Teaching and Learning at Evergreen
Transcript Review 2014
In August 2014, a group of faculty, staff, and students used the Expectations rubric established by the 2009 Transcript Assessment team to assess another random sample of transcripts of Evergreen graduates. 161 transcripts from the class of 2013 were assessed in terms of evidence of whether and to what degree the graduates met the Expectations of an Evergreen Graduate. The use of the same Expectations Coding Key for two consecutive Transcript Reviews allowed for more reliable exploration of potential changes from the baseline study of the class of 2008. View Results of Transcript Review 2014.
Transcript Review 2009
In June 2009, a group of faculty, staff, and students worked together for nine days to refine and define a coding key which was used to identify evidence in students' transcripts that they had met the Expectations of an Evergreen Graduate. The Expectations Key articulates the domains and coding criteria in much clearer terms than the rubric used in the two earlier transcript assessments. The 2009 Transcript Review established a new baseline assessment which can now be more easily replicated in future years to look for trends and change. You can view the Summary Table of Evidence of Expections in Transcripts, a one-page summary of results from Transcript Review 2009.
Transcript Review 2005
In August 2002, a group consisting of faculty, staff, and one student developed a rubric for identifying evidence of learning in students' transcripts and established a baseline for future learning assessment. Three years later, a similarly-comprised group convened for the second assessment of student learning based on transcripts, detailed in the Transcript Review 2005 Initial Report.
The primary tool used to assess Evergreen programs is the End-of-program Review (EPR), in which faculty provide detailed strategies about how they incorporate various academic areas into their programs.
2003 Update to the Teaching and Learning Report
This 2003 update to the Teaching and Learning Report addresses the continuing assessment of Evergreen's work to ensure that Evergreen students achieve a well-rounded liberal arts education. View the Annual Update to Teaching and Learning 2002-03 or a Summary Overview of the report.
Teaching and Learning Report 2002
In January 2002, Provost Enrique Riveros-Schäfer convened an Assessment Study Group (ASG) to begin assessing the implementation of general education at Evergreen. The ASG Teaching and Learning Report 2001-02 is divided into two sections, one on "Teaching" (includes the first End-of-program Review and Student Pathways Analysis) and one on "Learning" (includes Transcript Review 2002 and Student Self-Assessment Indicators) at Evergreen. Each represents ongoing efforts to understand the College's work to educate students.