Docsity
Log inSign up
Docsity
Prepare for your exams
Prepare for your exams

Study with the several resources on Docsity

Earn points to download
Earn points to download

Earn points by helping other students or get them with a premium plan

Guidelines and tips
Guidelines and tips
Sell on Docsity
Sell on Docsity
Log inSign up

Prepare for your exams

Study with the several resources on Docsity

Find documents

Prepare for your exams with the study notes shared by other students like you on Docsity

Search Store documents

The best documents sold by students who completed their studies

Search through all study resources
Docsity AINEW

Summarize your documents, ask them questions, convert them into quizzes and concept maps

Explore questions

Clear up your doubts by reading the answers to questions asked by your fellow students

Earn points to download

Earn points by helping other students or get them with a premium plan

Share documents
download point icon20 Points

For each uploaded document

Answer questions
download point icon5 Points

For each given answer (max 1 per day)

All the ways to get free points
Get points immediately

Choose a premium plan with all the points you need

Study Opportunities

Choose your next study program

Get in touch with the best universities in the world. Search through thousands of universities and official partners

Community

Ask the community

Ask the community for help and clear up your study doubts

University Rankings

Discover the best universities in your country according to Docsity users

Free resources

Our save-the-student-ebooks!

Download our free guides on studying techniques, anxiety management strategies, and thesis advice from Docsity tutors

From our blog

Exams and Study
Go to the blog

Assessment of History Program: Student Learning Outcomes and Evaluation Methods, Exams of World History

Lander UniversityWorld History

The assessment methods and learning outcomes for the history program at a university. It includes details on the evaluation of secondary and primary sources, historical chronology, narrative ability, and research skills. The document also mentions the use of rubrics for assessment and the frequency of assessments.

Typology: Exams

Pre 2010

Uploaded on 08/18/2009

koofers-user-gsm-1
koofers-user-gsm-1 🇺🇸

10 documents

1 / 6

Toggle sidebar

This page cannot be seen from the preview

Don't miss anything!

bg1
Academic Program Name: History
Academic Program Assessment Coordinator: William L. Ramsey
Submission Date of This Report: August 17, 2008
Program Goal
Student
Learning
Outcome
Assessment Instruments
and Frequency of
Assessment
Expected Outcome Summary of Data
Collected
Review of Results and
Actions Taken
1. A history
student will
be able to
critically
evaluate a
secondary
source of
history.
Students will
write a critical
evaluation of a
secondary
source of history
(a scholarly
book) Students
will demonstrate
thereby the
ability to write
correctly,
summarize data,
evaluate
historical
arguments and
scholarly
presentation,
and produce
written work
according to a
specific format.
Students will write book
reviews.
The reviews will be placed
in a portfolio and assessed
by the history faculty using
a Book Review Rubric
Frequency: When History
201 is taught –fall
semesters only.
At least eighty
percent (80%) or
more of all history
majors will score
80% or higher on the
assessment based
on the Book Review
Rubric.
Expectation is only
partially met if only
70-79% of students
score an 80% or
better on the book
review.
The goal is not met if
less than 70% of
students score above
an 80% on the
review.
From 2003-2007, the
History Major was
assessed by means of
entry and exit exams
administered to entering
freshmen and seniors
enrolled in the capstone
course. The results
indicate a moderate
increase in content
knowledge.
Yet the history courses
taken by students were so
varied that the faculty
became convinced that
the entry and exit exams
were unable to accurately
measure improvements in
content knowledge, and
there was no systematic
rubric in place to
standardize assessment
of the analytical skills
involved in evaluating a
secondary source of
historical literature.
Expected outcome was
met in Fall 2007.
The department is
confident that this goal
is being met but has
crafted a book review
rubric for use beginning
in fall 2008 to make
analysis more precise.
The new rubric will allow
History faculty to identify
and target specific skills
for assessment and
improvement and
communicate these
criteria more effectively
to students.
1
pf3
pf4
pf5

Partial preview of the text

Download Assessment of History Program: Student Learning Outcomes and Evaluation Methods and more Exams World History in PDF only on Docsity!

Academic Program Name: History Academic Program Assessment Coordinator: William L. Ramsey Submission Date of This Report: August 17, 2008 Program Goal Student Learning Outcome Assessment Instruments and Frequency of Assessment Expected Outcome Summary of Data Collected Review of Results and Actions Taken

  1. A history student will be able to critically evaluate a secondary source of history. Students will write a critical evaluation of a secondary source of history (a scholarly book) Students will demonstrate thereby the ability to write correctly, summarize data, evaluate historical arguments and scholarly presentation, and produce written work according to a specific format. Students will write book reviews. The reviews will be placed in a portfolio and assessed by the history faculty using a Book Review Rubric Frequency: When History 201 is taught –fall semesters only. At least eighty percent (80%) or more of all history majors will score 80% or higher on the assessment based on the Book Review Rubric. Expectation is only partially met if only 70-79% of students score an 80% or better on the book review. The goal is not met if less than 70% of students score above an 80% on the review. From 2003-2007, the History Major was assessed by means of entry and exit exams administered to entering freshmen and seniors enrolled in the capstone course. The results indicate a moderate increase in content knowledge. Yet the history courses taken by students were so varied that the faculty became convinced that the entry and exit exams were unable to accurately measure improvements in content knowledge, and there was no systematic rubric in place to standardize assessment of the analytical skills involved in evaluating a secondary source of historical literature. Expected outcome was met in Fall 2007. The department is confident that this goal is being met but has crafted a book review rubric for use beginning in fall 2008 to make analysis more precise. The new rubric will allow History faculty to identify and target specific skills for assessment and improvement and communicate these criteria more effectively to students.

As a positive indicator, however, 93% of History 201 students earned a grade of 80% or higher (B or higher) on the book review assignment in the fall of 2007. No data was collected in Spring 2008 because History 201 is offered in fall semesters only.

  1. A history student will be able to critically evaluate primary sources. Students will write a critical evaluation of a primary source of history (a text or document drawn from a specific period in history), demonstrating a knowledge of scholarly methods of documentary analysis and interpretation. Students will write analyses of primary sources. Designated analyses from every student will be placed in a portfolio and assessed by the history faculty using a Primary Source Analysis Rubric. Frequency: Each fall (History 390: note that this course will be taught in spring 2009 due to a scheduling anomaly, thereafter it will be offered every fall semester) and spring semester (History 391). A least eighty percent (80%) or more of all history majors will score 80% or higher on the assessment based on the primary Source Analysis Rubric. Expectation is partially met if only 70-79% of students score an 80% or better. Goal is not met if less than 70% of students score above an 80%. In the past, students’ ability to evaluate primary source documents was assessed through an embedded component of research assignments, research papers, and especially the capstone thesis paper. The majority of history majors demonstrated a satisfactory ability to analyze basic primary source documents, but this ability was never separated from other skills or subjected to assessment in its own right. The history faculty has crafted a Primary Source Analysis Rubric to facilitate a more detailed assessment of primary source interpretation to be piloted in fall semester 2008. Assessment data will be evaluated and the rubric and assessment tools modified and revised as necessary in spring semester 2009.
  2. A history student will be able to place major events in Students will place major events in American history in correct Tests requiring the placement of events in chronological order will be administered at the conclusion of History 390 Expectations are met if at least eighty percent (80%) or more of all history majors score 80% or As indicated in the discussion of Program Goal #1, from 2003-2007, the History Major has been assessed by means In 2006-2007, the History major requirements were revised to incorporate a core segment of

they are fully engaged in history coursework, the history faculty has crafted tests to assess chronological and content knowledge at the 300 level of coursework. This assessment will begin in spring 2009 in History 390 and 391. Assessment data will be used to determine if the goal is being met or if adjustments in instruction are needed.

  1. A history student will be able to narrate a series of events in the history of a country other than the United States. Students will write a narrative essay on a series of events in a country other than the United States. Students will demonstrate thereby the ability to write correctly, construct historical arguments logically, address the role of historical causation, and Students will write narrative essays in History 201. The essays will be placed in a portfolio and assessed by the history faculty using a Narrative Essay Rubric. Frequency: each fall semester when History 201 is offered or in spring semesters if it is necessary to administer the assessment in other courses. At least eighty percent (80%) or more of all history majors score 80% or higher on the assessment based on the Narrative Essay Rubric. Expectation is partially met if only 70-79% of students score 80% or better. Goal is not met if less than 70% of students score above an 80%. In the past, this goal was assessed indirectly by individual professors through classroom exercises, midterm and final exams, and writing assignments. Narrative ability, however, was never specifically targeted for assessment. In order to begin assessing narrative ability and comprehension, the history faculty crafted a Narrative Essay Rubric to be applied in Fall 2008. Assessment data will be used to determine if the goal is being met or if adjustments in instruction are needed.

produce written work according to a specific format.

  1. A history student will be able to write a research paper using the Chicago Manual of Style for documentati on. Students will write a research paper that demonstrates their ability to make use of the Chicago Manual of Style for documentation. All majors will write thesis papers in History 499 demonstrating their ability to research and document the research in the Chicago style. The thesis papers will be placed in a portfolio and assessed by the history faculty using the Capstone Thesis Evaluation Rubric. Frequency: Each semester when History 499 is taught. At least eighty percent (80%) or more of all history majors will score 80% or higher on the assessment based on the Thesis Documentation Rubric. Expectation is partially met if only 70-79% of students score 80% or better. Goal is not met if less than 70% of students score above an 80%. In the past, this program goal was assessed primarily in objective six of the Capstone Thesis Evaluation Rubric. Under this assessment method, over 95% of students satisfied departmental expectations of proper documentation style. While the old method of evaluating thesis papers was valuable, the department felt that a more detailed evaluation rubric for documentation was needed. The history faculty therefore crafted an expanded Capstone Thesis Evaluation Rubric to begin this assessment in fall 2008. Assessment data will be used to determine if the goal is being met or if adjustments in instruction are needed.
  2. A history student will be able to orally articulate and defend a position developed through research Students will demonstrate the ability to choose a position and defend it. All majors will orally defend the historical position (thesis) developed in their History 499 thesis paper. The oral defense will occur at the end of each semester following the submission of the thesis papers. The defense will be assessed by attending faculty members using an Oral Thesis Defense Rubric that has been incorporated into At least eighty percent (80%) or more of all history majors will score 80% or higher on the assessment based on the Oral Thesis Defense Rubric. Expectation is partially met if only 70-79% of students score 80% or better. In the past, the oral aspect of the 499 thesis presentation was assessed as Objective # 7 of the Capstone Thesis Paper Evaluation form. With this method, over 95% of presenters satisfied departmental expectations for the oral presentation. In order to provide a more detailed assessment of the oral presentation of the capstone thesis, the history faculty crafted an expanded Oral Thesis Defense Rubric as a component of the new Capstone Thesis Evaluation Rubric to begin this assessment in fall 2008.