Archived Assessment Report
| Program | GNDR Social Behavioral Gen Ed |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Final Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | Do at least 80% of the students demonstrate intercultural reasoning and intercultural competence? |
| 3b. Personal and Social Responsibility: Ethical Reasoning | Do at least 80% of the students demostrate ethical resoning? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | This is an individual assignment where students have to compare the conditions of women in lower socio economic status receiving State aid in two secular nations (US and India) and one theocratic nation (Bangladesh) and discuss if the State secularism is better for women in lower socio economic status. | GNDR 2110 DO 1 82382 | Analysis of the data to see if 80% or more students could demonstrate intercultural reasoning and competence. |
| 3b. Personal and Social Responsibility: Ethical Reasoning | An individual assignment where students have to compare the status of women from lower socio economic status who receive State aid in two secular nations (The USA and India) versus one theocratic nation (Bangladesh). | GNDR 2110 DO 1 82382 | The analysis will demonstrate if the students were able to to apply ethical reasoning with regard to the advanatage or disadavantage of how minority women of lower socio economic status in secular versus theocratic states. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | In Spring 24 a total of 20 students were assessed. Of those 20, 18 students (90%) demonstrated intercultural reasoning and intercultural competence.’ | The assessment data supports the focus area as 90% of the assessed students demonstrated intercultural reasoning and intercultural competence. | This shows us that 90% of students who take the course have the ability to engage in intercultural reasoning and are interculturally competent, which surpassed expectations. |
| 3b. Personal and Social Responsibility: Ethical Reasoning | ‘In Spring 24 a total of 20 students were assessed. Of those 20, 18 students (90%) demonstrated intercultural reasoning and intercultural competence.’ | The assessment data supports the focus area as 90% of the assessed students demonstrated intercultural reasoning and intercultural competence. | This shows us that 90% of students who take the course have the ability to engage in intercultural reasoning and are interculturally competent, which surpassed expectations. |
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | |
|---|---|
| Describe the change that was implemented. | Since I am the only one in the Department, the entire decision is on me. There are the ways I plan to improve outcomes based on the results: I have to make sure my assessment tool is clearly aligned with learning objectives, use a variety of assessment methods, |
| Type of Change |
|
| Change in Assessment Approach or Tools? | It may require a change in the assessment tool that is more aligned to the learning outcomes. |
| What data motivated the change? | Provide detailed feedback to students, so that they can go on improving, analyze the previous works to identify areas of improvement, and update the assessment tool on a regular basis. |
| Hypothesis about the effect the change will have? | It will help the learner to fulfill what their specific needs are and where they need to put in more effort. |
| 3b. Personal and Social Responsibility: Ethical Reasoning | |
|---|---|
| Describe the change that was implemented. | A new tool has been introduced to measure the outcomes. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | Yes. There is a paper with specific questions to measure the outcomes. |
| What data motivated the change? | The data will reflect the changes. |
| Hypothesis about the effect the change will have? | The planned change will improve the outcomes as it will directly measure it. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | One reflection paper with specific questions to measure the outcomes. | GNDR 2110 |
| 3b. Personal and Social Responsibility: Ethical Reasoning | A reflection paper based on all the assignments covered in the semester. | GNDR 2110 |
| 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 |
|---|---|---|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | The second round of results showed improvement over the first one. In general the scores were higher. | Some of the guidelines for the future: 1. The tool should for assessment should be simple and easily comprehensible for the students. 2. The tool should reflect what has been taught and how the students have synthesized the knowledge. 3. The instructor should have short lectures along with the tool for assessment and clarify what is required of the students so that the answers reflect their level of comprehension. | |
| 3b. Personal and Social Responsibility: Ethical Reasoning | The overall scores for the second round was better than the first one. | For the future the following things are recommended to get an accurate reflection of the students learning: 1) The tool of assessment should be simple and easy to understand. 2) The tool should not be too long, if needed, the questions that are part of the tool should be broken down. 3) The instructor should have one or two short lectures explaining the tool and what needs to be completed by the student. |
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Yes, there were changes that came out as part of this assessment. One question in the assessment focused on how their thinking of power and voice changed over the semester and clearly there was a shift.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
The assessment did not lead to any long term changes in the program.
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Via the assessment, I got a sense that that students over the course have developed a sense of belonging and collaborative problem solving. For example, one of the questions was about silenced narratives around some genocides. As the students started to exchange their experience on this issue and what they have heard from their communities, a sense of shared and civic responsibility to bring out silenced voices developed.
Describe any external factors affecting the program or affecting assessment of the program.
There were no external factors that affected the program or the assessment of the program in the current theme cycle.