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This online handbook provides a guide to how the faculty at King's College have structured their curriculum and teaching so that they can effectively apply feedback to improve student learning. This site collects resources for faculty to develop assessment tools and opportunities for faculty to learn from each other's work in and out of the classroom.
about the current structured program at King's?
about the history of assessment at King's?
key lessons about using assessment?
samples of assignments used in classes?
for advice and good conversation?
materials that show what people are doing for assessment?
Click here. (Password necessary).
In 1985, King's implemented a new CORE curriculum and launched its Comprehensive Assessment Program as a strategy to improve both the quality and quantity of student learning. In 2002, King's established the Center for Excellence in Learning and Teaching to help faculty improve their instructional practices. For more information see The Historical Background of Assessment.
The primary aim of assessment at King's College is to enhance student learning by an improvement-oriented rather than comparison-oriented program.
The following assessments represent components of the Comprehensive Assessment Program that occur within the Core Curriculum, and at critical junctures in the major, to ensure that students are combining learning in the major with learning in the Core.
By following the links, you can gain brief explanations of each component, as
well as links to concrete examples used by King's faculty.
Placement tests are administered to incoming students for the purpose of assigning them to appropriate courses in Critical Thinking, Effective Writing, and Quantitative Reasoning.
Examples of exercises, designed by faculty working individually or collegially, to evaluate how well students think and communicate within a discipline.
Competency Growth Plans for the Transferable Skills of Liberal Learning
Each department or program defines each transferable skill (critical thinking, effective writing, effective oral communication, quantitative reasoning, technology competency, information literacy, and moral reasoning) within the context of the major and then divides the skill into specific competencies for students to develop from the freshman year through the senior year in both Core and major courses.
The Sophomore-Junior Diagnostic Project
Each department or program designs a screening exercise, usually conducted within a required sophomore or junior course for the major, to determine each student's ability to transfer critical thinking and effective communication (writing and speaking) to an appropriate project related to the major field of study.
The Senior Integrated Assessment
Each department or program designs an exercise, usually in the context of a required senior course, a capstone seminar, or a project, to allow the faculty and student to examine the latter's success in integrating learning in the major with advanced levels of the transferable skills of liberal learning.
CELT Advisory Board:
Joyce Armstrong; Mike Berry; Thomas A. Drazdowski; Janet DuMond; Jayne Klenner-Moore; Jennifer McClinton-Temple; Anne Massey; Barbara Neureuter; Jean O'Brien (Director); Cheryl O'Hara; Robert Paoletti; Marianne Sodowski; Trent Snider
Last Revision: 11 April 2007
This website, its author, and/or provider do not necessarily agree with and are not responsible for the information, opinion, or views of linked pages and sites. The contents of this handbook at this server are Copyright © MMVII by CELT, King's College, or the copyright holder listed at the bottom of each page. If you use any information, please give proper credit and notify the copyright holder or this center.
Direct comments, questions or other issues to the Director of CELT, Jean O'Brien.
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