Project on Accreditation and Assessment
Criteria for Recognizing "Good Practice" in Assessing Liberal
Education as Collaborative & Integrative
"Presumed" from general assessment practice
- Institutional mission is the ultimate source of the goals
and objectives for assessment of student learning.
- The implementation of the institution's strategic plan
accords high priority to assessment practice that determines
the effectiveness with which the institution is achieving
its goals and objectives.
- The institution's constituencies (especially the faculty
and administration, but also students, board members, employers
of graduates, and the general public) are active advocates
of the assessment plan and the goals and objectives on which
it is based.
- Assessment is continuous, systematic, multi-dimensional,
and based on well-defined outcomes for student learning
(e.g., Bloom's taxonomy).
- There is an ongoing, systematic process for using assessment
results to improve teaching/learning and to identify resources
for improvement.
Criteria specific to our focus
- There is assessment of student learning both at formative
and summative levels.
- Assessments are designed to demonstrate successful integration
of the field specific and the liberal studies components
of the degree program.
- Learning outcomes are consistent and cumulative, building
throughout the educational program in tune with a longitudinal
view of student development.
- There are integrative courses and assignments embedded
in the curriculum in which (a) students not only master
knowledge and skills but practice integration, (b) faculty
coach students to make connections between major and general
education, and (c) students are engaged in some culminating
activity or product that demonstrates their ability to integrate
their undergraduate experience.
- Assessments are created, implemented, sustained, and rated
collaboratively by faculty responsible for general education
and the majors.
- Assessment activities arise from and connect to student
learning experiences, curricular and co-curricular.
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