General Education Sequence Assessment

Presenter:

Bernita M. Sims-Tucker, Ph.D.

Interim Assistant Vice President for

Academic Affairs

GENERAL EDUCATION: ASSESSMENT & CURRICULUM REVISION

Phase 6: Revise courses

Phase 5: Target area critical thinking

Phase 4: Review test results

Phase 3: Test administration

Phase 2: Identify capstone courses

Phase 1: Select assessment tool

After revising

courses, return to

phases 4 and 5.

COURSE REVISIONS

Identify program outcomes

Develop linkage between program outcomes and Gen Ed Competencies

Develop linkage between competencies and program courses

Revise courses

Infuse critical thinking; infuse critical activities

RELATIONSHIPS BETWEEN COMPETENCIES – Department of Education

UMES COMPETENCIESUMES COMPETENCIES. Communication skills (oral and

written) (CS)Ability to prepare essays, written assignments and spoken presentations that demonstrate clarity, coherence, and organization.

2. Scientific and Quantitative Reasoning (SQR)Ability to identify and apply basic scientific principlesto enhance understandingof our universe; to assignand use numbers, read and analyze numerical data,create models, draw inferences and support conclusions.

3. Critical Analysis and Reasoning (CAR)

Ability to demonstrate in writing and speaking to use logic and balanced thinking; formulation of solutions to problems by objective consideration of all possible alternatives; demonstrate recognition of importance ofethics.

4. Technology Competency (TC)Ability to use hardware, software, services to manage and deliver information using voice, data, and video.

5. Information Literacy (IL)Ability to identify, retrieve, evaluate, and use information effectively and efficiently (includes social,legal and economics issues; students acquire skillsnecessary to succeed in academic and professionalareas.

6. Diversity (D)Ability respect and understand that each individual is unique, and recognize our individual differences; dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies.

TEACHER EDUCATION PROGRAM COMPETENCIESTEACHER EDUCATION PROGRAM COMPETENCIES. Professional (P)

Ability and knowledge of discipline being taught and

skills and dispositions to teach it. (CS, CAR, IL, D)

2. Reflective (R)

Plan instruction based on knowledge of content,

students, community, curriculum goals and standards.

Continually evaluates own practice and seeks

opportunities to grow professionally. (CS, CAR, D)

3. Innovative (I)

Utilize research-based, current best practices in

instruction. Create environments that encourage

positive social interaction, active learning, and self

motivation. Use a variety of instructional strategies to

encourage critical thinking problem solving, and

performance skills. Use formal and informal

assessment strategies to evaluate and insure the

continuous development of the learner. Conduct

action research in the classroom.

(CS, CAR, SQR, TC, IL, D)

4. Diverse (D)

Value diversity. Shows appreciation, understanding,

and respect for diverse populations, and pursue

opportunities to increase knowledge of diverse

populations in order to enhance the beliefs that all

students can learn. Adapt instruction to meet the

needs of diverse learners. (CS, D)

5. Effective (E)

Develop and provide learning opportunities that

support children’s development. Use a variety of

instructional strategies to encourage critical thinking

problem solving, and performance skills. Use effective

communication techniques in the classroom. Use

formal and informal assessment strategies to evaluate

and insure the continuous development of the learner.

(CS, SQR, CAR, TC, IL, D)

Program Outcomes Competencies Related Courses Related Assessment

1.) Students will demonstrate knowledge of history taking and skills in performing physical examinations directed at selected medical conditions.

Communication skills (oral and

written)

Critical Analysis and Reasoning

Information Literacy

Diversity

Didactic: PHAS 316 Physical

Diagnosis II

Clinical: PHAS 400 Internal

Medicine Clerkship

CL: 1, 2, & 3

Students produce a written Hx &

PE paper using communication

processes purposely to make

meaning in physical assessment

contexts. Connects discrete

modes of communication and

integrates them effectively within

the frameworks of medical

disciplines.

A portfolio review of student

clinical work: Typhon logs, Hx &

PE papers and Journal Article

critique with rubric likert scale 1-

4; 70=proficient ;Students must

prepare Grand Rounds Case

Study: Oral/PPT evaluated by jury

which must address style,

content, delivery, medical fund,

therapeutic management and

citation.

Med Challenger/ End-of- Rotation

summative exams and Objective

Structured Clinical Exam (OSCE)

requiring 80% proficiency.

NEXT STEPS

Establish proficiency percentage for critical thinking

Establish sub scores for humanities, natural science and social sciences

NEXT STEPS

Establish proficiency percentage for critical thinking

Establish sub scores for humanities, natural science and social sciences

Sub scores

NATIONAL DATANATIONAL DATA

445 to 445.99 1 96

469 to 469.99 0 100 444 to 444.99 2 93

468 to 468.99 0 100 443 to 443.99 1 91

467 to 467.99 0 100 442 to 442.99 3 86

466 to 466.99 0 100 441 to 441.99 4 79

465 to 465.99 0 100 440 to 440.99 3 73

464 to 464.99 0 100 439 to 439.99 3 68

463 to 463.99 0 100 438 to 438.99 0 68

462 to 462.99 0 100 437 to 437.99 5 59

461 to 461.99 0 100 436 to 436.99 7 46

460 to 460.99 0 100 435 to 435.99 4 39

459 to 459.99 0 100 434 to 434.99 3 34

458 to 458.99 0 100 433 to 433.99 1 32

457 to 457.99 0 100 432 to 432.99 1 30

456 to 456.99 0 100 431 to 431.99 1 29

455 to 455.99 0 100 430 to 430.99 1 27

454 to 454.99 0 100 429 to 429.99 2 23

453 to 453.99 0 100 428 to 428.99 2 20

452 to 452.99 0 100 427 to 427.99 0 20

451 to 451.99 0 100 426 to 426.99 1 18

450 to 450.99 0 100 425 to 425.99 2 14

449 to 449.99 0 100 400 to 424.99 8 0

448 to 448.99 0 100

447 to 447.99 0 100

446 to 446.99 1 98

Total Number of Institutions 56 Std. Dev. 7.52

Mean 434.46

UMES DATA-FreshmanUMES DATA-Freshman

Total Score 400 to 500

AVG 429.87

Possible Range Mean Score

95%

Confidence

Limits* for

Mean

Standard

Deviation25th Percentile 50th Percentile 75th Percentile

Total Score 400 to 500 429.87 427 to 432 12.94 421 429 439

Skills Subscores:

Critical

Thinking100 to 130 107.83 106 to 109 4.17 105 107 110

Reading 100 to 130 113.32 112 to 115 5.75 108 113 117

Writing 100 to 130 111.38 110 to 113 4.36 109 111 114

Mathematics 100 to 130 110.42 109 to 112 4.95 107 110 114

Context-Based Subscores:

Humanities 100 to 130 110.97 109 to 113 4.88 107 110 113

Social Sciences 100 to 130 110.29 109 to 112 5.02 106 110 114

Natural

Sciences100 to 130 111.23 110 to 113 4.05 109 110 113

UMES FRESHMEN SUBSCORES AND AVERAGES

http://www.ets.org/s/proficiencyprofile/

Possible Range Mean Score

95% Confidence

Limits* for

Mean

Standard

Deviation25th Percentile 50th Percentile 75th Percentile

Total Score 400 to 500 433.14 431 to 436 16.28 421 430 443

Skills Subscores:

Critical

Thinking100 to 130 108.58 107 to 110 5.48 105 108 112

Reading 100 to 130 115.44 114 to 117 6.89 111 114 121

Writing 100 to 130 112.09 111 to 113 4.70 109 112 115

Mathematics 100 to 130 110.46 109 to 112 5.32 107 110 114

Context-Based Subscores:

Humanities 100 to 130 112.85 111 to 114 5.97 109 113 118

Social Sciences 100 to 130 111.62 110 to 113 5.73 106 110 116

Natural

Sciences100 to 130 111.71 110 to 113 4.75 109 110 114

UMES SENIOR SUBSCORES AND AVERAGES