UNC Budget Outlook November 7, 2008 The University of North Carolina UNC Faculty Council.
Update from the UNC General Education Council
description
Transcript of Update from the UNC General Education Council
![Page 1: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/1.jpg)
Update from theUNC General Education Council
[presented to the UNC Board of Governors’ Educational Planning, Programs, and
Policies Committee on February 21, 2014]
![Page 2: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/2.jpg)
Nearly all [employers] surveyed (93%) agree, “a [job] candidate’s demonstrated capacity to
think critically, communicate clearly, and solve complex problems is more important
than their undergraduate major.”
From: It Takes More than a Major: Employer Priorities for College Learning and Student Success. 2013. Washington, DC:
Association of American Colleges and Universities and Hart Research Associates.
![Page 3: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/3.jpg)
Competencies and Curricula
Employers and faculty agree that students must have these key skills and also be flexible or nimble in applying them to new and changing situations.
This requires practicing these skills over multiple courses in multiple disciplines.
![Page 4: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/4.jpg)
What we do now
![Page 5: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/5.jpg)
Where we want to go
![Page 6: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/6.jpg)
Our Time Our Future (2013)“There are major challenges to effectively using student learning outcome data as a tool to improve the effectiveness of the curriculum and the quality of our higher education programs. There is no national consensus about a single methodology, sampling design, or test that can provide the types of robust and granular student learning outcome data necessary to inform institutional or program improvement strategies.”
![Page 7: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/7.jpg)
Guiding Questions• How do we assure that our students are
learning the skills necessary for success in today’s dynamic and demanding workplaces and in life?
• How do we assure that our curricula are robust and helping students develop those skills?
![Page 8: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/8.jpg)
Goals• Review and identify competencies• Identify and address assessment challenges– Pilot assessment approaches– Recommend assessment strategy
• Examine connection of competencies to curricula
![Page 9: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/9.jpg)
Identifying Competencies
Critical Thinking
Written Communication
![Page 10: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/10.jpg)
Existing Assessment at UNC
![Page 11: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/11.jpg)
Goals of Assessment
![Page 12: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/12.jpg)
Principles of Good Assessment• Must be reliable, valid, fair, and authentic• Provide useful information about student
learning• Provide useful information about how to
improve teaching & the curriculum
![Page 13: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/13.jpg)
GEC Recommendation
![Page 14: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/14.jpg)
Creating a System-wide Assessment of General Education
Curriculum Learning Outcomes
![Page 15: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/15.jpg)
To create a system-wide assessment of learning outcomes is an exciting challenge that we can clearly achieve in a timely fashion.
We need to follow a systematic approach using recognized principles of good assessment, chief of which is that assessment should improve teaching and learning.
![Page 16: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/16.jpg)
1) Identify the purpose and uses of the assessment
- Who will use the test results and for what purposes? - How do we effectively make this a collaborative, system-wide
effort with buy-in and vested energy shared by students, faculty, administration
- What are the costs in terms of financial and temporal investments?
![Page 17: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/17.jpg)
• I.
2) Test construction
-Who will design and develop the test specifications?-Who will develop the items? -How will the items be piloted?-Who will develop the score scale?-What claims do we wish to make about what is being measured?-Will benchmark levels of proficiency (standards) be
established?
![Page 18: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/18.jpg)
I.
3) Test Administration
- Who would be tested?- How would they be tested?- When would they be tested?- Who is responsible for overseeing the administration of the assessments at each university? - How do we insure a secure, valid administration?
![Page 19: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/19.jpg)
I.
4) Scoring and analyzing the assessments
- Who will score the assessments?- Who will conduct the psychometric analyses (item/test analyses,
reliability, test fairness for groups of students, etc.)- What is the format for reporting the results that will optimize utility?
![Page 20: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/20.jpg)
5) Test Results
- How will the test results be disseminated to users?- How do results inform instruction and improve
pedagogical effectiveness?- How do we insure that the results are used in a valid
manner? - How do we sustain this assessment over time?
- How we evaluate the return on our investment?
![Page 21: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/21.jpg)
Next steps for the GEC• Develop and pilot the competency-based
instrument• Identify how competencies are developed
through curricula
![Page 22: Update from the UNC General Education Council](https://reader035.fdocuments.net/reader035/viewer/2022070504/5681690c550346895de021b3/html5/thumbnails/22.jpg)
Returning to the Goal• GEC’s focus is to assist the Board in its goal to– Monitor system-level data regarding students’
achievement of competencies– Provide faculty and academic leaders with
information that helps them evaluate and improve the curriculum
– Produce graduates with the skills and flexibility to meet the needs of the 21st-century workforce