ࡱ>   *<bjbj j4)@@8L2Tf`"^f`f`f`f`f`f`f$?ikHfk"ffUUUj^fU^fUUr\:b`]\?^j^8Jff0f^9lU9lp:b:b\9lbUffUf9l@ `:  Office of General Education A-218C 160 Convent Avenue New York, NY 10031 GENERAL EDUCATION ASSESSMENT REPORT Course:WCIV 10100, WCIV 10200Materials used, n: 30Rubric/Scoring standard used: Gen Ed rubrics for writing, critical thinking and info. literacyDate of assessment:June, 2016Report submitted by:Spencer Bastedo, History and Slobodan Mitrovic, Anthropology 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 Mechanics2.282.392.262.442.582.512.232.48 Strengths: More than half of the papers had clear thesis statements in the introduction, which helped their organization and cohesion, and the writing was sometimes excellent but more often very good. Also, the majority of the papers responded clearly and directly to the assignment prompts.Weaknesses/Concerns: Many of the papers (including some in the B range) did not have a clear thesis statement in the introduction, which negatively affected the development of their arguments. There was some confusion over how to engage different types of sources and what constituted good evidence (sources went unquestioned in many papers). There was also a quite moderate amount of plagiarism, and while some of it was egregious, most often it related to confusion over how to cite sources or when it was appropriate to do so. Finally, perhaps half of the students did not proofread their work before handing it in.Other comments: In general, this was a well-written batch of papers. Apart from the aforementioned weaknesses, they were for the most part coherent, thoughtful, and appropriate responses to the respective assignments. I found that most made good use of sources and demonstrated strong efforts by the students. CRITICAL THINKING SKILLS Average scores* Explanation of issuesEvidenceContext & AssumptionsStudent's PositionConclusions2.352.031.782.102.05 Strengths: Explanation of issues was the best accomplished outcome in this category. The papers that showed strong critical thinking were quite impressive, as were the efforts of students who tried to put many sources together and see how they related to one another (even if they didnt question the sources adequately). It seems that the assignments given to the students and/or the direction in the classroom had a lot to do with how well students grasped the idea that sources are not facts to be arranged, but perspectives that need to be analyzed, as most of the papers that showed a clear understanding of source analysis were from the same class or writing towards the same prompt.Weaknesses/Concerns: Many of the papers that required the use of multiple sources did not demonstrate adequate scrutiny of sources or strong ability to synthesize different types of information. Some students relied on the opinions of secondary sources in their analysis of sources. There a general tendency to summarize the material being discussed instead of analyzing it.Other comments: Critical thinking should be emphasized in WCIV classes; exercises that require students to look at a variety of perspectives commenting on the same event or phenomenon would generally help critical thinking. The assignment about the Trojan War that asked students to weigh written and archaeological evidence in order to answer the question did this event actually take place? inspired some of the most critical responses in the group of papers.  INFORMATION LITERACY SKILLS Average scores* Understand info needs/ search efficientlyEvaluate info sourcesCredibility of sourcesUse info ethically2.151.891.421.89 Strengths: Most students used sources responsibly, providing citations and bibliographies and avoiding plagiarism. Many students also demonstrated a firm grasp of the sources that they were asked to use, some of which required careful thought in order to be understood. Generally, students avoided unscholarly sources, although sometimes un-cited background information showed reliance on non-scholarly websites. Weaknesses/Concerns: As noted above, most students had a hard time evaluating sources as perspectives and not facts, and most students did not comment on the credibility of the authors. Students generally had difficulty weighing sources against each other, although this was sometimes due to prompts that did not ask them to concentrate on this type of comparison. There was some confusion about when to cite (some students appeared to think that citations were only necessary when they were quoting directly from a source), and some (less) direct plagiarism form the internet.Other Comments: Not all of the prompts asked students to scrutinize the reliability of sources or place these perspectives in historical context, so this rubric was not applicable to certain batches of papers. The rubric worked well for the historical papers like Troy.  CONTENT LEARNING OUTCOMES Average scores* Content learning outcomes3.07 Course learning outcomes assessed: Identify and apply the fundamental concepts and methods of history Analyze the historical development of one or more non-U.S. societies. Analyze culture, globalization, or global cultural diversity, and describe an event or process from more than one point of view. Strengths: In general, the vast majority of students wrote their papers in direct response to the assignments, the effect of this being that they engaged in the typing of thinking that professors were asking them to engage in. This meant that they used the correct vocabulary and attempted to analyze materials in a way that conformed to the objectives of the course; it appears that students learned what the professors wanted them to learn. This does not mean that all of the papers were excellent, but rather that most efforts were pointed in the right direction and revealed that students had not only absorbed much of the course material but also begun to understand how to think about studying history, using sources, and writing historical analysis.Weaknesses/Concerns: Weaknesses included writing (many students did not seem to grasp what a thesis is or where it belongs in a paper) and critical thinking about sources. Both of these practices are important to any history courses learning objectives. CONCLUSIONS AND RECOMMENDATIONS Patterns (e.g., common strengths or common weaknesses) in the samples of student writing:Very good attention to assignment prompts (this means that we as professors ought to focus on coming up with assignments that are comprehensive in their direction of student efforts) Generally successful efforts at understanding the content of source materials Difficulty understanding the importance of citing sources and when it is appropriate to do so General difficulty with comparing numerous sources and considering the validity of texts or the social positions and perspectives of their authors Some difficulty in forming thesis statements (and, subsequently, the inability to organize thoughts into arguments and replace summary with analysis).Were the Writing Rubrics (CCNY rubric and AACU rubric) useful instruments for evaluating these samples of student writing? Which rubric was more appropriate for these essays? Yes, they were very informative as to how to break down student success in a more widely applicable fashion; the CCNY writing rubric was particularly helpful.Was the Critical Thinking AACU rubric to be a useful instrument for evaluating these samples of student writing? Although the AACU critical thinking rubric was useful, it was slightly repetitive and the categories of each scale were sometimes not so different form one another making it harder to assign a number score. If this rubric was used as an integral part of teaching Writing Skills, it would easily elevate the students awareness of issues and make them better writers in the process. 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: -Focus on teaching critical thinking to our students, perhaps even as a stand-alone course. It seems that for some students, critical thinking may be something that is difficult to express when the difference in status is obvious (like in a teacher-student relationship), or if a given class is a large one, or if there is even a slight language barrier.Departmental level:-All of the World Civ teachers from both courses (WCIV10100 and WCIV10200) ought to meet and consider whether to organize the first paper in the course as dedicated to (a) place emphasis on critical thinking and (b) place emphasis on forming an argument and writing a thesis. -Instructor should have exposure to the writing from other disciplines, and clear understanding of different functions of styles as purviews of disciplines. (like, e.g. exercises from Raymond Queneau). -Instructors should have exposure to the criteria for assessing writing in those other disciplines.In class/instructional level:-Teach with an eye towards encouraging critical thinking, the formation of arguments, and the analysis of sources. It is important that instructors design assignments that lead students towards a better grasp on these practices. -Focus on writing and rewriting wherever possible. -Stress the importance of the thesis; show what happens when there is a clear thesis and what happens when there is none. It might be helpful to train students early on in how to form an argument and how to write in support of that argument. -Spell out the difference between summary and analysis not only in history courses but in all humanities courses. -Talk about plagiarism; citation styles may vary amongst disciplines, but a core set of standards that is concise enough to read to students on the first day of classes might help (particularly if it provides clear examples that students can refer to).Other comments:Sources and sourcing and the related issue of plagiarism are going to vary depending on a course and discipline.* 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. 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