General Education Assessment Process
This page outlines the general education assessment process for department chairs and faculty teaching general education courses.
The purpose of general education assessment is not to assess particular students, courses or faculty, but to understand how students, in the aggregate, are developing the skills, habits and values represented in the Pillars across a variety of courses and disciplines in the gen ed curriculum. The Pillars articulate some of the transdisciplinary compentencies that students may gain by taking the required courses in communication, mathetmatics, history, humanities and/or fine arts, natural sciences, and social and behavioral sciences.
Department chairs work with faculty teaching general education courses to align a key course assignment with a general educaiton pillar for assessment. Courses and assignments may align with more than one pillar. However, faculty will be expected to assess a particular pillar in a given semester, based on the General Education Assessment Plan for that academic year.
Pillar alignments will be reviewed and revised, as needed, each academic year by department chairs, IEA, and the General Education Committee.
Each pillar has a rubric for assessment, found here:
Oral and written communication rubrics
Quantitative reasoning rubric
Connection and reflection rubric
Global perspective rubric
Inquiry and analysis rubric
Critical reasoning rubric
The goal of using the rubric to assess an assignment is is to obtain aggregate ratings on rubric criteria that can be analyzed across courses and disciplines. Accordingly, the rubric assessment can happen outside of the usual grading process for an assignment. Faculty can choose whether or not they use the rubric for grading of individual students. Rubrics and/or data submitted to IEA should not have identifiable student information.
Faculty should strive to evaluate student work on all rubric criteria, even if a particular criterion is not a perfect fit. Again, the purpose is to gain an aggregate view of the criteria across many cousres and disciplines -- some assignments and courses may emphasize particular criteria over others, and this is fine. That said, if faculty feel a particular criteria is entirely not applicable to an assignment, please indicate as such and explain why/how the particular criteria does not apply when submitting data to IEA.
Department chairs (or faculty they assign) submit collected data to IEA following the end of each semester (fall and spring). Data will be submitted through the General Education Committee D2L site. A template for reporting data on each pillar can be found in this Excel file, which is also available on the D2L site.
IEA complies the data, and the data is reviewed and analyzed by the General Education Committee. Summaries of the data will be shared and discussed with faculty and other stakeholders to identify any recommendations for improvement.
Department chairs will be added to the D2L site for data submission. Additional faculty may be added a the chair's request by contacting Amanda Wornhoff, Director of IEA, or Brandi Bickham, Academic Affairs Technical Support Coordinator.