Skip to main content
University of North Dakota
University of North Dakota
    • Admitted Students
    • Current Students
    • Families of Current Students
    • Faculty & Staff
    • Alumni
    • Email
    • Blackboard
    • Campus Connection
    • Employee Self-Service
    • Hawk Central
    • Degree Map
    • Zoom
  • Directory
  • Academics
  • Admissions
  • Student Life
  • Research
  • Athletics
  • Majors & Programs
  • About
University of North Dakota
  • Academics
  • Admissions
  • Student Life
  • Research
  • Athletics
  • Majors & Programs
  • About
  • Request Info
  • Visit
  • Apply
  • Request Info
  • Visit
  • Apply
  • Home
  • Academics
  • Essential Studies
  • Essential Studies Assessment
Skip Section Navigation
  • Essential Studies
  • Approved Courses Show/hide children
    • How Are Courses Approved?
  • Student Requirements Show/hide children
    • Check Progress
    • Student Petitions
  • Faculty Info Show/hide children
    • Goals
    • Course Development
    • Course Validation
    • Course Revalidation
    • Assessment
    • Syllabus Language
  • ES Committee
  • Policies
  • History
  • ES Program Review

Essential Studies Assessment

The Essential Studies (ES) Program assessment process benefits from faculty assessment of course material in order to assess each ES learning goal. Data is collected from faculty on one learning goal per semester based on the ES learning goal rubrics. 

Data is collected only from courses that are validated for that goal and are being offered during the semester indicated.

  • Spring 2024 - Written Communication
  • Spring 2025 - Critical Inquiry & Analysis
  • Fall 2025 - Quantitative Reasoning
  • Spring 2026 - Information Literacy
  • Fall 2026 - Oral Communication
  • Spring 2027 - Intercultural Knowledge & Skills

Essential Studies Assessment Training

The Critical Inquiry & Analysis learning goal is being assessed during the spring 2025 semester.

  • Training Video [8:40] 
  • Presentation Slides
ACCT 315 ART 273 ENGL 302 MUSC 260 PHIL 130 SPST 300
ANTH 270 BADM 101 ENGL 315 MUSC 263 PHIL 250 T&L 252
ART 110 BIOL 111 ENGL 415 MUSC 264 PHIL 251 THEA 110
ART 112 BIOL 150 FA 150 MUSC 270 POLS 115 THEA 161
ART 200 BIOL 151 GEOL 101 MUSC 271 POLS 220 THEA 230
ART 204 CHEM 116 GEOL 102 MUSC 272 PSYC 111 THEA 260
ART 211 CHEM 254 GEOL 103 MUSC 273 PSYC 250 THEA 326
ART 220 CJ 201 GEOL 106 MUSC 275 PSYC 270  
ART 230 CSCI 110 GEOL 112 OLEE 201 SOC 115  
ART 240 CSCI 160 HON 391 PHE 101 SOC 253  
ART 245 ENGL 225 MUSC 100 PHE 240 SOC 361  
ART 253 ENGL 226 MUSC 101 PHIL 101 SOC 475  
ART 260 ENGL 227 MUSC 150 PHIL 120 SPST 200  

The Written Communication Goal is being assessed during the spring 2024 semester. 

  • Training Video
  • Presentation slides

Courses to be assessed during Spring 2024:

ACCT 450 CSD 485 LEAD 101 PSYC 460
ACCT 501 ENGL 110 MGMT 475 PTRE 485/ 485HON
ATSC 492 ENGL 130/ 130 HON MLS 449 SOC 306
ATSC 493 ENGL 271 MUSC 201 SWK 442
AVIT 485 ENGL 308 MUSC 202 SWK 484

BADM 225

ENGL 415 MUSC 311 T&L 474

BIOL 480/ 480HON

ENTR 101 MUSC 345 T&L 489

BIOL 481

GEOG 454 N&D 441  

BIOL 489

HIST 440 NURS 450/ 450HON  

CE 483/ 483HON

HON 489 NURS 453/ 453HON  

CHEM 495

IDS 280 OT 503  

CJ 401

IDS 495 PHIL 480  

COMM 339

KIN 491 PHYS 499  

COMM 360

LANG 380/ 380HON POLS 495  

COMM 374

LANG 480/ 480HON PSYC 433  

If a course is only offered as Self-Paced Enroll Anytime (SPEA), faculty are not required to complete the ES assessment requirements at this time. 

The Intercultural Knowledge & Skills Goal is being assessed during the fall 2023 semester. 

  • Presentation
  • Training Video

Courses to be assessed during fall 2023:

ANTH 171 FREN 201 HIST 310 NORW 201 SPAN 101
ANTH 172 GEOG 151 HIST 325 NORW 350 SPAN 102
AVIT 372 GEOG 161 HIST 332 NURS 331 SPAN 201
BIMD 220 GEOG 262 HIST 406 OT 500 SPAN 202
BIMD 221 GERM 101 HON 101 PHE 103 TL 251
CLAS 101 GERM 201 HON 102 PHIL 105 TL 433
CLAS 185 HIST 101 HON 381 PHIL 245 WGS 200
COMM 102 HIST 102 IS 121 PHIL 253 WGS 225
COMM 212 HIST 103 IS 151 POLS 120  
COMM 402 HIST 104 IS 203 POLS 225  
CSD 425 HIST 105 MRKT 201 RHS 260  
ENGL 230 HIST 106 MUSC 203 SOC 110  
ESSP 160 HIST 201 ND 335 SOC 250  
FREN 101 HIST 220 NORW 101 SOC 436  

If a course is only offered as Self-Paced Enroll Anytime (SPEA), faculty are not required to complete the ES assessment requirements at this time. 

Rubrics

  • ES Written Communication Rubric
  • ES Oral Communication Rubric 
  • ES Quantitative Reasoning Rubric
  • ES Information Literacy Rubric
  • ES Intercultural Knowledge & Skills Rubric
  • ES Critical Inquiry & Analysis 

Data Summaries

Written Communication

Intercultural Knowledge & Skills

Oral Communication

Information Literacy Fall 2022

We do not have data summaries from 2020 or 2021. We did not receive a summary from our VALUE Institute data submissions in 2020 and chose at that time to no longer submit work to them for our assessment purposes. We did not collect any data in 2021 as we were developing a new process that will result in data collection during Fall 2022.

2017-2018 VALUE Institute Summary-Quantitative Literacy 

A total of 86 faculty and staff scorers interacted with approximately 350 students at the Spring 2017 UNDergraduate Showcase poster session.

Data quality considerations and assessment methodology:

  • Pre-scoring “norming” process was used to achieve scorer consistency.
  • Scorers were randomly assigned to interact with students to avoid systematic scoring biases.
  • Scoring sample came from a subset of the total population of ES capstone students, and thus was not a true random sample.
  • Only students scored by at least two independent scorers were considered for the final analysis.
  • In the large majority of cases the spread between scorers’ results for the same student differed by 2 points or less (out of a maximum of 6).

Scorer Varibility

Score range of two or less is significantly larger than score range of three or greater.

oral comm pie chart

Enlarge

Score Distribution

 Approximately 68 selected Accomplished (4.5-6).

oral comm score

Enlarge

For results with the highest-possible reliability and validity, we focus on the 836 scoring instances with a maximum scorer spread of 0 or 1:

  • Oral Communication, May 2017: Scoring Results (Undergraduate Showcase and Brief Analysis)
  • Oral Communication: iDashboards Results

Interpreting Results

These results suggest UND students’ oral communication abilities are rarely “unsatisfactory,” with more than 2/3 scoring as “accomplished.”

A total of 20 faculty and staff scored approximately 85 students’ written work from a performance task developed by UND faculty and which was focused on the ES Written Communication learning goal. Students completed their work during the February 2016 Assessment Week.

Data Quality Considerations and Assessment Methodology:

  • Pre-scoring “norming” process was used to achieve scorer consistency.
  • Scorers were randomly assigned to assess students’ work to avoid systematic scoring biases.
  • Scoring sample came from a subset of the total population of ES capstone students, and thus was not a true random sample.
  • Only students scored by at least two independent scorers were considered for the final analysis.
  • In the large majority of cases the spread between scorers’ results for the same student differed by 2 points or less (out of a maximum of 6).

Scorer Variability

A significant amount selected Score Range of 2 or Less.

written comm pie chart

Enlarge

Results Summary

Majority selcted Developing (2.5-4.5)

written comm chart

Enlarge

  • For results with the highest-possible validity, we focus on the 183 scoring instances of ES capstone students with a scorer spread of 0 or 1:
  • Written Communication Scoring Session, December 2016:Scoring Results and Brief Analysis

Interpreting Results

There is clear room for improvement, as only approximately 30% of students produced work in the “accomplished” category.

A total of 22 faculty and staff scored approximately 100 students’ written work from a performance task developed by UND faculty which was focused on the ES Diversity learning goal (this was the name and framework for the goal before being revised to become Intercultural Knowledge & Skills). Students completed their work during the February 2016 Assessment Week.

Data Quality Considerations and Assessment Methodology:

  • Pre-scoring “norming” process was used to achieve scorer consistency.
  • Scorers were randomly assigned to assess students’ work to avoid systematic scoring biases.
  • Scoring sample came from a subset of the total population of ES capstone students, and thus was not a true random sample.
  • Only students scored by at least two independent scorers were considered for the final analysis.
  • In the large majority of cases the spread between scorer’s results for the same student differ by 2 points or less (out of a maximum spread of 6).

Scorer Variability

Majority selected Score Range of 2 or less.

intercultural pie chart

Enlarge

Results

Majority selected Unsatisfactory (0-2.5).

intercultural score

Enlarge

  • For results with the highest possible validity, we focus on the 270 scoring instances of ES capstone students with a scorer spread of 0 or 1:
  • Diversity Scoring Session, May 2016:Scoring Results and Brief Analysis

Interpreting Results

  • These results were discouraging, as only approximately 15% of students produced work in the “accomplished” category, and almost a majority showed scores in the “unsatisfactory” category.
  • Because of the key piece of evidence provided by these results, the ES requirements in this particular area have been revised, and involve strengthened course criteria and expectations.

A total of 15 faculty and staff scored approximately 120 students’ written work from a performance task developed by UND faculty which was focused on the ES Quantitative Reasoning learning goal. Students completed their work during the February 2015 Assessment Week.

Data Quality Considerations and Assessment Methodology:

  • Pre-scoring “norming” process was used to achieve scorer consistency.
  • Scorers were randomly assigned to assess students’ work to avoid systematic scoring biases.
  • Scoring sample came from a subset of the total population of ES capstone students, and thus was not a true random sample.
  • Only students scored by at least two independent scorers were considered for the final analysis.
  • In the large majority of cases the spread between scorer’s results for the same student differ by 2 points or less (out of a maximum spread of 6).

Scorer Variability

Majority selected Score Range of 2 or Less.

reasoning pie chart

Enlarge

Results

Majority selected Accomplished (4.5-6).

reasoning score

Enlarge

  • For results with the highest possible validity, we focus on the 363 scoring instances of ES capstone students with a scorer spread of 0 or 1:
  • Quantitative Reasoning Scoring Session, December 2015: Scoring Results and Brief Analysis
Interpreting Results
  • Roughly 45% of students scored in each of the “accomplished” and “developing” categories, indicating clear room for improvement.
  • A previous instance of quantitative reasoning assessment showed a greater percentage of students in the “Unsatisfactory” and “Accomplished” categories. Thus there was both positive and negative progress made between the two assessment instances.

In February 2018, senior students (n=171) in ES Capstone courses volunteered to take a specially designed “performance task” that presented them with a scenario asking them to produce work focused on the ES Information Literacy (IL) learning goal. The task was designed by UND faculty members to determine the level of accomplishment of UND students relative to this aspect of the ES Program. The task was aligned with the Association of American Colleges & Universities’ VALUE rubric for IL. In May 2018, faculty and staff (n=28) participated in a “scoring session” in which they assessed the students’ work from February 2018. Below are summarized the results from the scoring session.

Majority selected Developing.

information literacy pie chart

Enlarge

Data Summaries

  • Information Literacy: Scoring Results and Brief Analysis

In February 2017, senior students (n = 240) in ES Capstone courses volunteered to take a specially designed “performance task” that presented them with a scenario asking for them to produce work focused on the ES Critical Inquiry & Analysis learning goal. The task was designed by UND faculty members to determine the level of accomplishment of UND students relative to the ES CI&A learning goal. The task was aligned with both UND’s ES CI&A criteria and UND’s CI&A Assessment Rubric. In December 2017, faculty and academic staff (n = 28) participated in a “scoring session” in which they assessed the students’ work from February 2017. Below are summarized the results from the scoring session for the 195 student work products scored the requisite number of times (2 under most circumstances, 3 times when the first two scorings disagreed substantially).

Majority selected Score Range of 2 or Less.

critical inquiry pie chart

Enlarge

Data Summaries

  • Critical Thinking and Written Communication: Scoring Session Results/Report

Contact

For more information about the Essential Studies assessment process, contact:

Shane Schellpfeffer

Director of Institutional Effectiveness & Accreditation

Essential Studies
Breeann Flesch, Essential Studies Director
und.essentialstudies@email.und.edu

We use cookies on this site to enhance your user experience.

By clicking any link on this page you are giving your consent for us to set cookies, Privacy Information.

Ready to Enroll?

  • Request Information
  • Schedule a Visit
  • Apply Now
  • UND.info@UND.edu
  • 701.777.3000
  • Instagram
  • Facebook
  • YouTube
  • LinkedIn
  • X
  • Contact UND
  • Campus Map
  • Events Calendar
  • Community & Belonging
  • Explore Programs
  • Employment
  • Make a Gift
  • Campus Safety (SafeUND)
University of North Dakota

© 2025 University of North Dakota - Grand Forks, ND - Member of ND University System

  • Accessibility & Website Feedback
  • Terms of Use & Privacy
  • Notice of Nondiscrimination
  • Student Disclosure Information
  • Title IX
©