Abstract

Assessing common target outcome for a general education program is difficult in an undergraduate "cafeteria style" program because of the scope of courses and lack of uniformity in the students' choices, and the difficulties associated with tracking a large number of transfer students. The University of Central Florida used a course embedded assessment plan with Composition and College Algebra, assessing competencies learned in those courses.

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Additional Information

ISSN
1527-2060
Print ISSN
0021-3667
Pages
pp. 1-19
Launched on MUSE
2004-07-21
Open Access
No
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