Core
> | Core Assessment Outcomes | |
| the CORE | GCSU's Core Outcomes | |
| Area A1: Communication Skills | SLO-1. | Students will be able to communicate clearly in written English that meets conventional standards of correctness. |
| Area A2: Quantitative Skills | SLO-2. | Students will be able to interpret mathematical information and concepts in verbal, numeric, graphical, and symbolic form. |
| Area B: Institutional Options | SLO-3. | Students will be able to explain multiple intellectual approaches that clarify or respond to problems, topics, themes, and/or issues. |
| Area C: Humanities, Fine Arts, and Ethics | SLO-4. | Students will be able to explain how texts and works of art in the humanities address human experiences. |
| SLO-5. | Students will be able to evaluate multiple perspectives on ethical issues. | |
| Area D: Natural Sciences, Math, and Technology | SLO-6. | Students will be able to use technology to facilitate problem-solving. |
| SLO-7. | Students will be able to use critical observation and analysis to model and/or predict natural phenomena. | |
| SLO-8. | Students will be able to evaluate mathematical and/or quantitatively-based arguments. | |
| Area E: Social Sciences | SLO-9. | Students will be able to interpret social science research from various sources. |
| Global Perspectives (GL) | SLO-11. | Students will be able to evaluate diverse responses of peoples, cultures, societies, and groups to historic and/or contemporary global issues, themes, or topics. |
| Critical Thinking Plan (CT) | SLO-12. | SLO-12. Students will be able to use appropriate tools to:
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| SLO-13. | Students will be able to effectively explain and analyze evidence in support of an argument. | |
| SLO-14. | Students will be able to form logical conclusions from information presented. | |
Rubric Creation Process
The Office of Institutional Effectiveness worked alongside department chairs and assessment coordinators to create custom rubrics which combine GCSU's SLOs and AAC&U Rubrics.
> | Core Rotation Schedule | |
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GCSU's Course Rotation for Core Assessment
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| FY Odd Year | GCSU SLO | AAC&U Outcome | FY Even Year | GCSU SLO | AAC&U Outcome |
| ENGL 1101 | 1 | Written Communication | ENGL 1101 | 1 | Written Communication |
| ENGL 1102 | 1 | Written Communication | ENGL 1102 | 1 | Written Communication |
| MATH 1101 | 2 | N/A | MATH 1001 | 2 | N/A |
| MATH 1111 | 2 | N/A | |||
| GC1Y 1000 | 3 | Critical Thinking | GC1Y 1000 | 3 | Critical Thinking |
| GC2Y 2000 | 3 | Global Learning | GC2Y 2000 | 3 | Global Learning |
| ARTS 1105 | 4 | Critical Thinking | ARTS 1110 | 4 | Integrative Learning |
| IDST 2310 | 4 | Critical Thinking | ENGL 2150 | 4 | Reading |
| MUSC 1105 | 4 | Inquiry & Analysis | IDST 2315 | 4 | Critical Thinking |
| THEA 1105 | 4 | Creative Thinking | MUSC 1200 | 4 | Global Learning |
| THEA 1105 | 4 | Creative Thinking | |||
| WMST 2315 | 4 | TBD | |||
| ENGL 2110 | 5 | Ethical Reasoning | AFST 2010 | 5 | Ethical Reasoning |
| ENGL 2130 | 5 | Ethical Reasoning | BLST 2010 | 5 | Ethical Reasoning |
| IDST 2305 | 5 | Ethical Reasoning | ENGL 2110 | 5 | Ethical Reasoning |
| RELI 1111 | 5 | Ethical Reasoning | PHIL 2010 | 5 | Ethical Reasoning |
| CSCI 1000 | 6 | Quantitative Literacy | CSCI 1200 | 6 | Critical Thinking |
| CSCI 1301 | 6 | Problem Solving | CSCI 1302 | 6 | Creative Thinking |
| GEOG 2100 | 6 | Information Literacy | |||
| ASTR 1000 | 7 | Inquiry & Analysis | ASTR 1000 | 7 | Inquiry & Analysis |
| CHEM 1211 | 7 | Problem Solving | CHEM 1212 | 7 | Problem Solving |
| CHEM 1151 | 7 | Problem Solving | CHEM 1152 | 7 | Problem Solving |
| BIOL 1100L | 7 | Inquiry & Analysis | BIOL 1120L | 7 | Inquiry & Analysis |
| BIOL 1107L | 7 | Inquiry & Analysis | ENSC 1000L | 7 | Inquiry & Analysis |
| GEOG 1112L | 7 | Quantitative Literacy | GEOG 1113L | 7 | Quantitative Literacy |
| GEOL 1121 | 7 | Problem Solving | GEOL 1122 | 7 | Inquiry & Analysis |
| PHYS 1111 | 7 | Problem Solving | PHYS 1112 | 7 | Problem Solving |
| PHYS 2211 | 7 | Problem Solving | PHYS 2212 | 7 | Problem Solving |
| MATH 1112 | 8 | Quantitative Literacy | MATH 1113 | 8 | Quantitative Literacy |
| MATH 1261 | 8 | Quantitative Literacy | MATH 1260 | 8 | Quantitative Literacy |
| MATH 1401 | 8 | Quantitative Literacy | MATH 1262 | 8 | Quantitative Literacy |
| MATH 2400 | 8 | Quantitative Literacy | MATH 2600 | 8 | Quantitative Literacy |
| ANTH 1102 | 9 | Critical Thinking | ANTH 1102 | 9 | Critical Thinking |
| ECON 2100 | 9 | Critical Thinking | ECON 2106 | 9 | Critical Thinking |
| ECON 2105 | 9 | Critical Thinking | GEOG 1102 | 9 | Global Learning |
| GEOG 1101 | 9 | Global Learning | HIST 1132 | 9 | Inquiry & Analysis |
| HIST 1131 | 9 | Inquiry & Analysis | HIST 2112 | 9 | Inquiry & Analysis |
| HIST 2111 | 9 | Inquiry & Analysis | IDST 2050 | 9 | TBD |
| POLS 1150 | 9 | Global Learning | POLS 1150 | 9 | Global Learning |
| PSYC 1101 | 9 | Critical Thinking | PSYC 1101 | 9 | Critical Thinking |
| SOCI 1121 | 9 | Critical Thinking | SOCI 1121 | 9 | Critical Thinking |
> | ENGL 1101/1102 and MATH 1101/1111 |
Core Assessment Procedure Checklist:
- Review the rubric specific to the outcome associated with the core course.
- Choose a pre-existing assignment(s) that will demonstrate the students’ achievement of the outcome associated with the course.
- Assess students’ work using the appropriate rubric.
- Enter data into Qualtrics using Qualtrics survey link specific to your course/outcomes.
Links
> | GC1Y and GC2Y |
Core Assessment Procedure Checklist:
- Review the rubric specific to the outcome associated with the core course.
- Choose a pre-existing assignment(s) that will demonstrate the students’ achievement of the outcome associated with the course.
- Assess students’ work using the appropriate rubric.
- Enter data into Qualtrics using Qualtrics survey link specific to your course/outcomes.
Links
> | Humanities and Ethics and Fine Arts |
Core Assessment Procedure Checklist:
- Review the rubric specific to the outcome associated with the core course.
- Choose a pre-existing assignment(s) that will demonstrate the students’ achievement of the outcome associated with the course.
- Assess students’ work using the appropriate rubric.
- Enter data into Qualtrics using Qualtrics survey link specific to your course/outcomes.
Links
> | Natural Sciences, Math, and Technology |
Core Assessment Procedure Checklist:
- Review the rubric specific to the outcome associated with the core course.
- Choose a pre-existing assignment(s) that will demonstrate the students’ achievement of the outcome associated with the course.
- Assess students’ work using the appropriate rubric.
- Enter data into Qualtrics using Qualtrics survey link specific to your course/outcomes.
Links
> | Social Sciences |
Core Assessment Procedure Checklist:
- Review the rubric specific to the outcome associated with the core course.
- Choose a pre-existing assignment(s) that will demonstrate the students’ achievement of the outcome associated with the course.
- Assess students’ work using the appropriate rubric.
- Enter data into Qualtrics using Qualtrics survey link specific to your course/outcomes.
Links
> | Resources |
Links
FAQs
I assessed this course in the Fall. Do I need to complete the assessment for Spring as well?
Yes, courses are scheduled to be assessed by academic year, and we collect data for both Fall and Spring terms. This allows us to assure learning and mastery of standards across groups of students, across time.
My sample is most of my students; therefore, it does not seem like a “sample.” Why do I have to assess student learning for so many of my students?
Based on widely accepted practices in assessment and measurement, GCSU must sample each course section based on a 90% confidence interval with a 10% margin of error. Because our class sizes are relatively low in many areas, some of your samples include most of your students.
A student did not complete the assignment I am using to assess student learning. What do I do?
If you assess student learning for all students in your course, please leave the data entry line blank or enter NA. If you assess a sample, please replace that student with another student who did complete the assignment.
> | Results |