Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/48526

Adopting a New Assessment Approach: Using SALG to Evaluate General Education Learning Outcomes

File SizeFormat 
Vincent_2017GeneralEducation.pdf1.45 MBAdobe PDFView/Open

Item Summary

Title: Adopting a New Assessment Approach: Using SALG to Evaluate General Education Learning Outcomes
Authors: Vincent, Wendi V.
Keywords: student learning outcomes
assessment methods
use of results
program learning assessment
institutional learning assessment
Issue Date: 24 Mar 2017
Citation: Vincent, W. V. (2017, March). Adopting a new assessment approach: using SALG to evaluate general education learning outcomes. Poster session presented at the Assessment for Curricular Improvement Poster Exhibit at the University of Hawai'i at Mānoa, Honolulu, HI.
Abstract: In Spring 2016, the General Education Office identified a need to improve its indirect assessment efforts. Working with the co-creators of the Student Assessment of their Learning Gains (SALG) instrument, the office developed and piloted an assessment plan beginning with the Hawaiian, Asian, and Pacific Focus requirement. Through the pilot, the General Education Office aimed to increase familiarity with SALG in order to educate others about its value in improving the quality of instruction; recruit faculty to pilot the use of SALG in HAP-designated courses; and identify how meaningful, usable assessment data could be extracted from SALG to address programmatic and learning needs within the General Education program. This poster provides information on the SALG instrument, outlines the process taken and challenges involved in implementing a new assessment plan, and identifies important next steps in the process.
Pages/Duration: 1 page
URI/DOI: http://hdl.handle.net/10125/48526
Rights: Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)
Appears in Collections:Assessment for Curricular Improvement Poster Sessions



Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.