Form C
Annual Assessment Report – Activities, Results and Action Plan
Last updated 10/8/2013
Humanities/Philosophy Program
Fall 2013-Spring 2014
Humanities Department
School of Arts and Letters
Dixie State University
PLO
Identify the
PLO(s)
assessed in the
current AY
(1-2)
Measure(s)
1. Direct or indirect
2. Description of measure
(upload instrument & sample artifacts)
3. Scoring strategy (upload rubric)
4. Score scale
(e.g., 4=exemplary, … 1=unacceptable)
Baseline /
Threshold /
Benchmark/
Target
Data Collection
Method
1. Course(s) number
2. Semester collected
3. Sample size
PLO 2, GE LO
2: Critical
Thinking.
Students will
gain the ability
to use
knowledge,
claims of
evidence, and
content to
reason ethically
and reach
conclusions, as
well as to
innovate in
imaginative
ways.
Direct Measure(s): All Humanities 1010
students wrote an analysis paper that
required them to compare three works
of art from different time periods and
different genres. A sample of these
papers were graded with a critical
thinking rubric adapted from the
AAC&U’s critical thinking rubric. The
rubric has five categories, each of
which are scored on a scale of 0-4.
0=unacceptable; 1=marginal;
2=acceptable; 3=exemplary;
4=exceptional.
Because we
were only
measuring
development of
critical thinking
rather than
mastery, we
aimed at 2s for
the majority of
papers, which
would be an
average overall
score of 10.
1. HUM 1010
2. F13 & S14
3. 60 papers, each
graded by two graders
Ability to
connect and
draw unique
conclusions as
a result of
those
connections.
These were done on a
section-by-section basis
per the instructor’s
particular curriculum,
and are reflected in
each students’ overall
grade.
* Rubric attached.
Indirect Measure(s): Periodic journal
responses and essay and short answer
questions on tests. These were done on
a section-by-section basis per the
instructor’s particular curriculum.
1
Results
For each PLO, consider all the data and
summarize the three important findings
Action Taken
(closing the loop)
State action(s) taken to improve student
learning
Highlight whether the targets were
met, partially met, or not met
Include summary reliability indices
Met
Partially
Met
Not Met
The target was partially met. 29 of the
60 papers graded met the average
benchmark score of 10 or ranked
higher. Of the papers graded, only 4
papers received no 2s, meaning only 4
papers were marginal across the
spectrum. Additionally, 6 papers
received only one 2, with the rest of
their scores falling at a 1 or 0. This
means that 50 of the 60 papers graded
received two or more 2s. 11 other
papers received only two 2s, so 39 of
the 60 papers received a majority of 2s
or higher.


Starting in Fall 2014, we have
standardized the syllabus of HUM
1010 as a way of ensuring that
students are receiving instruction
geared toward critical thinking,
analysis and broad knowledge of
various time periods.
Additionally, since all HUM 1010
instructors were required to
participate in the assessment, the
instruction and experience they
received there will assist them in
shaping their instruction and their
students’ work toward greater
success in the future.
Form C
Annual Assessment Report – Activities, Results and Action Plan
Last updated 10/8/2013
Humanities/Philosophy Program
Fall 2013-Spring 2014
Humanities Department
School of Arts and Letters
Dixie State University
PLO
Identify the
PLO(s)
assessed in the
current AY
(1-2)
Measure(s)
1. Direct or indirect
2. Description of measure
(upload instrument & sample artifacts)
3. Scoring strategy (upload rubric)
4. Score scale
(e.g., 4=exemplary, … 1=unacceptable)
PLO 2, GE LO
2: Critical
Thinking.
Students will
gain the ability
to use
knowledge,
claims of
evidence, and
content to
reason ethically
and reach
conclusions, as
well as to
innovate in
imaginative
ways.
Direct Measure: Half of Spring
Semester’s HUM 3030 students were
required to read, summarize and
critique the arguments in two opposing
articles on the same issue; They were
then required to collectively produce a
thorough, productive discussion where
they covered all perspectives related to
the issue and addressed the concerns
that make the topic an issue in a fair,
rational and balanced manner.
Baseline /
Threshold /
Benchmark/
Target
Data Collection
Method
1. Course(s) number
2. Semester collected
3. Sample size
Direct Measure: The other half of
Spring Semester’s HUM 3030 students
were required to write a paper
addressing an issue of their choice and
based on current research on the topic.
Their paper discussions of these
issues, like the group discussion above,
were required to cover all perspectives,
address all concerns that make the
topic an issue, and do so in a fair,
rational and balanced manner.
Because of the loss of our philosophy
professor, no PHIL courses were
assessed this semester outside of the
instructor’s individual assignments and
2
Results
For each PLO, consider all the data and
summarize the three important findings
Highlight whether the targets were
met, partially met, or not met
Include summary reliability indices
Action Taken
(closing the loop)
State action(s) taken to improve student
learning
Form C
Annual Assessment Report – Activities, Results and Action Plan
Last updated 10/8/2013
Humanities/Philosophy Program
Fall 2013-Spring 2014
Humanities Department
School of Arts and Letters
Dixie State University
PLO
Identify the
PLO(s)
assessed in the
current AY
(1-2)
Measure(s)
1. Direct or indirect
2. Description of measure
(upload instrument & sample artifacts)
3. Scoring strategy (upload rubric)
4. Score scale
(e.g., 4=exemplary, … 1=unacceptable)
Baseline /
Threshold /
Benchmark/
Target
Data Collection
Method
1. Course(s) number
2. Semester collected
3. Sample size
course requirements.
3
Results
For each PLO, consider all the data and
summarize the three important findings
Highlight whether the targets were
met, partially met, or not met
Include summary reliability indices
Action Taken
(closing the loop)
State action(s) taken to improve student
learning