Assignment Criteria 4 = A 3 = B 2 = C 1 = D Word Choice Writer uses vivid words Writer uses vivid Writer uses words that Writer uses a limited and phrases that linger words and phrases that communicate clearly, but vocabulary, which does or draw pictures in the linger or draw pictures the writing lacks variety, not communicate reader’s mind, and the in the reader’s mind, punch and flair. strongly or capture the choice and placement but occasionally the reader’s interest of words is appropriate words are used inaccurately or seem overdone. 1 0 0 0 Overall assessment Outstanding/Excellent Adequate Marginal Inadequate 1 0 0 0 GROUP ASSESSMENT PAPER FEEDBACK – STUDENT A PAPER M.A. TRACK STUDENTS GROUP #2 Note *(Feedback was the same for FIVE Members in this particular group) The group members did a wonderful job commented on the learning outcomes assessment in student affairs. Excellent job and here are my comments on some of your findings and where you could have expanded the scholarship. See below: You cite three findings from the college impact research are unequivocal (Pascarella & Terenzini, 2005). First, the impact of college on desired outcomes is cumulative, the result of many experiences inside and outside of class over a substantial period of time. Second, cognitive and affective development are inextricably intertwined, influencing one another in ways that are not immediately obvious or knowable. Finally, certain out-of-class activities have the potential to enrich student learning, especially with regard to practical competence. For example, managing the student government budget, writing for the campus newspaper, playing in the concert band or on an intercollegiate
Assignment Criteria 4 = A 3 = B 2 = C 1 = D Word Choice Writer uses vivid words and phrases that linger or draw pictures in the reader’s mind, and the choice and placement of words is appropriate 1 Writer uses vivid words and phrases that linger or draw pictures in the reader’s mind, but occasionally the words are used inaccurately or seem overdone. 0 Writer uses words that communicate clearly, but the writing lacks variety, punch and flair. 0 Writer uses a limited vocabulary, which does not communicate strongly or capture the reader’s interest 0 Overall assessment Outstanding/Excellent 1 Adequate 0 Marginal 0 Inadequate 0 GROUP ASSESSMENT PAPER FEEDBACK – STUDENT A PAPER M.A. TRACK STUDENTS GROUP #2 Note *(Feedback was the same for FIVE Members in this particular group) The group members did a wonderful job commented on the learning outcomes assessment in student affairs. Excellent job and here are my comments on some of your findings and where you could have expanded the scholarship. See below: You cite three findings from the college impact research are unequivocal (Pascarella & Terenzini, 2005). First, the impact of college on desired outcomes is cumulative, the result of many experiences inside and outside of class over a substantial period of time. Second, cognitive and affective development are inextricably intertwined, influencing one another in ways that are not immediately obvious or knowable. Finally, certain out-of-class activities have the potential to enrich student learning, especially with regard to practical competence. For example, managing the student government budget, writing for the campus newspaper, playing in the concert band or on an intercollegiate
HIED-MastersProgAssessReport_2013.docx