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General Education Assessment at Cleveland State University

General Education Assessment at Cleveland State University. What We Have Accomplished What We Have Yet to Do. From Distribution Requirements to Learning Goals in General Education Culture of Assessment Continuous Improvement . 1. What We Have Accomplished.

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General Education Assessment at Cleveland State University

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  1. General Education Assessment at Cleveland State University What We Have Accomplished What We Have Yet to Do

  2. From Distribution Requirements to Learning Goals in General Education Culture of Assessment Continuous Improvement 1. What We Have Accomplished

  3. Distribution Learning Goals • 2003-4: • Cluster (e.g. social science, humanities) groups were asked to discuss common goals, assessments etc. • Agreement could not be reached • Gen Ed. requirements focused on distribution requirements not learning goals

  4. 2004 • President Schwartz challenged faculty to consider what a CSU graduate “ought to know” • Gen. Ed. Task force formed • 2007 • New Gen. Ed proposal approved by faculty senate. • http://www.csuohio.edu/faculty_senate

  5. Gen. Ed. Priorities • Clearly articulated objectives • Ongoing assessment • Course clusters • Links between gen. ed. & majors - capstone experiences • Simple requirements • Procedures for overseeing & reviewing requirements

  6. Learning Goals • Skill Areas • Written communication • Quantitative literacy • Critical thinking • Information literacy • Working in groups, including those of diverse composition • Oral communication

  7. Goals and Outcomes for all Skill Areas e.g., Quantitative Literacy: • Every college student should be able to apply simple mathematical methods to the solution of real world problems. A quantitatively literate college graduate should be able to: • Interpret mathematical models such as formulas, graphs, table and schematics, and draw inferences from them • Represent mathematical information symbolically, visually, numerically, and verbally

  8. Quantitative Literacy Outcomes cont. • Use mathematical, algebraic, geometric, and statistical methods to solve problems • Estimate and check answers to mathematical problems in order to determine reasonableness, identify alternatives, and select optimal results • Recognize that mathematical and statistical methods have limits.

  9. Why the Focus on Goals, Outcomes and Assessment? • CSU has developed a culture of assessment since 2000.

  10. Developing a Culture of Assessment • 2000 • NCA “Process of assessment needs to be more thoroughly ingrained in the academic culture” • 2001-2 • Development of goals, outcomes, and measures • Office of Learning Assessment established • 2004 • Annual reports (including data) required • 2006 • All new programs must include an assessment plan • 2007 • 4th round of annual assessment reports • Peer review of reports

  11. Continuous Improvement • Peer Review of Assessment Reports • Each year more than 100 reports (academic and support) are reviewed over summer. • Faculty and professional staff are trained and review the reports in 3-person teams • Explicit criteria are used • Written feedback is provided • About 40 reviewers each year • Contributes to an institutional–wide culture of assessment

  12. 2. What We Have Yet to Do Address the following: • Purpose of Gen. Ed Assessment • Gen Ed Assessment Design • Measures Used

  13. Purpose of Gen. Ed Assessment • Tensions among purposes • Program improvement • Student Competency (cf. majors) • External accountability (norm referenced) • Purpose may vary for skill area

  14. Gen Ed. Assessment Design • When are the Measures Administered? • Pre-post or Pre-mid-post or Post-only • Pre-only (e.g., Minimum competency) • Longitudinal vs. Cross Sectional • Follow freshman cohorts vs. comparisons among groups • How to assess transfer students? • Are the Assessments High Stakes for Students?. • Part of grade (embedded) or minimal competence vs. • No impact on student performance

  15. Measures Used • Direct Measures: • Standardized tests (e.g., CLA) • CSU devised objective tests • CSU devised performance assessments (with rubrics) • Indirect Measures • Interviews & focus groups • CSU devised or standardized questionnaires (e.g., NSSE)

  16. Ongoing Activities • Ongoing discussions this summer articulating Gen. Ed. document and devising more detailed outcomes • Details on assessment design and measures will be submitted to UCC this fall. Contact Information Rosemary Sutton Director of Assessment Cleveland State University r.sutton@csuohio.edu, 216 687 3924

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