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Educational Assessment

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The three content requirements:

First-Year Writing Seminar Requirement learning goals:

  • Formulating an Argument: Students participate in a scholarly conversation by crafting a paper with a clear, well-organized argument and establishing its relevance to the intended audience.
  • Marshalling Evidence: Students identify, evaluate, and accurately represent an understanding of primary and secondary source materials (E.g. summary, paraphrase, quotation) and show the relevance of those materials to their own arguments.
  • Writing as Process: Students engage various strategies for using writing to analyze and develop their ideas (free-writing, idea-mapping, reverse-outlining, revising, etc.).
  • Academic Integrity: Students distinguish between plagiarism and the responsible use of sources and cite according to disciplinary conventions.

Mechanics and Usage: Students formulate their ideas in clear and cogent prose while adhering to rules of grammatical correctness.

Quantitative Analysis Course Requirement learning goals:

  • Design, use, and analyze quantitative models (Examples include estimations, approximations, algorithms, formulas, spatial models, computational methods, etc.).
  • Use appropriate tools (e.g. computing tools, graphs, spatial tools, maps, statistical tools, etc.) to manipulate a model.
  • Interpret quantitative information through, for example, using descriptive statistics, making reasonable estimates and approximations, understanding uncertainty, error and/or messy data, and critiquing the model or other result.
  • Document, communicate, justify quantitative information through, for example writing, speaking, graphical analysis, spatial analysis, etc.

Language Proficiency Requirement learning goals:

  • Cognitive Processes/Meta Skills
    • Understand structural concepts of a different language as well as one’s first language. Demonstrate knowledge of structural concepts of a different language.
    • Memorization and reflection on the language and the process of learning a language. Demonstrate understanding of the process of learning a language.
    • Understand the connection between language and thought. Can articulate the connection between language and thought.
    • Be able to apply methodological approaches to assimilate vocabulary, grammar and linguistics. Understand that language learning is a neurophysiological experience. Can apply methodological approaches to assimilate vocabulary, grammar and linguistics.
  • Intercultural Competence
    • Be able to identify cultural phenomena associated with the language studied.
    • Have a greater understanding of migration and colonialism, including the experience of not being in one’s own linguistic environment, as a way to promote empathy and inclusion.
    • Engage with a different culture and a new way of thinking.
    • Nurture an appreciation of cultural differences and engaged global citizenship.
  • Skills/Practicum
    • Be familiar with some historical and social contexts for production and reception of the foreign culture (facts, location on a map).
    • Demonstrate proficiency (speaking, and/or reading, writing, and listening) appropriate to the level of instruction and the specific language being assessed.
    • Be able to achieve a concrete level of proficiency that is measurable and recognizable beyond Vassar College.

Apply methodologies to interpret cultural phenomena.