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) | |
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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. |
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Difference Scores |
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| Goal Attainment Survey (2006-2008) | |
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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. |
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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. |
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| Student Demographics (2006-2008) | |
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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. |
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| Faculty Involvement | |
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Notes from Faculty Debriefings |
Faculty Participants (1991-2008) |
| History and Background | |
| Evaluation of General Education Assessment (2000-2002) | |