Department of Liberal Studies San Diego State University

Contact Information:
Phoebe Roeder
Tel: (619) 594-4812
Fax: (619) 594-1553
Email: proeder@mail.sdsu.edu


LIBERAL STUDIES

SUMMATIVE ASSESSMENT PORTFOLIO

 

All undergraduates in the Liberal Studies major (the major leading to the Multiple Subject Credential) must submit an assessment portfolio early in their last semester of undergraduate work. The portfolio measures many competencies including writing, mathematics, critical thinking, integrative study, and content knowledge in language arts, mathematics, science, social science (especially history), the visual and performing arts, human growth and development, and physical education. Portfolios are scored by faculty representing all of the above areas. Students who receive satisfactory scores are awarded subject matter certification (the waiver for the MSAT) along with the degree in Liberal Studies. Those whose portfolios are judged as needing improvement are allowed to make significant changes to their portfolio and to resubmit the following semester. Those who choose not to resubmit or who fail after the second attempt are graduated without the subject matter certification.

Statements of measurable objectives for program

Attachment A is a brief overview of the required content of the Liberal Studies Assessment Portfolio.

Attachment B lists the competencies required for elementary teachers, the competencies expected of SDSU Liberal Studies majors who receive the baccalaureate degree and subject matter certification.

Attachment C holds the scoring rubrics used by faculty readers for scoring the portfolios.

Attachment D is a summary of the percentage of students by academic year who passed or failed the portfolio assessment.

Analysis of the effectiveness of the program

We have measured portfolio reader reliability, occurrence of specific types of writing problems, and correlation of the score on portfolio with passing score in the MSAT. Anecdotal evidence is available from the SDSU College of Education that the portfolio requirement has resulted in better prepared future teachers. Students also report using the portfolio or pieces of it as part of their job search strategy.

Examples of how assessment of student learning outcomes in degree programs has been used to improve programs

Portfolio evidence demonstrated the need for greater emphasis on student writing skills. Funding was obtained to reduce class size in a key course from 75 to 38 students, to allow instructors to spend more time on writing. Samples from courses were analyzed to determine which instructors routinely mark grammar and punctuation errors. Then, faculty were asked to cooperate in our efforts to emphasize the importance of writing in all classes.

Portfolio evidence revealed that some instructors were not providing appropriate activities and assignments. The program coordinator met with faculty to discuss the types of assignments our students needed.

Based on samples in the Social Science section, it became evident that many students did not understand that history is based on evidence. Advisors were asked to make sure students included very specific courses in their programs. Also, several faculty members from the Department of History agreed to develop a new world history course for our students.

Science samples and reflections demonstrated that students still did not fully understand the science process skills even though these skills were modeled by all instructors teaching required upper division science courses in this major. The coordinator is currently working with faculty to make sure students spend enough class time working with key conceptual models. In some cases, the students were spending an excess amount of time collecting data without adequately interpreting it and using the models they discovered.

Finally, the assessment portfolio has created a sense of community and shared mission among the faculty teaching in the program. Most come together each semester and during the summer to read and assess the portfolios and to discuss the students’ work. Faculty have worked together to create and test the scoring rubric and to continually monitor the outcome of the assessment process. Even those faculty who teach classes taken by only a few Liberal Studies majors have become more aware of these students and the program because they are asked to sign student samples.

Examples of campus processes that have helped faculty to identify and measure student learning objectives

The first step in development of the portfolio guidelines was to determine which skills and subject matter competencies to assess. All faculty teaching in the program were invited to workshops to develop objectives. Syllabi were examined for applicable assignments such as papers, tests, lab notes, field experiences, and creative projects. Then, faculty were asked to help develop special essay topics and reflections that would elicit the student’s understanding, in the last semester of the undergraduate career, of the complexities of the connections between and among the disciplines and of the student’s own learning in the various fields. The final guidelines also considered the state-approved subject frameworks that guide curriculum planning at the elementary school level.

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Attachment A

LIBERAL STUDIES ASSESSMENT PORTFOLIO

INTRODUCTION Title Page Advising Worksheet Professional History Resume Liberally Educated Person

WHO YOU ARE

SPECIALIZATION CONCLUSION Values and Attitudes Capstone

13 SAMPLES plus Reflection Pages	WHAT YOU HAVE LEARNED 6 Subject Matter Areas Language Arts Math Science History Arts & Humanities Physical Education/ Human Growth & Develop.		0-9 FREE CHOICE plus Explanations Pages
3 CONNECTIONS ESSAYS
1. Global Issues 2. Between 2 Subject Areas		3. How You Learn and How You Will Teach

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Attachment A

LIBERAL STUDIES ASSESSMENT PORTFOLIO: CHART AND OVERVIEW

OVERVIEW OF THE PORTFOLIO

PROCESS

WHY A PORTFOLIO?

The California Commission on Teacher Credentialing requires that students who intend to enter a multiple subject credential program must first demonstrate competency in the subject matter areas normally taught at the elementary level: Language Arts, Mathematics, Science, History/Social Science, Arts and Humanities, and Physical Education/ Human Growth and Development. For Liberal Studies majors at SDSU, and at least seven other CSUs, competency is demonstrated by completing a satisfactory assessment portfolio. The Liberal Studies Committee chose a portfolio instead of an exam or interviews because a portfolio allows students to assess their own strengths and weaknesses and, if they plan carefully, remedy problem areas. The committee made the portfolio a graduation requirement since all students, even those who will never teach, benefit from organizing what they have learned, reflecting upon the experience, and proving that they have a working knowledge of each subject area. Students who have completed portfolios are frequently surprised at how much they have learned and excited about the relationships they have discovered between subject areas.

WHAT IS A PORTFOLIO?

A portfolio is a collection of carefully chosen samples of work. Ideally, it includes a wide variety of samples collected over a period of time. Unlike a test, a portfolio gives students some flexibility in deciding what is included. The requirements for the Liberal Studies portfolio also give students an opportunity to comment upon the samples they select and show how the various subjects that they have studied are related to each other and to themselves as liberally educated people living in a complex world.

WHAT TYPES OF ENTRIES ARE REQUIRED?

The portfolio is divided into two parts: Who You Are and What You Have Learned.

Who You Are: The special entries in the Introduction, Specialization, and Conclusion sections allow you to show who you are as a person, learner, thinker, and, for many of you, future teacher. These entries must be written specifically for the portfolio.

WHO YOU ARE
INTRODUCTION	CONCLUSION
Title Page	Values and Attitudes
Advising Worksheet	Capstone
Professional History	APPENDIX
Resume	Transcripts
*The Liberally Educated Person Essay	Degree Evaluation (if any)
SPECIALIZATION	Graduation Evaluation
Depth of Study/Reflection	Petitions for academic adjustment (if any)
*Specialization Sample

What You Have Learned: The subject matter entries allow you to demonstrate your developing competency and mastery of each subject matter. In the six subject matter areas, there are four types of entries:

Samples of your work: On the table below, these samples are identified by stars. While most of these samples can be chosen from your upper division courses, samples from lower division courses may be used if they best satisfy a requirement. See the "dividers" for specific requirements.

Reflections: Each of the six subject area sections is introduced by a 1 1/2 to 3 page reflection. The reflections allow you to comment about the samples you included and share with the reader your experiences in the subject area. Specific topics to discuss are explained on the "dividers."

Free Choice Entries: These are optional entries which allow you to be creative and share special experiences.

SAMPLES
LANGUAGE ARTS	HISTORY AND SOCIAL SCIENCE (cont.)
*Planning and Revision	*Ethnic, Racial, & Religious Influences
*Growth in Writing Ability	*Multicultural Experience
*Linguistics	ARTS AND HUMANITIES
MATHEMATICS	*Art, Music, Drama
*Solving Unusual Problems	Annotated Bibliography (special)
*Math Exam	PHYSICAL EDUCATION/
SCIENCE	HUMAN GROWTH AND DEVELOPMENT
*Graded Science Entry	*Teaching PE
HISTORY AND SOCIAL SCIENCE	*ALP Summary or equivalent
*Western Civilization or US History	*Early Field Experience

Connections Essays: These important essays give you an opportunity to draw connections to a world issue (Type 1), between subject matter areas (Type 2), and to yourself as a learner and future teacher/communicator (Type 3). You are required to write connections essays in THREE of the six subject matter areas.

FREE CHOICE ENTRIES
LANGUAGE ARTS	SOCIAL SCIENCE
Free Choice–Foreign Lang [optional]	Free Choice–People
Free Choice–Language Arts [optional]	Free Choice–Social Science [optional]
MATHEMATICS	ARTS AND HUMANITIES
Free Choice–Mathematics [optional]	Free Choice–Arts and Humanities [opt]
SCIENCE	PHYSICAL EDUCATION/
Free Choice–Science [optional]	HUMAN GROWTH AND DEVELOPMENT
	Free Choice–Physical Education [opt]
	Free Choice–Hum. Growth & Devpt. [optional]

HOW DO I LEARN HOW TO MAKE MY PORTFOLIO?

First, and most important, read the instructions very carefully. This introductory section explains the types of entries, gives instructions for each subject area, and explains each specific portfolio requirement (see the "dividers). The remaining sections give advice on how to prepare the portfolio.

Second, take Liberal Studies 300. In Liberal Studies 300, you will be introduced to the portfolio process, write the Liberally Educated Person essay (A5), complete the Early Field Experience (H2) or an equivalent experience if you don't intend to teach, and practice writing a Type 2 connections essay and the Values and Attitudes essay (J1).

Third, visit the University Advising Center. Look at the sample portfolios in the Liberal Studies area of the waiting room or the Reserve Book Room of the main library (under Liberal Studies). Attend a portfolio workshop. Watch the Liberal Studies Newsletter for current information about workshops, times when advisers can read connections essays, the LS 498 portfolio development class, etc.

The semester before your portfolio is due, check the Liberal Studies area for announcements. Procedures and sign-up sheets for special workshops and group check- off sessions will be posted. The check-off session leader or your adviser must check and sign your PORTFOLIO CHECKLIST before you take your portfolio to the Test Office.

***Carefully study the TIME-LINE later in these instructions.***

WHEN MUST I SUBMIT MY PORTFOLIO?

Your portfolio must be submitted to the Test Office by the Monday of the fifth week of the semester during which you intend to graduate. For the exact date, see the Class Schedule under Tests. When you receive notification that your portfolio is ready, it is your responsibility to retrieve it from the Test Office.

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Attachment B

COMPETENCIES REQUIRED

FOR ELEMENTARY TEACHERS

Subject Area

LANGUAGE ARTS

I. General Competencies

A. Is able to speak and write clearly and effectively;

B. Understands the reciprocal relationship between the language arts (reading, writing, speaking, and listening) and human interaction in endeavors such as problem- solving, decision-making, advocacy, establishment of social values;

C. Understands the role of language in critical and creative thinking.

II. Specific Competencies

A. Is familiar with geographical and social variations in language usage. Knowledge of the cultural basis for language may be acquired through study of a foreign language;

B. Recognizes the imaginative use of language and demonstrates ability for creative expression, e.g., creative writing, storytelling, interpretive reading, etc.;

C. Understands the stages of the composing process and is able to evaluate and critique constructively the form and content of oral and written communication;

D. Is familiar with fundamental literary concepts such as characterization, imagery, plot, point of view, etc., and is able to recognize literary concepts in various genres as appropriate;

E. Is familiar with literature of many ethnic sources; knows how it reflects ethical, aesthetic, cultural, and political values; and understands how it helps in the interpretation of human experience;

F. Knows the structure of the English language and is able to model the conventions of standard English;

G. Knows the principles of first and second language acquisition and development.

SOCIAL SCIENCE AND HISTORY

I. General Competencies

A. Understands the forces and dynamics that have influenced the evolution and current state of human cultures and institutions;

B. Recognizes both the universal features of culture and history and the diversity within and between nations and peoples;

C. Understands the behavior of individuals, small groups and social institutions in a global society;

D. Understands the essential theories and methods to analyze and make informed judgments about society.

II. Specific Competencies

A. Knows major historical events and movements;

B. Understands political institutions and political values; including the responsibilities of citizenship;

C. Understands the characteristics of social organizations and culture, including consideration of class, race, and gender;

D. Understands the impact of culture and society on individual behavior and social relations, including patterns of prejudice, stereotyping, and discrimination;

E. Knows major economic concepts and practices;

F. Knows geographical features and characteristics of human settlement, culture, and human/environment relationships;

G. Understands the impact of changing technology and science on individuals and society;

H. Understands the interaction of culture and nations in the world, particularly between Western and non-Western societies.

 

MATHEMATICS

I. General Competencies

A. Problem-Solving

1. Identifies, develops, and solves problems that involve the mathematical concepts and principles listed in these competency areas;

2. Identifies and demonstrates appropriate problem-solving strategies;

3. Identifies and uses appropriately in problem solving and exploring mathematical concepts the most appropriate tool or technique, selected from estimation, paper and pencil, or calculator or computer.

II. Specific Competencies

A. Prenumber Concepts. Illustrates non-numerical concepts such as attributes, classification, ordering, and sets.

B. Whole Numbers and their Operations

1. Illustrates and explains number and numeration concepts such as cardinal and ordinal numbers and place value;

2. Explains and develops the usual algorithms for the four basic operations with the whole numbers and illustrates these operations using appropriate models and thinking strategies;

3. Recognizes other algorithms for the basic operations and explains them, using appropriate models and properties of the number system.

C. Geometry

1. Identifies examples in the environment of simple geometric shapes and their properties;

2. Develops basic relationships in two dimension, such as parallelism, perpendicularity, and congruence, and models them with examples from the environment;

3. Models relationships in three dimensions and illustrates their properties using common objects;

4. Develops basic concepts and properties of geometric transformation, such as rotation, reflection, translation, and symmetry, as well as tilings of the plane.

D. Measurement. Uses standard units of both metric and English systems and nonstandard units, such as paper clips, erasers, and body measures in measuring length, perimeter area, capacity, volume, mass, weight, angle, time, and temperature.

E. Estimation. Identifies and uses estimation strategies in solving problems involving measurement and computations and evaluates the reasonableness of results.

F. Algebraic Concepts

1. Uses mathematical terms and symbols appropriate to different levels;

2. Describes patterns and recognizes rules for relations, including functions.

G. Historical and Cultural Perspectives. Describes the historical and cultural significance of some of the major mathematical concepts and principles addressed in these competencies. Also, demonstrates some knowledge of the contributions made by various cultures to mathematics.

H. Number Theory. Explains and uses the concepts of prime and composite numbers, divisibility rules, least common multiple, and greatest common divisor.

I. The Real Number System and its Subsystems

1. Explains the concepts of fractions (including decimals), integers, ratio, proportion, and percentage, using appropriate models;

2. Explains and develops the standard algorithms for the four basic operations for integers, positive and negative rational numbers (including decimal notation), and real numbers.

J. Probability. Solves basic problems involving probability and makes predictions using relative frequency experiments, methods of counting, sample spaces, joint events, independent events, and simulation techniques.

K. Statistics. Solves basic problems involving organization and presentation of data through tables and graphs, roles of scales and possible bias in graphs, and analysis of measures of central tendency and dispersion.

SCIENCE

I. General Competencies

A. Laboratory Skills

1. Uses specific equipment, instruments, and materials;

2. Conducts experiments both for exploration and verification;

3. Performs demonstrations;

4. Practices laboratory safety.

B. Process Skills

1. Uses process/thinking skills;

2. Interprets and generates graphs, tables, and other mathematical modes;

3. Demonstrates problem-solving skills;

4. Uses experimental methods to develop critical thinking skills and proofs.

C. Understandings that Synthesize the Elements of Science

1. Understands the relationships between science and society:

a. How scientific advancement and technology affects society;

b. How scientific concepts are applied to everyday life;

2. Knows the historical development of science including biographies of major scientists;

3. Understands the use of scientific models to clarify abstract concepts;

4. Understands the ethical and moral issues and values as they relate to science;

5. Is familiar with the variety of careers in science and the relationship of other careers;

6. Is familiar with the integration of scientific advancement and technology in other disciplines.

II. Specific Competencies

A. Knowledge of Scientific Concepts

1. Is knowledgeable about Biological Sciences, the nature of living systems, including cells, genetics, evolution, plants, protists, animals, human beings, ecocystems;

2. Is knowledgeable about Earth Sciences, the nature of the earth and the universe, including astronomy, geology and natural resources, meteorology, oceanography, physical geography;

3. Is knowledgeable about Physical Sciences, the nature of matter and its physical interactions, including matter, mechanics, energy sources and transformations, heat, light, electricity, magnetism, and sound;

4. Is knowledgeable about topics as developed in the Science Framework Addendum.

HUMANITIES

I. General Competencies

A. Compares ideas and values of paradigmatic societies and cultures to determine the interconnections among politics, religion, philosophy, and the arts among difference cultures at different times, and applies them to current experiences today;

B. Understands the philosophical and historical foundations of human thought and institutions;

C. Has the capacity for moral and critical thought;

D. Understands inductive and deductive logic and their uses in science, language, and daily life;

E. Appreciates aesthetics in literary, artistic, and intellectual achievements;

F. Recognizes the interconnections among art, literature, music, and philosophy and their relevance in contemporary civilization;

G. Knows about the major world civilizations past and present;

H. Appreciates the cultural heritage of Western and non-Western peoples.

II. Specific Competencies

A. Pursues various types of logical arguments, including understanding of logical fallacies;

B. Knows the main features that distinguish art, music, literature, thought of differing people and periods;

C. Knows the various theories of beauty and goodness;

D. Knows of various ethical systems;

E. Understands the principles underlying composition in painting, architecture, music and other arts;

F. Compares humanistic and scientific methods and interpretations;

G. Knows the historical significance ands ways of understanding of major world religions;

H. Understands various theories of human existence;

I. Is familiar with Western and non-Western classic texts.

VISUAL AND PERFORMING ARTS

I. General Competencies

A. Understands how the arts function on personal, social, and aesthetic levels;

B. Understands the interrelatedness and uniqueness among the arts and across the disciplines;

C. Recognizes that the arts offer opportunities for the development of multiple approaches for communication;

D. Expresses his or her creativity to experience the satisfaction, accomplishment and joy of aesthetic experience through participation in individual and group activities;

E. Is able to bring together materials, ideas, and knowledge in intuitive, original ways to create new ideas and works of art;

F. Knows the basic elements of the arts demonstrated through articulation, performance, and creation. This knowledge includes basic understanding of concepts, skills, symbols, vocabulary, structural and compostional components, tools, and materials;

G. Describes and models a wide variety of arts, styles, and functions, using a variety of creative strategies;

H. Is able to articulate a personal interpretation of works of art;

I. Is able to articulate steps in a design process;

J. Is able to discuss the creative process and how the process may differ for different artists working in different contexts;

K. Is able to evaluate and critique a work of art by a beginning artist;

L. Is able to formulate questions which stimulate discussion about the creative process;

M. Understands how viewers and audiences elicit and create meaning from the arts;

N. Understands the interrelationships among the arts and between the arts and ethical, aesthetic, cultural, political, and social values;

O. Is able to perceive the world through the arts and to recognize the arts as a source for generating aesthetic perceptions.

II. Specific Competencies

The following competencies may be applied to specific visual or performing arts including art, music, drama, and dance.

1. Is familiar with world history of art;
2. Knows the historical perspective of the art, including and emphasis on how periods, styles, and trends evolve and interweave and are reintroduced and transformed;
3. Is aware of the similarities and difference between and among works of art from different cultural traditions and historical periods;
4. Is familiar with the major works and their creators and a wide variety of contemporary works;
5. Is familiar with various art media (e.g., painting, sculpture, film, vocal and instrumental music, stage plays, improvisational theater and dance, etc.);
6. Knows the basic approaches to arts criticism.

PHYSICAL EDUCATION AND HEALTH

I. General Competencies

1. Interrelates Physical Education with the general curriculaUnderstands ways in which the study of Physical Education fosters critical thinking;
2. Formulates questions which stimulate thoughtful responses to movement problems/patterns;
3. Understands how movement relates to learning;
4. Identifies the characteristics of human developmental stages and is able to apply them to physical education.

II. Specific Competencies

A. Physical Activity, Movement Skill, Movement Knowledge

1. Demonstrates knowledge of the broad range of physical activity and utilizes the principles of movement;
2. Understands the fundamentals of movement and appreciates the aesthetic and expressive elements of movement;
3. Designs appropriate sequential movement experiences, demonstrating mastery of the process of skill development and integration.

B. Physical Fitness and Wellness

1. Applies the principles, mechanics, and concepts of physical fitness and wellness components as they relate to personal health and physical performance;
2. Identifies activities that enhance appreciation of physical fitness and wellness.

C. Social Development and Cross Cultural Understanding

1. Understands the relationship between effective group interaction and cooperating and competing fairly;
2. Perceives, appreciates and accommodates similarities and differences between individuals of varying abilities and backgrounds.

D. Self-Image, Self-Realization and Individual Excellence

1. Explains the significance of a positive body image and self-image and how these may be enhanced through physical education;
2. Conducts a self-appraisal of strengths, interests, experiences, goal setting and perseverance
3. Identifies equipment, supplies and facilities necessary for various physical education activities.

HUMAN GROWTH AND DEVELOPMENT

I. General Competencies

1. Understands significant developmental theories and/or perspectives and their differing implications in explaining development and behavior;
2. Understands the relationships among the various areas of development and its differing perspectives, emphasizing the unity and integrity of development;
3. Recognizes appropriate behaviors and their normal variations at each developmental level.

II. Specific Competencies

A. Recognizes the differing impacts on development and behavior that result from situational/contextual background factors such as:

1. family structure and parent-child relationships,
2. peer group relationships,
3. societal/institutional relationships,
4. environmental circumstances,
5. adult-child relationships.

B. Understands how development might be affected by factors such as:

1. cultural influences,
2. economic influences, ethnic influences,
3. gender influences,
4. generational influences,
5. issues of self-esteem and self-image.

C. Understands how cognitive/intellectual development occurs in such areas as knowledge, skills, and understanding thinking processes, styles of learning memory, cultural influence and moral issues;

D. Observes objectively children’s behavior in different contexts and relates the behavior to developmental level and to factors that influence the child’s performance in school.

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Attachment C

SDSU LIBERAL STUDIES PORTFOLIO ASSESSMENT SCORING SHEETS

On ___________(date), this Liberal Studies Assessment Portfolio which was prepared by _________________________________________

_____First Submission

_____Second Submission

(Marked after portfolio was read)

was judged (circle)

COMMENDABLE

SATISFACTORY

NEEDS IMPROVEMENT

For specific evaluation and comments, see the review sheets.

___________________________________________________ ___ ____________

Initial Reading

Overview ___________ ___Last day check-off (- 1 pt.)

___Other problems (missing

Type 1 Essay ___________ Points will be subtracted

or depending upon the seriousness

Type 2 Essay ___________ of the problem.

Type 3 Essay ___________

Problems ___________

Total Score: ___________

55% or 35 points is SATISFACTORY

85% or 54 points is COMMENDABLE

I followed guidelines published in:

___pre Dec 1994, 13 reflections; 4 connections essays

___Spring 1995, Separate PE and HGD sections

___Fall 1995, Spring 1996 Standard

___Fall 1996, Spring 1997, Fall 1997 Added 2nd option for LA reflection

___I have included the divider pages from the guidelines I followed.

___I agree to let the Liberal Studies program photocopy a maximum of three of the entries I have written specifically for the portfolio if they are needed for the purpose of

1) assisting future students in preparation of their portfolios,

2) training faculty readers, and/or

3) supporting data to be presented at research conferences and/or in professional publications.

___I understand that any identifying features will be removed from the copies. I also understand that none of my samples will be photocopied. This agreement does NOT include the following entries which I prefer not to have copied:

_____________________________________________________________ _______ _________

Signature _________________________

Date _____________________________

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Attachment C

Name of Student:___________________

OVERVIEW AND SPECIAL PORTFOLIO ENTRIES

Reviewer #:___________ Liberal Studies Faculty

Directions: Circle the most appropriate score. Count circles in each column. Tally totals.

1) Professional History and Resume: Write Comments Here

thoughtfulness of reflection upon experiences;

variety of experiences (ages of children, ethnic groups, leadership)

Impressive Good Fair Weak

2) Specialization Subject _______________ (Only 2 samples are required; more are better.)

breadth and quality of samples; thoughtfulness of reasons for choosing

specialization; quality of reflection on courses and samples

Excellent Good Fair Weak

3) Creativity/Other entries/Attention to details _____Signatures since took LS 300 (_____)

_____Headings correct, appendix entries

Overall appearance; creativity and professionalism

Liberally Educated Person & values and attitudes: corrected? well done?

Other:

Excellent Good Fair Weak

4) Writing ability (May be modified by the reviewer who does #s 5 and 6 below.)

a. Technical errors

Serious: comma splices, run on sentences, verb tense, apostrophes

Distracting: no commas after introductory clauses/phrases, spelling,

incorrect punctuation between main clauses, agreement problems

Rare Ocasional Frequent Excessive

b. Structural and stylistic features

Serious: awkward sentence construction, word choice

Could be better: paragraph structure, transitions between topics,

variety of sentence structures, parallel construction,

voice (too formal, informal, colloquial, etc.)

Excellent Good Fair Weak

_____________________________________________________________ _______ __________

Score:___x 3 + ___ x 2 + ___ x 1 + ___ x 0

Total: _____ + ______ + ______ + ______ = ______ Verified by _____

Reviewer #:_________Subject area: _____________ (1 of the 3 areas with no connections essay.)

5) Content and thoughtfulness of reflection in above subject area

Excellent Good Fair Weak

6) Quality of samples in above subject area

Excellent Good Fair Weak

Score:___x 3 + ___ x 2 + ___ x 1 + ___ x 0 TOTAL

Total: _____ + ______ + ______ + ______ = ______ Verified by ________

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Attachment C

Name of Student:___________________

ESSAY 1: EVALUATION BY SUBJECT MATTER SPECIALIST

Reviewer #:___________ Subject Area:___________________ Type 1

Directions: Circle the most appropriate score. Count circles in each column. Tally totals.

1) Thoughtfulness of subject area reflections page Write Comments Here

Excellent Good Fair Weak

2) Quality of subject area samples

Excellent Good Fair Weak

3) Connections essay

Thesis_________________________________________________________

a) Clearly stated, appropriate, well thought out thesis

Excellent Good Fair Weak

 

b) Development of the essay shows that the author has a thorough understanding of the subject

Excellent Good Fair Weak

 

c) The development includes attention to details including specific examples and appropriate supporting evidence including references (MLA format)

Excellent Good Fair Weak

 

d) Clarity (appropriate introduction, logical transitions, paragraph development, conclusion)

Technical Quality (correct spelling, punctuation, sentence structure, word usage)

(See Overview Sheet for detailed list.)

Excellent Good Fair Unsatisfactory

4) Coursework in subject area: Grades (To be circled by the LS assistant)

>3.2	>2.6	>2.0	<2.0

Score:___x 3 + ___ x 2 + ___ x 1 + ___ x 0

Total: _____ + ______ + ______ + ______ = ______ Verified by __________

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Attachment C

Name of Student:___________________

ESSAY 2: EVALUATION BY SUBJECT MATTER SPECIALIST

Reviewer #:___________ Subject Area I:____________ Area II: _______________Type 2

Directions: Circle the most appropriate score. Count circles in each column. Tally totals.

1) Thoughtfulness of subject area reflections page Write Comments Here

Excellent Good Fair Weak

2) Quality of subject area samples

Excellent Good Fair Weak

3) Connections essay

Thesis_________________________________________________________

a) Appropriate, well thought out thesis that connects the two subject areas

Excellent Good Fair Weak/Inappropriate

 

b) Development of the essay shows an understanding of both subject areas

Excellent Good Fair Weak

 

c) The development includes specific examples and appropriate supporting

evidence from lecture, textbooks, and references in both subject areas

Excellent Good Fair Problems

 

d) Clarity (appropriate introduction, logical transitions, paragraph development, conclusion)

Technical Quality (correct spelling, punctuation, sentence structure, word usage)

(See Overview Sheet for detailed list.)

Excellent Good Fair Unsatisfactory

4) Coursework in subject area: Grades (To be circled by the LS assistant)

>3.2	>2.6	>2.0	<2.0

Score:___x 3 + ___ x 2 + ___ x 1 + ___ x 0

Total: _____ + ______ + ______ + ______ = ______ Verified by ________

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Attachment C

Name of Student:___________________

ESSAY 3: EVALUATION OF SECOND SUBJECT AREA

Reviewer #:___________ Subject Area:___________________ Type 3

Directions: Circle the most appropriate score. Count circles in each column. Tally totals.

1) Thoughtfulness of subject area reflection page

Excellent Good Fair Weak

2) Quality of subject area samples

Excellent Good Fair Weak

3) Connections essay

a) Choice of factors which determine successful learning and teaching is appropriate

very perceptive thoughtful; adequately OK choices limited or

clearly presented presented essay wanders questionable

choices

b) Discussion of the above factors shows perceptiveness about learning and pedagogy

well explained some details limited development choices only mentioned

thoughtful analysis some analysis and analysis not developed

c) LA, math, science, history, arts, or PE/HGD examples show an understanding of the content of the subject

several excellent several satisfactory fewer or incomplete unsatisfactory examples;

choices: well choices; less examples; hard to and/or errors suggest lack

explained perceptive explanation assess understanding of understanding

d) Clarity (appropriate introduction, logical transitions, paragraph development, conclusion)

Technical Quality (correct spelling, punctuation, sentence structure, word usage)

(See Overview Sheet for detailed list.)

Excellent Good Fair Unsatisfactory

4) Coursework in subject area: Grades

>3.2 >2.6 >2.0 <2.0

ALIGN="RIGHT"><

Score:___x 3 + ___ x 2 + ___ x 1 + ___ x 0

Total: _____ + ______ + ______ + ______ = ______ Verified by ____

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Attachment D

LIBERAL STUDIES ASSESSMENT PORTFOLIO

SUMMARY

Fall 1994 to Summer 1997

Semester	Commendable	Satisfactory	Failed	Unknown	Number
1994 - 1995
Fall	12.0	80.0	8.0	0.0	25
Spring	12.9	80.5	3.9	2.6	77
Summer	12.5	81.3	4.2	2.1	48
TOTAL					150
1995 - 1996
Fall	17.9	73.1	3.0	3.0	67
Spring	14.7	81.9	1.7	1.7	116
Summer	15.6	78.1	6.3	0.0	32
TOTAL					215
1996 - 1997
Fall	13.8	72.3	12.8	1.1	94
Spring	14.9	72.7	9.7	1.9	154
Summer	5.3	63.6	14.3	16.9*	77
TOTAL					325

* Eight delayed until fall 1997; four others unknown

Students who fail must pass the MSAT prior to earning a teaching credential.

We expect to stabilize at about 400 per year.