POLITICAL SCIENCE PERFORMANCE INDICATORS
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Performance Indicator
One: Essay tests: Require
students to write coherent arguments in a constricted time frame, demonstrating
knowledge of the field. This compels students to develop skill at recognizing
relevant factors and organizing them in an efficient and effective manner.
Writing essay answers demonstrates an ability to use pre-writing and
organizational skills. In order to show the progression of assignments over time, with their increasing demands on students, the following assignments have been listed by course level: Sample Assignment for 100 Level Course Sample Assignment for 200 Level Course Sample Assignment for 300 Level Course Return to Objectives and Outcomes Return To Pilot Project Home Page
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Performance Indicator Two:
Objective tests:
Objective tests primarily demonstrate knowledge of the field, but also show that
effective study strategies have been employed. The ability to study material in
the field demonstrates an ability to use basic research skills. In order to determine if students are grasping the material taught in class, the following tests have been listed according to skills required of students : Sample Assignment for Identification/Significance. Return to Objectives and Outcomes Return To Pilot Project Home Page
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Performance Indicator Three: Academic Journals: Academic
journals require students to personally react to the readings and class
material, but to do so in a way that shows knowledge of the material. The goal
of these assignments is to create conditions for a personal interaction with the
material, rather than a basic summary or repetition of facts. Furthermore,
journals are designed to get the student to write daily, giving them practice at
developing ideas and expressing them. Journals are given considerable feedback,
so students can look at writing as the development of ideas rather than simply a
finished product. The ability to write effective journal entries demonstrates an
ability to make personal connections to course material and to write thoughtful,
informal responses to course material. This is usually only done in 100 level
courses.
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Performance Indicator Four: Research Papers: Research papers of various sorts are the major writing assignments students have in political science courses. They range from introductory level papers to advanced research papers. Introductory research papers require the ability to find information at the library or on the web, and present it in a clear manner, learning the organization of research papers and basic techniques of information search and retrieval. Research papers range from five to ten pages in length. The ability to write an effective research paper demonstrates an ability to formulate hypotheses, gather evidence, use critical analysis methods, and communicate one's findings. Advanced research papers are required in 200 and 300 level classes. The 200 level classes require students to develop true research questions, and learn to see the information they gather not just as looking for information ‘‘about’’ a subject, but instead as data to use to address a specific research question. Students also begin to learn the various sorts of information out there, distinguishing between books, magazine articles, journal articles, and other academic sources. Web searching techniques and the use of academic data bases are also refined. In 300 level courses and above, students are required to do very specific research, and start using, given limited time and resources, basic social science techniques and original research (in the 400 level course especially). At each level, research skills are refined, the assignments become more demanding, and more emphasis is placed on writing, especially pre-writing and revision. The ability to write an effective research paper demonstrates an ability to formulate hypotheses, gather evidence, use critical analysis methods, and communicate one's findings. In order to show the progression of assignments over time, with their increasing demands on students, the following assignments have been listed by course level: Sample Assignment for 100 Level Course Sample Assignment for 200 Level Course Sample Assignment for 300/400 Level Course Return to Objectives and Outcomes Return To Pilot Project Home Page
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Performance Indicator
Five: Short thought pieces:
Short thought pieces require students to look at a particular issue, author, or
controversy and, drawing on limited and pre-defined resources, develop an
argument or an analysis. Usually the instructor specifies the question or issue
to be addressed, and students have a limited amount of space to use to present
their analysis (4-8 pages). This forces students to develop techniques of
organization, clear development of ideas, and the ability to craft an argument
based on integrating knowledge of the material with concepts and ideas learned
in class. These are common in upper level classes. In order to show the progression of assignments over time, with their increasing demands on students, the following assignments have been listed by course level: Sample Assignment for 200 Level Course Sample Assignment for 300 Level Course Return to Objectives and Outcomes Return To Pilot Project Home Page
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Performance Indicator
Six: Class debates: These can be
either whole class debates or individuals debating each other on particular
issues. In debates, students learn to put together arguments in favor of a
position, how to present those arguments effectively, and how to respond to
counter arguments. They also are required to recognize proper behavior in a
debate, and how to avoid logical fallacies or distraction by moving away from
the major issue. Respect for peers is also learned, even for contentious issues.
An ability to effectively debate an issue in class demonstrates the ability to
provide well-organized, clear and effective presentations.
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Performance Indicator
Seven: Class Presentations: Many
upper level classes have some sort of presentation required, usually involving
presentation of the results of a research paper. Students are taught what a
proper presentation contains –– how it is organized, what is expected, what
behaviors or presentation methods to avoid, and how to adjust their presentation
style to various audiences. Presentations are critiqued on both style and
content.
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Performance Indicator
Eight: Web research projects:
Increasingly, students have projects that require them to do research from the
internet, usually on topics that require information not readily available in
the library. They need to demonstrate the ability to differentiate between good
and bad web information, and learn how to find relevant information on the web.
Web research is also employed in students' basic research projects.
Rubric for Assignment: Not Applicable Student Work Sample: Not Applicable Return to Objectives and Outcomes Return To Pilot Project Home Page
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Performance Indicator
Nine: Web page design: Web page
designing is a relatively new requirement in political science courses,
requiring students to design their own web pages, either individually or in a
group. Students have to design web pages that show both knowledge of the
material (writing text of their own), plus provide links to relevant
information. Students learn techniques of how to develop visually appealing and
engaging web pages, developing a deeper understanding of both the internet and
its resources, and how to use computer technology. In order to show the progression of assignments over time, with their increasing demands on students, the following assignments have been listed by course level: Sample Assignment for 100 Level Course Sample Assignment for Upper Level Courses Return to Objectives and Outcomes Return To Pilot Project Home Page
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Performance Indicator
Ten: Group Research Presentation:
Group research presentations usually involve students doing individual research
on related topics, and then coordinating a presentation of that individual
research in a manner that complements each other's presentation. This requires
students to take a theme, break it into various aspects, choose what aspect to
study, develop a research question around that particular aspect, and then do
their own research, closely coordinating with others (and this could be
connected to a web page design project as well). Students must demonstrate the
ability to integrate knowledge and the ability to cooperate as they present that
knowledge to the class. Note: this kind of project was the model
that was used in forming many of the web design group projects, and hence has
similar requirements.
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Performance Indicator
Eleven: Group Lesson Plans: In a
few upper level classes, student groups are given a topic and told that they
will ““run the class”” on a particular day. They often have to develop their own
reading assignments for the rest of the class, develop class activities to
present the material or to engage the class in discussion, and work together in
an effective manner. This requires quality presentations by all in the group,
coordination of activity, research into their theme, and usually some kind of
use of technology to enhance their presentations (video clips, power point
presentations, etc.)
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Performance Indicator
Twelve: Group Debates:
Similar to class debates, this activity pits
groups of students on one side of an issue against each other. Students have to
demonstrate both effective communication skills and the ability to recognize
when they need to say more or if they are saying too much. Students need to use
research skills to prepare for these debates, and often must write briefs or
other material due at the time of the debate. These are usually done
only in upper level courses, due both to the difficulty of the process, and the
time it takes (entry level courses have too many people).
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Performance Indicator
Thirteen: Symposium Day participation:
Students are encouraged (and sometimes required) to participate in the UMF
symposium day activities to present either individual research or lead
discussions on issues relating to their course work. This requires students to
present to an audience different than their usual classroom audience, and in a
formal environment.
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Performance Indicator
Fourteen: Political Science Club Activities:
The political science club engages in numerous activities, including student-led
forums and discussions on current issues, and other activities open to the
public. Student involvement in giving presentations, or organizing and
participating in research trips to larger libraries demonstrate development of
those skills.
Rubric for Assignment: Not Applicable Student Work Sample: Not Applicable Return to Objectives and Outcomes Return To Pilot Project Home Page
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Performance Indicator
Fifteen: Attendance at regional conferences:
One of the best ways to develop research skills is to see how original research
is being done through consideration of panel discussions and research papers at
regional conferences. Students attend and sometimes participate in conferences
with their own work.
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