Submitting a Course for Approval as General Education Course Under the Fall 2005 Requirements
asking the Director of General Education, for notes from our Assessment
Workshop which includes example Scoring Rubrics for various
competencies. These are not available online, but they can be sent to
you in campus mail.
your course syllabus and select three General Education Goals (also called
competencies). Your course must address at least one competency from each
of the three areas: A: Communication, B: Reasoned Judgment, and C: Social
and Personal Responsibility. We recognize that your course may address
more than three, but until we gain experience with the assessment process,
we encourage you to limit yourself to three competencies.
each goal (competency), write one or at most two measurable learning
outcomes. A learning outcome is a clear, concise statement that
describes how a student can demonstrate their mastery of the competency in
your course. They describe observable, measurable behaviors. Some examples
- Goal/Competency: A: Communication, Information Technology Competence - using modern
information technology to retrieve and transmit information
- Learning Outcome: Students can locate appropriate information sources by searching
electronic databases .
- Goal/Competency: B: Reasoned Judgment, Scientific thinking - understanding and applying
the scientific method
- Learning Outcome: Students can analyze experimental results and draw reasonable conclusions
from them .
- Goal/Competency: C: Social and Personal Responsibility, Social Equality - understanding
and questioning the social, political, economic and historical conditions
that construct diversity and inequality
- Learning Outcome: Students can provide counseling services to people who are different from
themselves in gender, age, ethnicity, culture, sexual orientation, or
other significant characteristics .
to deliver to the General Education Committee (please send electronic
copies to the Director):
A well-written learning outcome
states what students can do. Use active voice.
For each learning outcome, give a scoring
rubric. "A scoring rubric is an explicit scheme for classifying
student products or behaviors into categories that vary along a
continuum". Scoring rubrics come in various forms, but most are one- or
two- dimensional. Several examples are given in the scoring rubrics compilation
mentioned in Step 1. Along with the scoring rubric, indicate the piece or
pieces of work that students produce in your class that the rubric can be used
- The Course Syllabus: If there are multiple sections of the course, submit a representative
syllabus. If necessary, submit all syllabi for a course with multiple
sections. At a minimum, The syllabus
should explicitly state that the course satisfies a general education
requirement, and it should state the three general education competencies
that the course addresses. Give the same description of each
competency as found in the General Education Goals.
- Competency-Outcomes-Rubrics Statement: In a
separate document, (or alternatively, as part of your syllabus) state
each general education competency that you are addressing again.
Following each competency, give the class-specific, observable learning
outcome(s) that can be measured to determine the degree to which students
have mastered the competency. Following this, for each outcome give the
scoring rubric that can be applied to student work to measure mastery of
the outcome. Please note that your assessment should be embedded. That is, the scoring rubric should be applicable to artifacts that
students are already producing for your course. We are not asking you (or
your students) to generate work in addition to what is ordinarily
required in your class.
strongly encourage sharing the rubrics with students and using them in
classes regularly. We anticipate that the rubrics provided to the students
will be modified to reflect specific assignment expectations.
Help: If you would like, Lori Allen, Jeff Alexander or Kimberly Kelley
will review a draft of your submission before sending it to the General
resources on assessment are available in the Teaching and Learning Center
- Allen, M. J. (2004). Assessing Academic Programs in
Higher Education, Bolton: Anker Publishing Co.
- Angelo and Cross (1993). Classroom Assessment,
San Francisco: Jossey Bass.
- Walvoord and Anderson (1998). Effective Grading, San Francisco: Jossey-Bass.
outcomes are from: Allen, M. J. (2004). Assessing Academic Programs in
Higher Education, Bolton: Anker Publishing Co., p. 30.
M. J. (2004). Assessing Academic Programs in Higher Education,
Bolton: Anker Publishing Co., p. 138.