ASCnet

12-16-09: J. Fredal sent following feedback to J. Bach bv:

The committee found that the substance of the course clearly meets the requirements for courses in the Social Diversity in U.S. category.  The committee also found that the assessment plan was not yet specific enough about how the expected learning outcomes for the course would be assessed (separately from how students would be graded on their performance in the course).  The committee looks for measurement tools (including but not limited to assignments, assignment wording, and elements of assignments, like quiz questions or assignment prompt descriptions) that refer back to each GEC expected learning outcome and to specific course goals, and a description of how those measurement tools will be read (independently of the grading process) to determine success of the course in meeting these learning outcomes, including a criteria for success (a percentage of responses showing a correct or satisfactory answer, for example).  We would like to see a revised version of the assessment plan:

·       Include specific assessment tools (assignments, assignment elements, or other measures) within course that will be used to refer back to course goals and specific GEC Expected Learning Outcomes

·       Make transparent the connections between these tools and the specific GEC Expected Learning Outcomes  and course goals.  (which tools are measurements for which course goals or GEC learning outcomes).

·       Explain how the student responses to these assessment tools will be gathered and interpreted independent of the grading process.

·       Establish criteria for success (i.e. 70%  of students get B’s on an aligned assignment means that students have satisfied the instructor’s criteria for success with reference to a specific learning outcome)