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Research Paper Three: Liberal and General Education, Assignments, and Direct Assessment Research Paper Three: Liberal and General Education, Assignments, and Direct Assessment Destiny Ward School of Education, Liberty University Author Note Destiny Ward I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Destiny Ward

Research Paper Three: Liberal and General Education, Assignments, and Direct Assessment Email: dtward1@liberty.edu Abstract It is common practice to use the phrases "general education" and "liberal arts education" interchangeably when referring to the core educational experiences that students engage in when pursuing higher levels of education. The delivery of a course in a traditional classroom setting deviates significantly from that of an online course because traditional classrooms use a different set of distribution methods than do online platforms. As a result, there are significant discrepancies in the available course alternatives.

Research Paper Three: Liberal and General Education, Assignments, and Direct Assessment Examination of the Integration of General Education within the Framework of a Liberal Arts Education Liberal Art Education and General Education The primary objective of a liberal arts education is to enhance students' comprehension of the world and various human civilizations via the examination of disciplines such as mathematics, physics, and humanities (AAC&U,2022.) This educational program provides pupils with the essential knowledge required for academic success and enhances their ability to contribute to the welfare of others. The primary objective of a liberal arts education is to cultivate the intellectual and civic capacities of students, enabling them to assume the roles of responsible citizens and effective leaders capable of effecting beneficial transformations within society. The curriculum encompasses a range of topics pertaining to business and the sciences, as well as themes exploring diversification and disparities. Numerous institutions of higher education adhere to the objectives and results established by the Liberal Education and America's Promise (LEAP) initiative (Association Of American Colleges and Universities 2007: Banta et al., 22014; Argresto2017). which aims to provide students with the necessary skills and knowledge to thrive in various professional endeavors and contribute meaningfully to society. The integration of General Education within the framework of a Liberal Arts education In recent years, colleges have been making changes to the curricula that they offer with the objective of improving students' preparation for specific career routes, with a particular

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Research Paper Three: Liberal and General Education, Assignments, and Direct Assessment emphasis placed on education in the liberal arts. According to Glynn et al. (2005), the curriculum for liberal arts degrees typically includes instruction in foreign languages, literacy, and philosophical themes. On the other hand, the curriculum for general education includes a variety of classes that cover history, science, and the arts. It is vital that the curriculum for general education places a strong emphasis on the cultivation of abilities that are fundamental for obtaining success in both college and career pursuits. This is because these talents are needed for success in both college and career pursuits. In recent years, higher education institutions have been implementing new policies and procedures that are designed to better prepare students academically and professionally for the careers that they ultimately choose. Because of this, it has become necessary to move away from the conventional paradigm of general education and toward a curriculum that places a greater emphasis on education in the liberal arts. An education in the liberal arts involves following a course of study that covers a variety of topics, including literacy, literacy instruction, and the study of foreign languages. On the other hand, general education covers a wider range of topics, such as mathematics, the sciences, historical studies, and the arts. The progression from high school to college is meant to better prepare students for success in their future careers as well as in further education. According to research done by Deusterhaus (2006) as well as Stark and Lattuca (1997). Evaluation of Assignments in Outcomes Assessment In institutions of higher education, the role that faculty members play in carrying out the outcomes for assessments using classroom assignments and the grading of students' materials is quite important. Walvoord and Anderson (1995, 1998) stressed how important it is to test and assign homework to students to determine whether they have met their learning objectives.

Research Paper Three: Liberal and General Education, Assignments, and Direct Assessment Lopez (2002) said that measuring student learning is necessary for continual improvement because it offers a comprehensive evaluation of the expectations of the institution and improves the quality of teaching and learning. It is necessary for the faculty to back the program that evaluates student learning to offer effective and engaging instruction. For institutions to keep its assessment program robust, the institution's assessment plan needs to be often revised, and it also needs to be supported by a variety of planning and budgeting processes. Large-scale objective testing was utilized in the past; however, today, institutions are utilizing a variety of alternatives, such as focus groups, performance measurements, and surveys. Most schools use classroom-based evaluations and grading rubrics as their primary method of assessment; less than half of schools use commercial examinations. The assignment that is utilized the most frequently for carrying out assessment outcomes and determining the level of understanding that students have of the subject matter is the grading rubric. Evaluation of the role of activities and tasks in outcomes assessment The purpose of the pedagogical strategy known as capstone courses is to gather and analyze the performance data of students to evaluate and improve the learning outcomes of those students. Rubrics are a very powerful instrument for the evaluation and monitoring of assessments. They make it possible for educational institutions, faculty members, and students to choose and evaluate a variety of assignments in an efficient manner. The evaluation process is tightly entwined with the capstone course curriculum, and the curriculum is fluidly woven into the daily activities of the classroom. (Banta al., 2014)

Research Paper Three: Liberal and General Education, Assignments, and Direct Assessment Students can demonstrate their knowledge and abilities by participating in authentic assessments, which involve the use of real-world tasks as a means of doing so. Jankowski (2017) This prepares students for the requirements of higher education as well as the needs of a global economy that is constantly expanding. These evaluations act as a catalyst for student engagement in the assessment process, which in turn facilitates the growth of their skills and knowledge, and eventually contributes to the attainment of their academic objectives. Assessment is a methodical approach that employs thorough observations and rigorous analysis to evaluate the progress of a student and offer helpful insights into their educational development. Koh (2017) Assessments are carried out in a systematic manner to evaluate the educational development of students. Assessments that are formative could include supplementary components, such as open-ended questions and peer evaluations, to get a more accurate picture of a student's level of proficiency. The relevance of the evaluation process in the overall scheme of things pertaining to education and training is brought into focus by these assessments. Three Direct Assessment Methods Used to Evaluate General Education Outcomes in Residential and Distance Education Courses Examination Testing that is designed to be objective is an easy tool that may be used by teachers to evaluate the knowledge and skills of students in a range of subject areas. It can be used both before and after the learning process, giving instructors the opportunity to evaluate students' existing knowledge levels and determine whether they understand how they are progressing. The

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Research Paper Three: Liberal and General Education, Assignments, and Direct Assessment ability to analyze data and remember information is evaluated with the use of performance tests and writing samples. There are certain forms that make use of collective scores. In the natural and social sciences, including biology, computer science, mathematics, political science, and psychology, one more direct method that is used is standardized objective evaluation. This method is used both in residential and distance education settings. One example is the Area Concentration Achievement Tests, or ACATs, which are administered for different science- related topics. (Borden & Kernel,2012; Banta al., 2012). These exams provide teachers with a helpful tool for determining whether their pupils are making progress and whether they are understanding what they are learning. Research Paper According to Banta and Palmoba (2014), it is essential for students to demonstrate their understanding of written material, regardless of the sort of course they are taking, to be evaluated on how well they comprehend the material being studied. This method provides educational institutions with assistance in evaluating the effectiveness of their teaching strategies, thereby ensuring that students have the necessary tools to comprehend the material being taught to them. E-Portfolios E-portfolios are a form of direct evaluation that may be utilized in regular classroom settings as well as online education programs to evaluate students' overall progress. This type of evaluation can take place in both traditional and online learning environments. These collections of written work produced by students are known as portfolios, and they are utilized to demonstrate the students' level of comprehension of the subject matter that was discussed in the

Research Paper Three: Liberal and General Education, Assignments, and Direct Assessment class. In Psalm 25:4-5 of the New International Bible, students are encouraged to seek wisdom and truth from their Savior by reading the passage. In the same breath, people are exhorted to place their trust in the advice and direction that God provides. Conclusion The purpose of this research article is to investigate the differences between general education and liberal arts education, with a particular focus on the purposes and applications of assignments, activities, and tasks in courses that are offered both on-campus and online. When referring to the experiences that serve as the basis for subsequent education, the words "general education" and "liberal arts education" are sometimes used synonymously. This is particularly prevalent in the domain of higher education. General education provides a higher emphasis on the study and examination of cognitive processes, in contrast to the liberal education. Which is based on the ideas of rationalism and the formal disciplinary theory of learning (Banta et al.,2014). The task of providing children with the knowledge and abilities essential to thrive in the future rests squarely on the shoulders of the nation's educators (Erickson,1922), A special focus should be placed on the value of communication, critical thinking, information access, and evaluation Siefert (2011). However, the increasing importance of educational evaluation has led to concerns regarding the feasibility of large-scale assessment projects as well as the insufficient utilization of classroom assessments. Students are urged in Colossians 3:23–24 to be diligent in their academic pursuits with a wholehearted commitment to the Lord, while also recognizing the significance of comprehending the Scriptures and perceiving the divine influence within many aspects of their educational journey. This passage can be found in the New International Version of the Bible

Research Paper Three: Liberal and General Education, Assignments, and Direct Assessment (NIV). Students must make it a priority to develop the ability to comprehend and correctly interpret the Bible to provide a solid foundation for their religious beliefs and their commitment to the Lord Jesus Christ. This is an absolute necessity. References Banta, T. W., Palomba, C. A., & Kinzie, J. (2014). Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education (Jossey-Bass Higher and Adult Education (Hardcover)) (2nd ed.). Jossey-Bass. Deusterhaus, M.B. (2006, December 13). The Difference between Liberal Education and General Education, The Goals of General Education . https://education.stateuniversity.com/pages/2006/General-Education-in-HigherEducation.html New International Version Bible (2011). Biblica. (Original work published 1978) Stark, J., & Lattuca, L. (1997). Shaping the College Curriculum: Academic Plans in Action. Needham Heights , MA: Allyn and Bacon. AAC&U. (2022). What is liberal education ? Retrieved from https://www.aacu.org/trendingtopics/what-is-liberal-education

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Research Paper Three: Liberal and General Education, Assignments, and Direct Assessment Erickson, M. E. (1992). General and liberal education: Competing paradigms. Community College Review , 19(4), 15–20. https://doi.org/10.1177/009155219201900403 Glynn, S. M., Aultman, L. P., & Owens, A. M. (2005). Motivation to learn in general education programs. The Journal of General Education (University Park, Pa.), 54(2), 150- 170. https://doi.org/10.1353/jge.2005.0021 Jankowski, N. A. (2017). Unpacking relationships . Retrieved from https://www.acenet.edu/Documents/Unpacking-Relationships-Instruction-and- StudentOutcomes.pdf Koh, K. H. (2017). Authentic assessment. In Oxford research encyclopedia of education. Lopez, C. L. (2002). Assessment of student learning: Challenges and strategies. The Journal of Academic Librarianship, 28(6), 356-367. https://doi.org/10.1016/S0099- 1333(02)00345- 2 Siefert, L. (2011). Assessing general education learning outcomes . Peer Review: Emerging Trends and Key Debates in Undergraduate Education, 13(4), 9.

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