College of Humanities and Fine Arts Assessment Update by v95E27K


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

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

 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

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

 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

 How did you choose the assessment

 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

 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

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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