TECHNOLOGY LITERACY SURVEY TECHNOLOGY LITERACY SURVEY Technology - PowerPoint PPT Presentation

TECHNOLOGY LITERACY SURVEY

TECHNOLOGY LITERACY SURVEY Technology Literacy Tabulation Sheet Computer Applications - CIS 1113 Pilot Courses, Fall 2016 Face-to-Face Students Students assessed assessed WINDOWS 7 Pre 58 Post 41 Missed Pre - Missed Post - Assessment Task % knowledge Test % knowledge Test 1.1Identify the operating system used by a computer 62.1% 22 78% 9 1.2Demonstrate knowledge of the Windows Start menu 69.0% 18 93% 3 1.3Identify drives on a computer 44.8% 32 63% 15 1.4Identify the help menu 82.8% 10 88% 5 1.5Use Search to locate a file 63.8% 21 83% 7 1.6Identify and demonstrate knowledge of basic office software 72.4% 16 90% 4 program; identifying their corresponding file extensions 1.7Identify the desktop 51.7% 28 66% 14 1.8Identify the task bar 48.3% 30 66% 14 1.9Minimize and maximize windows 53.4% 27 76% 10 1.10Start programs 72.4% 16 95% 2 1.11Open, close and switch between windows 79.3% 12 93% 3 1.12Open files using appropriate programs 39.7% 35 51% 20 1.13Delete documents 79.3% 12 83% 7 1.14Shutdown, restart, and log off a computer 62.1% 22 51% 20

TECHNOLOGY LITERACY SURVEY WORD Students assessed Students assessed Pre 58 Post 44 Missed Pre - Missed Post - % knowledge Test % knowledge Test 2.1Open a document 62.1% 22 68.2% 14 2.2Identify the Ribbon 58.6% 24 75.0% 11 2.3Use Save As to save to a particular folder and name the 43.1% 33 38.6% 27 document 2.4Identify file extensions 91.4% 5 97.7% 1 2.5Use Spelling and Grammar check 75.9% 14 88.6% 5 2.6Format the size, color and type of font 39.7% 35 63.6% 16 2.7Set single or double spacing 65.5% 20 77.3% 10 2.8Align text 79.3% 12 88.6% 5 2.9Use bullets and automatic numbering 86.2% 8 100.0% 0 2.10Use the Undo button 89.7% 6 95.5% 2 2.11Cut, copy and paste 81.0% 11 88.6% 5 2.12Set margins 58.6% 24 70.5% 13 2.13Select portrait or landscape 69.0% 18 72.7% 12 2.14 Demonstrate knowledge of the differences between “Save” 75.9% 14 97.7% 1 and “Save As” functions 2.15Print 84.5% 9 84.1% 7 2.16Save and close a document 81.0% 11 88.6% 5

TECHNOLOGY LITERACY SURVEY EMAIL Students assessed Students assessed Pre 58 Post 41 Missed Pre - Missed Post - % knowledge Test % knowledge Test 3.1Define email 93.1% 4 92.7% 3 3.2Tell the difference between a URL and an email address 79.3% 12 87.8% 5 3.3Register for a new email account 55.2% 26 56.1% 18 3.4Log into email 79.3% 12 85.4% 6 3.5Address an email and create an email message; then, Send 5.2% 55 26.8% 30 an email 3.6Open an email and reply to all 82.8% 10 82.9% 7 3.7Forward an email 86.2% 8 87.8% 5 3.8Add an attachment to an email 91.4% 5 92.7% 3 3.9Open an attachment in an email 91.4% 5 90.2% 4 3.10Delete an email and retrieve an email from the trash 55.2% 26 61.0% 16 3.11Understand basics of email etiquette 60.3% 23 56.1% 18 3.12Use caution when opening an email from an unfamiliar 91.4% 5 92.7% 3 source 3.13Sign out of email 94.8% 3 100.0% 0 3.14Define computer virus 79.3% 12 82.9% 7 3.15Avoid giving out personal information to unfamiliar people 82.8% 10 82.9% 7 3.16Identify and delete junk mail, including spam 67.2% 19 68.3% 13 3.17Be selective and cautious about forwarding email to large 79.3% 12 85.4% 6 groups of people

QUANTITATIVE & SCIENTIFIC REASONING

QUANTITATIVE & SCIENTIFIC REASONING Discussion • Division of Science and Math faculty met for a retreat in August 2016 and discussed assessment • The assessment data included in this portion of the presentation include data from all 3 EOSC General Biology instructors: Mr. David Juarez (Wilburton), Dr. Andrea Green (Wilburton and McAlester), and Ms. Casey Meek (Idabel) • What about Math? • No data from Math courses are included because we decided to look at mathematical application in non-math courses instead.

QUANTITATIVE & SCIENTIFIC REASONING Assessment Methods • All 3 biology instructors agreed upon using 3 separate assignments to assess learning goals 4.1-4.5. • All 3 of these assignments were exactly the same across all 3 instructors’ classes. • These assignments were administered after introducing their included subject material to students. • All 3 instructors collected data from these 3 assignments to report in this presentation. • We compared the number of student attempts with the number of student successes, and presented results as a percentage for each assessment (assignment). • Example • What proportion of students that attempted the assignments obtained the correct answers on those assignments? • Number “Correct” on assignments defined by those students that scored at least 60% on that assignment

QUANTITATIVE & SCIENTIFIC REASONING Results of Fall 2016 Student Assessment Learning goal 4.1 is as follows: • 4.1. Describe and delineate the components of the scientific method

Results of Fall 2016 Student Assessment 4.1. Describe and delineate the components of the scientific method • General Biology – Green • General Biology – Juarez • General Biology – Meek

Results of Fall 2016 Student Assessment 4.1, cont’d • 4.1 All Biology classes combined

QUANTITATIVE & SCIENTIFIC REASONING Learning Goals 4.2, 4.3, and 4.4. We used one assignment that assessed learning goals 4.2, 4.3, and 4.4, which are as follows: • 4.2. Apply scientific and mathematical methods to solving problems • 4.3. Collect, graph, and summarize data and make relevant observations and statements of results and formulate questions • 4.4. Evaluate evidence and determine if conclusions based upon data are valid and reliable

QUANTITATIVE & SCIENTIFIC REASONING 4.2, cont’d • General Biology – Green • Applying mathematical methods  General Biology – Juarez  Applying mathematical methods

QUANTITATIVE & SCIENTIFIC REASONING 4.2, cont’d • General Biology--Meek • Applying mathematical methods • 4.2 All Biology classes combined • Applying mathematical methods

QUANTITATIVE & SCIENTIFIC REASONING 4.3. Collect, graph, and summarize data and make relevant observations and statements of results and formulate questions • General Biology — Green • Graph data • Interpret graph

QUANTITATIVE & SCIENTIFIC REASONING 4.3, cont’d • General Biology – Juarez • Graph data • Interpret graph

QUANTITATIVE & SCIENTIFIC REASONING 4.3, cont’d • General Biology – Meek • Graph data • Interpret graph

QUANTITATIVE & SCIENTIFIC REASONING 4.3, cont’d • 4.3 All Biology classes combined • Graphing data • Interpreting graph

QUANTITATIVE & SCIENTIFIC REASONING 4.4. Evaluate evidence and determine if conclusions based upon data are valid and reliable • General Biology-Green • General Biology - Juarez

QUANTITATIVE & SCIENTIFIC REASONING 4.4, cont’d • General Biology – Meek • 4.4 All Biology classes combined

QUANTITATIVE & SCIENTIFIC REASONING Learning Goal 4.5 Learning goal 4.5 is as follows: • 4.5. Distinguish sound scientific works from non- scientific works

QUANTITATIVE & SCIENTIFIC REASONING 4.5. Distinguish sound scientific works from non-scientific works • General Biology-Green • General Biology – Juarez

QUANTITATIVE & SCIENTIFIC REASONING 4.5, cont’d • General Biology – Meek • 4.5 All Biology classes combined

QUANTITATIVE & SCIENTIFIC REASONING Summary • 85.7 % of students could describe and delineate the components of the scientific method (4.1) • 91.5 % of students could apply scientific and mathematical methods to solve problems (4.2) • 89.7 % of students could collect, graph, and summarize data and 82.1% of students could make relevant observations and statements of results and formulate questions (4.3) • 89.7% of students could evaluate evidence and determine if conclusions based upon data are valid and reliable (4.4) • 94.4% of students could distinguish sound scientific works from non-scientific works (4.5)

QUANTITATIVE & SCIENTIFIC REASONING Conclusions- General Biology • Students achieved all learning outcomes with at least 60% proficiency • Our lowest combined % correct was 82.1% for learning goal 4.3 (interpreting graphs). • Weaknesses • Using math to solve problems • Creating correct graph type for data being analyzed • Interpreting results in graphical format • Closing the loop • Increase exercises that require math to solve problems • Increase tutorials on how to graph and when to use a bar graph or a line graph • Tutorials and more practice on graph interpretation

ORAL COMMUNICATION