Assessment

Courses
Faculty
Students
Parents
Minnesota Transfer

 Foundation Four Assessment Projects

Student work assessed in the projects was from 2006-2007 New Entering Freshmen students only.

Oral Communication (DC 1A)
Oral persuasive presentations in Corrick Center for General Education 122 and Communication Studies 100 were videotaped. Presentations were reviewed and assessed by a faculty work group and rated using a rubric based on the Oral Communication Student Learning Outcomes.

Written Communication (DC 1B)
This project assessed graded writing assignments collected from CCGE 111 and English 101 courses against the Written Communication Student Learning Outcomes. Papers were reviewed and assessed by a faculty work group and rated using a rubric based on the Written Communication Student Learning Outcomes.


Critical and Multicultural Thinking course -- Critical Thinking (DC 2)
This project assessed the qualitative portion of the Critical and Multicultural Thinking (CMT) courses designed to fulfill Dragon Core Competency Area 2. 

Faculty participating in the project agreed to assign their students a three-page paper designed to show student's abilities to meet the nine Student Learning Outcomes of the course. A rubric designed by a faculty work group based on the Student Learning Outcomes was used to review and assess the papers.


Mathematics / Symbolic Systems (DC 3)
Faculty teaching CCGE 119 and Mathematics 102 collected assessment artifacts from faculty who elected to use common test questions and embedded projects in their course sections. The test and assignment were designed to demonstrate a student's ability to meet the six Student Learning Outcomes of the Foundation Four course. A rubric designed by a faculty work group based on the Student Learning Outcomes was used to review and assess the tests and papers. 

Written Communication Placement
 A preliminary project in Summer 2006, conducted by graduate students, assessed the diagnostic materials from Fall 2004. The project indicated a correlation between entry English writing samples and English ACT scores.

A work group composed of English department faculty continued the project by assessing and reviewing existing diagnostic writing materials from entry rhetoric and exit rhetoric courses. The  purpose was to create useful, clear and helpful guidelines for placement of students into the courses that satisfy Dragon Core Written Communication requirements and also to determine pre and post gains in writing ability under the previous writing structure.

At the conclusion of the project, data-based guidelines will be written for advising students in appropriate course placement.


A member of the Minnesota State Colleges and Universities System
Contact @mnstate.edu | Updated 8/8/06
MSU Moorhead | 1104 7th Ave South | Moorhead, MN 56563 | 1.800.593.7246
home | msum | academic affairs | about dragon core | requirements | faculty | students | minnesota transfer