College of Humanities and Fine Arts Assessment Update by v95E27K

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									College of Humanities and
 Fine Arts Spring Faculty
         Meeting
Student Learning in CHFA Majors
        and Assessment
       February 13, 2008

Program prepared by the CHFA SOA Committee
Addressing the Issues: Learning
Outcomes



 How did departments decide what learning
  goals and outcomes to assess?
Learning Outcomes continued:
Paired Discussion:

Has your department used any of these
 methods for identifying learning goals and
 outcomes?

Would any of the methods discussed here work
 in your department?
Addressing the Issues: Faculty
Involvement


 How did you become involved in Student
  Outcomes Assessment (SOA)?



 How has your department encouraged faculty
  commitment and involvement?
Faculty Involvement Continued:
Paired Discussion:

 In your department, how involved do faculty
  want to be/need to be with SOA?

 What methods would you suggest for
  encouraging faculty commitment?
Addressing the Issues: Assessment
Methods

 How did you choose the assessment
 methods?

 How were they developed?


 What are some of your methods?
       Critical Reading Rubric
                         SOPHISTICATED                            COMPETENT                    PARTIALLY COMPETENT

COMPREHENSION   --Distinguished/extracted main         --Distinguished/extracted main          --Failed to recognize main
                ideas/thesis                           idea/thesis, but could be more clear:   idea/thesis
                --Paraphrased clearly and              writing sample included additional or   --No apparent ranking of
                concisely                              unnecessary ideas related to main       most important
                --offers examples/ideas that           idea/thesis; omitted ideas important    ideas/thesis
                support main thesis/idea of the text   to understanding the main idea/thesis   --Needs to work on
                                                       --Paraphrased clearly, but could be     paraphrasing clearly and
                                                       more concise                            concisely
                                                                                               --examples only partially
                                                                                               support main idea/thesis


ANALYSIS        --Makes clear and comprehensive        --Makes somewhat clear connections      --Links between examples
                connections between examples           between examples and main               and main idea/thesis need
                and main idea/thesis                   idea/thesis or, only some connections   to be forged
                                                       between examples and main
                                                       idea/thesis are made

SYNTHESIS       --Question has significant             --Question has some implications for    --Question does not reveal
                implications for                       strengths/weaknesses of author's        an understanding of the
                strengths/weaknesses of author's       thesis                                  strengths/weaknesses of
                thesis                                                                         the author's thesis
Addressing the Issues: Assessment
Methods continued

Paired Discussion:

 What are some methods you have tried or
  some methods that you would like to try?
Addressing the Issues: Using the Data


 What were some of the findings from your
  assessment?

 What are you doing now with the results?


 How is SOA connected to other curricular
  initiatives in your department?
Addressing the Issues: Using the Data


Paired Discussion:

 How are you connecting SOA with other
  curricular initiatives in your department?
Addressing the Issues: What Challenges Have You Faced in
Implementing Assessment?
   Some in our department are concerned that SOA is a fad and are unwilling to invest time
    and energy in it as a consequence.

   Our small major has little data in any given year on which to base curricular decisions.

   Confusion remains in our department about the purposes of assessment. Does it focus
    on individual students? The curriculum?

   Our biggest challenge is remembering what we did last year and what we have promised
    to do next year. We live in the assessment present!

   We wish assessment weren’t an “add on” and that we could embed meaningful
    assessment more often in what we already do in the classroom.

   What are the respective responsibilities of department heads and faculty for assessment?
    Should heads be entirely “hands-off?”

   We don’t have time to do high quality assessment, which would require the collaborative
    examination of a large number of artifacts generated by students in our large major.
Challenges Continued:
Paired Discussion:



 From the list of challenges, on the previous
  slide, choose one to discuss.

 Brainstorm solutions and write them on the
  giant post-it note.
Addressing the Issues: Future
Directions

Please fill out the following survey before
  leaving today.

 How can individual departments in CHFA be
  supported in their SOA work?

 What are some strategies for CHFA to use to
  continue to build a culture of assessment?

								
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