Assessment of General Education

Patricia E. BeesonVice Provost for Graduate and Undergraduate Studies

February 11, 2008

University of Pittsburgh

Two Approaches to Assessment of General Education Establish overarching

learning outcomes and assess progress toward those

Establish goals for specific General Education Requirements and assess those

University-Wide Learning Goals Exhibit mastery of their discipline

Think critically and analytically Gather and evaluate information effectively and

appropriately Understand and be able to apply basic, scientific and

quantitative reasoning Communicate clearly and effectively Use information technology appropriate to their discipline Understand and appreciate diverse cultures (both locally

and internationally) Work effectively with others Have a sense of self, responsibility to others, and

connectedness to the University

Available Assessment Instruments

National Survey of Student Engagement

CLA, CAAP, MAPP

Standardized Assessment of Information Literacy Skills

Intercultural Development Inventory

Foreign Language Assessment

National Survey of Student Engagement Indirect Evidence (self assessment)

Freshmen and Seniors (value added)

Comparative Data Available

For More Information: http://nsse.iub.edu/

National Survey of Student Engagement

2002 Freshmen: 56% 2006 Seniors: 72% Value Added - 16 percentage points

To what extent has your college experience contributed to your ability to write clearly and effectively? (percent responding quite a bit or very much)

Mapping NSSE to OutcomesOutcome: Communicate clearly and effectively

Outcome Assessment (1) Writing clearly and effectively

Outcome Assessment (2) Speaking clearly and effectively

Process Assessments Prepared two or more drafts of a paper or assignment before turning it in Number of written papers or reports of 20 pages or more, between 5 and

19 pages, and fewer than five Asked questions in class or contributed to class discussions Made a class presentation

Collegiate Learning Assessment Direct Assessment of

Analytic Writing Critical Thinking Information Literacy(?)

Freshmen and Seniors Tested

Comparative Data Available

For More Information: http://www.cae.org/content/pro_collegiate.htm

Collegiate Learning Assessment Analytic Writing:

Make an Argument Break an Argument Evaluated on Presentation, Development,

Persuasiveness, Mechanics, Interest

Performance Task Critical Thinking Information Literacy

CLA Performance Task - Document Library Research Brief Memo from

Investigator Web Search

Results

News Story Data Tables Crime Stats Chart

CLA Performance Task Designed to Assess Ability to: Evaluate, Analyze and Synthesize

Evidence

Draw Conclusions

Acknowledge Alternative Viewpoints

Collegiate Assessment of Academic Proficiency - CAAP Direct Evidence

Freshmen and Seniors (value added)

Comparative Data Available

For More Information: http://www.act.org/caap/

CAAP

CAAP offers six independent test modules: Reading Writing Skills Writing Essay Mathematics Science Critical Thinking

CAAP Critical Thinking Test Critical Thinking Test is designed to measure

ability to clarify, analyze, evaluate, and extend arguments.

Includes four passages representative of the kinds of issues commonly encountered in a postsecondary curriculum.

Multiple Choice questions about passages

Measure of Academic Proficiency and Progress - MAAP Direct Evidence

Freshmen, Sophomores, and Seniors (value added)

Comparative Data Available

For More Information: www.ets.org

MAAPFour integrated tests assessing four core skill

areas in the context of humanities, social sciences and natural sciences:

Critical thinking Reading Writing Mathematics

MAPP

The MAPP intended to measure skills developed versus subject knowledge acquired in general education courses

Multiple Choice format

Institution can add additional questions including optional essay

Standardized Assessment of Information Literacy Skills – SAILS Direct Evidence

Pre- and Post-Testing is Available

Comparative Data Available

For More Information: https://www.projectsails.org/

SAILS

Test of information literacy skills, based on Information Literacy Competency Standards for Higher Education including ability to :

Access information effectively and efficiently Critically evaluate sources and content Incorporate information into knowledge base Use information effectively to accomplish specific

purpose Understand economic, legal and social issues

surrounding use of information

Intercultural Development Inventory Indirect and Direct Evidence

Fifty items or statements, answered as the extent to which a person agrees or disagrees with the statement

IDI measures both one’s self-perceived and actual place on the Developmental Model of Intercultural Sensitivity continuum

Can be Administered at any Level

Comparative Data Available

For More Information: http://www.hammerconsulting.org/idi_what.php

Intercultural Development Inventory The Intercultural Development Inventory (IDI)

measures how a person tends to think and feel about cultural difference

IDI measures how a person construes and organizes events, guided and limited by their cultural patterns

Foreign Language AssessmentUnder development by language

departments in cooperation with European Union Center