General Education Assessment
Over 170 full-time and part-time faculty have participated in general education assessment scoring. Scorer feedback has been very positive. Scorers say they would recommend partiticipating in the process to their colleagues. Most respondents report that their participation makes an impact on their teaching and assessment practices. One stated "In scoring, I have gained a better understanding of university learning outcomes and how to work toward these within the courses I teach."
A call goes out to faculty, via department chairs, once or twice a year requesting voluntary participation in the scoring process. Scorers attend a workshop for using the rubric that will be used to score student work for general education assessment. Then, scorers attend a scoring session where the official scoring is done. All scorers must attend all workshop and scoring sessions for the rubrics they will be using. Sometimes the workshop and scoring sessions are combined. Scorers can expect to commit 5-10 hours of time for the workshop and the scoring session, and the total number of hours required for a particular round of scoring is provided in each call for participants.
During the workshops, an overview of the General Education Assessment process is presented, as well as the rubric(s) with which the student work collected will be scored. Scorers will have the opportunity to read exemplar work products and practice scoring the work with the rubric(s). A rich discussion between the scorers about the rubrics and student work follows the practice scoring.
Shortly after the rubric workshops (usually in the following week. although sometimes the workshops and scoring sessions are combined), the official scoring session is held. Scorers are placed into pairs or trios for scoring. The scoring process begins with each pair of scorers reading an assignment and discussing the alignment between the assignment and the rubric. The scorers then read a common piece of student work and score it. The scorers discuss the student work and each of their scores, coming to agreement on how that piece of work should be scored. This step works toward increasing the inter-rater reliability of the scoring process. The scorers read and score the rest of the items for an assignment on their own. The process is repeated for additional assignments.