Assessing complex general education student learning outcomes

Editor's Notes ( Jeremy D. Penn). PART ONE: Background and Theory. 1. The Case for Assessing Complex General Education Student Learning Outcomes (Jeremy D. Penn) This chapter builds an argument for assessing complex general education student learning outcomes by briefl y examining the history of general education assessment, responding to common critiques of general education assessment, and establishing general education assessment as a critical responsibility of faculty members that can transform institutions while meeting expectations for accountability. 2. Outcome Assessment from the Perspective of Psychological Science: The TAIM Approach (Pamela Steinke, Peggy Fitch) A systematic process for assessing complex general education student learning outcomes is provided, linking assessment practice to a rigorous research approach that begins with theory (T), is aligned with activities (A) and strategies, uses indicators (I) and criteria, and includes multiple measures (M). PART TWO: Application. 3. Which Test? Whose Scores? Comparing Standardized Critical Thinking Tests (Donald L. Hatcher) This chapter examines the experience of using three standardized critical thinking tests over an eighteen-year period with a freshman critical thinking and writing sequence at Baker University. Findings suggest faculty should choose a defensible defi nition of critical thinking, carefully select a test that best represents that defi nition, and share and use results to improve student learning. 4. Beyond Math Skills: Measuring Quantitative Reasoning in Context (Nathan D. Grawe) Quantitative reasoning is multifaceted and should be assessed in a context-based, multifaceted manner. Recent efforts to assess quantitative reasoning, both with rubrics and multiple choice tests, are described. 5. Developing and Assessing College Student Teamwork Skills (Richard L. Hughes, Steven K. Jones) The authors present a definition for teamwork based on current research. A number of approaches for assessing teamwork, including written tests, quantitative questionnaires, and rubrics, are described. Implications for creating assignments and developing students' teamwork skills are explained. 6. Assessing Intercultural Competence (Darla K. Deardorff) Assessing intercultural competence is a complex endeavor. A literature review summarizes varying defi nitions of the term, and a model is presented. Promising practices for developing and assessing intercultural competence are described. 7. Assessing Civic Knowledge and Engagement (Julie A. Hatcher) Although most institutions are committed to developing civic knowledge and engagement, defi ning and assessing it is challenging. Recent efforts to develop a clear defi nition of civic learning and engagement are presented. Research on civic knowledge, civic skills, and civic identity and guidance on developing assessment strategies and program development are provided. 8. How We Know It When We See It: Conceptualizing and Assessing Integrative and Applied Learning-In-Use (Marcia Mentkowski, Stephen Sharkey) Integrative and applied learning is defined and explored from a variety of perspectives. Examples for including this learning outcome in the curriculum and assessing it are shared. The chapter closes with guidance on faculty development for teaching integrative and applied learning. 9. Future Directions for Assessing Complex General Education Student Learning Outcomes (Jeremy D. Penn) The impact of changes to faculty members' roles and to students' expectations for higher education, and the increasing demand for accountability on general education assessment, are explored. An agenda for future research on general education assessment is proposed. INDEX.