I need some help. A few years ago, as we began the transition to semester
system, we developed a series of educational outcomes that we expect our
students to have when they graduate. There were 15 of them and then we
condensed them to 4 for the undergraduate catalog. When they became 4, they
became rather ambigious. Now I (and a few others) in our dept. have been
given the task of assessing each of these outcomes. Let me give you an
example:
1. Student will use the scientific method as a primary basis for engaging
in critical thinking and evaluating multiple sources of information.
a. Means of assessment and criteria defining success
b. Assessment results
c. Use of results
OK, I'm a bit stumped here. We aren't even a full year into the semester
system and we have to begin evaluating it (this process will be occuring at
this time every year). We never really had a formal plan - just syllabi and
did the student pass the courses associated with this material. We have
discussed student portfolios and comprehensive tests. And use? Well, this
information could be given back to the profs that teach these course but
some people might take this as me telling them how to teach their courses.
Does anyone do this (formally) on a regular basis? I was given this a week
ago and I must hand it in next Monday - and I had no idea we would be doing
this formally every year. I want to do this right and not just throw some
slop down on a piece of paper.
Deb
Deborah S. Briihl There are as many
Dept. of Psychology and Counseling ways to live as
Valdosta State University there are people in
Valdosta, GA 31698-0100 this world and each
[EMAIL PROTECTED] deserve a closer
Now in new Assoc. size! look..
You got so many dreams you don't know where to put them, so you better turn
a few of them loose... Fire
