Fall 2012 Writing Assessments within Majors Objectives Usage of - - PowerPoint PPT Presentation

Results 2012 (n=84)

Objective Meets Does not meet Correct usage of standard English Adequate

92%

Inadequate

8%

Use of acceptable essay form including

• rganizational skills

Acceptable

89%

Unacceptable

11%

Use of critical thinking skills to support thesis Uses

89%

Lacks application

11%

Fall 2012 Writing Assessments within Majors

Objectives

Usage of Standard English Acceptable Essay Form Critical Thinking Course n Yes No Yes No Yes No AG 2113 13 9 5 12 1 12 1 BUS AD 2123 14 11 3 11 3 12 2 HUMAN 2113 13 10 3 8 5 7 6 NURS 2118 26 24 2 23 3 26 BIOL 2115, BIOL 2103 16 12 4 15 1 16 PSY 2103 26 22 4 19 7 18 8 Total 108 88 81% 20 88 81% 20 91 84% 17

Comments from reviewers

Group discussion

• Need a generic rubric that will be used across

the curriculum

• Modify existing rubric or one of several in

packet

Next steps

• ENGL 1213 (all sections) 100 essays

randomly selected

• Grading committee representative from

each division

• Training on rubric
• Each essay will be graded by 2 reviewers
• Writing within majors evaluated Fall 2013

Oral communication

• Communication: Students will employ

effective written, oral and electronic communication skills in order to convey clear and organized information to target audiences

What do we want our students to be able to do?

SPCH 1113 evaluation instrument

Generic rubric(s) for oral presentations

Courses within majors

• Oral presentations?
• Identify one course in each division to pilot

this spring

• Training on rubric
• Report results

Assessment website

Brown bags

• Intro to rubrics—Feb ($100 Amazon gift card)
• Rubrics in Blackboard—Mar
• Blackboard grade book—April

Student Assessment

Assessment and You

Question 1

What is the most important activity in the HACCP System?

a.

Calibrating Thermometers

b.

Pre-op

c.

Working with inspectors

d.

Monitoring

Assessment and You

Question 2

Describe the danger zone in connection with temperature and meat spoilage.

• a. 30-80 degrees F
• b. 41-135 degrees F
• c. 60-140 degrees F
• d. 0-32 degrees F

Assessment and You

Question 3

GMP stands for,

• a. General Meat Practices
• b. Good Meat Procedures
• c. Good Manufacturing Practices
• d. None of the Above

Assessment and You

Question 4

The forequarter makes up what percentage

• f a beef side?
• a. 48%
• b. 50%
• c. 52%
• d. 54%

Assessment and You

Question 5

What bone does the pork shoulder Boston butt contain?

a.

Humerus

• b. Scapula

c.

Femur

• d. Aitch

Assessment and You

Question 6 From what portion of the loin do country

style ribs originate?

a.

Center loin

• b. Center rib

c.

Sirloin

• d. Blade

Program Overview

 Meat Processing

 Raw Not Ground  Raw Ground  Cooked Products/Specialty Products  Transforming Live Animals To Meat

 Food Safety and Quality Control

 HACCP/FOOD SAFETY OPERATIONS  Standard Operating Procedures  Quality Control Programs

Program Overview

 Incoming student base entering MPFS

 Traditional students graduating high school  Non-traditional students returning for continued

education

 Individuals currently working in the industry and are

seeking additional education in their career (Certificate Program)

Program Overview

 Student abilities entering program

 Very limited knowledge in the areas of wholesale and

retail cuts

 Limited knowledge on transforming animals to meat

(slaughter)

 Limited knowledge on food safety programs such as

HACCP (Hazard Analysis Critical Control Points)

Program Overview

 Student abilities exiting MPFS program

 Transform live animals into meat  Breakdown beef, pork, and lamb carcasses into

wholesale and retail cuts

 Understand the importance of food safety and are

familiar with HACCP

 HACCP certified

MPFS Assessment Tool

Entrance and Exit Exam (50 questions)

 Targets two areas

 Knowledge base of wholesale and retail

products

 Knowledge of food safety concepts, HACCP,

and other safety prerequisite programs required within the industry

MPFS Assessment Tool

Meat Processing Food Safety

 35 multiple choice

 Wholesale/retail cuts  Ingredients used for

sausage products

 Basic anatomy of beef,

pork and lamb

 15 multiple choice

 Bacteria growth  Basic sanitation

practices

 Food Safety Programs

such as HACCP, SOP’s

MPFS Assessment Tool

RESULTS Entrance Exam Average = 36% Exit Exam Average = 71%

Date Ent Exam Date Exit Exam Aug-11 24 May-13 62 Aug-11 48 May-13 78 Aug-11 38 May-13 82 Aug-11 24 May-13 58 Aug-11 34 May-13 70 Aug-11 50 May-13 78 Exam Average 36.333333 71.33333333 FS & Insp Avg 45 81 Process Avg 29 67 Assessment Scores Analysis

Taking It A Step Further……

Entrance Exam Percent of food safety questions answered correctly = 45% Percent of meat processing questions answered correctly= 29%

Taking It A Step Further……

Exit Exam Percent of food safety questions answered correctly = 81% Percent of meat processing questions answered correctly= 67%

Taking It A Step Further……

Student entrance and exit exam scores where evaluated to determine the percentage of improvement in both areas of food safety and meat processing

 Overall Improvement

= 35 percentage points

 Food Safety

Improvement= 36 percentage points

 Meat Processing

Improvement = 38 percentage points

Evaluating the Outcome

Entrance exam evaluated to determine if

students tested weaker in one particular area.

Results:

No identifiable pattern

Evaluating the Outcome…..

Exit exam was evaluated to determine areas

that students completing the program required improvement. Subject matter that resulted in more than 50% of students failing were targeted for areas improvement.

Results

50% or more of students test results indicated lack of basic knowledge in the following subjects. MPFS 1214 – Identifying wholesale/primal cuts Identifying basic skeletal structures Basic wholesale and retail cuts of pork Students exhibited adequate knowledge relating to beef retail cuts

Results

MPFS 2144 – Advanced Livestock Processing/Safety Analysis 50% or more of students randomly missed questions related to MPFS 2144 (Advanced Slaughter)

Results

MPFS – 2134 Food Safety and Sanitation 50% or more of students tested a lack of knowledge relating to temperature and bacteria growth. All other related questions answered correctly.

MPFS – 1214

The main class that students learn about basic wholesale and retail cuts. New Implementations:

 More emphasis placed on learning basic structure and

anatomy of beef, pork, and lamb

 Students are specifically tested on their ability to identify

wholesale cuts

 In the classroom  On hanging carcasses at the meats lab.

 A review of the basic wholesale and retail cuts will be

emphasized in other courses. Courses MPFS 2112 and MPFS 2212 have been targeted as courses to review.

MPFS - 2144

New Implementations: To reinforce subject matter knowledge students required to develop and present to the class a presentation on the 12 basic steps of slaughter.

 Students stated that they learned more while

completing this project than they learned just sitting in lecture.

MPFS - 2134

New Implementations:

 More classroom time spent discussing the critical

temperatures for controlling bacteria growth.

 Spent more time on classroom discussion relating the

bacterial growth curve to food safety and how we can use temperature to slow bacteria growth.

How Can I Improve Assessment?

• 1. Does the assessment tool accurately reflect what is

taught within the curriculum provided?

• 2. Does the assessment tool evaluate each subject

equally?

• 3. Does the assessment tool/curriculum reflect what is

expected of new employees entering a career in Meat Processing and Food Safety?

What were your results?

Assessment and You

Question 1

What is the most important activity in the HACCP System?

d.

Monitoring

Assessment and You

Question 2

Describe the danger zone in connection with temperature and meat spoilage.

• b. 41-135 degrees F

Assessment and You

Question 3

GMP stands for,

• c. Good Manufacturing Practices

Assessment and You

Question 4

The forequarter makes up what percentage of a beef side?

• c. 52%

Assessment and You

Question 5

What bone does the pork shoulder Boston butt contain?

• b. Scapula

Assessment and You

Question 6 From what portion of the loin do

country style ribs originate?

• d. Blade

Blackboard Learn Item Analysis

CRJS Pre-Post Testing

Criminal Investigations Fall 2013 Student Pre-Test Post-Test

• M. Hen…

48 92

• K. Low…

42 98

• A. Jon…

40 96

• B. Mat…

36 82

• K. Whi…

46 90 Item Analysis used to develop Pre and Post Assessment Instrument

CRJS 2133, Professional Development

Item analysis information processing helped to determine that additional curriculum was needed for students to successfully pass their skills testing

CRJS 2283 Custody & Control

Online Course Re-Design

Item Analysis processing help determine the need to re-design online course content to include learning activities for students to practice instructional materials before assessments were presented

Assessment: Closing the Loop

Business Administration Presenter: Mandy Smith

Financial Accounting: Inventory

GOALS INFORMATION INFORMATION ACTION

Goals

 To instruct online financial accounting students

about the valuation of inventory. Goals

Information

 Learning Objective: Determine the cost of

goods sold and ending inventory using different inventory cost methods.

INFORMATION

Action

 After assessing student performance, video

lectures were created and posted for students to better understand material.

 Student performance increased.

ACTION

Video Demonstration

Summary

GOALS INFORMATION INFORMATION ACTION

Thank You!

ANALYSIS OF THE PILOT PROGRAM FOR DEVELOPMENTAL ENGLISH

January 2014

Introduction/Course Description

Highlights from

• Dr. Hunter Boylan’s Address

at Cameron University September 26, 2013 Oklahoma Association for Developmental Education

Everything You Do Is Part of the Curriculum

• I. Students learn from their environment.
• A. Students learn from their interactions with others

and the environment.

• 1. Accept students where they are and move

them as far as they can go.

• 2. Do not make judgmental comments.

Everything You Do Is Part of the Curriculum

• B. Everything people do in the environment that

students interact with teaches them something.

• 1. Assume that all students have the potential

for growth and development.

• a. Growth is acquiring knowledge.
• b. Developmental is using the knowledge.

Everything You Do Is Part of the Curriculum

• 2. We must impress on students the need to

transfer knowledge to new learning situations.

• a. Students must become aware that they

are learning.

• b. Encourage students to gradually

accept responsibility for their own learning.

Everything You Do Is Part of the Curriculum

• C. If we want students to succeed, everything they

interact with should contribute to success.

• 1. Developmental education is the integration of

courses and support services governed by the principles of adult learning and development.

Scores for Developmental Reading

Out of 35 tests given: 11.4% were A’s 48.5% were B’s 20% were C’s 11.4% were D’s 8.5% were F’s

RESULTS

Scores for Fundamentals of English

Out of 49 tests given: 42.8% were A’s 34.6% were B’s 18.3% were C’s 4% were D’s 0% were F’s

RESULTS

It’s in the Bag

Nursing Division 2014

Skills Lab Bag

 Students are required to

purchase a skills lab bag for 1118

 Skills lab bag is created with

supplies needed for learning all fundamental nursing skills in 1118

 Cost is approximately $88.00

ACEN Standard 4.8

 Criterion 4.8: Practice learning

environments are appropriate for student learning and support the achievement of student learning and program outcomes.

4.8 Standard – Operational Definition

 4.8 - A practice learning environment is

any situation selected by faculty whereby the student can practice nursing behaviors that leads to meet course

• bjectives and nursing program
• utcomes. The clinical reflect current best

practices and national health and safety

• goals. Overall evaluation results below “3”
• n a Likerd scale or comments warranted

by faculty will warrant an action plan.

Assessment

 Skills labs are assessed/evaluated by

students at the end of the semester or immediately after skills simulation

• exercises. Survs.com is utilized by the

nursing division for assessment/evaluations.

 All assessment/evaluation data must be

kept on file in paper form for ACEN and OBN to support reported results

Assessment of Skills Lab – Fall 2012

Review of Assessment/Evaluation Data

 Faculty did not know of any concerns until

end of 1118 concerning lab skills bags that was purchased in August 2012

 Further assessment needed from 2012

assessment/evaluation reporting

Identifying the Problem Through Further Assessment

 DON to visit with freshmen faculty and

students

 Visited with freshmen faculty to address why

student concerns were not brought to DON and

• ther faculty in a timely manner

 Students instructed to bring skills lab bags and

time allotted to address student concerns

 Identified certain bags with gold lettering was

missing some materials

 Students voiced that they told some instructors

about the problem early on

Action Plan - Intervention/Outcome

 Action Plan:  Meet with A. Martinez from the EOSC bookstore and

review items missing from skills bag.

 Outcome: Ali Martinez returned all lab bags that had

“dark gold” writing and will provide an itemized list of supplies in bag for fall 2013 for review of supplies during

• rientation day.

 Students and instructors will review skills lab kit list and

instructors will provide orientation time for skill lab kits to be checked per contents list.

 Outcome: Completed per 2013 fall orientation

 Instructors will be notified of need to inform DON of

any student missing equipment/supplies. Students will be sent to EOSC bookstore with contents list of missing items before EOSC return date policy.

 Outcome – All instructors were notified of need to voice

any student concerns

Action Plan

Closing the Loop – Evaluation/Outcome

 All freshmen students were required to

bring skills lab bag to orientation

 Each student was required to attend skill

lab bag checklist break out session

 Each student was given check list  Instructor reviewed each item on checklist and

student had to account for items listed on checklist

 Student signed checklist and returned to

instructor

 Each checklist has been filed in student file

Closing the Loop – Evaluation/Outcome

 Fall 2013 Freshmen student orientation

evaluation results = 4.4

Closing the Loop – Evaluation/Outcome

 Student comments  No concerns about skills lab supplies

purchased

Closing the Loop – Evaluation/Outcome

Science and Mathematics

At the bottom of the hill…

Using what we learned, and thinking about what we need to do next..

Grooming the slope…

The easy, intermediate or advanced slope…

Find the product and simplify. 23) 3 ∙ 33 (a) 9 11 (b) 3 11 (c) 99 (d) 11

Do they have the skills they need to survive the slopes…

In order to evaluate ourselves, we need a common point of reference.

Do they have the skills they need to survive the slopes…

Did they pass credit math? Did they pass additional math classes? Did they crash?

Online Test Generation from Word to Blackboard

• 1. Go to http://www2.byui.edu/ATS/testgen.htm
• 2. Choose Sample Word Document. This document

will help you know how to format your test when typing.

• 3. Type your test questions in the required format
• 4. With the test document open on your computer,

copy and paste it into the test generator at the website listed above, click save as text file

• 5. Select save as, next select rename and save the

document to your computer or personal storage device.

• 6. Open Blackboard; choose the class into which you

want to design your online test. You will find this YouTube video helpful to understand the basics of designing a test in Blackboard. Creating a Test

http://www.youtube.com/watch?v=ef08mqN4rIY

• 7. This instructional video explains how to upload

your test file into a test. (Although the document in the video is an Excell file being uploaded to a test, the instructions for uploading are the same. Uploading Test Questions http://ondemand.blackboard.com/r91/movies/bb91_te sts_surveys_upload_test_questions_excel.htm

• 8. Once the test uploaded to your test storage area in

Blackboard, you must deploy the test for the students to see the test; the last part of this video explains how to deploy your test. Test Deployment http://ondemand.blackboard.com/r91/movies/bb91_te sts_surveys_creating_test.htm

• 9. If you would like assistance in uploading your typed

test to blackboard and deploying that test, once you have your test completely reading for Blackboard upload (steps 1 – 5 above), then you may contact Katharyn Tackett at ktackett@eosc.edu or 918-465- 1754 for assistance in uploading and deployment. Once the test is deployed, you can do an item analysis after the tests are administrated and use the data to help you close the gap in your assessment procedures for your courses and programs. Online Test Generation from Word to Blackboard

• 1. Go to http://www2.byui.edu/ATS/testgen.htm
• 2. Choose Sample Word Document. This document

will help you know how to format your test when typing.

• 3. Type your test questions in the required format
• 4. With the test document open on your computer,

copy and paste it into the test generator at the website listed above, click save as text file

• 5. Select save as, next select rename and save the

document to your computer or personal storage device.

• 6. Open Blackboard; choose the class into which you

want to design your online test. You will find this YouTube video helpful to understand the basics of designing a test in Blackboard. Creating a Test

http://www.youtube.com/watch?v=ef08mqN4rIY

• 7. This instructional video explains how to upload

your test file into a test. (Although the document in the video is an Excell file being uploaded to a test, the instructions for uploading are the same. Uploading Test Questions http://ondemand.blackboard.com/r91/movies/bb91_te sts_surveys_upload_test_questions_excel.htm

• 8. Once the test uploaded to your test storage area in

Blackboard, you must deploy the test for the students to see the test; the last part of this video explains how to deploy your test. Test Deployment http://ondemand.blackboard.com/r91/movies/bb91_te sts_surveys_creating_test.htm

• 9. If you would like assistance in uploading your typed

test to blackboard and deploying that test, once you have your test completely reading for Blackboard upload (steps 1 – 5 above), then you may contact Katharyn Tackett at ktackett@eosc.edu or 918-465- 1754 for assistance in uploading and deployment. Once the test is deployed, you can do an item analysis after the tests are administrated and use the data to help you close the gap in your assessment procedures for your courses and programs.