With the new general education curriculum in place for freshmen entering in 2012, UCORE produced its first assessment summary report, the 2015 UCORE Assessment Summary of Student Achievement (PDF), to provide an initial view of student achievement on key learning goals. This report summarizes results of UCORE-related student learning assessment on the seven WSU Learning Goals […]
Information Literacy, one of WSU’s Undergraduate Learning Goals, refers to effectively identifying, locating, evaluating, using responsibly and sharing information for the problem at hand. The nearly thirty WSU research/public services librarians, across all campuses (including fully online WSU Global), provide library instruction to faculty, students, and staff. Subject specialist librarians and departmental liaisons offer information […]
The Final Papers Assessment Project results provide Roots of Contemporary Issues [ROOT] faculty with information about students’ grasp of program outcomes. In this way, rubric scores from student papers evaluated by program faculty can be used to direct and improve instruction.
As part of the Spring 2016 [CAPS] Course Assessment reporting, instructors were asked to indicate if they had made changes to their course in spring 2016 based on assessment from previous semesters. Overall, 39% of instructors indicated that they had made changes to their course in spring 2016 based on assessments from previous semesters. Most […]
Science Literacy Concept Inventory (SLCI) results provide faculty with information about students’ grasp of science literacy. Wrong answers on the SLCI reveal students’ common misconceptions about science, information which can be used to direct and improve teaching related to science literacy. For example, responses to SLCI of students in a particular course may reveal that […]
As part of the 2015 UCORE Capstone [CAPS] Course Assessment Report pilot, [CAPS] instructors were asked to describe if they planned to make any changes to their course, assignments, or assessment. Overall, 54% of instructors indicated that they planned to make changes to improve the [CAPS] course.
Faculty have used results from the Science Literacy Concept Inventory (SLCI) in a variety of ways to inform and improve their science literacy instruction including adapting assignments and more explicitly addressing science literacy concepts in instruction. Academic degree programs have used the data to compare students at different academic levels. At the institutional level, SLCI […]