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Examples of General Education Assessment Models Model/Source GRE Scores Description Scores of MSU graduates seeking graduate school

placement Pros -good summative measure, including writing ability -standardized exam Cons - currently only measures select group from numerous academic years Comments -scores are sent to MSU unless student checks box not to do so. - could make mandatory for all (or random sample of) graduating students

Embedded Assessment Approaches/ Northern Illinois University

-sample of papers of entering students and 300+ level students-use rubrics to assess writing and critical thinking Freshman survey to provide comprehensive information on incoming students Self-reported evidence of the institutional impact related to various learning outcomes -Measures freshman and senior student performance: Performance Task and Analytic Writing Task (make an argument and critique an argument)

-assess progress attained during educational experience

Cooperative Institutional Research Program (CIRP) National Survey of Student Engagement (NSSE) Collegiate Learning Assessment (CLA)

-provides a baseline

-time and $, faculty training, time and compensation -not standardized -would have to be developed Does not address student progress related to gen ed outcomes Gives senior opinions

Gives senior opinions

-Standardized -could assess improvement with the gen ed curriculum - purports to measure reasoning skills as well as writing ability

- sample of 100 students to be "recruited" - institution must provide ACT/SAT data - may require less than straightforward interpretation

MSU scores 2006-7, seniors scored 1118 with an expected value of 1130, but did score higher than freshman with an actual value of 985 (expected value

-measures improvement in average student performance as compared to other institutions (adjusted for ACT/SAT scores) -purports to measure value added CRS, SBG Alumni surveys

-time and $

1041).

Academic Profile Test (APT)

Course Portfolios/ Southern Illinois University-Carbondale

-Measures skills related to humanities, social sciences and natural sciences -skills measured include reading, critical thinking, writing, math Evaluate core courses to assess whether the gen ed goals are met

-standardized, summative

- by themselves, surveys unlikely to be a reliable instrument to assess general education - multiple choice test

MSU used from 20002006, students performed poorly

-formative measure

Longitudinal Survey/ Southern Illinois University-Carbondale Employer Survey/ University of Illinois-

Freshmen and alumni surveyed to assess reading/writing goals

-summative measure

- good summative measure, but not

-time and $, faculty training, time and compensation -not standardized -would have to be developed -time and $ -not standardized -would have to be developed -time and $ -not standardized

Urbana Champaign Exit Interview for Graduates/ University of Illinois Urbana Champaign Senior Portfolio/ Truman State Univ Course Specific Standardized Exams Extemporaneous Essay See Carnevali's 7/31 proposal

specifically of Gen Ed goals

Covers a group of liberal arts and science courses Would provide formative assessment for course improvement - integrative assessment - summative measure of Gen Ed goals - longitudinal assessment - can include formative measures - integrative assessment - summative measure of Gen Ed goals - can include formative measures

-would have to be developed -time and $ -not standardized -would have to be developed -time and $ -not standardized -would have to be developed -time and $ -time and $ -not standardized -would have to be developed See Carnevali's 7/31 proposal for details

Oral Exams

See Carnevali's 7/31 proposal

-time and $ -not standardized -would have to be developed -time and $ -not standardized -would have to be developed

See Carnevali's 7/31 proposal for details

E Portfolios

May be difficult to prevent cheating