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Longwood General Education Competencies

Guided by the accreditation principles developed by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) and the requirements of the Commonwealth of Virginia, Longwood University has actively engaged in assessing "college-level general education competencies and the extent to which students have attained them" (The Principles of Accreditation: Foundations for Quality Enhancement, SACSCOC, 2012, p.29). SACSCOC principle 3.4.10 also states that the "institution places primary responsibility for the content, quality, and effectiveness of the curriculum with its faculty." (p. 29) The determination of learning outcomes and decisions on assessment methods and measures are the responsibility of faculty members with support for and coordination of the assessment process provided by the Office of Assessment and Institutional Research staff.

What are core competencies?
As defined by the Governor’s Blue Ribbon Commission on Higher Education in 1999, these are areas of knowledge and skills that cross the bounds of academic discipline, degree major, and institutional mission to comprise basic competencies that should be achieved by all students completing a degree program at a Commonwealth institution of higher education - namely, *Information Technology Literacy, Written Communication, Quantitative Reasoning, Scientific Reasoning, Critical Thinking, and Oral Communication. (*choice of ITL or other competency identified by the institution)

Longwood's identified competency measures are:

  • Quantitative Reasoning Competency (QRC)
  • Written Communication Competency (WCC)
  • Scientific Reasoning Competency (SRC)
  • Critical Thinking Competency (CTC)
  • Oral Communication Competency (OCC)
  • Information Literacy Competency (ILC)

 

 

Critical Thinking

Information Literacy Written Communication Quantitative Reasoning Scientific Reasoning Oral Communication
**2007-08      

Value-added (Longitudinal)

Pilot with Maple TA system and incoming freshmen

(2010-11 - randomly selected Senior students who took the QR test in 2007 as freshman to be tested.)

   
2008-09    

Value-added

(Cross-sectional)

Pilot of rubric & sampling method

(ENG 150 & ENG 400 constructed response format)

(2010-11 - randomly selected Senior students who took the QR test in 2007 as freshman to be tested.)    
2009-10     Full implementation (2010-11 - randomly selected Senior students who took the QR test in 2007 as freshman to be tested.)

Value-added

(Cross-sectional & Longitudinal)

Pilot - randomly selected Freshmen & Senior LS and non-LS majors

(CARS-SR test)

 
***2010-11

Competency-based

Pilot of rubric &
sampling method
(WI course-embedded assignments)

 

Competency-based

Pilot of rubric &
sampling method
(WI course-embedded assignments)

Competency-based

Pilot of rubric &
sampling method
(WI course-embedded assignments)

 

Value-added(Cross-sectional)

Pilot - randomly selected Freshmen & Senior students

(CARS-QR test)

Full implementation  
2011-12 Pilot continued with rubric revision March – Pilot with revised rubric using 2010-11 WI papers

May – Full implementation

ILC Rubric

Full implementation and determination of baseline


WCC Rubric (PDF)

Full implementation Assessment and comparison of 3 years of data

SRC results analyzed by objective

Competency-based

Pilot of sampling method with AAC&U VALUE OC rubric

(SI course-embedded assignments)

2012-13

Full implementation and determination of baseline

CTC Rubric

Full implementation and determination of baseline

 

Assessment of student achievement against baseline

Assessment and comparison of 3 years of data

Additional investigation of possible impact of a given discipline’s curriculum requirements on students’ QRC

Assessment and comparison of results by objective Pilot continued with rubric revision

(SI course-embedded assignments)

2013-14

January - Review and revision of CTC Rubric by faculty representative of the 3 colleges (CBE, CCCAS, CEHS) 

May - Pilot with revised rubric

Revised CTC Rubric

May - Review and revision of ILC Rubric by faculty representative of the 3 colleges (CBE, CCCAS, CEHS)

October - Review of WI syllabi based on current WI policy. Report submitted to GE Committee. 

GE Committee recommendation for WI policy change submitted to and approved with some modifications by Faculty Senate.

May - Review and revision of WCC Rubric by faculty representative of the 3 colleges (CBE, CCCAS, CEHS) -

Assessment and comparison of data

Additional investigation of possible impact of a given discipline’s curriculum requirements on students’ QRC

April - Review and discussion of new measure for assessment of QR and as an indicator for additional student tutoring

Assessment and comparison of results by objective

Spring - SI syllabi and course assignment review.

May - OCC rubric revision for more appropriate measurement of diverse SI assignments.

Notes:
**SCHEV Guidelines for the Assessment of Student Learning (2007) and the SCHEV Assessment Implementation Plan required value-added assessment of the six competencies.
***SCHEV Virginia Public Higher Education Assessment Policy (May 18, 2010) allows for choice of competency-based or value-added assessment of the six competencies.