As reported in the AY 2018-19 [CAPS] Course Assessment Reporting Summary of Key Evidence for UCORE (PDF), fall 2018 assessment results indicated that, for the four required Learning Goals in [CAPS] courses, 82% of students met or exceeded expectations at the graduating senior level for Critical & Creative Thinking, 83% for Information Literacy, 82% for Integration of Learning, and 83% for written communication.
In place since 2015, UCORE [CAPS] Course Assessment Reporting is intended to gauge student learning on WSU’s Undergraduate Learning Goals at the near-graduation level. For AY 2018-19, the [CAPS] report form was revised to improve [CAPS] assessment by providing descriptors of student performance for meets expectations for graduating senior, while maintaining a short form that is not burdensome for instructors to complete. Fall 2018 focused on the four required Learning Goals in CAPS courses: Critical & Creative Thinking, Information Literacy, Communication (written only), and Integration of Learning, while the spring 2019 CAPS report form focused on Communication (written and oral), Quantitative Reasoning, Scientific Literacy, and Diversity.
A total of 150 reports were submitted by 128 instructors, representing 83% of CAPS courses and 82% of students enrolled in CAPS courses in fall 2018 and spring 2019. In 68% of reports, instructors indicated that their students were primarily (>90%) seniors. Instructors indicated that their students were primarily (>90%) majors in 73% of reports. Approximately 80% of students enrolled in all CAPS courses in fall 2018 and spring 2019 were seniors.
Learning Goals Demonstrated in [CAPS] Courses. Established as part of WSU’s general education curriculum (UCORE) beginning in 2012, Integrative Capstone [CAPS] courses bring opportunities for integration, application, and closure to the undergraduate experience. All [CAPS] courses require students to demonstrate at least four of the seven university learning goals: Critical & Creative Thinking, Information Literacy, Depth, Breadth, & Integration of Learning, and Communication. In addition, Quantitative Reasoning, Scientific Literacy, and/or Diversity may be included as appropriate to the discipline or course. [CAPS] courses are 400-level courses and students should have at least junior-level standing as a general prerequisite. [CAPS] may be for majors-only or open to non-majors.
Instructor Feedback on Learning Goal Descriptors. In fall 2018, instructors were asked to provide feedback on the learning goal descriptors for the four required learning goals (Critical and Creative Thinking, Information Literacy, Communication-written only, and Integration of Learning). Overall, instructors largely indicated that they were able to find one or more descriptors of student performance that fit their capstone course context and assignments/audiences. In spring 2019, instructors were asked to provide feedback on the learning goal descriptors for written communication, along with the additional learning goals that were demonstrated in their course. Overall, instructors largely indicated that they were able to find one or more descriptors of student performance that fit their capstone course context and assignments/audiences, and that these descriptors helped them determine assessment results for their class.
Time to Complete [CAPS] Course Assessment Reporting. In fall 2018, most instructors (83%) indicated that it took them 30 minutes or less to complete this assessment. In spring 2019, instructors indicated that completing this assessment, on average, added 27 minutes to the time they would have normally spent grading, with most instructors (76%) indicating that it added 30 minutes or less.