We should be measuring individual student development. Considerations of competency should be appropriate to a student's level, not absolute. To assess and illustrate student progress in writing in General Education. Our expectations must increase each level. Assessing and improving General Education To gather, analyze and evaluate data in order to examine the validity and reliability of what we are teaching in General Education and to evaluate and improve the mission, resources and curriculum of the program as a whole as well as individual courses by providing feedback.
Mutual accountability is part of an integrated program.
To satisfy North Central accreditation criteria. Agreement on common standards General Education teachers should agree on some common or basic writing skills, a set of criteria or underlying values in writing competency incorporating clarity and organization, proficiency in grammar, usage. Student competency should be considered in terms of minimum 'passing' institutional standards which all faculty teaching GenEd courses should use. In Level II, for example, each category might devleop criteria or a rubric for its courses. If each category could agree to a shared rubric, it might be possible to assess the program of writing in a way that is course-centered.