GE RUBRIC/ASSESSMENT AT CSUN:STARTING SMALL AND SCALING UP

Beth Lasky, Director of GE

Anu Thakur, Coordinator of Academic Assessment

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FORMING THE TEAM

Different colleges and departments Tenured, tenure-track, full-time lecturer, part-time

lecturer

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THE PROCESS - CCS

Discuss classes and assignments to identify commonalities

Develop rubric

Assess sample reflection papers from each of the five classes using a common CCS rubric

Indirect assessment implemented in Spring 2014 – pre- and post-surveys to assess student motivation in the class 3

THE RUBRICAssignment Component

  Excellent4

Good3

Adequate2

Poor1

Content ReflectionArticulates awareness of how own experiences have shaped perception towards other cultures and/or people with different backgrounds

Identifies own experiences, biases or changing perceptions and gives significant supportive evidence.

Identifies own experiences, biases, or changing perceptions and provides some supportive evidence

Identifies either own experiences, or bias, or changing perceptions, but not enough supportive evidence.

Does not identify own experiences, biases, or changing perceptions and provides no support

  Empathy/OpennessRecognizes the feelings and views of others from diverse backgrounds

Effectively discusses the feelings and views of others from diverse backgrounds

Discusses the feelings and views of others from diverse backgrounds

Adequately discusses the feelings and views of others from diverse backgrounds

Does not recognize the feelings and views of others from diverse backgrounds

  ObservationsDescriptions about diverse group or contexts

Observations are specific and objective with significant supporting data or facts

Good observations that are specific with good supporting data or facts

Observations are general with adequate supporting data or facts

Lacking in observations and/or sufficient data.

  Application of KnowledgeLinks course concepts to personal views and experiences

Effectively applies course concepts to personal views and experiences

Good application of course concepts to personal views and experiences

Adequately applies course concepts to personal views and experiences

Does not apply course concepts to personal views and experiences

Style Writing & OrganizationWriting is free from grammatical errors. Paper is well organized and flows well

Paper has excellent grammar and organization

Paper has good grammar and organization

Paper has adequate grammar and organization

Paper has many grammatical errors and poor organization

4

INDIRECT ASSESSMENT Pre-test questions - student involvement/motivation survey

I am taking this course to gain knowledge and fundamentals on the topic (terminology, theories, methods, trends). As a result of this course, I have increased my knowledge in this subject.

I am taking this course to develop specific skills, competencies, and points of view needed by professionals in the field most closely related to this course

I am taking this course to gain a broader understanding and appreciation of cultures and/or people with different backgrounds.

From this course, I expect to analyze and critically evaluate diverse ideas, arguments and points of view.

I am interested in taking this course, because of the instructor. Based on the course title/description, this course is relevant to my

course of study. Based on my current and existing knowledge in this subject, I feel

prepared to do well in this course. I am taking this course because I am genuinely interested in the

topic/subject of the course . I am taking this course because it fit most conveniently in my schedule.

5

INDIRECT ASSESSMENT Post-test questions - student involvement/motivation survey

As a result of this course, my interest in this department or field of study has increased.

As a result of this course, I have increased my knowledge in this subject. My background prepared me well for this course’s requirements. As a result of taking this course, I have more positive feelings toward

this field of study. Regardless of why I originally decided to take the course, I am happy

that I did. As a result of this course, I have developed specific skills, competencies,

and points of view needed by professionals in the field. As a result of this course I have gained a broader understanding and

appreciation of cultures and/or people with different backgrounds. As a result of taking this course, I have more positive feelings toward the

field of study. As a result of taking this course, I am contemplating changing my major. Please list 3 specific ideas or competencies that you have

learned in this course that you will take back to real life applications. 6

IMPLEMENTATION OF THE RUBRIC

Ask other instructors in CCS to use the rubric – presentations to General Education Council Various departments across campus Associate Deans

Team members used rubric for grading in their classes

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GE CRITICAL THINKING ASSESSMENT

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Critical Thinking GE assessment/rubric team

Five common steps and competencies: Introduce and Define Recognize Analyze Evaluate Apply to current issues and problem solving

Diagnostic questionnaire as pre-test at start of semester

Continue discussions about strategies for longitudinal assessment using quizzes and/or essays

DIAGNOSTIC PROMPT Embryonic stem cell research is like Nazi research. It

does not respect the sanctity of life of the fetus, like the Nazis did not respect the life of the people they experimented on. Next thing we know we will be using full grown fetuses for research or worse. Such blatant disregard for human life was immoral for the Nazis and it should be immoral for stem cell research. Therefore, we should not engage in embryonic stem cell research.

1) Please state, from the above passage, whether the argument is rational (or at least whether the premises provide rational support for the conclusion) and why?

2) Are the premises reasonably accepted and why?

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THANK YOU!

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QUESTIONS…

Beth.lasky@csun.edu

Anu.thakur@csun.edu