Student Learning Assessment Program: Philosophy Major, AY 2003-2004, Exams of Ancient Philosophy

Download Student Learning Assessment Program: Philosophy Major, AY 2003-2004 and more Exams Ancient Philosophy in PDF only on Docsity! STUDENT LEARNING ASSESSMENT PROGRAM SUMMARY FORM AY 2003-2004 Degree and Program Name: Submitted By: PART ONE: What are the learning objectives? How, where, and when are they assessed? Committee/person responsible? What are the expectations? What are the results? How will/have the results be used? Committee/ person responsible? 1.Students will demonstrate basic knowledge of the historical periods and major areas of philosophy. PHI 2000/PHI 3260 Changed 2003/4. Data collected in 2004/5 is not an accurate indication of student learning, PTA. 90% of our major will meet expectation 50% will exceed Data from 2000/3260 indicates that the majority of students are not meeting this expectation, however upon review, we suspect that our questions may not accurately indicate learning in the historical periods of philosophy. Program Assessment Curriculum and Assessment Committee 2.Students will demonstrate ability for critical and independent thinking, including analysis and evaluation of arguments. PHI 1900 Exam III and Final Exam students demonstrate the ability to understand the concept of validity, construct an argument. Independent thinking assessed in PHI 4480 Seminar in topic choice for course paper. 90% of our majors would meet the expectation. All majors will meet the expectation of appropriately choosing a topic for an argumentative essay. 4/5 majors met the expectation. All majors met the expectations and we able to choose an appropriate topic for an argumentative essay. Program Assessment Program Assessment B.A. in Philosophy Please complete a separate worksheet for each academic program (major, minor) at each level (undergraduate, graduate) in your department. Worksheets are due to CASA annually by June 15. Worksheets should be sent electronically to cskjs@eiu.edu. For information about assessment, visit the Assessment webpage at http://www.eiu.edu/~assess/. Teresa Britton 3.Students will be able to write argumentative essays and express ideas in a coherent form. Writing intensive courses All majors will meet this expectation, 50% will exceed. TBD Program Assessment 4. Students will demonstrate knowledge of contemporary developments in philosophy. We have restructured the major to ensure that students receive instruction in contemporary developments in philosophy: by fulfilling a metaphysics and epistemology component of the major. TBD TBD Assessment and Curriculum Committee 5. Students will recognize and understand cultural and philosophical pluralism. We have restructured the major requirements to ensure that majors receive instruction in non-western philosophy. TBD. TBD. Assessment and Curriculum Committee PART TWO: Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment program. How have you used the data? While this section should focus on the current academic year, some departments may find it useful to discuss trends in longitudinal data. Objective One: It was decided that data that was collected in PHIL 2000/3200 was not a correct indication of student’s knowledge of contemporary and early modern philosophy. Assessment Committee has reported on the requirements of primary trait analysis in our philosophy courses. Many majors are not doing well the quantitative section of the exam. We will discuss ways to better assess this learning objective. Objective Two: Of the majors that took PHI 1900G 4 out of 5 were able to demonstrate an understanding of a valid argument form and successfully test an argument for validity. We will determine whether more investigation on this is warranted. We seem to see, over a few years of monitoring, that our majors successfully complete this learning objective. Likewise, our students are doing well in choosing an appropriate topic and theme for an argumentative essay. We have discovered that by and large out majors are able to do this. We will discuss whether further data needs to be collected or if we are satisfied with our findings on student learning in this area. Objective Three: Faculty discussion and focus group on this would be helpful to pinpoint perceived limitations to student’s writing skills and generate further ideas for ensuring that our majors are learned to write well while acquiring their philosophy major. We may also want to investigate the pass rates of our majors who take the writing competency exams. This may provide some useful information concerning our objectives about students writing.