Campus-based Assessment of General Education Report Format, 2014-2015
SUNY College at Brockport
General Education: Humanities
Instructions: Please provide the information requested in the form below and return to P. Michael Fox, Vice Provost for Academic Affairs, 618
Allen Administration Building. Fall assessments should be submitted in January 2015; Spring assessments in May 2015.
Department: Communication
Course Reporting Data:
CMC 211 (.01 & .04)
Humanities Student Learning Outcome: Students will demonstrate knowledge of the conventions
and methods of at least one of the Humanities in addition to those encompassed by other knowledge
areas in the General Education curriculum. Students will demonstrate competence in analyzing texts in
the Humanities.
Sources of Assessment Data on Outcome: Analysis of Protest Leader Paper
Data should be scores acquired through the use of the Humanities rubrics created by TAHSS. Data can
be from items on exams or essays testing a specific understanding of the knowledge areas and methods
of at least one of the Humanities.
Semester(s) in which reported assessment data were collected: Fall 2014
Spring 2015
Both
Below briefly describe how you collected these assessment data. What specific assessment
methods—exams, assignments, or other instruments did you use to acquire the data reported. Use of
the TAHSS scoring rubric is highly recommended for less-quantitative assessments.
!
Written paper assignment: Analysis of Protest Leader Paper
Enter the total number of students from whom you collected the assessment data. 88
CHECK: Data are totals from a multi-section course?
Data are only from one course/section?
State benchmark here: At#least#75%#of#the#students#will#earn#an#overall#grade#of#“C”#(75%)#on#the#
assignment.
In the spaces provided below, enter the number of students (and percent of total) who scored in each
of the achievement levels indicated:
Achievement Level
Number of students
Percent of total students
who reached this level assessed who reached this
level
Exceeded Benchmark (85%+)!
49
56%
Met Benchmark (75%+)!
76
86%
Approached Benchmark (70-75%)!
3
3%
Did Not Meet Benchmark (below 70%)!
9
10%
Closing the Loop Recommendations: After examining these assessment results, do you find any
weaknesses in student performance on this specific student learning outcome that you plan to address
by changes in course content, curricular emphasis, instructional approaches? If so, please describe the
need for improvement and what you will do. Also, even if you have reached your desired criterion, you
should have a plan to go beyond this level in the performance expectations on this outcome. The
department should also look to structuring an action plan that focuses on budget, the allocation of
resources, and sustainability.
NOTE: These closing the loop items are tentative, as they have not been discussed with the
department as a whole. That discussion will take place in mid-August.
•
•
Based on this data, we are meeting the benchmark for the SLO in both sections of this
class. Seventy six students (86%) met our benchmark and 49 (56%) exceeded it. Given
the results of this assessment, a majority of students were successful in analyzing texts.
While we met our benchmarks in these courses, with instructional support to enable us
to have more instructors so we could teach smaller sections, we anticipate that we could
devote even greater attention to quality writing in our Humanities courses.
CMC 211 Protest and Public Opinion
Protest Leader Paper ~ Spring, 2015
Overview:
In a 2-5 page paper, containing an introduction, body and conclusion,
students will choose a significant protest leader of their choice. A rubric was
posted on Angel indicating what should be incorporated into the paper.
Specifics are indicated below in the description of the body of the paper. A
bibliography was required with at least three different sources. The paper
was to use proper punctuation, grammar and sentence structure.
Structure:
Introduction should be strong and preview the paper while drawing the reader into
the topic. The Body should needed to include the following, effective reference to
class concepts, definition of concepts used, a short history of the leader, which of the
three qualities of leadership they possessed (charisma, prophecy and/or pragmatism)
with examples for each, their leadership philosophy and style, how well they persuaded,
obstacles and constraints they faced, major accomplishments, goals of their movement,
impact and/or use of media in their cause, how they became leader, accuracy of
statements within paper, what kind of power is/was used (i.e. referent) and how was
agitation and control used. The conclusion should be clearly separate from the Body,
and briefly summarize the major points of the paper.
Use 12-point font with one-inch margins, double-spaced. A hard copy was provided to
the professor.
HUMANITIES*
*GENERAL*EDUCATION*RUBRIC*FOR*ESSAYS*(In*class*or*Take*Home)*
*
COURSE*TITLE:**__________________________________________________________**
*
!
!
*
SUNY*SLO*for*Humanities*courses:**Students*will*demonstrate*knowledge*of*the*conventions*and*methods*of*at*least*one*of*the*Humanities*in*addition*to*those*encompassed*by*other*
knowledge*areas*in*the*General*Education*curriculum.**Students*will*demonstrate*competence*in*analyzing*texts*in*the*Humanities.*
*
Depth!of!Understanding!
Exceeds!
Meets!
Approaches!
Does!Not!Meet!
Score!!
!
23625!
20622!
17619!
0616!
Demonstrates*competence*
Shows*careful*
Shows*how*some*parts* Identifies*significant*parts*of*
Does*not*identify*parts*
*
in*analyzing*texts*in*the*
attention*to*how*parts* of*text*relate*to*overall*
text*but*may*not*understand*
of*whole*or*how*
humanities*
of*text*relate*to*overall* meaning*
how*they*relate*to*the*whole*
meaning*of*text*is*
*
meaning*
constructed*
**
Demonstrates*competence*
Is*very*well*organized,* Organization*needs*
Organization*needs*
Organization*is*very*
*
in*using*writing*
easy*to*follow;*uses*
some*improvement;*
significant*improvement;*
poor*or*nonexistent;*
conventions*of*the*
appropriate*terms*and* uses*appropriate*terms* reader*needs*to*guess*in*
reader*is*unable*to*
discipline*
language*to*convey*
and*language*to*convey* order*to*follow;*does*not*use*
follow;*fails*to*use*
*
sophisticated*
meaning;*contains*few*
terms*specific*to*the*
terms*specific*to*the*
*
meaning;*contains*no*
grammatical*errors*
discipline;*contains*more*
discipline;*contains*a*
*
or*very*few*
*
than*a*few*grammatical*
large*number*of*
grammatical*errors*
errors*
grammatical*errors*
Evidence*of*critical*
Demonstrates*strong*
Demonstrates*basic*
Demonstrates*some*critical*
Fails*to*demonstrate*
*
thinking*in*written*
critical*thinking*skills*
critical*thinking*skills*
thinking*skills*by*giving*
basic*critical*thinking*
assignments*
by*articulating*cogent,* by*giving*reasonably*
reasonably*clear*and*accurate* skills*by*giving*unclear*
*
logically*correct*
clear*and*accurate*
analyses*of*some*of*the*
or*inaccurate*analyses*
*
arguments,*and*giving* analyses*of*the*relevant* relevant*issue(s),*and*
of*the*relevant*issue(s),*
*
clear*and*accurate*
issue(s),*and*avoiding*
avoiding*most*faulty*
or*using*fallacious*
*
analyses*of*the*
faulty*reasoning*
reasoning*
reasoning*
!
relevant*issue(s)*
*
*
*
Demonstrates*knowledge*
Demonstrates*mastery* Demonstrates*adequate* Demonstrates*partial*
Demonstrates*little*or*
*
of*conventions*and*
of*the*conventions*and* command*of*knowledge* knowledge*of*the*conventions* no*knowledge*of*the*
methods*of*this*discipline*
methods*of*this*
of*the*conventions*and*
and*methods*of*this*discipline* conventions*and*
*
discipline*
methods*of*this*
*
methods*of*this*
*
discipline*
discipline*
*
Total!Score!__________!
*