Developing Assessment Plan for Liberal Arts Undergraduate Program - Article Example

? Development of an assessment plan for the Howard College of Liberal Arts undergraduate Program (Institution/ University) (City, State) (Date) Outline Development of an assessment plan for the Howard University College of Liberal Arts undergraduate Program 1 1 Outline 2 1. Introduction 3 2. Tools and Instruments for assessment 4 3. Five strategies for the plan 8 4. How the plan will produce evidence of student learning 11 5. Conclusion on how the assessment will contribute towards institutional effectiveness 15 1. Introduction This research will consist of five key tools and instruments, which include the CLA test, Watson-Glaser critical thinking appraisal, Global competence aptitude assessment, CLAQWA assessment, and Electronic Portfolio Assessment (ePortfolio). The mission of the Howard University College of Liberal Arts is to provide its graduates with an education that is rooted in “Pursuit of knowledge, social justice, artistic expression and intellectual freedom” (Howard University, 2013). It seeks to foster creative and critical thinking in artistic and scholarly arenas. Furthermore, it intends on providing solutions to human and social problems. Nurturing cultural diversity is part of its mission. The College intends on building responsibility towards the global community. The assessment plan will dwell on measurement of critical thinking and oral and written communication skills. Since critical thinking has been mentioned as one of the goals in the Liberal Arts College, then the analysis will openly indicate whether this goal is being achieved. Measurement of written and oral communication skills will assist in artistic expression as well as creativity, which are all cited in the College’s mission. They will contribute towards achievement of the knowledge, intellectual freedom and social justice goals, as well. To participate in any projects, initiatives, or institutions with such characteristics, a student must communicate flawlessly. The Liberal Arts College needs an assessment plan of this nature because of the complexity of its primary purpose. Liberal arts’ main goal is to teach students how to engage in rational inquiry (Wiggins, 1990). The discipline is meant to guide learners on criticizing others’ ideas. Technical correctness is not such a valuable trait, and using curriculum-specific tests would reinforce it. Instead of such an approach, students need to be tested on their ability to inquire and question various situations. Critical thinking, oral and written communication skills are the parameters that are most relevant to rational inquiry. 2. Tools and Instruments for assessment i) CLA CLA (Collegiate Learning Assessment) is designed to measure a range of tertiary competencies that include problem solving, written communication competencies, analytic reasoning and critical thinking. The measurement of such broad abilities makes the assessment applicable to almost all types of colleges. Furthermore, the measures cut across different disciplines. One should note that this is not an assessment of intellect or any content abilities. The test is designed in such a way that it gives students holistic tasks to which they must respond. Some of the tasks may focus on written communication while others dwell on work sample performance. Usually, those questions come from real-world scenarios such as education, policy and daily work practice. The concerned students must employ analytic and critical thinking skills in the situation. They must them communicate these decisions in proper written English and then justify their choices (Hatfield, 2009). Usually, the test is administered online and the responses to the essay-type questions will be scored online through particular software. Humans need to participate in marking the performance- type questions. However, they must have undergone thorough training so as to grade the answers on the basis of certain standards. An example of a task is the argument type assignment, which asks students to state whether they agree with the views of a certain author. They must then identify flaws in the argument that cause them to disagree with the author. Alternatively, students may do the make - an - argument type of performance where they may be asked to speak about something of interest. Here, they need to give their points of view on the same. Focus in the CLA assessment is not on a particular student; it applies to entire institutions or departments. In this way, the test dwells on the extent to which the programs within a certain institution are able to add value with respect to specified learning outcomes (Shavelson, 2008). ii) Watson-Glaser critical thinking appraisal This is a Talent Lens brainchild that is used to measure critical thinking. No assessment plan intending on assessing critical thinking should exclude this test. It is quite popular and widely used among a range of professions. The legal profession is particularly fond of the practice as it requires persons who can infer decisions from a myriad of perspectives. The test measures a student’s ability to present their views in a reasoned, clear structured way. They must do this through the right deductions, conclusions, assumptions, inferences and evaluations of the arguments. Five categories of questions are asked in these tests and they include analyzing arguments, deductions, interpretations, assumptions and inferences. The assumptions section dwells on a person’s ability to determine whether an assumption has been made. They are usually given a series of statements which they must analyze for this problem. The arguments analysis section involves explaining whether an argument is weak or strong depending on how it relates to the concerned question. The deduction part dwells on examining the passages provided in the test and the deductions provided. Candidates must decide whether the statements were deduced from the passage or were not related. Inferences entail selecting whether inferences from certain passages are true, untrue or impossible to tell. iii) Global competence aptitude assessment Global competence may be defined as the state of having an open mind to understand the expectations and cultural norms of others. It enables one to leverage this knowledge to communicate, work and interact with others. The skill is relevant among university students who operate in a multicultural environment, international educators, cross cultural consultants, fortune 500 firms and several other institutions (National Institute for Learning Outcomes Assessment, 2012). It is assumed that one must go through four steps in order to become globally competent. First, a person needs to be self aware; thereafter, one must develop an awareness of diversity, a tolerance for risk taking, display non judgmental reactions and be open. The third step is globalization as well as knowledge of world history. Finally, one must go through business and social participation in global situations. Intercultural performance is expected and so is cross-cultural collaboration. The test is usually conducted online where students have the option of doing it at any time of the day. They are expected to respond to 50 questions in the analysis. Some of the questions in the assessment may be multiple-choice while others could be ratings - type questions. Some of them will be case analyses while others will give them true or false responses. Participants are meant to answer questions about cultural diversity. Once they have completed the test, they can get immediate scoring and feedback. Typically, these five questions are divided into sixteen dimensions. Most of them cover the degree of global knowledge that a participant possesses. The test also looks into their attitudes concerning global issues and their people skills. iv) CLAQWA assessment CLAQWA is a short form for the Cognitive Level and Quality of Writing Assessment. This test was initially created by members of the University of South Florida but later became useful in several tertiary institutions around the world. The test came about as a result of a need to have standard measures of writing skills. It became clear to educators that most of them were giving students writing assignments without using marking criteria that was standard in nature. Therefore, the test is essential in providing guidelines that can be applied across a series of disciplines when doing writing. In this test, students are meant to write an essay that responds to a certain question. The responses are then analyzed through an eight-point rubric. An assignment may be structured as followed. “Imagine you are the teacher in an ideal major course. Explain the qualities that turn you course into an ideal one. In your response, you need to identify a) your subject matter and methods, b) the learning outcomes you expect c) interactions between you and your students and d) what assessments you would use to measure goal accomplishments. The analysts will then examine all the eight parameters of analysis. Some of these factors include word choice, point of view, sentence construction, and comprehensibility. When analyzing sentence construction, level 5 candidates often write concise, clear, varied and appropriate sentences for their purpose and intended audience. Level 4 candidates will have varied and complex sentences. Level three candidates will have limited sense variety while level three candidates will not only have simple sentences. Finally, level 1 students will have repetitive and simple sentences alone. With regard to the point of view parameter, subjects will get maximum points if they are consistent and appropriate for their audience and purpose. Level 1 candidates will keep shifting their point of view such that it confuses the reader. The test can be done online and in collaboration with educators and students. When educators give written assignments, they can request students to take their papers through the assessment. It may also be used for revision purposes. v) Electronic Portfolio Assessment (ePortfolio) An ePortfolio is a collection of accomplishments, resources and demonstrations in digital form. In tertiary institutions, ePortfolios may be used to assess the students’ accomplishments within an institution. They are an authentic way of measuring students’ development in the learning institution (Hart Research Associates, 2009). 3. Five strategies for the plan CLA In order to measure critical thinking skills through the CLA test, it will be essential to obtain a random sample of freshmen at the Howard University College of Liberal Arts. Thereafter, the researcher will administer the CLA test among seniors in the institution. All subjects will be randomly selected and analyzed. The researcher will examine the extent to which growth has occurred between senior level students and freshmen. It is generally assumed, that a university learning program will sharpen critical thinking skills among its students, so scores ought to be high for the latter group (Wood, 2003). Collection of data for the CLA test will take place only annually. All the information obtained from the participants will be used in making assessments about future performances. The absolute values of senior levels students will be examined in order to analyze the performance in comparison with other students from different university institutions. This will enable the college of liberal arts to determine whether its graduates are performing as expected. The institution will thus need to make this assessment a continual process. Watson Glaser Critical thinking appraisal The latter method will also be the most significant in assessment of critical thinking skills for the institution. Therefore, it must be given due attention. Students need to sit for the appraisal during each year of their education at the College of Liberal Arts. Their scores from the assessment will be collected, aggregated and compared to what they obtained during the previous year. It will be quite constructive to use such a method continuously in order to inform educators about issues that they could be missing. The test provides feedback on things that students may need to work on. (National Commission on the Future of Higher Education, 2006). Global competence assessment The global competence assessment does not require as many resources as the above-mentioned tests. Since it is scored online, and the questions are not as complex as other forms of assessment, it will be possible to complete it in a relatively short period of time. The assessment only needs to occur annually in order to provide enough room for the institution to reflect on the results and come up with a tangible plan of action. In order to assess whether the College of Liberal Arts has had an impact on this parameter, students will be measured once as freshmen and then as seniors. Their scores in these skills will be analyzed for improvement. Annual measures will mostly focus on freshmen and finalists. The rest of the student body will not participate in the analysis as they are not relevant to the research cohorts. It will be necessary to get representation from all programs in the Liberal Arts College in order to ensure that the results reflect outcomes for this entity. CLAQWA writing test The CLAQWA test will be used to assess the Liberal Arts program. Trained scorers will be responsible for evaluating student submissions at the faculty level. Detailed assignments will be designed specifically for this purpose. After measurement of each student’s outcomes, all results will be aggregated in order streamline their details and complexities in those different units. It will also involve participation of faculty members during the evaluation process in order to ensure that solutions are in accordance to their preferred teaching method. Once the students complete the assignment, they will receive scores on their performance through the rubrics that were mentioned earlier. Instructors will then be told about the areas that their students demonstrated strength and where there was considerable weakness. Therefore, tutors will have a clear picture of how well their students are faring. A sample result may be as follows: ‘Purpose is specific and clear’ - Mean score = 3, “A main idea is maintained and presented’- mean score = 3.1. The strategy will take place continuously throughout the college experience. However, because lecturers have to be involved in development of questions and responses, then they will carry out this assessment once a semester. That way, they can have adequate knowledge to use for improvement after only a short amount of time. Electronic Portfolio Assessment The students will be expected to include their actual samples in the preparation of the ePortfolio. Subjects will thus be expected to interweave curriculum work with ePortfolio preparation. This will ensure that they reflect upon the work throughout the studies. The portfolio assessment will only be for senior level students as they are the only group that has sufficient material to build such a platform. However, they will be encouraged to reflect upon their work throughout their stay at the Liberal Arts College in order to have substance for the assessment (Baker et. al., 2012). Educators will be expected to give students reflective assignments. Such courses will be ideal for the portfolio. If some students do several assessments of this nature, then only some of them should be included in the portfolio. Assessment of the programs will take place through faculty members. Since they are already familiar with student course work, then they will carry out these evaluations. This particular assessment will require intensive technology support from the Liberal Arts administrators. All stakeholders must work collaboratively with each other in order to make the assessment method work. It will be necessary to pilot test the assessment in sections of the College before rolling out the whole program (Prineas & Cini, 2011). 4. How the plan will produce evidence of student learning Critical thinking It is likely that the measure of critical thinking through the use of the CLA assessment will enable the Liberal Arts College to determine whether it is strengthening these skills. This will send a message to faculty, students and the administration on the competencies that need to be developed. The results will also indicate whether the school is meeting incoming students’ expectations. The college can look through newly implemented policies and determine whether they have created a positive impact (Arum& Roksa, 2011). The assessment plan will thus enable the College to gauge whether it is improving and the extent to which these gains compare to persons in other institutions within other Liberal Arts colleges. It will be possible for the division to analyze the teaching variables or student variables that lead to these outcomes. The assessment will thus provide knowledge on how to research parameters that alter critical thinking. Analysts often agree that what one measures is what one changes. As such, this assessment will be a mechanism for change. The use of critical skills is indisputable within the College of Liberal Arts at Howard. Continuous administration of the Watson Glaser test will eventually create individuals who know how to deal with obstacles whenever they rise. They will not be dependent on supervision from their lecturers or other senior administrators. Such qualities are critical to free thinkers in any society. This is one of the key objects of pursuing the liberal arts discipline. Furthermore, students in most liberal arts courses tend to deal with a myriad of problems, so they need to quickly determine the relevant factors related to them, evaluate them and identify solutions. Such an assessment will help them do that (Lumina Foundation, 2011). Through the assessment, learners will be able to develop systematic processes of solving problems. Since problems come up in different facets of the graduates’ academic life, it is necessary to have a step by step process of solving them. The tests will foster application of these skills even in their future corporate lives after they leave the university. Students need to engage in high-order thinking to create an appropriate portfolio. The steps are cognitively complex and may require some multistep planning. Students who succeed in portfolio creation will also demonstrate strong critical thinking skills. Writing and oral communication skills This approach to assessment will boost students’ appreciation for diversity. Normally, when writing an essay, a person may have to study other material on the subject matter. If these assessments are done severally, then the person will know how to engage with literature, and thus tolerate diversity. Through this assessment, students will be better placed to develop points thoroughly. The individuals will develop interdisciplinary awareness as some of this material may come from different courses. Language use is a fundamental part of every student’s life. If the College of liberal arts sharpens essay-writing skills, then this will prepare graduates to become better workers, citizens or members of their community. They will be able to express themselves properly in their language of choice and this could lead to effective outcomes. They will communicate effectively with their tutors as well as future employers. In the event that the essay falls within the same discipline, then it is likely that the learner will know how to utilize specialized vocabulary within their area of interest (Andersen & Taylor, 2009). Question interpretation is also another outcome from this practice. Good essays will be characterized by strict adherence to the questions in the brief. This process will teach learners how to follow instructions. Workplaces often fail or succeed due to their employees’ commitment to the policies and rules in those institutions. This is likely to create such outcomes in the future. Since the work will be embedded in course-level assignments, students will be motivated to create credible assignments. Additionally, CLAQWA is a system that is quite rich in feedback. Educators have the opportunity to discuss these outcomes, from the assessment, with students. Therefore, many of them will learn about specific weaknesses that can be corrected. Just like the Watson-Glaser and the CLA appraisal, the CLAQWA writing assessment test will develop an enquiring mind in the students. It will foster creativity as students will learn how seek innovative ways for solving problems. Furthermore, as they gain confidence in finding these solutions, many of them will become ambitious. They will take initiative and work towards even more complicated issues (Palomba, 2002). Research methods are may also improve as students are likely to select the best techniques for analyzing particular subjects. They will think about the limitations of those methods. Furthermore, they are likely to question information from different sources rather than merely accepting everything as it is. They will recognize that their knowledge is not without limits. Cultural diversity The results from the Global competence assessment test will enable the College of Liberal arts to assess whether its students are working collaboratively with each other. One of the mission outcomes for this department is to nurture cultural diversity. The scores from this test will determine whether the institution is achieving these results. The College of Liberal Arts also focuses on building responsibility towards the global community. This can only be possible if students within the division are globally competent. If the scores from the test are low, the College can work with members of its faculty to embed diversity awareness in its program. It can identify parameters that the department has not focused in order to yield more favorable results. Student engagement The portfolio will foster student engagement as it requires individuals to actively select work and develop presentations that match their learning outcomes. Students will then learn how to reflect upon learning and also critique themselves. This is a crucial aspect of a Liberal arts program since students need to evaluate themselves before they can do the same for others. This approach also shifts focus from the educator to the student. Since the student is largely responsible for designing and incorporating different aspects of the learning experience in the portfolio, then learners will become better integrators of knowledge across different disciplines. Fostering artistic expression and creativity is a Liberal Arts goal, so the ePortfolio will go a long way towards realizing this (Kuh & Ikenberry, 2009). EPortfolios are a refreshing way of reorienting the traditional way in which assessments occur within the College of Liberal Arts. Most of the time, students earn points from credits accumulated. Therefore, this method of assessment will provide authentic evidence for learning. Since it allows for inclusion of artifacts that occurred outside the classroom setting, like internship and research projects, students will develop a practical approach towards their education. This will contribute towards the Liberal Arts goal of providing solutions to social and human problems. Students will focus on real-world experiences in the portfolios, which is what is needed to meet the above goal. 5. Conclusion on how the assessment will contribute towards institutional effectiveness Institutional effectiveness is judged by one’s ability to meet mission outcomes. Howard University’s mission is to develop a culturally diverse establishment in which students experience education of exceptional quality. It also seeks to become a research intensive and comprehensive institution. The institution aims at developing historically aware and compassionate graduates. It intends on causing its students to participate in problems of humanity through the efforts of their faculty in teaching and research. It seeks to produce learners from the global community as well as the country. The following are some of the outcomes 1) Provide exceptional quality education 2) Maintain research intensiveness 3) Uphold an emphasis on educational opportunities for black people 4) Develop historically aware and compassionate graduates 5) Develop distinguished graduates 6) Attract and retain faculty that engage in research 7) Discover solutions for problems of humanity. 8) Produce leaders for the US and the global community The assessment plan will demonstrate that students within the College of Liberal Arts are leaving with or without critical thinking, oral and written communication skills. The outcome will enable the institution to determine if it is meeting one of its mission outcomes; that is, providing students with exceptional education quality. Having the right critical and written communication skills are relevant in the success of a solid education program, so they must not be compromised. Analytical skills obtained from the Watson Glaser appraisal will be helpful to the institution as a whole because they will foster better research from students. The assessment will make students creative when dealing with coursework or even in their future careers at the workplace. They will be better able to resolve complaints or overcome obstacles even when minimal guidelines exist. Therefore, research-related as well as educational-quality goals will be achieved. The global competence assessment is vital to Howard University’s achievement of one of its mission outcomes, which is to create leaders for the global community. Another relevant goal is contribution to the problems of humanity. If the institution builds a culture of measuring its global competence, then it will have a basis upon which to improve. The administration, faculty and students will use scores from the assessment to work on their global competence skills. As a consequence, many of them will become better global citizens. They will also be more equipped to participate in leadership opportunities when they leave Howard. It will also be easier to provide solutions for problems of humanity if students understand the significance of diversity in all populations. The uses of strong written and oral communication skills are endless. If the liberal arts college regularly administers the CLAQWA test, it is likely that it may strengthen the University’s goal of establishing distinguished graduates. For a group of Howard students to excel and achieve distinction in their fields of specialization, they must have impressive oral and communication skills. These assessments will enable members of the College to concentrate on their abilities in the area. They will discuss outcomes and thus establish ways of dealing with their deficiencies. Furthermore, the student’s research capabilities will also improve. Coming up with comprehensive research theses and dissertation depends on a student’s ability to express himself or herself. Through the assessment plan, this component will be sharpened. Development of the ePortfolio will contribute towards the institution’s goal of developing distinguished graduates. This exercise will strengthen students’ creativity and design capabilities. Therefore, alumni will be more likely to exude the qualities of distinguished persons. Furthermore, they will also contribute towards achievement of the exceptional educational quality outcome as all the artifacts included in the analysis will amalgamate different course content. References Andersen, M.L., & Taylor, H.F. (2009). Sociology: The Essentials. Belmont, CA: Thomson Wadsworth Arum, R. & Roksa, J. (2011). 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