Archived Assessment Report
| Program | FUTR Flex Gen Ed |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 1a. Communication: Genre and Medium Awareness, Application, and Versatility | How well do students adhere to the conventions of futures scenarios? |
| 1b. Communication: Strategies for Understanding and Evaluating Messages | How well do student include compelling language or images for their scenarios. |
| 1c. Communication: Evaluation and Production of Arguments | How well do scenarios incorporate and draw from signals of change gathered by scanning? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 1a. Communication: Genre and Medium Awareness, Application, and Versatility | Magazine from the Future assignment | FUTR 1110 | 75 percent of students achieve at least a quality score of 3 on the assessment rubric for the assignment. |
| 1b. Communication: Strategies for Understanding and Evaluating Messages | Magazine from the Future assignment | FUTR 1110 | 75 percent of students achieve at least a quality score of 3 on the assessment rubric for the assignment. |
| 1c. Communication: Evaluation and Production of Arguments | Magazine from the Future assignment | FUTR 1110 | 75 percent of students achieve at least a quality score of 3 on the assessment rubric for the assignment. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Describe any external factors affecting the program or affecting assessment of the program.