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28 Special Topic: Assessment in University General Education Program
questions remain concerning the type of evidence to be collected in the
portfolio and the methods of evaluating that evidence, but the VALUE Project
(Valid Assessment of Learning in Undergraduate Education) is leading the
way in examining these questions (see Association of American Colleges and
Universities, n.d. (b) and Association of American Colleges and Universities,
2009b). Using electronic portfolios (e-portfolios) that can be organized and
presented in ways appropriate for different audiences, the VALUE Project
seeks to document the quality of student learning by developing ways for
students and institutions to collect convincing evidence of student learning.
Affective learning outcomes, like cognitive and psychomotor ones, must be
considered in this program-level assessment process.
Examples of Affective Learning Outcomes in GE Courses
In the remainder of this paper I provide two examples of affective
learning outcomes in general education courses from my own experiences
with teaching at the University of Michigan – Flint. In each case, I describe
the process of defining the affective ILOs, the teaching and learning strategies
employed and, ultimately, the assessments utilized with the affective ILOs.
The first case involves the revision of an existing course to include a new
affective learning outcome, while the second case represents the involvement
of a team of faculty in developing a new course. Each example describes
different teaching and learning methods, as well as assessment strategies for
affective learning outcomes.
Example 1 – Child Psychopathology
I decided to completely redesign this course to better achieve my goals.