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Diversification Outcomes Assessment
Diversification Assessment Plan
proposed in April 2004
The following plan was
crafted by the assessment team that
attended the AAHE workshop “Developing Institutional Strategies for
Assessing and Improving Student Learning”( March 2004). Team members:
Dave Stegenga, Jeanne Oka, Mrytle Yamada, Randy Hensley, Monica
Stitt-Bergh
Steps
- Interview faculty.
Goal: Determine current
level of curriculum alignment with the Diversification learning
outcomes.
- Collect evidence of excellent or satisfactory
student work that demonstrates how the Diversification learning
outcomes are being achieved.
Reason: Collecting test
questions, writing assignments, etc., will help the assessment committee
create a scoring rubric to judge student work.
- Form three faculty Diversification assessment
committees (Arts, Humanities, Literatures; Sciences; Social
Sciences).
Goal: Get qualified
faculty to judge student work.
- Assessment committees review student work and
develop rubrics to judge work. The rubric will be a simple, 3-level
rubric (unsatisfactory, satisfactory, and excellent).
Goal: Create clear
standards/expectations.
- Introduce additional faculty to the rubric;
train them to apply the rubric; modify the rubric as needed
Goal: Rubric must be easy
to understand and workable.
- Randomly select classes (or students); collect
samples of student work; assess the quality of the work using the
rubric.
- Interpret results and use the results to
improve student learning.
DIVERSIFICATION LEARNING
OUTCOMES
ARTS
Students will be
able to
·
use the terminology of the
visual, performative, or creative arts;
·
identify the artifacts,
texts, performances, concepts, processes, theories, or issues of concern
in studies of visual, performative, or creative arts;
·
understand the qualitative,
argumentative, kinetic, production, and/or quantitative methods employed
in studies of visual, performative, or creative arts.
HUMANITIES
Students will be
able to
·
use the terminology of
historical, philosophical, language or religious studies;
·
identify the texts,
artifacts, concepts, processes, theories or issues of concern in these
studies;
·
understand the methods of
study, reflection, evidence-gathering, and argumentation that are
employed in these studies.
LITERATURES
Students will be
able to
- use the
terminology of literary and/or cultural representations;
- identify the
texts, concepts, forms, figures, styles, tonalities, processes,
theories, or issues relating to literary and/or cultural
representations;
- understand the
qualitative, argumentative, and/or quantitative methods employed in
literary and/or cultural representations.
SOCIAL SCIENCES
Students will be
able to
- use the
terminology of theories, structures, or processes in the social or
psychological sciences;
- identify the
concepts, models, practices, or issues of concern in the scientific
study of these structures, or processes;
- understand the
quantitative and/or qualitative methods employed in the scientific
study of structures, or processes of these sciences.
BIOLOGICAL SCIENCES
Students will be
able to
- use the
terminology of the biological sciences;
- identify the
knowledge and theories relating to processes in the biological
sciences;
- understand that
inquiry is guided by observation/experiment and
reasoning/mathematics.
PHYSICAL SCIENCE
Students will be
able to
- use the
terminology of the physical sciences;
- identify the
knowledge and theories relating to processes in the physical
sciences;
- understand that
inquiry involves observation/experiment and reasoning and
mathematics.
SCIENCE LABORATORY
Students will be
able to
- use the
laboratory methods of the biological or physical sciences;
- identify
processes and issues of design, testing, and measurement;
- understand
strengths and limitations of the scientific method.
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