Photo: Passion Puddle in Spring.

Assessment Explored

At SEBS we foster in students a desire to ask questions and a need to develop critical thinking skills. We as a faculty, have in common, this drive. Let’s come together and use this drive to promote excellence in our teaching. The key to quality assessment is keeping them simple, making them count, having clear reasons for doing them, and ensuring that these reasons are obvious to the students.

We have a number of resources to help you do so:

Dynamic Program Assessment Presentation App (DPAPA)

The Assessment plans, outcomes of assessment, and members of Assessment Committees will soon be visible at this new portal. The data can be modified by department personnel using this interface.

Learning Goals of the School of Environmental and Biological Sciences

At SEBS we foster in students a desire to ask questions and a need to develop critical thinking skills. In particular, the SEBS offering of the core curriculum encourages students to integrate Areas of Inquiry in both the liberal arts and sciences and Experience to meet the challenges of the 21st Century. In an effort to ensure students have the tools that they need, the SEBS core also encourages Communication, Quantitative and Formal Reasoning, and enhanced practice using Information Technology both within and outside of the primary disciplines of our students.

Example: Assessment of the PSL

PSL Assessment

Weather Emergency Declaration Level: 0 (get your butt in, or report an absence using an appropriate accrued leave time code.)  

Learning Objectives for the Program in Science Learning:

21st Challenges

  • Analyze the degree to which individual distinctions shape a person’s experiences and perspectives on the world.
  • Analyze contemporary global issues from a multidisciplinary perspective.
  • Analyze the relationship that science and technology have to contemporary social issues.
  • Analyze issues of social justice across local and global contexts.

Practices

  • Explain and be able to assess the relationship among assumptions, method, evidence, arguments, and theory in research.
  • Identify and critically evaluate ethical and societal issues related to education, formal and informal, and youth development outreach.
  • Apply concepts about human and social behavior to learning and development of human potential settings.

Writing and Communication

  • Communicate complex ideas effectively, in standard written English or in oral presentation, to a general audience.
  • Respond effectively to editorial feedback from peers, instructors, and/or supervisors through successive drafts and revision.
  • Analyze and synthesize information and ideas from multiple sources to generate new insights.
  • Employ current technologies to access information, to conduct research, and to communicate findings.

Assessment Approach:

We use a combination of short answers to specific problems in individual courses which are reviewed by our Assessment Committee as a conceptual knowledge base.  We look for evidence of these ideas in practice by using a combination of analytical writing and rubric-based summative project and practicum assessment.  For more information, click above for our assessment report.

Courses (hyperlinked)