Sociology Program Assessment Plan 2011-2015
Erica Dixon, David Hyde
Critical Thinking
Student Academic Performance – Outcome 1:
Critical Thinking Skills
Measurable Criteria
Measurement Tool
Data Source
Time Frame
Students will question, search for answers and
understanding, evaluate ideas and information, and
develop and support meaningful conclusions by
exhibiting one or more of the following outcomes:
College-Wide Critical
Thinking Rubric
Paper/critical analysis assignment
to be decided upon by individual
professor that demonstrates
application of critical thinking skills
to the study of sociology.
Soc 101
Soc 200
Soc 201
Soc 205
Soc 225
Soc 235
Soc 245
Soc 255
2011-2012
A. Creates, integrates, and evaluates ideas
and information across a range of contexts,
cultures, and/or areas of knowledge.
B. Analyzes and evaluates problems and
solves them using multiple processes.
C. Examines attitudes, values, and
assumptions and assesses their
implications in a variety of contexts.
D. Integrates experience, reason, and
evidence to make meaningful conclusions,
judgments, and/or products.
E. Justifies key results and procedures,
explains assumptions and reasons.
Faculty will assess the outcome(s) which are
appropriate for their course.
Results:
Analysis and Action:
Measurement:
Likert scale score given
from Critical Thinking to
each student by
professor. Outcomes from
the critical thinking rubric
that is appropriate for
each assignment will be
determined by the
professor.
Best Practices Application:
Professor will hand out and
explain the critical thinking rubric
as it relates to the assignment to
be assessed.
Critical Thinking
Definition:
A critical thinker will question, search for answers and understanding, evaluate ideas and
information, and develop and support meaningful conclusions.
Outcomes:
A. Creates, integrates, and evaluates ideas, concepts, and/or information across a range of contexts, cultures, and/or areas of knowledge.
B. Analyzes and evaluates problems and/or solves problems using multiple processes.
C. Examines attitudes, values, and assumptions and assesses their implications in a variety of contexts.
D. Integrates experience, reason, and evidence to make meaningful conclusions, judgments, and/or products.
E. Justifies key results and procedures, explains assumptions and reasons.
Global Rubric:
1 (Failed to)
Fails to identify or understand
ideas/information.
Performs a superficial examination of
ideas/information ignoring culture.
Uses a narrowed perspective or
personal context to evaluate.
2 (Beginning to )
Begins to evaluate ideas using limited
context, cultural considerations, and
/or knowledge
3 (Usually or largely )
Usually integrates and evaluates
ideas/information using a range of
contexts, knowledge, and cultural
consideration.
4 (Fully)
Fully creates, integrates, and
evaluates ideas and information
across a range of contexts, cultures,
and/or areas of knowledge.
Fails to interpret problems and jumps
to conclusions without using critical
thinking (CT) processes. Uses “gut”
or emotional responses vs. facts to
evaluate.
Fails to identify some attitudes and
values about self and others. Assess
implications within own context.
Begins to recognize problems and
performs an analysis using some
facts. Evaluation of facts still
superficial, able to propose a partial
solution
Begins to identify and examine
attitudes and values in a variety of
contexts. Identifies assumptions but
in a limited context.
Largely uses critical thinking
processes to analyze and evaluate
problems at a deeper level. Produces
viable, but simple solutions.
Fully analyzes and evaluates
problems and solves them using
multiple processes and thorough
explanations.
Fully examines w/o bias attitudes,
values, and assumptions and
assesses their implications in a
variety of contexts.
D.
Relies on fallacious or irrelevant
reasoning or personal experience to
identify conclusions/judgments/
end products. Conclusions are
contrary to the evidence.
Begins to integrate experience,
reasoning and evidence to produce a
conclusion. Uses inadequate
evidence or fallacious reasoning.
Usually identifies and examines
attitudes and values in several
contexts and assesses their
implications. Increasing ability to
identify assumptions in a variety of
contexts.
Usually integrates experience,
reasoning and evidence to produce
conclusions. Conclusions are
supported by some evidence and
clear reasoning.
E.
Conclusions are unsupported by
evidence or sound reasoning. Fails to
identify assumptions and/or explain
process.
Begins to justify some assumptions
and/or reasons. Large flaw in
conclusion and/or supporting
evidence.
Usually able to justify key results with
sound reasoning. Usually able to
explain assumptions.
Fully justifies key results and
procedures, accurately explains
assumptions and defends reasons.
A.
B.
C.
Fully makes meaningful conclusions,
judgments, and/or products by
thoughtful integration of experience,
reason, and evidence.
Ethics
Student Academic Performance –
Outcome 2: Ethics
Measurable Criteria
Measurement Tool
Data Source
Time Frame
Students will understand their ethical
responsibilities and consequences in
both academic and professional
contexts by exhibiting one or more of
the following outcomes:
College-Wide Ethics Rubric
Qualitative assignment to be decided upon by
the professor that demonstrates understanding
of ethical responsibilities and consequences in a
sociological subject.
Soc 201
Soc 245
2011-2012
A. Identify an ethical issue in a
problem or case.
B. Identify the stakeholders
involved and their points of
view.
C. Analyzes alternatives and
consequences in a situation.
D Makes an ethical choice and
a plan of action.
Faculty will assess the outcome(s)
which are appropriate for their
course.
Results:
Analysis and Action:
Measurement: Likert scale
score given to each student by
professor. Outcomes that are
appropriate for each assignment
will be determined by the
professor.
Best Practices Application:
Professor will hand out and explain the ethics
rubric as it relates to the assignment to be
assessed.
Ethics: Understand ethical responsibilities and consequences .
Definition:
An ethical thinker will understand their ethical responsibilities in both academic and professional contexts.
Outcomes:
A. Identify an ethical issue in a problem or case.
B. Identify the stakeholders involved and their points of view.
D. Analyzes alternatives and consequences in a situation.
D Makes an ethical choice and a plan of action.
Global Rubric:
1 (Failed to)
2 (Beginning to )
3 (Usually or largely )
4 (Fully)
A.
Does not identify an ethical issue
in a problem or case
Has a vague idea of what the
issue is and what must be
decided.
Generally identifies the ethical
issue including pertinent facts,
and ascertains what must be
decided.
Specifically identifies an ethical
issue and ascertains exactly what
must be decided.
B.
Does not identify the stakeholders
involved in an ethical issue.
Begins to identify some of the
stakeholders.
Determines and identifies all
stakeholders.
C.
Does not determine alternatives
and consequences.
Begins to appraise relevant facts
and assumptions and identifies
some alternatives and
consequences.
Clarifies alternatives and predicts
their associated consequences.
Thoroughly identifies all
stakeholders involved and their
points of view.
Clarifies a full range of
alternatives and evaluates each
on the basis of its interest and
concern to all stakeholders.
D.
Does not choose a course of
action.
Has difficulty identifying an
appropriate course of action
among alternatives.
Selects a course of action among
alternatives.
Logically selects a course of
action and identifies a plan to
implement it.
Multicultural Awareness
Student Academic Performance - Outcome 3:
Multicultural Awareness
Measurable Criteria
Measurement Tool
Data Source
Time
Frame
Students will understand themselves in relation to
others in a multicultural world by exhibiting one or
more of the following outcomes:
College-Wide Multicultural
Awareness rubric
Qualitative assignment to be
decided upon by individual
professor where students
demonstrate an understanding
of themselves in relation to
others in a multicultural world.
SOC 101
SOC 201
SOC 205
SOC 225
SOC 235
SOC 245
2012-13
academic
year
A. Exhibits an understanding of how economic,
political, social, and/or cultural factors impact
the interactions between people of different
backgrounds.
B. Demonstrates an awareness of how
dominant group privilege leads to institutional
oppression and/or impacts a marginal
group’s development.
C. Shows respectful consideration of the values,
beliefs, and practices of others, and knows
how to resolve ethnocentric attitudes.
D. Engages in perspective-taking and selfreflection in interactions with others.
Faculty will assess the outcome(s) which are
appropriate for their course.
Measurement: Likert scale
score given to each student by
professor. Outcomes that are
appropriate for each
assignment will be determined
by the professor.
Best Practices Application:
The language from the
Multicultural rubric will be
incorporated into the
assignment and the professor
will hand out the Multicultural
Awareness rubric and explain
the levels of achievement, from
‘failed to’ to ‘fully’, as they
relate to the assignment.
Multicultural Awareness College-Wide Ability: Understand themselves in relation to others in a multicultural world.
Definition: A multiculturally aware individual will have knowledge of the diverse cultural values, beliefs, and practices of self and others in order to interact
successfully in the world.
Outcomes:
A: Exhibits an understanding of how economic, political, social, and/or cultural factors impact the interactions between people of different backgrounds.
B: Demonstrates an awareness of how dominant group privilege leads to institutional oppression and/or impacts a marginal group’s development.
C: Shows respectful consideration of the values, beliefs, and practices of others, and knows how to resolve ethnocentric attitudes.
D: Engages in perspective-taking and self-reflection in interactions with others.
Global Rubric:
1 (Failed to)
2 (Beginning to )
3 (Usually or largely )
4 (Fully)
A.
Exhibits a lack of understanding in the
ways economic, political, social,
and/or cultural factors impact
intercultural interactions.
Exhibits a basic understanding of the
ways economic, political, social,
and/or cultural factors impact
intercultural interactions.
Exhibits a general understanding of
the ways economic, political, social,
and/or cultural factors impact
intercultural interactions.
Exhibits a thorough understanding of
the ways economic, political, social,
and/or cultural factors impact
intercultural interactions.
B.
Demonstrates lack of awareness of
the role privilege plays in the
institutional oppression of subordinate
social groups and the subsequent
impact on the groups’ development.
Demonstrates rudimentary
awareness of the role privilege plays
in the institutional oppression of
subordinate social groups and the
subsequent impact on the groups’
development.
Demonstrates awareness of the role
privilege plays in the institutional
oppression of subordinate social
groups and the subsequent impact on
the groups’ development.
Demonstrates full and far-reaching
awareness of the effects of privilege
in the institutional oppression of
subordinate social groups and the
subsequent impact on the groups’
development.
C.
Does not consider the values, beliefs,
and practices of others; shows
disrespect toward other groups, and
views other groups ethnocentrically.
Shows limited consideration of the
values, beliefs, and practices of
others; is not disrespectful toward
other groups, but has not resolved
his/her own ethnocentric attitudes.
Shows consideration and respect for
the values, beliefs, and practices of
others; has begun to resolve one’s
own ethnocentric attitudes.
Shows an active and respectful
interest in considering the values,
beliefs, and practices of others;
appreciates and celebrates
sociocultural diversity, and rejects
ethnocentric attitudes in self and
others.
D.
Is unable to or unwilling to engage in
perspective-taking and self-reflection
in communications/interactions with
others.
Attempts to understand how to
engage in perspective-taking and
self-reflection in communications/
interactions with others.
Is able to engage in perspectivetaking and self-reflection in
communications/interactions with
others.
Actively pursues perspective-taking
and self-reflection to create open and
positive communications/interactions
with others.
Communicate Effectively.
Student Academic Performance –
Outcome 4: Communicate Effectively
Students will successfully exchange
messages appropriate to a variety of
contexts by exhibiting one or more of the
following outcomes:
A. Conveys ideas and information
with clarity and control.
B. Adapts communication methods
appropriate to purpose, content,
audience and situation.
C. Receives and responds to
messages openly and
appropriately.
D. Recognizes that communication is
influenced by perspective.
Faculty will assess the outcome(s) which
are appropriate for their course.
Results:
Analysis and Action:
Measurable Criteria
Measurement Tool
Data Source
College-Wide Communication
Rubric
Department wide tool has been developed
which includes interviewing a social worker*,
followed by a term paper and a presentation
to the class and ending with a reflection
paper.
Soc 200
Likert Scale: The
Communicate Effectively rubric
will be used by all professors to
assess whether students are
usually or largely meeting
outcomes A – D.
Measurement: Likert scale score given to
each student by professor using rubric on
Outcomes A (paper and presentation) & D
(reflection).
Best Practices Application:
The language from the Communicate
Effectively rubric is incorporated into the
assignment and the professor will hand out
and explain the rubric and levels of
achievement.
*Soc 200 is “Intro to Social Work”
Time Frame
2013-2104
Communicate Effectively
Definition: An effective communicator will successfully exchange messages appropriate to a variety of contexts.
Outcomes:
A. Conveys ideas and information with clarity and control.
B. Adapts communication methods appropriate to purpose, content, audience and situation.
C. Receives and responds to messages openly and appropriately.
D. Recognizes that communication is influenced by perspective.
Global Rubric:
Level 1
Presentation of information and ideas
is not organized and clarity of the
message is severely impeded by
language usage errors.
Level 2
Presentation of information and
ideas is minimally organized and
clarity of the message is impeded
by language usage errors.
Level 3
Presentation of information and
ideas is organized and clarity of
the message is not impeded by
language errors.
Level 4
Presentation of information and ideas is
clearly conveyed, well organized and free
of language usage errors.
B.
Does not adapt communication
methods in appropriate ways.
Produces communication methods
appropriately to some of the criteria
of purpose, content, audience or
situation but neglects others.
Adapts communication methods
appropriate to most criteria.
Fully adapts communication methods
appropriate to the interplay of purpose,
content, audience, and situations.
C.
Does not ask or answer questions.
May ask for clarification but
answers questions in a perfunctory
way.
Offers answers and comments or
asks questions that aid and
reflect comprehension.
Makes comments or asks challenging
questions that facilitate deeper
understanding and/or build on the
message received.
Acknowledges feedback.
Positively responds to feedback.
Minimally recognizes the influence
of perspective (e.g., culture, gender,
privilege, experience, level of
authority, etc.) when assessing
and/or interpreting communication.
Recognizes the influence of
perspective (e.g., culture, gender,
privilege, experience, level of
authority, etc.) when assessing
and/or interpreting
communication.
A.
Does not respond or negatively
responds to feedback.
D.
Does not recognize the influence of
perspective (e.g. culture, gender,
privilege, experience, level of
authority) when assessing and/or
interpreting communication.
Actively seeks and incorporates feedback.
Fully recognizes the influence of
perspective (e.g., culture, gender,
privilege, experience, level of authority,
etc.) when assessing and/or interpreting
communication.
Sociology Assessment Schedule
The sociology department will collect data from individual professors about their courses and then analyze and compile this data to assess student learning.
Sociology professors are asked to provide assessment information on the relevant college-wide ability for one section of each distinct course they teach in
the appropriate year per the table below.
Year
CWA’s
2011-12
2011-12
2012-13
2013-14
2014-15
Critical Thinking
Ethics
Multicultural Awareness
Communicate Effectively
Computation
Soc Soc Soc
101 200 201
X
X
X
X
X
X
X
Soc Soc Soc Soc Soc
205 225 235 245 255
X
X
X
X
X
X
X
X
X
X
X