based on observations made from previous assessment efforts (“closing the loop”)
TRANSCRIPT
HOW THE HISTORY DEPARTMENT IS
ASSESSING WRITING COMPETENCY
A BRIEF HISTORY (OR -- HOW WE BEGAN ASSESSING WRITING COMPETENCY) Based on observations made from
previous assessment efforts (“closing the loop”)
A BRIEF HISTORY (OR -- HOW WE BEGAN ASSESSING WRITING COMPETENCY) Based on observations made from
previous assessment efforts (“closing the loop”)
The development of an assessment tool that can be implemented in courses requiring formal writing
A BRIEF HISTORY (OR -- HOW WE BEGAN ASSESSING WRITING COMPETENCY) Based on observations made from
previous assessment efforts (“closing the loop”)
The development of an assessment tool that can be implemented in courses requiring formal writing
Elements to include:SimplicityFlexibilityRelevancy
A BRIEF HISTORY (OR -- HOW WE BEGAN ASSESSING WRITING COMPETENCY) Based on observations made from previous
assessment efforts (“closing the loop”) The development of an assessment tool that
can be implemented in courses requiring formal writing
Elements to include:SimplicityFlexibilityRelevancy
Result: a plan that includes a new assessment tool, an existing course , a new course, and an existing showcase
NEW ASSESSMENT TOOL A MATRIX
Reflects departmental student learning goals and outcomes Communication Critical Thinking Professional Proficiency Objective Knowledge
History Research Paper/Project Assessment
Course: _______________________________________________ Semester/Year: _________ ________________
Criteria (N/A – not applicable, 3 – Excellent, 2 – Satisfactory, 1 – Poor)
Communication (able to develop & present a thesis effectively in either oral or written form): Skill N/A 3 2 1 able to make an effective proposition statement able to organize supporting materials in a comprehensible way able to write effectively using good syntax able to speak clearly on topic
Critical Thinking (able to interpret the meaning of historical texts): Skill N/A 3 2 1 able to analyze key points of a document able to make assessments regarding the logical consistency of argument able to construct new models from sets of information able to recognize unintended outcomes of specific policy decisions Professional Proficiency (able to use standard formats for documenting sources): Skill N/A 3 2 1 able to locate and retrieve information from a variety of sources (print, electronic, other)
able to use Turabian (or Chicago Manual of Style) to produce publishable material
recognize various forms of “evidence” and form appropriate strategies to access and analyze them
Objective Knowledge (able to identify key historical figures, events, trends commensurate with being knowledgeable in a field of history) Skill N/A 3 2 1 able to remember/use factual material able to comprehend literature containing historical allusions able to identify mistakes of logic (or facts) when history is misappropriated in debated issues
Total (Possible/Actual) __________/____________
NEW ASSESSMENT TOOL A MATRIX
Reflects departmental student learning goals and outcomes Communication Critical Thinking Professional Proficiency Objective Knowledge
Measures specific skills according to discipline- specific standards
History Research Paper/Project Assessment
Course: _______________________________________________ Semester/Year: _________ ________________
Criteria (N/A – not applicable, 3 – Excellent, 2 – Satisfactory, 1 – Poor)
Communication (able to develop & present a thesis effectively in either oral or written form): Skill N/A 3 2 1 able to make an effective proposition statement able to organize supporting materials in a comprehensible way able to write effectively using good syntax able to speak clearly on topic
Critical Thinking (able to interpret the meaning of historical texts): Skill N/A 3 2 1 able to analyze key points of a document able to make assessments regarding the logical consistency of argument able to construct new models from sets of information able to recognize unintended outcomes of specific policy decisions Professional Proficiency (able to use standard formats for documenting sources): Skill N/A 3 2 1 able to locate and retrieve information from a variety of sources (print, electronic, other)
able to use Turabian (or Chicago Manual of Style) to produce publishable material
recognize various forms of “evidence” and form appropriate strategies to access and analyze them
Objective Knowledge (able to identify key historical figures, events, trends commensurate with being knowledgeable in a field of history) Skill N/A 3 2 1 able to remember/use factual material able to comprehend literature containing historical allusions able to identify mistakes of logic (or facts) when history is misappropriated in debated issues
Total (Possible/Actual) __________/____________
NEW ASSESSMENT TOOLA MATRIX
Reflects departmental student learning goals and outcomes Communication Critical Thinking Professional Proficiency Objective Knowledge
Measures specific skills according to discipline- specific standards
Allows individual faculty to adjust for specific assignments
History Research Paper/Project Assessment
Course: _______________________________________________ Semester/Year: _________ ________________
Criteria (N/A – not applicable, 3 – Excellent, 2 – Satisfactory, 1 – Poor)
Communication (able to develop & present a thesis effectively in either oral or written form): Skill N/A 3 2 1 able to make an effective proposition statement able to organize supporting materials in a comprehensible way able to write effectively using good syntax able to speak clearly on topic
Critical Thinking (able to interpret the meaning of historical texts): Skill N/A 3 2 1 able to analyze key points of a document able to make assessments regarding the logical consistency of argument able to construct new models from sets of information able to recognize unintended outcomes of specific policy decisions Professional Proficiency (able to use standard formats for documenting sources): Skill N/A 3 2 1 able to locate and retrieve information from a variety of sources (print, electronic, other)
able to use Turabian (or Chicago Manual of Style) to produce publishable material
recognize various forms of “evidence” and form appropriate strategies to access and analyze them
Objective Knowledge (able to identify key historical figures, events, trends commensurate with being knowledgeable in a field of history) Skill N/A 3 2 1 able to remember/use factual material able to comprehend literature containing historical allusions able to identify mistakes of logic (or facts) when history is misappropriated in debated issues
Total (Possible/Actual) __________/____________
History Research Paper/Project Assessment
Course: _______________________________________________ Semester/Year: _________ ________________
Criteria (N/A – not applicable, 3 – Excellent, 2 – Satisfactory, 1 – Poor)
Communication (able to develop & present a thesis effectively in either oral or written form): Skill N/A 3 2 1 able to make an effective proposition statement able to organize supporting materials in a comprehensible way able to write effectively using good syntax able to speak clearly on topic
Critical Thinking (able to interpret the meaning of historical texts): Skill N/A 3 2 1 able to analyze key points of a document able to make assessments regarding the logical consistency of argument able to construct new models from sets of information able to recognize unintended outcomes of specific policy decisions Professional Proficiency (able to use standard formats for documenting sources) : Skill N/A 3 2 1 able to locate and retrieve information from a variety of sources (print, electronic, other)
able to use Turabian (or Chicago Manual of Style) to produce publishable material
recognize various forms of “evidence” and form appropriate strategies to access and analyze them
Objective Knowledge (able to identify key historical figures, events, trends commensurate with being knowledgeable in a field of history) Skill N/A 3 2 1 able to remember/use factual material able to comprehend literature containing historical allusions able to identify mistakes of logic (or facts) when history is misappropriated in debated issues
Total (Possible/Actual) __________/____________
AN EXISTING COURSE A BENCHMARK COURSE (REQUIRED) Hist 205 (Historians’ Craft)
had long addressed skills for research and writingDesigned as an introductory course to
precede “writing intensive” upper division courses in major
Assessment recognized that skills taught early were not being retained through to the end of many students’ program
A NEW COURSE A CAPSTONE COURSE (OPTIONAL) Hist 454 (Research and
Writing Seminar) has been created to direct students in developing individual research projects and utilizing professional skills to produce finished papersOptional, acknowledging the varying
needs/interests of our majors
AN EXISTING SHOWCASE (CELEBRATING STUDENT ACHIEVEMENT)
The Stone House Review A journal sponsored by Phi
Alpha Theta and the History Department
Published since 1991 Featuring the best of
submitted history papers A decline, however, in
submissions in recent years With a renewed focus
emphasizing writing A rise in submissions last year
(admittedly, too soon to make any correlations)
Nevertheless, an opportunity to highlight (if not assess) success