SPRING 2016 FORUM ASSEMBLY OF HEROS ASSESSMENT TIMELINE LEARNING - - PowerPoint PPT Presentation

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SPRING 2016 FORUM ASSEMBLY OF HEROS ASSESSMENT TIMELINE LEARNING - - PowerPoint PPT Presentation

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SPRING 2016 FORUM ASSEMBLY OF HEROS ASSESSMENT TIMELINE LEARNING GOALS: ASSESSMENT COMMITTEE MEMBERS TIME OF ASSESSMENT COURSE ASSESSED ENGL 1213 Communication: Spring of even years Penny Jones- Coordinator Buddy Sandefur, Eddie Woods,

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SPRING 2016 FORUM

ASSEMBLY OF HEROS

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ASSESSMENT TIMELINE

LEARNING GOALS: ASSESSMENT COMMITTEE MEMBERS TIME OF ASSESSMENT COURSE ASSESSED Communication: Essay Presentation Rubrics Penny Jones- Coordinator Buddy Sandefur, Eddie Woods, Julie Collins, Cheryl Wood-Myers Spring of even years ENGL 1213 1.1 Communicate effectively using listening, speaking, reading, and writing skills Fall of odd years ENGL 1213 Spring of odd years Major Courses 1.2 Develop percision, clarity, and fluency in writing NURS 2118, HUMAN 2213, AG 2113, PSY 2103, BU S2123, BIOL 2155, BIOL 2103 1.3 Develop accuracy, conciseness in verbal and nonverbal communication 1.4 Demonstrate competency in verbal and nonverbal communication Oral Communication Rubric Mandy Smith- Coordinator Spring odd years SPCH 1113 1.5 Demonstrate logical organization, coherent thinking, and precision in writing Spring even years Major Courses 1.6 Use standard English in academic and professional settings AG 2113, CIS 1563, MCOMM 1113, NURS 2212, NURS 2128, HIST 2723, ZOO 1114

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ASSESSMENT TIMELINE

LEARNING GOALS: ASSESSMENT COMMITTEE MEMBERS TIME OF ASSESSMENT COURSE ASSESSED Critical Thinking: Artifact collection Rubric Graded Julie Collins- Coordinator Kristen Turner, Heather Spiegel, Cathy Cogburn, Cindy Shero 2.1 Independently identify problems and pose questions 2.2 Gather, read, evaluate and integrate relevant information Spring of even years Major Courses 2.3 Explore alternative perspectives and their implications NUTRIT 1203, ECON 2123, MCOMM 1113, NURS 2212, AGECON 1113 2.4 Draw well reasoned conclusions

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ASSESSMENT TIMELINE

LEARNING GOALS: ASSESSMENT COMMITTEE MEMBERS TIME OF ASSESSMENT COURSE ASSESSED Information & Technology Literacy: Technology Literacy Survey Cindy Shero- Coordinator Brenda Kennedy, Kellye Semeski Fall every year OLS 1111 3.1 Identify information needs Fall every year CIS 1113 3.2 locate, evaluate, and appropriately use information 3.3 communicate information using appropriate technologies Information Literacy Survey Kristen Turner- Coordinator Stephanie Giacomo, Julie Collins, Pat Ratliff, Jamie Fields, Maria Martinez Spring odd years Major Courses 3.4 utilize technologies to organize concepts and ideas 3.5 utilize technologies to learn and problem-solve PSY 2103, BIOL 2103, MCOMM 1113, CIS 1533, NUTRIT 1203 3.6 Demonstrate an awareness of ethical, legal, and social/cultural responsibilities in the use of information and technology

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ASSESSMENT TIMELINE

LEARNING GOALS: ASSESSMENT COMMITTEE MEMBERS TIME OF ASSESSMENT COURSE ASSESSED Quantitative & Scientific Reasoning: Maye Durant- Coordinator Science and Math Division Faculty Fall of even years CHEM 1315 4.1 Describe and delineate the components fo the scientific method BIOL 2103 4.2 Apply scietific and mathematical methods to solving problems 4.3 Collect, graph and summarize data and make relevant

  • bservations and statements of results and formulate questions

Spring of odd years BIOL 1114 4.4 Evaluate evidence and determine if conclusions based upon data are valid and reliable 4.5 Distinguish sound scientific works from non-scientific works

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ASSESSMENT TIMELINE

LEARNING GOALS: ASSESSMENT COMMITTEE MEMBERS TIME OF ASSESSMENT COURSE ASSESSED Cultural, Global Awareness, and Social Responsibility: Cathy Cogburn- Coordinator Carter Mattson, Margaret Sorrell, Cheryl Wood-Myers, Maria Martinez, Amber Taylor 5.1 Display basic knowledge of social, political, economic and historical concepts as they relate to the US 5.2 Identify the responisbilities and choices of involved citizenship 5.3 Examine the global interdependency of humanity 5.4 Explain social and cultural customs within their historical context 5.5 Recognize and assess the significance of cultural and societies and describe the commonalities/differences among cultures from a global perspective

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WRITTEN COMMUNICATION

Performance Area Highly Proficient 4 Proficient 3 Limited Proficiency 2 Needs Work (Rating) Content and Development a. syntax and mechanics b. punctuation and capitalization c. spelling Content is accurate, focused, and consistent; exhibits control in development of ideas; unified with a fresh insight; essentially error free Content is somewhat accurate and fairly clear;

  • ffers solid but less accurate

reasoning; contains some appropriate details and examples; has some mechanical errors Content is somewhat vague OR only loosely related to the writing task; at times may be off topic OR too broad with limited support; repeated weaknesses in mechanics; pattern of flaws Content unclear; lapses in coherence OR no relation to writing task; offers simplistic, undeveloped support for ideas; mechanical errors so severe that writer’s ideas are hidden Organization and Structure a. thesis b. audience c. introduction, body, conclusion d. transitions Method of organization is well-suited to thesis; clear intro, body, and conclusion with effective transitions Organization supports thesis and purpose; sequence of ideas could be improved Some signs of logical

  • rganization. May have

abrupt or illogical shifts and ineffective flow of ideas Poorly organized OR demonstrates serious problems with progression

  • f ideas; a written form of

speech Critical Thinking a. precision b. depth c. accuracy d. logic Skillfully evaluates information gathered from

  • bservation, experience,

reflection, or reasoning Adequately demonstrates reasonable relationships among ideas Simplistic analysis of complex issue; limited clarity and complexion of thought Insufficient reasoning and lacks complexity of thought

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WRITTEN COMMUNICATION

COORDINATOR OF ASSESSMENT: PENNY JONES SPRING 2016 Assessment completed in ENGL 1213 DUE by MAY 1ST

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ORAL COMMUNICATION

CATEGORY 4 3 2 1 Comments Content and Comprehension Shows a full understanding of the topic and can consistently answer questions posed by classmates about the topic Shows a good understanding of the topic and is able to answer most questions posed by classmates about the topic Shows a good understanding of parts of the topic and is able to answer a few questions posed by classmates about the topic Does not seem to understand the topic very well and is unable to accurately answer questions posed by classmates about the topic _____/4 Professional Appearance Speaker’s physical appearance (dress) is appropriate for topic, audience, and venue. Speaker’s physical appearance (dress) is mostly appropriate for topic, audience, and venue. Speaker’s physical appearance (dress) is unkempt. Clothing distracts from the message of the speech. _____/4 Professional Language Consistently speaks using professional language Mostly speaks using professional language Sometimes speaks using professional language Rarely speaks using professional language _____/4 Volume and Diction Volume and diction are consistently clear enough to be heard by audience Volume and diction are mostly clear enough to be heard by audience Volume and diction are sometimes clear enough to be heard by audience Volume and diction are rarely clear enough to be heard by audience _____/4 Physicality Consistently looks relaxed and confident, stands up straight, establishes eye contact with audience during presentation Mostly looks relaxed and confident, stands up straight, establishes eye contact with audience during presentation Sometimes looks relaxed and confident, stands up straight, establishes eye contact with audience during presentation Rarely looks relaxed and confident, stands up straight, establishes eye contact with audience during presentation _____/4 *Visual Aid (If applicable) Consistently interacts with visual aid and maintains audience interaction Mostly interacts with visual aid while maintaining audience interaction Some interaction with visual aid while maintain audience interaction Rarely interacts with visual aid and/or does not maintain audience interaction _____/4
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ORAL COMMUNICATION

COORDINATOR OF ASSESSMENT: MANDY SMITH SPRING 2016 Assessment completed in the following courses:

  • AG 2113
  • CIS 1563
  • MCOMM 1113
  • NURS 2212
  • NURS 2128
  • HIST 2723
  • ZOO 1114

DUE by MAY 1ST

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TECHNOLOGY LITERACY

COORDINATOR OF ASSESSMENT: Cindy Shero Done FALL of every year in OLS 1111 and CIS 1113 Due by DEC. 1ST

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TECHNOLOGY LITERACY

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TECHNOLOGY LITERACY

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TECHNOLOGY LITERACY

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INFORMATION LITERACY

COORDINATOR OF ASSESSMENT: Kristen Turner Done SPRING of odd year in the following courses:

  • PSY 2103
  • BIOL 2103
  • MCOMM 1113
  • CIS 1533
  • NUTRIT 1203

Due by MAY 1ST

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LUNCH TIME

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QUANTITATIVE & SCIENTIFIC REASONING

COORDINATOR OF ASSESSMENT: Maye Durant Done FALL of even year in the following courses:

  • CHEM 1315
  • BIOL 2103

Due by DEC. 1ST Done SPRING of odd year in the following courses:

  • BIOL 1114

Due by MAY 1ST

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General Education Learning Goals

  • 4. Quantitative and Scientific Reasoning
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Discussion

 August 2015 meeting of Division of Science and Math

faculty

 All EOSC students take courses in Natural Sciences,

Physical Sciences, and Mathematics/Statistics

 For the assessment, include courses that are taken by

most EOSC students

 Biology (face to face) – pilot Spring 2016, limited pilot Fall 2015  Environmental Science (online) – pilot Fall 2015  Chemistry (face to face) – pilot Fall 2015

 What about Math?

 No, will instead look at mathematical application in non-math

courses

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Pilot Methods

 Pull student results from existing assessments /

assignments

 Add specific assignments if needed (e.g., graphing) and

evaluate student performance

 Compare the number of student attempts with number

  • f student successes, and present as a percentage for

each assessment (question or assignment)

 Example

 10 questions about the scientific method attempted by 16 students =

160 attempts

 What proportion of those students obtained the correct answer?  Number “Correct” on assignments defined by those students that

scored at least 60% on that assignment

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Results of Fall 2015 Pilot study

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4.1. Describe and delineate the components of the scientific method

 Environmental Science  General Biology – Juarez  General Biology – Green

Percentage Correct Attempt 73 76.7% Correct 56 Percentage Correct Attempt 377 97.1 % Correct 366 Percentage Correct Attempt 54 31.0 % Correct 17

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4.1, cont’d

 Chemistry

Percentage Correct Attempt 38 68.0 % Correct 26

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4.1, cont’d

 4.1 All sciences combined

Percentage Correct Attempt 542 85.8 % Correct 465

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4.2. Apply scientific and mathematical methods to solving problems

 Environmental Science  Applying scientific methods  Applying mathematical methods

Percentage Correct Attempt 238 69.3% Correct 165 Percentage Correct Attempt 24 66.7% Correct 16

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4.2, cont’d

 General Biology – Juarez  Applying mathematical methods

Percentage Correct Attempt 65 95.4 % Correct 62

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4.2, cont’d

 General Biology – Green  Applying scientific methods  Applying mathematical methods

Percentage Correct Attempt 94 97.9 % Correct 92 Percentage Correct Attempt 191 96.3 % Correct 184

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 Chemistry  Applying scientific methods  Applying mathematical methods

Percentage Correct Attempt 257 71.2 % Correct 183 Percentage Correct Attempt 178 62.9 % Correct 112

4.2, cont’d

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 4.2 All sciences combined  Applying scientific methods  Applying mathematical methods

Percentage Correct Attempt 686 77.6 % Correct 532 Percentage Correct Attempt 361 78.1 % Correct 282

4.2, cont’d

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4.3. Collect, graph, and summarize data and make relevant observations and statements of results and formulate questions

 Environmental Science  Collect/summarize data  Graph data

Percentage Correct Attempt 14 85.7 % Correct 12 Percentage Correct Attempt 14 92.9 %* Correct 13 *While almost all students could graph data, a few chose the incorrect graph type, e.g., should have used a line graph but drew a bar graph instead

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 Interpret graph / table

Percentage Correct Attempt 76 68.4 % Correct 52

4.3, cont’d

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 General Biology – Juarez  Graph data  Interpret graph

Percentage Correct Attempt 65 90.8 % Correct 59 Percentage Correct Attempt 94 71.3 % Correct 67

4.3, cont’d

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 General Biology – Green  Collect / Summarize Data  Create graph

Percentage Correct Attempt 47 95.7 % Correct 45 Percentage Correct Attempt 141 98.6 % Correct 139

4.3, cont’d

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 Interpret graph / table

Percentage Correct Attempt 93 98.9 % Correct 92

4.3, cont’d

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 Chemistry  Graph data  Interpret graph

Percentage Correct Attempt 35 79 % Correct 26 Percentage Correct Attempt 29 62 % Correct 18

4.3, cont’d

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 4.3 All sciences combined  Graphing data  Interpreting graphs / tables

Percentage Correct Attempt 255 92.9 % Correct 237 Percentage Correct Attempt 292 78.4 % Correct 229

4.3, cont’d

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4.4. Evaluate evidence and determine if conclusions based upon data are valid and reliable

 Environmental Science  General Biology - Juarez

Percentage Correct Attempt 82 82.1 % Correct 69 Percentage Correct Attempt 81 74.1 % Correct 60

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 Biology – Green  Chemistry

Percentage Correct Attempt 64 75 % Correct 48 Percentage Correct Attempt 142 95.8 % Correct 136

4.4, cont’d

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 4.4 All Sciences combined

Percentage Correct Attempt 369 84.8 % Correct 313

4.4, cont’d

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4.5. Distinguish sound scientific works from non-scientific works

 Environmental Science  Biology – Juarez

Percentage Correct Attempt 14 78.6 % Correct 11 Percentage Correct Attempt 54 72.0 % Correct 39 “Harvard scientists are mixing chicken DNA with alligator DNA”

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 Biology – Green  Chemistry

Percentage Correct Attempt 14 71 % Correct 10 Percentage Correct Attempt 144 95.1 % Correct 137

4.5, cont’d

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 4.5 All sciences combined

Percentage correct Attempt 226 87.2 % Correct 197

4.5, cont’d

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Summary

 85.8 % of students could describe and delineate the components of the

scientific method (4.1)

 77.7 % of students could apply scientific and mathematical methods to solve

problems (4.2)

 86.0 % of students could collect, graph, and summarize data and make

relevant observations and statements of results and formulate questions (4.3)

 84.8 % of students could evaluate evidence and determine if conclusions

based upon data are valid and reliable (4.4)

 87.2% of students could distinguish sound scientific works from non-scientific

works (4.5)

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Conclusions Environmental Sciences

 Students achieved all learning outcomes with at least 66% proficiency  Weaknesses

 Using math to solve problems  Creating correct graph type for data being analyzed  Interpreting results in graphical or tabular format

 Closing the loop

 Increase exercises that require math to solve problems  Increase tutorials on how to graph  Tutorials and more practice on graph and table interpretation

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Conclusions Chemistry

 Students achieved all learning outcomes with at least 62% proficiency  Weaknesses

 Specific chemical concepts  Using math to solve problems  Interpreting results in graphical or tabular format

 Closing the loop

 Increased class time to low-scoring concepts  Increase classroom exercises early on that require math to solve problems  Increase opportunities for students to interpret graphed data on their own

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Questions? Suggestions?

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CULTURAL, GLOBAL AWARENESS, & SOCIAL RESPONISBILITY

COORDINATOR OF ASSESSMENT: Cathy Cogburn Done????

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BLACKBOARD RETENTION ALERT

REPORT OF PILOT