GS评估流程
LOPERs通识课程的评估是形成性的, 帮助教师确定其课程的优势和劣势. The assessment data also helps the 一般的研究 Council to identify strengths and weakness in the LOPERs通识课程 and identify courses that are exceptional or courses that need improvement.
从2022年春季开始, every section of every course in the LOPERs通识课程 will be assessed every semester. The purpose of this assessment schedule is to rapidly develop normative numerical data for the assessment of the learning outcomes in the LOPERs通识课程. Courses that are two standard deviations above or below the mean will be considered exceptional or in need of improvement, 分别.
除了通识教育学习成果的定量评估, 教师还被要求完成每节课的定性评估.
评估标题的一般示例如下所示. 评估 rubrics are available to each instructor as an Excel file (specific to the LOPER category for their course) on Canvas in the Org 一般的研究 for Faulty.
产品说明:
All activities and assignments used for assessment must be consistent with the 教学大纲 of record that the 一般的研究 Council reviewed and approved.
It is not necessary to submit any more information than what is requested on this spreadsheet. 不要提交任何可以被识别为个别学生的信息.
使用以下量表
0 -学生没有完成作业(例如,学生得到0分)
0 -学生没有完成作业(例如,学生得到0分)
1 -学生完成了作业,但没有达到学习目标(例如, 这个学生得了F级。
2 -学生完成作业,成绩低于平均水平. (例如,某学生成绩为D)
3 -学生完成了作业,并表现出对学习目标的一般掌握. 学生达到预期. (例如,学生的成绩是C)
4 – Student completed assignment and demonstrated above average mastery of the learning objective (例如, 学生成绩为B)
5 – Student completed and demonstrated exceptional mastery of the learning objective and could be used as an example for others (例如, 学生成绩为A)
样本LOPERs学习成果表 |
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学习的结果 |
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1. 学习成果1 |
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Please indicate the specific course activity or assignment from your course 教学大纲 that you used for assessment of this outcome |
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2. 学习成果2 |
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Please indicate the specific course activity or assignment from your course 教学大纲 that you used for assessment of this outcome |
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3. 学习成果3 |
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Please indicate the specific course activity or assignment from your course 教学大纲 that you used for assessment of this outcome |
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4. 学习成果4 |
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Please indicate the specific course activity or assignment from your course 教学大纲 that you used for assessment of this outcome |
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反映的问题
评估 rubrics are available to each instructor as an Excel file (specific to the LOPER category for their course) on Canvas in the Org 一般的研究 for Faulty. The completed spreadsheet is to be returned to the Director of 一般的研究 via e-mail (general.studies@unk.学期/学期结束后两周内. 如果课程满足两个LOPER项目要求, the instructor must complete an assessment rubric spreadsheet for each LOPER for their course.
The assessment procedure allows the instructor to select the assignment(s) from their course that are used to assess student performance on each learning objective. 同一个任务可以用于多个目标. The Council requires the instructor to identify which assignment from their 教学大纲 was used to assess each objective and to submit along with the data a copy of their 教学大纲. The Council further requires that the assignments used for assessment are consistent with the Syllabus of Record that the Council reviewed and approved when authorizing the course to meet that LOPER category in the program.
常见问题:
问:为什么每学期都要评估每一门课呢?
A:通过每学期每节课的评估,我们会的
Q: I use a holistic grading scheme; how do I assess my class?
答:这要视情况而定,但我们的目标是不要让GS的评估过于繁重
Q: I have an assignment that meets 2 (or more) learning outcomes; can I use that for assessment?
是的! 在Excel表格中, for each learning outcome there a place to briefly explain the assignment or activity used for the assessment. It’s OK to list the same learning activity more than once if the learning activity is a good way to assess the students’ performance on the learning outcome.
问:从一个学期到下一个学期,我可以改变我用来评估的学习活动吗?
是的! 评估过程的一部分是不断改进我们对班级的评估方式. Please keep in mind that the Syllabus of Record that was submitted to the 一般的研究 Council when the course was approved connects specific learning outcomes to specific course activities, 所以尽量按照教学大纲来做. 然而, 也可以理解,课程随着教师确定新的教学活动而发展, so please be sure to reflect any changes in learning activities that impact LOPERs learning outcome is the course 教学大纲 each semester (which is then submitted along with the 评估 Rubric spreadsheet).