SJC General Education Assessment

Links to seven general education rubrics for assessing communication (electronic, oral, written), math, science, social/behavioral science and humanities/cultural skills.

The analytic rubric defines how six University Learning outcomes are assessed: analytical skills, communication skills - written & oral, ethics, global and cultural perspectives, quantitative reasoning skills, technological skills.

Includes links to learning outcomes, rubrics etc. The Geneseo community finds its center in the particular kind of learning defined by the term "liberal arts." Traditionally the possession of a free person, a liberal education is also preparation for citizenship in a free society. The citizens of a free society must make choices. Some of these choices are personal, principally affecting the chooser. Others, because they are political, have a much broader impact. The voter who pulls the voting booth lever, freely choosing a candidate or a proposition, chooses not only for him- or herself but for every member of the political community. To equip students with the knowledge and skills they need to make such choices wisely, to prepare them for life in the community beyond Geneseo, is another purpose of Geneseo's general education curriculum."

This appears to be one of the more complete and comprehensive resources I've found thus far. Was noted in Mary J. Allen's book. Assessing General Education Programs.

"The NEIU General Education Program (Gen Ed) provides an academic foundation to help prepare students for the major and minor and encourage students to become life-long learners. The goal of Gen Ed is to assist students in developing.... -- includes links to three Gen Ed outcome rubrics.

Links to a number of performance rubrics for general education and specific programs.

Includes general education rubrics for Critical Thinking, Writing, Arts & Humanities

The two rubrics (analytic and holistic) developed in this assessment project are available by clicking on the links provided. These rubrics can be used by any instructor who teaches (or who wants to teach) writing in any course, whether that be a course in the General Education Program or a course in the major. The current version of the analytic rubric resembles a form used by faculty teaching in the Integrated Teacher Education Program (ITEP), a form developed jointly by participating ITEP faculty and the Director of the FCPD and funded by a fall 2002 Assessment Grant. The holistic rubric represents the same elements listed on the analytic rubric, albeit in a different form. The holistic rubric provides general descriptions of writing quality at four levels and is designed like the six-point rubric used to score the Writing Proficiency Exam (WPE). But please note that the contents of this GE rubric differ markedly from the WPE rubric. Holistic rubrics provide an overall impression of the quality of student writing and are useful for quick generally reliable scoring of a large number of essays."

"Each of the major areas of study at Bowling Green State University holds high and explicit expectations for student learning; these expectations are embodied in learning outcomes for each of the majors. Even though the learning outcomes are necessarily different from major to major - to accommodate the specialized knowledge of music to marketing; health to history; teacher preparation to technology - all our majors share fundamental educational values, which are described by the University Learning Outcomes. "

"Where do we want students to be at the end of a course or a program? And how will we know if they get there?" Those two questions are at the heart of assessment. Although there is a lot of buzz about assessment these days, assessment itself is nothing new. If you've ever given an exam, led a discussion, or assigned a project - and used what you discovered about student learning to refine your teaching - you've engaged in assessment. Assessment is simply the process of collecting information about student learning and performance to improve education."

Analytics resources via Educause

"Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity.Outcomes are usually expressed as knowledge, skills, or attitudes."

A learning module/course is designed as a response to education and/or training needs, and the degree of precision of articulating the learning objectives is directly related to achieving the desired learning outcomes. Since learning objectives are developed from a knowledge/skill gap analysis identified in the front-end needs assessment process, the goal of creating learning objectives is to ensure the training/education and/or intervention is successful and the objectives are achieved.

addresses the process of developing and refining a college-wide assessment\nsystem to measure general education learning outcomes

"The East Stroudsburg University General Education Outcomes Assessment Plan is based upon a triangulated model (Figure 9). This documents attainment of each goal through multiple measures including student performances, portfolios, survey responses, and standardized test results. Representative samples of students will engage in both formal and informal assessments to demonstrate the program's attainment of its stated outcomes."

"For more than 30 years, faculty, academic staff and administrators from all over this country and the world have visited Alverno College to learn about the college's ability-based curriculum and performance-assessment methods. The college offers daylong and weeklong workshops through the Alverno College Institute for Educational Outreach, conducts research on lifelong learning and outcome-based education, offers consultation services, produces publications and offers the Alverno Diagnostic Digital Portfolio used by faculty and students."

Annotated list of internet-based resources for higher education outcomes assessment.

"As part of an overall process to help students and staff make more of the assessment process, a bit of software called e-Reflect has been developed.\n\ne-Reflect 3.1 is open source and can be downloaded and installed by any institution from early January 2011."

"The rubrics available on this page have been revised substantially, first, to reflect accurately the content of the revised university learning outcomes, and second, to better show the developmental sequence of proficiency for each one. "

from Assessing General Education Programs by Mary J. Allen