Section IV: COC Programs
3.5.1 The institution identifies competencies within the general education core and provides evidence that graduates have attained those college-level competencies.
JUDGMENT OF COMPLIANCE
NARRATIVE/JUSTIFICATION FOR JUDGMENT OF COMPLIANCE
The University identifies competencies within the general education
core and provides evidence that graduates have attained those college-level
The second rubric is analytical and serves to validate the UWA and to
provide more specific information about particular areas of weakness
in student writing. The
of the UWA and to provide more detailed information about student deficiencies
in writing. A total of 300 sample essays were randomly selected from
Spring 2003, Fall 2003, and Spring 2004. These essays were scored according
to the analytical rubric which identifies five categories of writing
skills. Four experienced readers participated each semester, each reading
25 essays each term. The results indicate that students' greatest instructional
need is in logic, coherence, and development followed by mechanics and
usage. The categories with the lowest number of points represent the
greatest area of weakness.
Reading, the second dimension of assessment, is evaluated by a sampling technique in which students enrolled in Political Science 2306, American State Government, take the reading module of the Collegiate Assessment of Academic Proficiency (CAAP). Intended to document student readiness for advanced study, the CAAP module is a national, standardized examination that assesses reading levels after students have taken at least a year of courses within the core curriculum. CAAP has longitudinal validity so it can be used to assess different groups of students from semester to semester. Assessment Reports for the reading dimension of the Core Curriculum indicate as a desired outcome that the average score of University students will meet or exceed the national average. Test results from the first three semesters of administration of the CAAP Reading Module are as follows:
Reading competence presents a unique challenge on a campus with a high minority/bilingual population. To address the lower-than-desired test results, a reading assessment and improvement program PLATO was added to the English 1301 English Composition I course. Because CAAP is normed with PLATO reading software, students’ scores in their first-year courses can be compared with their scores subsequent to their second-year political science classes.
Competence in basic mathematics, the third dimension evaluated for the GEC, is measured by a locally-developed Common Final Examination in College Algebra administered upon completion of the course. The benchmark set for this assessment is that 75% of all students taking this examination will achieve a score of 60 or better. Results for the first three semesters of implementation are reported in the Assessment Reports as follows:
Faculty comments on the Assessment Report for Fall 2003 indicate that the improved results may have been attributed to early intervention and expanded tutoring, along with more emphasis on traditional College Algebra sections.
Evaluation of the GEC is complicated by the fact that
students can transfer the
in whole or
in the state of Texas. (Catalog
2004-2005, Academic Regulations - Undergraduate, Transfer of the Core
Curriculum) A planned
refinement of GEC evaluation is to compare results of students who
coursework at the University with those of transfer students.