ࡱ>  Ebjbj v=)@@8\BT p`"ooooooo$r2uHo{"ooMMM^oMoMM5d4jPRif>oo0 pf zuMzu|jjJzujMooM pzu@ `:  Office of General Education A-218C 160 Convent Avenue New York, NY 10031 GENERAL EDUCATION ASSESSMENT REPORT Course:World Humanities, WHUM 101, 102, 10312Materials used, n: 60Rubric/Scoring standard used: Gen Ed rubrics for writing, critical thinking and info. literacyDate of assessment:June, 2016Report submitted by:Richard Braverman, Adam Bubrow, Justine Fitzgerald, Benjamin Nadler, 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 Mechanics2.022.162.262.192.282.302.202.23 Strengths: Generally, students have a strong understanding of essay organization, and papers contain distinct introductions, developmental body paragraphs, and conclusions. The majority of students are able to write coherent paragraphs that pursue a line of thinking from beginning to end; however, they tend to develop ideas within that limited orbit, with only a minority able to sustain a series of ideas in the form of an argument throughout an entire paper. Most students produce sufficient evidence to show a point, although they dont always have the writing skills to connect it to their thesis. Even though writers usually dont display much sophistication in their writing, its rare that the mechanics interfere with the understanding of their arguments. Weaknesses/Concerns: The most obvious weakness is a general inability to sustain an argument. The problem usually starts with the argument/thesis itself (too vague or incoherent), and it seems that students coming out of earlier writing courses have not acquired sufficient mastery of the skills necessary to frame arguments. Far too many students present a series of loosely related paragraphs that do not add up to a coherent argument. To recap: the good news is that most students can write at the paragraph level; the bad news is that they have trouble with the more sustained aspects of argumentative writing. In addition, many papers have weak Mechanics skills on the sentence level and are hampered by limited and simplistic vocabulary. Without doubt, a number of the papers could have been measurably improved by a trip to the Writing Center or the submission of a draft, but these self-evident suggestions are difficult to implement, given the overtaxed resources of general education instructors, who are assigned sections with enrollment caps of 40, making it even more difficult than in the past to devote time to individual students where they need it mostwith all phases of their writing. Other comments: Most students struggle in formulating a thesis for the assignment which asked for a compare/contrast argument. The assignment was designed with both the critical thinking and writing rubrics in mind, and on that score it is pretty clear (though with some noteworthy exceptions) that students have difficulty creating a framework that would generate an argument. Additionally, no essays had an interesting opening line. Might seem like a small point, but a good opening line can carry an essay a long way, and a bad one fills the reader with dread and colors the readers perspective the rest of the way through.  CRITICAL THINKING SKILLS Average scores* Explanation of issuesEvidenceContext & AssumptionsStudent's PositionConclusions2.252.241.912.032.09 Strengths: The most consistent strength that students demonstrate is the ability to provide insight at the thematic level showing they understand the subject. Students are, on the whole, pretty good at spotting the big themes and exploring them, but all too often they lapse into summary, with the text disappearing when it should serve as the focus and anchor of their analysis. Students are also mostly able to compare and contrast effectively. Conclusions are generally stronger than the intro paragraphs and reveal students ability to synthesize information.Weaknesses/Concerns: As mentioned previously, in one set of the assignments, designed with both the critical thinking and writing rubrics in mind, students are weakest in formulating a framework that would generate an argument. Students dont always make strong connections between the two works they are examining. Sometimes it reads as two separate essays bridged by an intro and a conclusion. This is exacerbated by weak transitions. There is often little consideration of complexity of issues, or points of view contradicting students position. While appropriate evidence is often present, information tends to lack interpretation and evaluation. Other comments: Possibly the comparison/contrast assignment is too difficult for students, but that they should be challenged, especially with a topic that requires modestly sophisticated critical thinking. The solution, perhaps, is to have two writing workshops on the long paper in World Humanities, with the first devoted to hashing out the topic, and the second to creating a template consisting of the thesis and topic sentences necessary to make a sustained argument.  INFORMATION LITERACY SKILLS Average scores* Understand info needs/ search efficientlyEvaluate info sourcesCredibility of sourcesUse info ethically2.021.751.402.01 Strengths: Majority of students showed the ability to locate appropriate, discipline-specific sources from databases (in the set of assignments that were required to identify two sources). Impressively, most actually used scholarly sources. This rubric was not relevant for the compare/contrast assignments. Weaknesses/Concerns: Most papers lacked citations and references. Most students have not evidenced the ability to support discussions with sufficient/appropriate use of quotations. Some students had problems integrating quotations from their sources lots of drop quotes, for example. Virtually none of the students gave credibility to their sources by identifying their position or affiliation. Again, this rubric was not relevant for the compare/contrast assignments.Other Comments: Only a handful of papers drew on secondary sources, and while students successfully incorporated them into their papers, they mainly served to validate received opinion rather than push the discussion to a deeper level. Some students used Shmoop and Sparknotes believing they were scholarly sources.  CONTENT LEARNING OUTCOMES Average scores* Content learning outcomes2.63 Course learning outcomes assessed: Some assignments did not address any of the WCGI outcomes; others did the following: 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. Analyze culture, globalization, or global cultural diversity, and describe an event or process from more than one point of view.Strengths: Students show emerging ability to identify concepts of the discipline of literature. Essays from one of the sections show good awareness of gender in society (even when they have problems as literary essays). Another set of papers shows awareness of the history of race and slavery in America. Almost all essays fulfill basic requirements for the assignment.Weaknesses/Concerns: Students come to the class lacking global perspective and historical context. Very few papers offer any references to specific dates for the setting or publication of the works examined, which are helpful for both reader and writer. Other comments: Sometimes it seems students are parroting what they heard in lecture rather than coming up with original thought.  CONCLUSIONS AND RECOMMENDATIONS Patterns (e.g., common strengths or common weaknesses) in the samples of student writingStudents are weak in producing a thesis statement, which often has a domino effect on the remainder of the essay. Writing skills are passable but rarely sophisticated; readings feel like first, or barely edited, drafts. Conclusions are generally stronger than introductions showing that students probably learned something as they wrote their ways through the assignment. While students can form and articulate their own perspectives to various degrees, they have a more difficult time acknowledging and presenting opposing viewpoints. In compare and contrast essays, relatively few students can think broadly and abstractly enough to construct an argument that illuminates two texts. While almost all are able to do so at a local level, pointing out a series of similarities and a series of differences exposes an overall weakness in critical thinking. It is sometimes obvious when students didnt do the readings and relied on lecture notes or Internet sources for plot/character summaries. Were the Writing Rubrics useful instruments for evaluating these samples of student writing? Which rubric was more appropriate for these essays? Yes. The specificity of the CCNY writing rubric is more useful (especially to new teachers). While it is helpful to have Thesis as the first issue in the CCNY rubric (thats an integral skill being taught in most English courses), it also makes papers completely sink or swim based on the thesis (emphasizes thesis in the Structure and Evidence sections too). The lack of thesis mention on the AACU rubric is conspicuous. The AACU rubric is much more forgiving in its language than the AACU one, because you can give credit for attempts or generally meeting expectations. This pushes writing scores slightly higher for the same papers. Was the Critical Thinking rubric a useful instrument for evaluating these samples of student writing? Yes, the rubric pairs well with the writing rubric (but would likely be too abstract if given to students). When developing writing assignments across general education, instructors should have a double focus - on the critical thinking as well as the writing rubric. The Explanation of Issues criterion is useful for assessing a general understanding of course content. The Students position and Influence of context and assumptions sections are perhaps asking for something that most assignments are not going to be asking for. 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: Offer smaller classes so that students have more opportunities to write. A cap of 40 in World Humanities almost assures that any steps we take as a result of assessment will run into serious headwinds, given the logistics of serving so many students in such a labor intensive enterprise. Coordinate better with the other institutions so that transfer students realize the expectation upon them. Because of all the transfer students from the community colleges, there is an inconsistency in the level of academic preparedness. Departmental level:Get more full-timers involved in teaching general education courses, and have them work on a collegial basis with the corps of adjuncts who have a lot of experience to share. Have a resource bank of assignments for courses that have multiple instructors/sections; provide all instructors with standard, one-page MLA works cited handout. Consider revising Writing for Engineering/ Sciences (21003, 07) so that they make sure our students understand grammar/sentence structure, paragraph structure, etc. rather than focusing on lab report structure, for instance.In class/instructional level:Instructors should be well familiar with learning outcomes of the World Culture and Global Issues category and develop assignments with those in mind. Have writing instruction days built into the syllabus so that more class time is devoted to writing/writing tasks; introduce the idea of citations and supporting evidence on the first day of class and practice it weekly. Provide students with sample essays to use as models. Encourage alternative assignments which achieve desired critical thinking goals. For example, students can write sequels or prequels to stories or to have students rewrite a story or chapter or scene from another characters point of view. Consider hiring graders to review and provide feedback of essay drafts. Other comments:The general education curriculum should be structured as a series of courses in which the writing components are aligned, beginning with FIQWS and the new 210 (now under construction) and continuing through the various general education offerings, with the additional suggestion that those offerings be divided into two levels whose course writing components should be coordinated both horizontally (within levels) and vertically (between levels). * 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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