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 assessed Students 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 program; identifying their corresponding file extensions 72.4% 16 90% 4 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 document 43.1% 33 38.6% 27 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% 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 2.14Demonstrate knowledge of the differences between “Save” and “Save As” functions 75.9% 14 97.7% 1 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 an email 5.2% 55 26.8% 30 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 source 91.4% 5 92.7% 3 3.13Sign out of email 94.8% 3 100.0% 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 groups of people 79.3% 12 85.4% 6

QUANTITATIVE & SCIENTIFIC REASONING

QUANTITATIVE & SCIENTIFIC REASONING

• 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.

Discussion

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
• n those assignments?
• Number “Correct” on assignments defined by those students that scored at least 60% on

that assignment

Results of Fall 2016 Student Assessment

QUANTITATIVE & SCIENTIFIC REASONING

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

• bservations 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
• f 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

Division CONTENT & COMPREHENSION PROFESSIONAL APPEARANCE PROFESSIONAL LANGUAGE VOLUME &DICTION PHYSICALITY VISUAL AID TOTAL SCORE CATEGORY TOTALS 233 253 253 252 231 159 CATEGORY AVERAGE 3.28 3.56 3.56 3.55 3.25 2.24 18.82 STANDARD DEVIATION 0.92308017 0.788468049 0.794038068 0.627954012 1.038664874 0.98730340 4 3.810732458

Current Semester CATEGORIES AVERAGE SCORE PHYSICALITY 3.25 Consistently looks relaxed and confident CONTENT & COMPREHENSION 3.28 understanding of the topic PROFESSIONAL LANGUAGE 3.56 using professional language VISUAL AID 2.24 interacts with visual aid PROFESSIONAL APPEARANCE 3.56 physical appearance (dress) is appropriate VOLUME &DICTION 3.55 clear enough to be heard TOTAL SCORE Current Semester SD 1.038664874 0.92308017 0.794038068 0.987303404 0.788468049 0.627954012 3.810732458

3.28 3.56 3.56 3.55 3.25 2.24 0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 CONTENT & COMPREHENSION PROFESSIONAL APPEARANCE PROFESSIONAL LANGUAGE VOLUME &DICTION PHYSICALITY VISUAL AID

CRITICAL THINKING

• A new rubric was created by critical thinking assessment team.
• The rubric was emailed to EOSC faculty for evaluation and

modification.

• Only slight modifications were made.
• Rubric was emailed in November to faculty to pilot in the following

courses for Fall 2016:

• Behavioral Social Science- Cathy Cogburn-Govt
• Business-Kay Langham- Intro to Business
• Language- Timothy O'Neal- Global Humanities, Kristen Turner-Mass

Comm

• Nursing-1118, 2118
• Science and Math- Peggy McBeath-Intermediate Algebra,

McAlester- Microbiology (Idabel)

Critical Thinking Assessment Fall 2016

Revised Critical Thinking Rubric Used for Assessment Fall 2016

Performance Element 1 2 3 Score Analyzing information, data ideas or concepts Plagiarism, incomplete or omits relevant information Reports information with minor inaccuracies, irrelevancies or

• missions

Interprets information accurately, appropriately and in-depth in new context Applying formulas, procedures, principles or themes. Labels formulas, procedures or principles inaccurately or omits them Uses appropriate formulas, procedures or principles with minor inaccuracies Employs formulas, procedures, or principles accurately Presenting multiple solutions, positions or perspectives Names a single position or perspective inaccurately and fails to present a solution/ perspective Identifies simple solutions, positions or perspectives with minor inaccuracies Explores accurately multiple solutions or perspectives with

• pposing points of view

Drawing well-supported conclusions Attempts a conclusion that is inconsistent, illogical or omits a conclusion altogether Offers an abbreviated conclusion that is mostly consistent with evidence presented Creates a detailed conclusion that is well supported, logical and complete Synthesizing ideas into a coherent whole Lists ideas in a fragmented manner without order Arranges ideas or solutions into a simple pattern Integrates ideas that are clear and coherent

Critical Thinking Assessment Results Fall 2016

Performance Element 1 2 3 Intermediate Algebra Math 0123 Mean, Range, N= Intro to Business BUSAD 1123 Mean, Range, N= Intro to Nursing NURS 1118 Mean, Range, N= Analyzing information, data ideas or concepts Plagiarism, incomplete or

• mits relevant information

Reports information with minor inaccuracies, irrelevancies or omissions Interprets information accurately, appropriately and in-depth in new context 2.0 1.6-3.0 41 2.2 1-3 2.9 2-3 21 Applying formulas, procedures, principles or themes. Labels formulas, procedures or principles inaccurately or omits them Uses appropriate formulas, procedures or principles with minor inaccuracies Employs formulas, procedures, or principles accurately 0.9 0.4-1.6 41 2.3 1-3 2.9 2-3 21 Presenting multiple solutions, positions or perspectives Names a single position or perspective inaccurately and fails to present a solution/ perspective Identifies simple solutions, positions or perspectives with minor inaccuracies Explores accurately multiple solutions or perspectives with

• pposing points of view

1.7 0.9-2.5 41 2.4 2-3 2.9 2-3 21 Drawing well-supported conclusions Attempts a conclusion that is inconsistent, illogical or omits a conclusion altogether Offers an abbreviated conclusion that is mostly consistent with evidence presented Creates a detailed conclusion that is well supported, logical and complete 1.8 0.6-2.6 41 2.6 2-3 2.6 2-3 21 Synthesizing ideas into a coherent whole Lists ideas in a fragmented manner without order Arranges ideas or solutions into a simple pattern Integrates ideas that are clear and coherent 2.1 1.2-3.0 41 2.2 1.3 2.8 2-3 21

Critical Thinking Assessment Results Fall 2016

Performance Element 1 2 3 Global Humanities HUMAN 2113 Mean, Range, N= Intro to Mass Communications MCOMM 1113 Mean, Mode, N= Physical and Mental Illness NURS 2118 Mean, Range, N= Analyzing information, data ideas or concepts Plagiarism, incomplete or omits relevant information Reports information with minor inaccuracies, irrelevancies or omissions Interprets information accurately, appropriately and in-depth in new context 2.1 1-3 9 2.4 1-3 8 2.7 2-3 21 Applying formulas, procedures, principles or themes. Labels formulas, procedures or principles inaccurately or omits them Uses appropriate formulas, procedures or principles with minor inaccuracies Employs formulas, procedures, or principles accurately 3.0 1-3 9 2.0 1-3 8 2.5 1-3 21 Presenting multiple solutions, positions or perspectives Names a single position or perspective inaccurately and fails to present a solution/ perspective Identifies simple solutions, positions or perspectives with minor inaccuracies Explores accurately multiple solutions or perspectives with

• pposing points of view

2.0 1-3 9 1.9 1-2 8 2.2 1-3 21 Drawing well-supported conclusions Attempts a conclusion that is inconsistent, illogical or omits a conclusion altogether Offers an abbreviated conclusion that is mostly consistent with evidence presented Creates a detailed conclusion that is well supported, logical and complete 2.1 1-3 9 1.8 1-3 8 2.1 1-3 21 Synthesizing ideas into a coherent whole Lists ideas in a fragmented manner without order Arranges ideas or solutions into a simple pattern Integrates ideas that are clear and coherent 1.8 1-2 9 2.3 1-3 8 2.5 2-3 21

Critical Thinking Assessment Results Fall 2016

Performance Element 1 2 3 Government POLSCI 1113 Mean, Range, N= Microbiology Group Project BIOL 2124 Score, N= Intro Macroeconomics ECON 2113 Mean, Range, N= Analyzing information, data ideas or concepts Plagiarism, incomplete or omits relevant information Reports information with minor inaccuracies, irrelevancies or omissions Interprets information accurately, appropriately and in-depth in new context 2.3 2-3 3 5 2.3 2-3 3 Applying formulas, procedures, principles or themes. Labels formulas, procedures or principles inaccurately or omits them Uses appropriate formulas, procedures or principles with minor inaccuracies Employs formulas, procedures, or principles accurately 2.3 1-3 2 5 2.6 2-3 3 Presenting multiple solutions, positions or perspectives Names a single position or perspective inaccurately and fails to present a solution/ perspective Identifies simple solutions, positions or perspectives with minor inaccuracies Explores accurately multiple solutions or perspectives with

• pposing points of view

1.9 1-3 2 5 2 1-3 Drawing well-supported conclusions Attempts a conclusion that is inconsistent, illogical or omits a conclusion altogether Offers an abbreviated conclusion that is mostly consistent with evidence presented Creates a detailed conclusion that is well supported, logical and complete 1.8 1-3 3 5 1.9 1-3 Synthesizing ideas into a coherent whole Lists ideas in a fragmented manner without order Arranges ideas or solutions into a simple pattern Integrates ideas that are clear and coherent 2.3 1-3 2 5 1.9 1-3

INFORMATION LITERACY

Information Literacy Assessment Spring 2017

• 25 question “survey”
• consists of multiple choice and true/false questions
• try to insert it in a course with some sort of research

element

• questions cover subjects such as plagiarism, citing

sources, using library resources, evaluating sources

Question MCOMM 1113 (N=8) BIOL 2103 (N=16) AVG. MC: Plagiarism is AVG: 100 AVG: 100 100 T-F: Thoroughly reading your assignment and understanding what your professor expects when you turn in your paper is a key step in the research process. AVG: 100 AVG: 100 100 MC: While doing your background research, if you find that there is too much information, you will need to _________ your topic. AVG: 87.5 SD: 1.42 AVG: 100 93.75 MC: In researching steroid use, you look up your topic on the web and find an article in a personal blog that claims the use of steroids by high school girls increased from 1.2 percent in 1991 to 5.3 percent in 2003. Your next best step: AVG: 75 SD: 1.86 AVG: 93.75 SD: 1.0 84.375 MC: Which of these is NOT a reason for documenting the sources you use in your paper? AVG: 50 SD: 2.14 AVG: 50 SD: 2.07 50 MC: The purpose of the Dewey Decimal system is to AVG: 100 SD: 0 AVG: 87.5 SD: 1.37 93.75

T/F: A thesis statement expresses the subject and purpose of your research paper. AVG: 100 SD: 0 AVG: 93.75 SD: 1.0 96.875 MC: I read a book for a course I was taking at

• EOSC. It contained the footnote: Bonilla-Silva, E.

(1997) “Rethinking racism: Toward a structural interpretation.” American Sociological Review, 62, June 1997, 465-480. This citation is for: AVG: 12.5 SD: 1.42 AVG: 68.75 SD: 1.92 40.625 MC: Ranly, Ernest W. “Latin American Spirituality.” Currents, 39 (4), 458-462, 1989-1990. AVG: 62.5 SD: 2.08 AVG: 81.25 SD: 1.62 71.875 MC: Which is a correct Works Cited entry? AVG: 0 SD: AVG: 37.5 SD: 2.0 18.75 T/F: The website Wikipedia is a credible source when writing a research paper. AVG: 87.5 SD: 1.42 AVG: 87.5 SD: 1.37 87.5 T/F: Paraphrasing too closely to the original text, even if you do credit the source, is still considered plagiarism. AVG: 62.5 SD: 2.08 AVG: 75.0 SD: 1.79 68.75

MC: A lot of broken links on a web site may indicate that the information is not ____________. AVG: 87.5 SD: 1.42 AVG: 68.75 SD: 1.92 78.125 MC: Scholarly journals are: AVG: 62.5 SD: 2.08 AVG: 75 SD: 1.79 68.75 MC: Who would represent the target audience for the Journal of Nutrition Education and Behavior? AVG: 62.5 SD: 2.08 AVG: 87.5 SD: 1.37 75 T/F: An MLA Works Cited list is alphabetized based on the title of the source. AVG: 12.5 SD: 1.42 AVG: 37.5 SD: 2 25 MC: In general an index to a book can be found: AVG: 50 SD: 2.14 AVG: 75 SD: 1.79 62.5 MC: APA and MLA style both refer to AVG: 100 SD: AVG: 87.5 SD: 1.37 93.75 T/F: All of the letters at the beginning of call numbers are based on the name of the department—A is Agriculture, C is Commerce, D is Defense and so on. AVG:62.5 SD: 2.08 AVG: 37.5 SD: 2.0 50

T/F: The concept of "teenagers" and teenage culture first developed in the 1950s due to the increasing economic independence of young

• people. Is this statement a thesis or a fact?

AVG: 62.5 SD: 2.08 AVG: 75 SD: 1.79 68.75 MC: To locate books owned by the Eastern Oklahoma State College Library, you should use: AVG: 87.5 SD: 1.42 AVG: 81.25 SD: 1.62 84.375 T/F: The Web is the most current and accurate source of information for every topic. AVG: 37.5 SD: 2.08 AVG: 56.25 SD: 2.05 46.875 MC: Which of the following types of sources would you go to for research studies written by an expert and focused on a very narrow topic? AVG: 87.5 SD: 1.42 AVG: 56.25 SD: 2.05 71.875 T/F: “Global warming” is a narrow research topic, focused enough that a person researching it would not be overwhelmed with information. AVG: 62.5 SD: 2.08 AVG: 81.25 SD: 1.62 71.875 T/F: A Works Cited list is not required of all in-text citations have the author(s) and the page number(s) of the source. AVG: 75 SD: 1.86 AVG: 68.75 SD: 1.92 71.875

• Which of these is NOT a reason for documenting the sources you use in your

paper? (50%) *rethink or reword this question

• All of the letters at the beginning of call numbers are based on the name of the

department—A is Agriculture, C is Commerce, D is Defense and so on. (50%)

• The Web is the most current and accurate source of information for every topic.

(46.875%) *bad question

• I read a book for a course I was taking at EOSC. It contained the footnote: Bonilla-

Silva, E. (1997) “Rethinking racism: Toward a structural interpretation.” American Sociological Review, 62, 465-480. This citation is for: (40.625%)

• An MLA Works Cited list is alphabetized based on the title of the source. (25%)
• Which is a correct Works Cited entry? (18.75%)

50% or lower

Where do we go from here?

• Obviously we need a larger sample.
• Work on proper citations—Works Cited page?
• Explain classification system?

LUNCH

CULTURAL, GLOBAL AWARENESS SURVEY

Monkey- Cultural Awareness Student Survey

BLACKBOARD UPDATE

ASSESSMENT WORK FOR FALL 2017

Essay Assessment- Penny Jones ENGL 1213- Already have Technology Literacy- Janet Wansick OLS 1111 & CIS 1113 Quantitative & Sci Reasoing-Maye Durant CHEM 1315 & BIOL 2103

Co Requisite to Scale

CO-REQUISITE TO SCALE REPORT

CO-REQUISITE TO SCALE REPORT

CO-REQUISITE TO SCALE REPORT Eastern will have co-requisite courses in place for Mathematics and English for Fall 2017

Math update- English update-

CURRICLUM MAPPING

Outcome # 

• 1. Communications
• 2. Critical

Thinking

• 3. Information &

Technology Literacy

• 4. Quantitative &

Scientific Reasoning

• 5. Cultural,Global

Awareness, & Social Responsibiliy Course prefix Course ID 1.1

1.2

1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 3.4 3.5 3.6 4.1 4.2 4.3 4.4 4.5 5.1 5.2 5.3 5.4 5.5 ACCT 1113 R I I I I R R R I I I I ACCT 2103 R I R R I R R R R R I R ACCT 2203 R R R R R R R R R R R R AG 2113 R R R R I M I I I R I R AGCOM AGCOM R R I R R M I I I I I I AGEC 1114 R R R R I M I I R R R R AGRON 1213 R R R R I M I I R R R R AGRON 2124 R R R R I W I I R R R R ANSI 1124 R R R I M I I R R R R AOT 1243 R R R R R R AOT 2303 R R R R R R AOT 2333 R R R R R R BIOL 1114 R R R R R R BIOL 2114 M R R R R I BIOL 2103 R R R R R BIOL 2204 R R R R R R BIOL 2204 M R R R M I BIOL 2214 R R R R R R BIOL 2114 R R R R BIOL 2224 R I R R I I BIOL 2224 R R R R R R BIOL 2225 R R R R R R BUSAD 1023 R R R R R R

EOSC Faculty Developed Map

Program/Departmental Review

Program/ Departmental Assessment

DIVISION WORK- MATH REQUIREMENT