ࡱ>  *bjbj V")DD8L6Lc`"hcjcjcjcjcjcjc$IfhHcg"ccFhchcDZ_OnA^\4Tcc0cH\LCi-ZCih__\Ci_dccZcCiD d:  Office of General Education A-218C 160 Convent Avenue New York, NY 10031 GENERAL EDUCATION ASSESSMENT REPORT Course:THEA 211/212/213Materials used, n: 15Rubric/Scoring standard used: Gen Ed rubrics for writing, critical thinking and info. literacyDate of assessment:June, 2016Report submitted by:Kathleen Potts 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 Mechanics2.252.632.522.622.802.782.332.55 Strengths: The essays were strong, for the most part, in the area of engagement with the topic and the questions. Weaknesses/Concerns: These essays are challenged in the area of thesis statements. Although it is certainly possible to have students use a thesis statement to focus their responses to these prompts, in most cases, it was not applicable in terms of assigning a score. Other comments: These were essays responding to a prompt on the final exams and not research essays, however, at least one of the instructors does appear to have asked for thesis statements and outside sources.  CRITICAL THINKING SKILLS Average scores* Explanation of issuesEvidenceContext & AssumptionsStudent's PositionConclusions2.672.532.472.532.73 Strengths: The majority of the students did well in this area. Even when they weren't using outside sources, they were critically assessing a primary source text and attempting to contextualize their responses.Weaknesses/Concerns: Most students still give too much automatic credence to the sources that they were (in most cases) assigned. They are also weak on providing the "evidence" located in their source materials in order to effectively prove the points they are making in their essays. Other comments: It does appear as though, even though research essays are not being required (often due to the class being filled to capacity at 40 students per section), that the instructors are still attempting to convey and encourage good writing practices.  INFORMATION LITERACY SKILLS Average scores* Understand info needs/ search efficientlyEvaluate info sourcesCredibility of sourcesUse info ethically1.851.751.652.08 Strengths: It appears as though 80% of the students are working on using information ethically. Out of the 15 random sample papers, one of the papers appeared to possibly have chunks plagiarized. Another paper put citation "place holders" in the text but never went back and inserted the actual sources. A third paper was such a mess that even the placement of the quotation marks was incorrect.Weaknesses/Concerns: This skill set is the most challenging for students. The students are not engaging with a strong set of outside sources, such as peer-reviewed journals and academic texts.Other Comments: Aside from the above issues, the majority of the papers appeared to have been drafted more than once, proofread, and completed with a reasonable amount of effort for that level of course. CONTENT LEARNING OUTCOMES Average scores* Content learning outcomes3.0 Course learning outcomes assessed: Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring world cultures or global issues. Analyze the historical development of one or more non U.S. societies Analyze the significance of one or more major movements that have shaped the world's societies. Students demonstrated good knowledge of in terms of course content scoring at the competent level. CONCLUSIONS AND RECOMMENDATIONS Patterns (e.g., common strengths or common weaknesses) in the samples of student writing that you have evaluated?  There is enthusiastic engagement with the subject content. Were the Writing Rubrics to be useful instruments for evaluating these samples of student writing? Which rubric was more appropriate for these essays? Yes, the writing rubrics were incredibly useful. The CCNY rubric helps to pinpoint the students ' challenges more quickly. The other (AACU) rubric was easier to use and got higher scores because it was more general. It did not, however, provide as much feedback for what "went wrong" in these essays. Was the Critical Thinking rubric a useful instrument for evaluating these samples of student writing? The Critical Thinking rubric is incredibly helpful. It provides an excellent breakdown of how to evaluate student use of evidence, their ability to take into account the contexts, and to see whether or not they are engaging in the field 's discussion or simply parroting/summarizing the information provided.  Suggestions on what can be done on instructional, departmental and/or institutional level to improve student writing and critical thinking and information literacy skills in Gen Ed courses.Institutional level: Institutional support of assessment is a key factor in keeping up this important work. Departmental level:On the departmental level, it is helpful to interweave assessment and accreditation concerns with each individual department's educational mission. In class/instructional level:The institution should try to keep the class levels at 25 instead of raising them to larger numbers. In those courses that are around 40 students and have no T.A. help, the instructors face enormous obstacles in assessing writing on an individual, case-by-case basis. The need for strong enrollment numbers, especially during a crisis like the one CUNY has been facing, is understood; however, we still need to stay true to our mission of providing an engaging and rigorous education. Other comments:Thanks to Ana Vasovic and fellow assessment coordinators and assessment scoring volunteers for supporting assessment at the college. * 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. A. World Cultures and Global Issues Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring world cultures or global issues, including, but not limited to, anthropology, communications, cultural studies, economics, ethnic studies, foreign languages (building upon previous language acquisition), geography, history, political science, sociology, and world literature. Analyze culture, globalization, or global cultural diversity, and describe an event or process from more than one point of view. Analyze the historical development of one or more non-U.S. societies. Analyze the significance of one or more major movements that have shaped the world's societies. Analyze and discuss the role that race, ethnicity, class, gender, language, sexual orientation, belief, or other forms of social differentiation play in world cultures or societies. Speak, read, and write a language other than English, and use that language to respond to cultures other than one's own.     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