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Assessment of General Education Core Curriculum

Overview:

Texas State University General Education Core Curriculum* Assessments are conducted by the General Education Council's Assessment Subcommittee throughout the academic year. In addition to course-level assessments, holistic assessments of eight foundation component areas (communication; mathematics; life and physical sciences; language, philosophy, and culture; creative arts; American history; government/political science; social and behavioral sciences) and six competencies (critical thinking; communication skills; empirical and quantitative skills; teamwork; social responsibility; personal responsibility) are assessed.

The Timeline for GEC Course-Level Assessments:

September

  • Assessment Subcommittee reports on audits of General Education Student Learning Outcomes Results, Action Plans, and Evidence of Improvement. GEC Chair discusses audit comments with department chairs/directors.
  • General Education Student Learning Outcome Methods of Assessment Plans are reviewed by chairs/directors.

October

  • After chairs/directors approve general education course methods for assessment of student learning outcomes, the GEC Assessment Subcommittee conducts an audit of the methods.

November

  • General Education Student Learning Outcomes Methods Assessments are reviewed by GEC and approved by AVPAS.

May

  • Student Learning Outcome Results, Action Plans, and Evidence of Improvement are submitted on the Outcomes Assessment Website by departments who teach General Education courses and department chairs/directors approve reports.

June

  • GEC Assessment Subcommittee audits General Education Student Learning Outcomes Results, Action Plans, Evidence of Improvement, and conducts Holistic Assessments.

July

  • AVPAS approves General Education Student Learning Outcomes Results, Action Plans, and Evidence of Improvement on behalf of GEC.

 

Holistic Assessments of Component Areas and Competencies:

Every three years, one third of the eight foundation components will be assessed (approximately 3 per year).

Every two years, one half of the six competencies will be assessed (3 per year). In even years the core objectives of communication, teamwork, and social responsibility will be reviewed, while in the odd numbered years, the core objectives of critical thinking, empirical and quantitative, and personal responsibility will be reviewed.

2017 / 2023:

  • Component Areas Assessed and Reports Completed: Math; Language, Philosophy, and Culture; and Social and Behavioral Science
  • Competencies Assessed and Reports Completed: critical thinking, personal responsibility, empirical and quantitative skills

2018 / 2024:

  • Component Areas Assessed and Reports Completed: Communication, Creative Arts, Life and Physical Sciences
  • Competencies Assessed and Reports Completed: communication, teamwork, and social responsibility

2019 / 2025:

  • Component Areas Assessed and Reports Completed: American History and Political Science
  • Competencies Assessed and Reports Completed: critical thinking, personal responsibility, empirical and quantitative skills

2020 / 2026:

  • Component Areas Assessed and Reports Completed: Math, Language, Philosophy and Culture; and Social and Behavioral Science
  • Competencies Assessed and Reports Completed: communication, teamwork, and social responsibility

2021 / 2027:

  • Component Areas Assessed and Reports Completed: Communication, Creative Arts, Life and Physical Sciences
  • Competencies Assessed and Reports Completed: critical thinking, personal responsibility, empirical and quantitative skills

2022 / 2028:

  • Component Areas Assessed and Reports Completed: American History and Political Science
  • Competencies Assessed and Reports Completed: communication, teamwork and social responsibility

 

Holistic Assessment Questions for Components and Competencies:

  1. Overall, have Texas State students enrolled in general education courses met established target goals for the component area?  Yes or No.  

  2. If the answer to question #1 is "no," what reasons were provided? For example, what were any effects (positive or negative) on results that were attributed to COVID on this General Education Component?  

  3. What did departments do this past year that helped students improve in regards to the assignment component/competency? 

  4. Which actions plans could be improved and how? 

 

*General Education Core Curriculum courses at Texas State University may be found here.