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GE assessment is a continuous process. Faculty teaching in courses or programs within the specified attributes are responsible for assessing learning outcomes according to the schedule and describing the results in a report submitted to OEA. Assessments should be based on attribute specific GE learning goals and objectives. Assessments completed in fall, should be reported by January 15, of the following Spring Semester.  Assessments completed in spring should be reported by June 15.

1. It is useful to start with a mapping of the GE learning goals and objectives ( GE learning outcomes) into specific course’s student learning outcomes or SLOs. A simple table can be constructed with GE learning outcomes and SLOs along the rows and columns.
2. Identify the GE learning outcomes that you want to assess. Not all GE learning outcomes need to be assessed at a time. It may be useful to assess a small number of GE learning outcomes that can be assessed effectively by linking them to the course SLOs (see 1 above).
3. Determine the instrument that you want to use for assessment. They may include but not limited to  specific assignments—essays or homework, or questions on an exam. Selection of appropriate assessment instrument is crucial for successful assessment. Any instrument that can be suitable for a course can be used.
4. Determine appropriate criteria and benchmarks to assess student submissions/performance. A rubric may be developed for effective assessment. It is a good idea to share the rubric with students before their submission of essays or other homework.
5. Collect student submissions and compile data by using the benchmarks.
6. Analyze the data and reflect on possible future steps for “closing the loop.”

There is no specific template for an assessment report. But ideally the assessment report should explain the above steps for assessment.

1. Present the mapping of GE learning outcomes and course SLOs. (This is optional)
2. Identify the GE learning outcomes and course SLOs to be assessed. Describe the reasons, if any, for selection of the learning outcomes, such as a trend noticed in student performance, result of a previous assessment or specific curricular needs.
3. Describe the assessment instrument. Specific instrument, with the exception of exam questions, may be attached to the main report in an appendix.
4. Describe the rubric, if any, in detail--criteria and the benchmarks.
5. Describe how assessment data are collected.
6. Analyze the main findings from the data and explain the ideas and timetable for “closing the loop.”

• CA Art and Music
• CA Theatre
• CF Foreign Language
• CH History
• CI Interdisciplinary Humanities
• CL Literature
• D Cultural Diversity
• E Natural Science
• EPW
• FYDT First-Year Digital Technology
• FYOC First-Year Oral Communication
• FYS First-Year Seminar
• FYW First-Year Writing
• P Philosophy/Theology
• Q Quantitative Reasoning
• S Social Behavarioral Sciences

Dr. Squire is a Professor of Biology at The ÈÕ±¾Ò»¼¶Æ¬ and has been actively involved in educational assessment for over 15 years. During the 2008-2009 academic year, Dr. Squire was instrumental in leading the implementation of course-wide assessment for the Biology 110-111 Human Anatomy and Physiology I and II courses, which are multi-section courses taken primarily by first year students in pre-health professions programs. She served as the coordinator for the assessment of these courses from Fall 2008 until Spring 2022. Dr. Squire also has over 10 years of experience working with the university’s general education curriculum, first as a member of the Conference Committee on Curriculum (CCC) from Fall 2012- Fall 2017, then as the chair of the CCC from Spring 2017 – Spring 2020, and finally as the General Education Coordinator from Fall 2020 - Spring 2022. She also served on the General Education Review Committee from Fall 2021 – Spring 2022.  

Dr. Maria Squire - Coordinator of GE Assessment

Email: maria.squire@scranton.edu 

Phone: 570-941-4742