Document Learning

We have moved to the documentation phase of the assessment cycle, and we have developed a multi-year plan for capturing student development and/or student accomplishment within GenEd–more specifically, relating to the broad competencies.

The multi-year plan includes flexibility for faculty, Area Coordinators, and the GenEd Assessment Subcommittee to design and implement additional timely or relevant assessment projects.

The size, scope and variability of course-taking behavior exhibited by our undergraduate student body complicate our ability to document student learning—we cannot possibly undertake an evaluation of all eight competencies each year. Thus, we have developed the multi-year plan that focuses attention on two competencies a year and will provide a snapshot of student accomplishment.

The snapshots will concentrate our attention on what we value most. In most cases, locally- and collaboratively-developed rubrics will be used to evaluate student accomplishments, and these rubrics will be based on the GenEd competencies that have been collaboratively developed and defined.

As they become available, we will share our findings with the University community. We anticipate that our students will demonstrate varying levels of achievement, from barely- developed skills to near-mastery, although we believe the majority of student accomplishment will be between these two extremes

As we refine the curriculum and improve the climate for teaching and learning at Temple, documentation will allow us to evaluate the program’s strengths and weaknesses and to make necessary adjustments. Over the course of time, we should be able to piece together a comprehensive understanding of undergraduate achievement, especially when we combine GenEd’s direct and indirect measures with assessments conducted by other academic units.

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