General Education Course Assessment

General Education assessment focuses on Student Learning Outcomes (SLOs) that describe the significant knowledge, skills, or competencies students are expected to demonstrate as a result of completing the course.

Each UCC course must identify a minimum of three SLOs.

Course SLOs should:

• reflect the purpose and content of the course;
• represent meaningful and assessable student learning;
• align with the course objectives identified in the syllabus;
• support the learning expectations associated with the applicable General Education category;
• be appropriate to the academic level of the course; and
• be measurable through student work or performance.

Course-level outcomes should describe meaningful student learning rather than course activities, instructional topics, or what faculty intend to teach.

Each General Education Student Learning Outcome (SLO) is mapped to the learning component of FIU’s Institutional Learning and Administrative Outcomes (ILAO) Framework using the most relevant domain and competency.

The Institutional Learning Outcome domains are:

• Cognitive & Analytical
• Communication & Interpersonal Skills
• Innovation & Professional Practice
• Civic & Ethical Citizenship
• Digital & Technological

General Education SLOs are mapped to the domain and competency that best reflect the learning demonstrated through the course. This institutional mapping complements the course’s alignment with its designated General Education curriculum area and course objectives.

SLOs are also identified, as applicable, with Community Engagement, Leadership for Public Purpose, and Sustainability indicators to support institutional data collection for the Carnegie elective classifications pursued by FIU

Alignment with General Education

General Education assessment should demonstrate a clear relationship among:

General Education Category → Course Objectives → Student Learning Outcomes → Assessment Methods → Student Evidence

The General Education categories establish broad expectations for student learning. Faculty translate those expectations into course-specific SLOs that reflect the discipline, course content, and level of learning expected from students.

Assessment methods should then provide direct evidence that students have achieved those outcomes.

Assessment of Student Learning

Each SLO should be assessed using methods that are clearly aligned with the knowledge, skill, competency, or behavior described in the outcome.

At least one direct measure is required for each SLO.

Direct measures provide evidence of what students know or can demonstrate through actual student work. These may include:

• examinations;
• papers;
• projects;
• presentations;
• performances;
• laboratory activities;
• portfolios;
• problem-solving activities; or
• other observable demonstrations of student learning.

Each assessment method should identify:

• the assignment, examination, activity, or other student work used to assess the SLO;
• the specific component of the student work that provides evidence of the SLO;
• the criteria, rubric indicators, or other standards used to evaluate performance;
• a clearly defined minimum criterion for success; and
• the population or sampling strategy used for assessment.

When an assignment assesses multiple skills or outcomes, results should be reported using the specific criteria or rubric indicators aligned with the SLO, rather than relying only on an overall assignment or course grade.

To demonstrate that the rigor and quality of each educational program are consistent regardless of modality, location, or other differentiating factors, FIU assesses student learning across the across the methods of delivery (e.g., online, hybrid) andinstructional locations (e.g., downtown, FIU I-75)through which General Education courses are offered.

As aggregate results alone may conceal meaningful differences among these groups, disaggregating assessment results by program location and method of delivery enables faculty to determine whether students are achieving the same program learning outcomes across face-to-face, online, hybrid, main-campus, and off-campus offerings. When differences are identified, faculty can evaluate their causes and determine whether targeted curricular, instructional, technological, staffing, or student-support improvements are appropriate. 

Disaggregation does not require course to establish different learning outcomes for each location or modality. Rather, it provides evidence that common course expectations are being met consistently wherever and however the course is delivered. When subgroup sizes are too small to support a reliable or privacy-protective comparison, the program may document the limitation and combine data across appropriate assessment cycles, with the approval of the Institutional Effectiveness team. 

The same course should maintain the same or equivalent Student Learning Outcomes (SLOs) regardless of method of delivery or instructional location. Assessment methods should also be the same or equivalent, when appropriate, so that student achievement can be meaningfully evaluated across course offerings.

Separate assessment reporting applies to:

• Face-to-Face
• Online
• Online LIVE
• Hybrid
• Off-Campus instructional locations
• Dual Enrollment offerings at high school locations

When separate reporting is required, the SLOs and assessment methods should remain the same or equivalent, while results, analysis, improvement strategies, and follow-up are reported separately for the applicable method of delivery or instructional location.

For Dual Enrollment courses offered at high school locations, the applicable high school must be clearly identified in the assessment report. For guidance in sampling across course sections to ensure representation of all students, locations, and models of delivery, consult FIU’s Sampling Guidelines for Assessment for guidance on selecting, documenting, and interpreting samples.

All General Education courses are required to maintain an assessment plan that provides systematic evidence of student learning.

Guidelines for SLO Reporting

SLOs should align with the course objectives and support the learning expectations of the applicable General Education category.

Direct and Indirect Measures

SLOs must include direct evidence of student learning. Direct measures should provide observable evidence of what students know, can do, or demonstrate in relation to the SLO.

Indirect measures, such as surveys, interviews, focus groups, and self-assessments, may be used as complementary evidence but do not substitute for direct assessment of an SLO.

Each assessment method must include a clearly defined criterion for success indicating the expected level of student achievement.

Use of Results and Follow-Up

For SLOs, faculty are expected to:

• analyze assessment results in relation to the established criteria for success;
• identify strengths and opportunities for improvement;
• document improvement strategies informed by the findings; and
• follow up on prior strategies to document implementation and, when appropriate, evaluate their effectiveness.