Assessment of
I.D.
Learning Goals
Students who successfully complete this General Education requirement should be able to write papers with the following characteristics:
- The paper is adequately sophisticated/nuanced/complex for an upper-level paper.
- The paper follows an appropriate disciplinary format; it has a clear beginning, middle, and end; and its parts are proportionate to their purpose.
- The main idea is supported by correct, strong, and germane evidence.
- The paper shows strong reasoning and analysis and avoids common fallacies of logic.
- Paragraphs, sentences, and clauses and phrases within sentences are clear and logically related.
- Words, phrases, and disciplinary vocabulary are correct and are emphatic when needed; clichés are avoided.
- Sentence lengths, leads, and syntaxes are varied; tone and point of view are conventional to the discipline.
- Subliterate errors in grammar, punctuation, mechanics, and spelling are absent.
- Documentation is standard to the discipline.
Assessment Strategy
Faculty assess these goals by evaluating samples of student papers using a common rubric. A score of “minimally adequate” is considered minimally acceptable for college-level proficiency.
Recent Assessment Findings
The faculty’s goal is that at least 90% of student papers are minimally acceptable for college-level proficiency. (A higher percentage would be an inappropriate target, as some students fail the course—and these would not be expected to demonstrate proficiency—and because some students who have difficulty on the particular assignment being evaluated demonstrate proficiency on other assignments.)
All evaluated papers have been judged at least “minimally adequate” in terms of clarity/coherence; 96% have been judged at least “minimally adequate” in terms of overall arrangement, logic, diction, style, and basic English; 94% have been judged at least “minimally adequate” in terms of documentation; and 92% have been judged at least “minimally adequate” in terms of main idea and supporting evidence.
How the Results Are Being Used
Because the faculty have concluded that the results of their assessments demonstrate college-level proficiency, they have not used the results for teaching/learning enhancement, although they continue to discuss ways to optimize students’ learning experiences. The faculty will continue their assessments and will monitor future results to ensure that they remain at satisfactory levels.
You are visitor to this page.
Last updated: 4.1.05
Please send comments or concerns about this site to:rwingf1@towson.edu