Framework for General Education Assessment Practice
The framework below is the standard for every Core Area Program to meet as they make choices on measures and tools.
Inevitably, variables in each Core Area Program’s (CAP’s) approach to General Education Assessment will exist. We desire to highlight the textured ways our CAPs provide students with a Liberal Arts education that prepares them well for their major programs and responsible citizenship.
However, all CAPs must achieve five principal goals to ensure the integrity of the overall General Education assessment process for SACSCOC and beyond:
- CAPs will cooperate in their respective Work Groups and with the General Education Assessment Director/GEAC to complete either polished drafts or finished rubrics and Assessment Plans for their CAP by October 15, 2019.
- The measurable rubric(s) for each CAP must possess four proficiency levels (exemplary, proficient, developing, and unsatisfactory) and align with Core Area Learning Outcomes (LOs); further, success criteria is defined as at least 70% of students achieving a 3--proficient--or better in the CAP LO.
- Any assessment tool a CAP or course adopts for general assessment reportage must be graded and summative in nature to maximize student performance data.
- All collaborators in each CAP must work in concert with their home departments to develop and implement betterment plans based on what student data from any assessment period show, as successive yearly reports from CAPs will, in part, rely upon reportage of how specific implementation plans affected student performance.
- All CAPs must assess all course offerings (face-to-face, online, Newnan, Douglasville, etc.) twice per year (in fall and spring) starting no later than fall of 2020, with the goal of bringing as many CAPs into the General Education assessment process earlier (e.g. fall of 2019 or spring of 2020), which will provide more robust data for analysis.*
*Areas A.1 and A.2 will begin data collection in the fall of 2019.