Assessing Complex General Education Student

One of the greatest challenges in assessing student learning in general education programs is addressing the tension between selecting easy-to-measure learning outcomes that have little value or bearing on our institutions' goals and selecting meaningful and substantial learning outcomes that are complex and difficult to assess. Many institutions that have recently replaced their cafeteria-style general education programs with general education programs that focus on complex student learning outcomes find themselves at a loss in attempting to gather evidence on student achievement of these outcomes for internal improvement and external accountability purposes.

Editor's Notes	p. 1
Background and Theory	p. 3
The Case for Assessing Complex General Education Student Learning Outcomes	p. 5
Outcome Assessment from the Perspective of Psychological Science: The TAIM Approach	p. 15
Application	p. 27
Which Test? Whose Scores? Comparing Standardized Critical Thinking Tests	p. 29
Beyond Math Skills: Measuring Quantitative Reasoning in Context	p. 41
Developing and Assessing College Student Teamwork Skills	p. 53
Assessing Intercultural Competence	p. 65
Assessing Civic Knowledge and Engagement	p. 81
How We Know It When We See It: Conceptualizing and Assessing Integrative and Applied Learning-In-Use	p. 93
Future Directions for Assessing Complex General Education Student Learning Outcomes	p. 109
Index	p. 119
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Assessing Complex General Education Student Learning Outcomes New Directions for Institutional Research, Number 149

Summary

Table of Contents

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