GELOs - Best Practices and Examples

GE Rubric Examples

Below are some examples of rubrics used to assess General Education at other colleges.

Chapman University: At the link are multiple GE Learning Outcome rubrics:

https://www.chapman.edu/academics/learning-at-chapman/general-education-outcomes/ge-assessment-and-review-processes.aspx Links to an external site.

Univ of Florida GE Program assessment standards:

Program Student Learning Outcomes

Category	Institutional Definition	Institutional SLO
Content	Content is knowledge of the terminology, concepts, methodologies and theories used within the subject area.	Students demonstrate competence in the terminology, concepts, methodologies and theories used within the subject area.
Critical Thinking	Critical thinking is characterized by the comprehensive analysis of issues, ideas, and evidence before accepting or formulating an opinion or conclusion.	Students carefully and logically analyze information from multiple perspectives and develop reasoned solutions to problems within the subject area.
Communication	Communication is the development and expression of ideas in written and oral forms.	Students clearly and effectively communicate knowledge, ideas, and reasoning in written or oral forms appropriate to the subject area.

https://undergrad.aa.ufl.edu/general-education/gen-ed-courses/structure-of-gen-ed-courses/slos-and-performance-indicators/student-learning-outcomes/ Links to an external site.

Univ of Massachusetts, Amherst four area guidelines:

The purposes of General Education can be organized within four learning outcome categories:

Content

Critical Thinking

Communication

Connections

Fundamental questions, ideas, and methods of analysis in the humanities and fine arts, social sciences, mathematics, and natural and physical sciences

Creative, analytical, quantitative, & critical thinking through inquiry, problem solving, & synthesis

Pluralistic perspective-taking and awareness of the relationship among culture, self, and others

Developing information and technological literacy**

Communicating persuasively and effectively orally and in writing

Working effectively and collaboratively (in groups, across perspectives)**

Developing information and technological literacy**

The application and integration of these methods of analysis to real world problems and contexts

Pluralistic perspective taking and awareness of the relationship among culture, self, and others**

Understanding and evaluating the consequences of one’s choices and the implications of one’s actions