOCIOLOGY 101-002 POSTTEST NAME _______________________
Answer the following as best you can in the space available.
1. Define Sociology.
2. Define Culture.
3. What is the primary focus of Symbolic Interaction?
4. How does Functionalism view society?
5. How does Conflict Theory view society?
6. What is meant by Social Stratification?
7. What are the key components of Social Change?
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WS A200 Pretest and Posttest for Fall 07-Spring 08
Name: ________________________________________
1. The beginning of the women’s movement in the United States is dated to the _____ in 1848:
a. League of Women Voters
b. Seneca Falls Convention
c. Civil War
d. Vindication of the rights of women
2. What amendment gave women the right to vote?
a. 15th
b. 19th
c. 27th
d. 13th
3. Which suffragist introduced the Equal Rights Amendment?
a. Lucretia Mott
b. Elizabeth Cady Stanton
c. Alice Paul
d. Susan B. Anthony
4. When did color-coding according to gender become widespread?
a. Post-WWI era
b. Depression era
c. Post-WWII era
d. After the feminist movement began during the 1970s
5. Who is given credit for the beginning of the second wave of the women’s movement after she
wrote ‘The Feminine Mystique’?
a. Rosie the Riviter
b. Gloria Steinem
c. Eleanor Roosevelt
d. Betty Friedan
6. Which Christian religious denomination recently passed resolutions excluding women from
leadership roles in the church and encouraging wives to submit to their husbands?
a. Lutheran
b. Roman Catholic
c. Southern Baptist
d. Methodist
7. The threat of being called a lesbian, which keeps all women in line, is called:
a. Lesbian identification
b. Lesbian round-up
c. Lesbian hostility
d. Lesbian baiting
8. What Supreme Court ruling removed the states’ ban on abortion?
a. Roe v. Wade
b. Griswold v. Connecticut
c. Webster v. Reproductive Health Services
d. Harris v. McRae
9. When did the Supreme Court remove the ban on contraceptives for married persons?
a. Late 19th century
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b. Right after WWI
c. Right after WWII
d. Mid 1960s
10. An important legislative gain concerning women’s employment passed in 1963 was:
a. Title VII of the Civil Rights Act
b. The Equal Rights Amendment
c. The Equal Pay Act
d. Roe v. Wade
11. Contemporary third wave feminist perspectives are shaped by:
a. Globalization
b. Sexuality
c. Identity
d. All of the above
12. Which feminist artist began The Dinner Party?
a. Judy Chicago
b. Emily Carr
c. Georgia O’Keefe
d. Cindy Sherman
13. A person that displays a lack of gender differentiation or a blending of gender in known as (a)n:
a. Transsexual
b. Androgynous
c. Androcentric
d. Transvestite
14. To be transgendered is to:
a. Push against gender boundaries
b. Be homosexual
c. Be androgynous
d. Be queer
15. The term for the hatred of women is:
a. Misogyny
b. Homophobia
c. Androcentrism
d. Sexism
16. Two issues that mobilized antifeminist backlash were:
a. Abortion and HIV/AIDS
b. Abortion and the ERA
c. ERA and gay/lesbian issues
d. HIV/AIDS and gay/lesbian issues
17. The first woman considered for presidential nomination was:
a. Gloria Steinem
b. Shirley Chisholm
c. Hilary Clinton
d. Winona LaDuke
18. The catch-all category for compulsive over exercising is:
a. Anorexia nervosa
b. Bulimia nervosa
c. Muscle dysmorphia
d. Compulsive eating
e. Anorexia althletica
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19. At what New York bar did the modern gay liberation movement begin?
a. Studio 54
b. Stonewall
c. Club 57
d. Scandals
20. The following is a rape myth:
a. Women are partly to blame
b. Reports happen less frequently than indicated
c. Rape tends to be intraracial
d. Both (a) and (b)
e. All of the above
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