ABSTRACT
This chapter presents City Tech’s general education assessment process as a pattern for competency-based assessment. It provides a case study of City Tech’s assessment of the general education competency of reading. The chapter discusses course selection for sampling, instrument development, establishing psychometric properties, data analysis, reporting results, and utilizing the data to improve student outcomes. In spring 2012, City Tech began assessment of the general education competency of reading. Together with writing and information literacy, reading was one of the first general education competencies we assessed as we transitioned from the City University of New York proficiency exam method of assessment to a model based on the Valid Assessment of Learning in Undergraduate Education paradigm. City Tech faculty are offered assistance both in improving instruction in their own disciplines and in helping to strengthen the integration across the college curriculum of general education, the groundwork on which disciplinary knowledge is established, and the context for its application.
