ࡱ>  \-bjbj[[ R992%)DD8T>,Th`jj"eeeggggggg$jfmHgeC"eeeghejgeg]ec`>YB_6g$h0Th_rmmlec}cJmceeeeeeegg;eeeTheeeemeeeeeeeeeD d:  Office of General Education A-218C 160 Convent Avenue New York, NY 10031 GENERAL EDUCATION ASSESSMENT REPORT Course:PSC 101Materials used, n: 31 essays from several sections of the large lectureRubric/Scoring standard used: Gen Ed rubrics for writing, critical thinking and info. literacyDate of assessment:January, 2016Report submitted by:Dolunay Bulut, Erdinc Erdem, course TAs WRITING SKILLS Average scores* CCNY rubric AACU rubric ThesisStructure and OrganizationEvidence and DevelopmentMechanics and StyleContext of and Purpose for WritingContent DevelopmentSources and EvidenceControl of Syntax and MechanicsAv. score1.872.002.082.382.101.861.932.55% scoring at 2 or above48%61%68%74%61%42%55%90% Strengths: The main strength observed was the clarity in expressing thoughts. In addition, most papers indicate that students are engaged with the lectures and class discussions. Finally, the majority of the essays received good scores for grammar and mechanics.Weaknesses/Concerns: The biggest challenge is the formulation of a thesis. Students either state the obvious as a thesis or remain completely descriptive in their papers, simply summarizing the issue at stake. Students usually comprehend what the research question asks them to do, but the majority of them are not able to formulate their take on the assignment into a clear, complete, meaningful thesis statement. Usually, the reader gets what the papers stance is at the very end, which brings us to the second structural problem: the way in which students frame their introductions and conclusions. They tend to write very broad statements that are not relevant (such as starting with a statement about human nature while the question asks about the branches of government). Instead of setting out how they are going to explore the question in their essays, they end up dealing with an unnecessary statement in the introduction. This in turn affects how they organize their essays: most of the students tend to spend pages in summarizing instead of developing and supporting their thesis statements (if at all) by drawing from academic sources. Other comments: Students are more comfortable with descriptive assignments or summaries than argumentative essays. We, as faculty, should perhaps be more explicit and eager to direct them towards writing argumentative essays.  CRITICAL THINKING SKILLS Average scores* Explanation of issuesEvidenceContext & AssumptionsStudent's PositionConclusionsAv. score2.122.041.921.601.94% scoring at 2 or above71%61%52%26%48% Strengths: Students are able to clearly frame an issue or problem.Weaknesses/Concerns: When students are given an assignment like Question 1 (which particularly asks students to write an argumentative paper focusing on one or two aspects of American democracy), they tend to respond with a descriptive, survey-like essay which only touches upon the given question without developing a clear argument/stating their position. Mostly, they do not engage with the assignment deeply enough and write a paragraph about every item enlisted in the question. In addition, students use limited evidence and many of the sources they use come from internet blogs or online news; they refer to such sources as facts. Finally, they dont make effective use of evidence and it lacks interpretation. Other comments: Most of the papers indicate a lack of critical engagement with the assignment. Cited assumptions or statements are rarely subject to questioning.  INFORMATION LITERACY SKILLS Average scores* Understand info needs/ search efficientlyEvaluate info sourcesCredibility of sourcesUse info ethicallyAv. score 2.041.72N/A2.04% scoring at 2 or above61%45%N/A71% Strengths: The main strength in this category is the ethical use of information; students do not plagiarize. Even if citing incorrectly, students somehow show the source they use. Additionally, most of the students have utilized their lecture notes and assigned readings extensively in their essays. Weaknesses/Concerns: Students dont seem to understand what a legitimate academic source is. It is very common that they cite a blog entry, or some other unreliable, non-academic source; they tend to take whatever they find through Google as factual information rather than a questionable standpoint. It is quite uncommon to see a student citing a real book or a journal article.  CONTENT LEARNING OUTCOMES Average scores* Content learning outcomes1.9955% Course learning outcomes assessed: Identify and apply the fundamental concepts and methods of political science exploring the U.S. experience in its diversity Strengths: The majority of the students are capable of identifying and applying the fundamental concepts. They seem to have learned the historical background, certain groundbreaking events, basic concepts of political science (democracy, republic, constitution, federalism, representation, etc.) and of U.S. politics (Congress, whip, Senate, executive order, judicial review, etc.)Weaknesses/Concerns: Students generally do not critically engage with the historical and conceptual information they receive resulting in papers are descriptive and lack a straightforward argument. CONCLUSIONS Common strengths or weaknesses noticed in the samples of student writingCommon strengths: ethical use of information, clarity in expressing thoughts, and relatively good depiction of the issue at stake. Common weaknesses: heavy reliance on controversial online sources, excessive summary and description rather than argumentation, lack of a thesis statement and difficulties forming a conclusion.Which Writing Rubrics was more appropriate for evaluating these samples of student writing? Both were useful, but the City College rubric was more helpful and certainly made more sense.Was the Critical Thinking rubric a useful instrument for evaluating these samples of student writing? Yes, particularly with It was definitely more helpful for evaluating the Question 1 (argumentative paper focusing on one or two aspects of American democracy) than the Question 2 (descriptive). RECOMMENDATIONS Formulate assignments that direct students to write argumentative essays. Be specific about what constitutes appropriate (academic) sources Inform students about the writing support services provided by CCNY  * Scale 1-4 reflects the ability range from the beginning level to the accomplished level it is meant as a college span scale; it is expected that the majority of freshmen would not be at the accomplished end of the scale. 1 beginning 2- developing 3 competent 4 accomplished General Education Program Learning Outcomes Pathways - Flexible Core General Outcomes A Flexible Core course in any category must meet the following three learning outcomes. Produce well-reasoned written or oral arguments using evidence to support conclusions Writing and Communication Skills - The student will be able to: formulate a clear thesis provide coherent, unified and effective organization of a paper develop abundant details and examples that provide evidence in support of sound logic use standard diction, grammar and mechanics of English Evaluate evidence and arguments critically or analytically. Critical Thinking skills (AACU VALUE rubric) - The student will be able to: clearly frame an issue or problem and consider it critically select, use, and evaluate information to investigate a claim or point of view analyze his or her and others assumptions and evaluate relevance of contexts when presenting a position present a position taking into account its complexities and limits as well as others points of view develop logical conclusions based on evaluation of evidence Gather, interpret, and assess information from a variety of sources and points of view. Information literacy skills - The student will be able to: demonstrate a clear understanding of information needs and ability to search efficiently effectively evaluate information sources articulate credibility of sources use information ethically Pathways - Flexible Core Area Specific outcomes In addition courses in each category will have to satisfy at least three of the specified learning outcomes. *** U.S. Experience in its Diversity Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the U.S. experience in its diversity, including, but not limited to, anthropology, communications, cultural studies, economics, history, political science, psychology, public affairs, sociology, and U.S. literature. Analyze and explain one or more major themes of U.S. history from more than one informed perspective. Evaluate how indigenous populations, slavery, or immigration have shaped the development of the United States. Explain and evaluate the role of the United States in international relations. Identify and differentiate among the legislative, judicial, and executive branches of government and analyze their influence on the development of U.S. democracy. Analyze and discuss common institutions or patterns of life in contemporary U.S. society and how they influence, or are influenced by, race, ethnicity, class, gender, sexual orientation, belief, or other forms of social differentiation.     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