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ASSESSMENT COMMITTEE RESPONSE FORM
Focus Area Assessment Form
Date:
Email:
Student's Name:
Student's ID:
Faculty Mentor:
Professional Advisor:
F1: Can design a plan for development in one’s focus area based on an analysis of elements that comprise that area.
The Learning Experience: Through the Foundations handbook materials, SNL course assignments, readings, personal
interviews, research, class discussions, or other assignments designed by the faculty mentor and professional advisor, the
student: 1) defines an area of specialization; 2) identifies the relevant knowledge base; 3) identifies specialized skills; 4)
understands employment opportunities; 5) articulates economic "fit" of this area; 6) evaluates her/his own current level of
skills, knowledge, education and experiences; 7) develops skills to track current and future career trends.
Evidence:
The student has research her/his focus area and developed at least eight reflective annotations of relevant
books, articles or interviews.
The student has articulated the goals and actions necessary to achieve them.
The student has written an essay describing the forces shaping the focus area of study.
The student has demonstrated competence through oral presentations and discussions with Professional Advisor and Faculty Mentor.
Other (Specify):
To the Student: As your plan to develop and achieve your focus area, your faculty mentor and professional advisor will take into account each of the criteria written below. If appropriate, the faculty mentor and/or professional
advisor will also write a narrative assessment summarizing their evaluation of your work.
1 =
Student has clearly demonstrated the stated criteria.
2 =
Students should informally (through conversations with academic committee, informal conversations with
experts in the chosen field) explore further the issues and topics stated in the criteria below (student does not
need to revise evidence).
3 =
Student should consult additional resources (readings, interviews) and revise the evidence (Focus Area
documentation) to address the criteria for success. (Professional advisors and faculty mentors should clearly
state what questions the student should explore and specifically state what additional work the student should
complete before signing off on this competence.)
Criteria for assessing F-1 evidence (eg, a written statement of goals and actions necessary to achieve them, an
annotated bibliography, the Learning Plan, oral presentations, additional written assignments and/or other appropriate evidence):
1.
The goals are appropriate for college level work in a bachelor of arts program
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2.
The evidence articulates realistic and attainable goals
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3.
The student articulates well the roles and responsibilities of the
focus area, or work the student expects to do in the future.
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4.
The student articulates well in his or her evidence the skills (technical,
specialized and liberal learning skills) necessary for carrying out the work
the student expects to do in the future.
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5.
The student evaluates and articulates her/his own current level of skills,
knowledge, education and experience and develops a plan for developing
skills and acquiring knowledge needed to carry out the plans for the future.
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6.
The student demonstrates an understanding of the negative forces that
might impede him or her from attaining the goal as well as the positive
forces and resources that will help fulfill the goal.
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7.
The student articulates a sound plan for attaining her or his goals.
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8.
The student has consulted an appropriate range of resources (eg, spoken
to experts in the field he or she is interested in pursuing, read articles or
books, and/or has researched graduate programs [for those who intend to
go to graduate school.]
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9.
The student demonstrates an understanding of the changes affecting his/her
focus area, and what he/she might need to do to prepare for these changes.
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10. The student demonstrates an understanding of the debates and issues
that are currently important in the focus area.
Assessment Decision:
Pass
Minor revisions (indicated below)
Major revisions (indicated below)
Addendum (indicated below)
Other (indicated below)
General comments and/or specific suggestions for revisions. (Optional)
Faculty Mentor's Signature
Date
Professional Advisor's Signature
Date
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