General Education Assessment Project
Models for Assessment
Models for Assessment (10 minute narrated presentation)
Central Piedmont Community College
Central Piedmont Community College uses curriculum-embedded assessments to assess achievement of general education outcomes as an institution. Common rubrics for each general education outcome have been developed by the faculty.
Hillsborough Community College
Hillsborough Community College uses two major strategies to assess general education outcomes: a capstone course, IDS 2110 Connections, required of all AA students prior to graduation, and the ETS MAPP standardized test. IDS 2110 is “an interdisciplinary course that allows students to synthesize key components of their general education experience.” Each offering of the course is designed by faculty on a topic of interest to them, but must address (and provide opportunities for students to demonstrate) at least three general education outcomes. Instructors score their students’ work using a standard rubric and submit the scores to Academic Affairs, which compiles and disseminates the results. On HCC’s Academic Affairs site, click on the Associate in Arts à General Education menu to find documents describing HCC’s learning outcomes (under “AA Program/Learning”), development and assessment guidelines for the IDS 2110 course (under “IDS 2110 Instruction”), and the 2005-06 report of results from this course (under “IDS Connections Rubric”).
HCC also asks students who have completed 45 hours of general education to take the online version of the MAPP assessment, which addresses critical thinking, reading, writing, and mathematics. Students who score above the 75th percentile can waive the IDS 2110 requirement. In the college’s first full year of implementation, the response rate for the MAPP was about 10%.
Johnson County Community College
JCCC uses a curriculum-embedded assessment model to assess their six general education outcomes: culture and ethics, mathematics, modes of inquiry, problem-solving, speaking, and writing. The “Assessment Process” link on their assessment Web site provides a very detailed description of exactly how samples of student work are acquired and scored. As it states on their Web site, “faculty members serving on the General Education Learning Outcomes (GELO) Assessment Committee score student work solicited from professors in courses where these learning outcomes would most likely be taught or utilized. The office of Institutional Research then tabulates and analyzes those scores and presents the results to the GELO Assessment Committee to determine any need to adjust the college-wide curriculum.” The JCCC assessment Web site also provides detailed descriptions of each learning outcome, the scoring guides that are used for student work samples, and reports of results.
Kapi’olani Community College
Kapi’olani’s e-portfolio site is extensive and well-developed, and includes user manuals, resources, and examples for students and faculty. Some unique aspects of Kapi’olani’s e-portfolio system include trained mentors that students can contact for assistance, and Common Interest Groups (CIGs) that students and faculty can join based on themes. The CIGs provide a way for students to share parts of their portfolio with others who have similar interests.
LaGuardia Community College
LaGuardia Community College is recognized as a leader in the use of e-portfolios. Students are heavily invested in the development of their portfolios throughout their college experience, and include not only samples of their work but also reflections on their learning. LaGuardia’s Web site includes guidance on e-portfolios for students, including how to develop and share portfolio materials, and for faculty, including how to introduce portfolio assignments in class and how to assist students in selecting and reflecting on their portfolio submissions. On the site, you can also view many sample student portfolios.
Lakeland Community College
Lakeland Community College uses three major assessment models: curriculum-embedded assessment of student work samples using rubrics, an e-portfolio, and capstone courses that integrate general education outcomes. Their Web site provides information about each of these approaches, including guidelines for instructors, rubrics, samples of student portfolios, and links to the capstone Web site with sample course outlines.
Metropolitan Community College
Metropolitan Community College’s assessment plan allows each general education outcome to be assessed using one or more different strategies. For example, written communication is assessed using a pre-post timed writing performance assessment as well as a portfolio. Quantitative reasoning is assessed using curriculum-embedded assignments, while critical thinking is assessed using a normed, validated standardized test. The assessment plans and reports available on their Web site provide exhaustive detail about their processes for planning and implementing their varied assessment practices.
Terra Community College
Terra Community College uses both an e-portfolio and ACT’s Collegiate Assessment of Academic Proficiency (CAAP) standardized assessment. Students take a required orientation course to help them get started on their e-portfolios and understand their role in institutional assessment. Their Web site provides links to portfolio resources for faculty and students, information on the orientation course, and annual assessment reports. More information on the CAAP can be found at.
Valencia Community College
Valencia’s Learning Evidence Team manages the process of assessing the college’s four core outcomes: Think, Value, Communicate, and Act. These outcomes are assessed on a rotating basis, one per year. Valencia began by developing its rubrics, one for each outcome, which have subsequently been thoroughly tested and validated. Faculty voluntarily submit samples of student work from assignments they have designed to address not only course goals but also one of the core outcomes; these samples are then scored using the rubrics by a faculty assessment team. Valencia’s Web site includes links to their rubrics, assessment plans, and other information about the Learning Evidence Team.
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