Outcomes Assessment Reports and Briefs (DRAFT)

General Education Outcomes Assessment

The Faculty Senate Academic Outcomes Assessment Committee and the General Education Coordinator, with support from the Planning and Assessment Office regularly review the general education competencies (or University outcomes).  The reports and assessment briefs shared here are available for faculty departments and other University community members to use to inform improvements to teaching and student learning, both inside and outside of the classroom.   For more information about the reports, please contact the Chair of the Academic Outcomes Assessment Committee (Mr. Scott Anderson), the General Education Coordinator (Dr. Lynn Marquez) or the Assistant Vice President, Institutional Assessment and Planning (Dr. Lisa Shibley).   

When reviewing the assessment information shared here, please consider the following:

  1. Are the results what you expected them to be? 

  2. How do our students compare to their peers (where information is available)?

  3. What does this information tell you about student learning?

  4. What can you do with this information to improve teaching or learning?

Student Perceptions of Growth on Outcomes (NSSE data)

Several of the Educational and Growth items with the National Survey of Student Engagement align with Millersville University's general education outcomes or objectives.  An analysis of the last three years of Millersville NSSE data (2007, 2008, and 2010) is available for review and discussion.

Click here

Critical Thinking

Critical thinking is "a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion" (Rhodes, 2010, p. 25).

Students will demonstrate foundational knowledge of the important ideas and methods of different ways of knowing.

The AAC&U Values rubric used in this assessment initiative is: Critical Thinking VALUE RubricClick here for the brief.

Updated information from the data collection in Spring 2011 will be analyzed and reported on soon.

In addition, AOAC prepared a summary of recent critical thinking assessment strategies that includes both direct and indirect evidence of student learning and faculty perceptions of student learning.  The comprehensive summary may be found here.

On page 4 of the Millersville University policy document General Education Curriculum, Critical Thinking across the liberal arts as a general education objective is:

Students will demonstrate foundational knowledge of the important ideas and methods of different ways of knowing as follows:

  • in the humanities, students will analyze and interpret existing works of literature and the arts.
  • in the sciences, students will engage in the scientific method, laboratory study, appropriate technology, and mathematics to investigate, evaluate, and apply scientific concepts and theories.
  • in social sciences, students will develop the necessary tools of critical thinking, inquiry, and diplomacy to participate effectively in our democracy and the increasingly complex global society.

Written Communication

Written communication is "the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum" (Rhodes, 2010, p. 29).

Students will be able to demonstrate effective written communication skills appropriate to any academic discipline. The focus of this brief will be on the written communication component of foundations for lifelong learning. Click here for the brief.

Updated information from the data collection in Spring 2011 will be analyzed and reported on soon.

The AAC&U Values rubric used in this assessment initiative is: Written Communication VALUE Rubric.

Additional analyses of writing-related questions from NSSE were compared with student perceptions of growth in specific general education-related areas.  That information may be viewed here.

Oral Communication

Oral communication is "a prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors" (Rhodes, 2010, p. 31).

AOAC supported the development of the Public Speaking Rubric. Several members of AOAC served as panel reviewers in Summer 2010 to test the psychometric properties of the rubric.

Please contact Dr. Lisa Schreiber for information on the rubric.

Information Literacy

Information Literacy is "the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand. -The National Forum on Information Literacy" (Rhodes, 2010, p. 37).

Students will be able to demonstrate effective information literacy appropriate to any academic discipline. The focus of this brief will be on the information literacy component of Foundations for Lifelong Learning. Click here for the brief.

The AAC&U Values rubric used in this assessment initiative is: Information Literacy VALUE Rubric.

Updated information from the data collection in Spring 2011 will be analyzed and reported on soon.

In addition, Library faculty have conducted several assessment initiatives on information literacy.  Please contact the chair of the Library Faculty: Ms. Jessica George

Quantitative Reasoning

"Quantitative Literacy (QL) – also known as Numeracy or Quantitative Reasoning (QR) – is a 'habit of mind,' competency, and comfort in working with numerical data. Individuals with strong QL skills possess the ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations. They understand and can create sophisticated arguments supported by quantitative evidence and they can clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc., as appropriate)" (Rhodes, 2010, p. 35).

Coming soon!

AOAC members collected and reviewed student artifacts in Spring 2011 and Summer 2011.  The information is being analyzed and the assessment brief will be available soon. 


The AAC&U Values rubric used in this assessment initiative is: Quantitative Literacy VALUE Rubric.

Scientific Reasoning

Coming soon! 

AOAC plans to assess Scientific Reasoning during the 2012-13 academic year.

Technological Competency

Click here to view the analysis of the EDUCAUSE ECAR 2011 Technology Survey for Millersville University.

More information about the ECUCAUSE ECAR survey may be found here.

Reference

Rhodes, T. L. (Ed.). (2010). Assessing outcomes and improving achievement: Tips and tools for
     using rubrics. Washington, DC: Association of American Colleges & Universities.