To align with state 和 federal obligations, ODU has an assessment plan that meets SCHEV 要求 Student 学习 评估 和 SACSCOC accreditation st和ards (8.2.b Student Achievement - General Education), while continuing to be authentic 和 faculty driven. General Education 评估 takes place across a five-year cycle 和 has four phases: planning, 评估, reporting 和 improving. ODU's culture of assessment relies on faculty-driven assessment practices 和 is overseen by the General Education 评估 Committee.
The planning phase provides an opportunity for faculty to have focused conversations about the general education outcomes 和 draw on prior assessment data, 之前的经历, or changes to the outcomes.
教师 are asked a series of questions to ensure the outcomes are still relevant 和 appropriate:
- Are these outcomes still relevant 和 appropriate for our field?
- Are these the skills, knowledge, values, or behaviors we want students to gain from these courses?
- If applicable, what changes should be made?
教师 discuss types of assignments or artifacts that would align with the outcomes 和 the support needed for assessment.
The 评估 phase uses embedded, authentic assessments in general education courses. Within each course 和 across courses faculty agree to assignments that align with the General Education outcomes. At the end of the academic year, faculty gather to read 和 rate assignments using a common rubric at ODU's annual general education assessment summit.
The reporting phase shares 和 distributes assessment results as well as faculty recommendations with 教师 Senate Committee A, the General Education 评估 Committee, 部门的椅子, 和 course coordinators. 报告 are posted to the public on ODU's website 和 maintained by the Office of Institutional Effectiveness 和 评估.
The improving phase provides faculty, 项目, 和 departments an opportunity to use assessment results 和 faculty recommendations to implement changes. These changes are designed to improve student learning. 项目 use results to inform faculty development efforts, promote revisions to course assignments, enhance the assessment process, 和/or strengthen the student learning outcomes.
The planning phase provides an opportunity for faculty to have focused conversations about the general education outcomes 和 draw on prior assessment data, 之前的经历, or changes to the outcomes.
教师 are asked a series of questions to ensure the outcomes are still relevant 和 appropriate:
- Are these outcomes still relevant 和 appropriate for our field?
- Are these the skills, knowledge, values, or behaviors we want students to gain from these courses?
- If applicable, what changes should be made?
教师 discuss types of assignments or artifacts that would align with the outcomes 和 the support needed for assessment.
The 评估 phase uses embedded, authentic assessments in general education courses. Within each course 和 across courses faculty agree to assignments that align with the General Education outcomes. At the end of the academic year, faculty gather to read 和 rate assignments using a common rubric at ODU's annual general education assessment summit.
The reporting phase shares 和 distributes assessment results as well as faculty recommendations with 教师 Senate Committee A, the General Education 评估 Committee, 部门的椅子, 和 course coordinators. 报告 are posted to the public on ODU's website 和 maintained by the Office of Institutional Effectiveness 和 评估.
The improving phase provides faculty, 项目, 和 departments an opportunity to use assessment results 和 faculty recommendations to implement changes. These changes are designed to improve student learning. 项目 use results to inform faculty development efforts, promote revisions to course assignments, enhance the assessment process, 和/or strengthen the student learning outcomes.
2021 - 2026 评估 Timeline
GEAC 评估 Plan
Click the button to read the full details of the General Education 评估 Committee's 评估 Plan 2021-2026.