Assessment of General Education

 

Goals of General Education
Assessment of General Education Results (2006-2008)
Executive Summaries
Faculty and Student Ratings of General Education Goals (2006-2008)

Interview Ratings

Faculty rate students' level of goal attainment based on loosely structured interviews using standardized questions framed to measure each of six goals.

Agreement Among Faculty Ratings

Faculty ratings are systematically examined to determine that each faculty team provided consistent ratings on the students interviewed. Agreement between raters was relatively high with 78% of the sets of ratings differing by only 0-1 point.

Student Self-Ratings

Students rate their own level of attainment on the same six goals in a written survey prior to the interview.

Rating Scale

Both faculty ratings and student self-ratings are based on the following scale:

1=Little or no attainment; 2=Below average attainment; 3=Average attainment; 4=Above average attainment; and, 5=Outstanding attainment

A comments section was provided on the faculty rating form.

Difference Scores

The discrepancies between faculty ratings and the student self-ratings on each goal is presented. The mean difference scores indicate that students tend to overestimate their level of attainment, but by less than half a point.

Difference Scores

Faculty Mean Ratings - Student Mean Ratings 2006-2008

Faculty Mean Ratings - Student Mean Ratings 2002-2004

Goal Attainment Survey (2006-2008)

Importance and Success Ratings

Students are asked to rate the importance of 35 institutional goals and KU's success in meeting them. They rate each goal on a scale from 1 being least important to 10 being most important and subsequently from 1 being least successful to 10 being most successful.

Difference Scores

The difference scores represent the difference between rated importance and rated success. A positive mean difference indicates that students think a goal is relatively more important than KU is successful in meeting it. A negative mean difference indicates that students think a goal is relatively less important than KU is successful in meeting it.

2002-2004 Assessment Cycle - Goal Attainment Survey

Goals with the Greatest Discrepancy Between Rated Importance and Rated Success

The discrepancy scores identify where the largest gaps exist between what students think is important and how successful they think KU has been in meeting those goals.

Student Demographics (2006-2008)

Demographic Information

Descriptive information including: sex, ethnicity, GPA range, composite ACT, average GPA, and average composite ACT are presented for the participating students by area within the College and by school.

Faculty Involvement

Notes from Faculty Debriefings

2008         2007         2006         2004         2003         2002

Faculty Participants (1991-2008)
History and Background
Evaluation of General Education Assessment (2000-2002)

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