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
-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)
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
-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).
-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
-formative measure
-summative measure
-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
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
-time and $ -not standardized -would have to be developed -time and $ -not standardized -would have to be developed
E Portfolios