Assessment of the Core Competencies FY14

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1 Assessment of the Core Competencies FY14 Communication, Technology Fluency, Information Literacy, and Personal Wellness Office of Learning Outcomes Assessment Page 1 of 37

2 Assessment Plan Consistent with the institutional mission and vision, Anne Arundel Community College (AACC) expects students to gain and demonstrate appropriate proficiency in ten core competencies encompassing general education and essential life skills. The college is committed to offering experiences that allow students to acquire, develop and demonstrate growth in these competencies. The attainment of core competencies provides the foundation for lifelong learning. The members of the Committee on Teaching and Learning s (CoTL) Subcommittee on Learning Outcomes Assessment (LOA) and the Assessment Fellows, in collaboration with the Director of LOA, will continue to guide and implement the college s systematic assessment of the core competencies in FY14 with communication and technology fluency in the second year, and information literacy and personal wellness in the first year of a two-year cycle. Communication Using listening, speaking, reading, writing and visual communication skills effectively. Technology Fluency Utilizing technology to enhance productivity in one s academic, professional and personal life. Information Literacy Recognizing when information is needed and locating, evaluating, and using information appropriately. Personal Wellness Demonstrating the use of strategies that promote holistic health and wellness. Year 1 will include baseline assessments and determination of strategies to enhance student learning. Year 2 will include implementation of changes and reassessment of competencies to determine impact. A more detailed timeline is provided in Appendix 1. With the CoTL and Academic Forum s approval, the Subcommittee on LOA has set the following goals for FY14: Assist the Director of Learning Outcomes Assessment (LOA) in enhanced institution-wide communication and professional development around learning outcomes assessment through contributions to the LOA newsletter, AACC inter/intranet sites, and workshops. Continue to assist the Office of LOA with the assessment of Communication and Technology Fluency. Advise and make recommendations for the assessment of college-level core competencies (Information Literacy and Personal Wellness) in support of the 2013 LOA Plan. The FY14 membership of the Subcommittee on LOA is as follows: Associate Professor Jason Barbour (Physical Sciences) Assistant Professor Katherine Baumgartner (Nursing) Dr. Nassim Ebrahimi (Learning Outcomes Assessment) Dr. Ricka Fine (Planning, Research and Institutional Assessment) Dr. Jaclyn Gambone (TEACH) Professor Lawrie Gardner (Business Administration) Assistant Professor Ruimin Hu (Computer Technologies) Assistant Professor Lindsay McCulloch (Visual Arts) Dr. Marjorie Rawhouser (Engineering) Dr. Russell Rockefeller (History) Professor Kelly Sell (Computer Information Systems) Assistant Professor Rebecca Tolley (Nursing) Chair Associate Professor Brandy Whitlock (Library) Page 2 of 37

3 The Assessment Fellows are: Dr. Mary Jo Bondy, Physician Assistant Program (Health Professions, Wellness & Physical Education) Professor Roy Carson, Business Administration (Business) Dr. Gina Finelli, Sociology (Arts & Sciences) Assistant Professor Ruimin Hu, Computer Technologies (Computer Technologies) Associate Professor Marjorie Paoletti, English (Arts & Sciences) Dr. Amber Rust, Mathematics (Arts & Sciences) Assistant Professor Rebecca Tolley, Nursing (Health Professions, Wellness & Physical Education) Ms. Veronica Townsend, (Center for Workforce Solutions) Ms. LouAnn Tracy (Continuing & Professional Studies) Ms. Catherine Waterman, English Language Learning (Continuing & Professional Studies) Assistant Professor Elizabeth Wyler, Engineering (Cyber and Homeland Security Technologies and Joint Ventures) Additional support will be solicited from the college community, particularly in areas heavily aligned with the core competencies under review. Assessment of the Communication Core Competency Phases 2 & 3 Methodology Similar to data collection in spring 2013, students applying, by the deadline, to graduate with an Associate s degree in fall 2013 and spring 2014 as identified through the Registrar s office will be notified of their eligibility to participate and opportunity to opt out. Of the remaining students, a random sample equaling 33.3% of the total will be selected. The Office of Learning Outcomes Assessment (LOA) will examine student schedules and the curriculum map to identify ideal fall 2013 and spring 2014 courses to provide a sample of student work for scoring. Instructors of those target courses will be asked to send one sample of the target student s work to the Office of LOA, with the goal of receiving samples for at least 15% of the total number of AACC students applying, by the deadline, to graduate with an Associate s degree in the respective term. In response to the focus group and survey feedback, more detailed guidelines will be provided soliciting more appropriate student samples for evaluation. The Office of LOA will remove all student and instructor identifiers in preparation of scoring. Scoring will take place in May To recruit faculty from all instructional units, faculty providing student work, subcommittee members, Assessment Fellows, and all other college faculty and staff will be asked to volunteer. Evaluators will be trained on the assessment tool and then asked to score student work. A sub-sample of the work will be scored by two separate evaluators to ensure reliability. The data will be analyzed by the Office of LOA. Resulting reports will be drafted and shared with the Subcommittee on LOA, COID, Assessment Fellows, and the college community emphasizing its use to improve learning for all AACC students. Assessment Tool After careful consideration of established written and oral communication rubrics from a variety of organizations and institutions, the communication rubric was developed. The final rubric (see Appendix 2) is a combination of the Maryland C Standard (row headings, see Appendix 3), AAC&U VALUE rubrics for Oral and Written Communication (cell descriptions, and Miami Dade College s Communication rubric (column headings; The Committee on Teaching and Learning s Subcommittee on LOA recommends continuing the use of the communication rubric for scoring of student works (see Appendix 2). Page 3 of 37

4 Assessment of the Technology Fluency Core Competency Phases 2 & 3 Methodology Similar to data collection in spring 2013, students applying, by the deadline, to graduate with an Associate s degree in fall 2013 and spring 2014 will be identified through the Registrar s office and will be notified of their eligibility to participate and opportunity to opt out. The Office of Learning Outcomes Assessment (LOA) will send an to the remaining students with a link to an electronic survey asking for volunteers to participate. The survey will be open for at least one month at the end of the semester, with reminders sent periodically. The data will be analyzed by the Office of LOA. Resulting reports will be drafted and shared with the Subcommittee on LOA, COID, Assessment Fellows, and the college community emphasizing its use to improve learning for all AACC students. Assessment Tool After careful consideration of established technology fluency, technology literacy, and computer literacy tools from a variety of organizations and institutions, the self-assessment tool was developed. The final tool (see Appendix 4 or is a customized combination of Evergreen Student Experience survey ( page 2), and Educause s Center for Applied Research (ECAR) tool ( page 100). Students will respond to questions regarding their perceived skill level before attending AACC, upon graduation, and AACC s impact on their growth. The Committee on Teaching and Learning s Subcommittee on LOA recommends the continued use of the technology fluency self-assessment (see Appendix 4 or Assessment of the Information Literacy Core Competency Phase 1 Proposed Methodology For spring 2014, it is recommended that the applicable samples being collected for the assessment of communication also be used for the assessment of information literacy. For fall 2014 and spring 2015, similar to data collection for the assessment of communication, students applying, by the deadline, to graduate with an Associate s degree in fall 2014 and spring 2015 as identified through the Registrar s office will be notified of their eligibility to participate and opportunity to opt out. Of the remaining students, a random sample equaling 33.3% of the total will be selected. The Office of Learning Outcomes Assessment (LOA) will examine student schedules and the curriculum map to identify ideal fall 2014 and spring 2015 courses to provide a sample of student work for scoring. Instructors of those target courses will be asked to send one sample of the target student s work to the Office of LOA, with the goal of receiving samples for at least 15% of the total number of AACC students applying, by the deadline, to graduate with an Associate s in the respective term. The Office of LOA will remove all student and instructor identifiers in preparation of scoring. Scoring will take place in May 2014 and May 2015, as appropriate. To recruit faculty from all instructional units, faculty providing student work, subcommittee members, Assessment Fellows, and all other college faculty and staff will be asked to volunteer. Evaluators will be trained on the assessment tool and then asked to score student work. A sub-sample of the work will be scored by two separate evaluators to ensure reliability. The data will be analyzed by the Office of LOA. Resulting reports will be drafted and shared with the Subcommittee on LOA, COID, Assessment Fellows, and the college community emphasizing its use to improve learning for all AACC students. Proposed Assessment Tools Evaluation of assignment To better understand current assignment guidelines provided for students and to potentially inform future improvements, the Subcommittee on LOA recommends evaluating assignments related to the samples of student work using a checklist resulting from a FY11 Designs for Learning Grant project (see Appendix 5). Page 4 of 37

5 Evaluation of student works After careful consideration of established assessment tools to measure information literacy from a variety of organizations and institutions, the proposed information literacy rubric was developed. The proposed rubric (see Appendix 6) is a combination of the University of Maryland University College s Graduate School Management and Technology s Information Literacy Rubric for Outcomes Assessment (3 row headings and respective cell descriptions, St. John s University Information Literacy Rubric (1 row heading, and, consistent with assessment of communication rubric, Miami Dade College s Information Literacy rubric (column headings; The Committee on Teaching and Learning s Subcommittee on LOA recommends using the proposed information literacy rubric for scoring of student works (see Appendix 6). Assessment of the Personal Wellness Core Competency Phase 1 Proposed Methodology Similar to data collection for the assessment of technology fluency, students applying, by the deadline, to graduate with an Associate s degree in spring 2014, fall 2014 and spring 2015 will be identified through the Registrar s office and will be notified of their eligibility to participate and opportunity to opt out. The Office of Learning Outcomes Assessment (LOA) will send an to the remaining students with a link to an electronic survey (combined with technology fluency survey for spring 2014) asking for volunteers to participate. The survey will be open for at least one month at the end of the semester, with reminders sent periodically. The data will be analyzed by the Office of LOA. Resulting reports will be drafted and shared with the Subcommittee on LOA, COID, Assessment Fellows, and the college community emphasizing its use to improve learning for all AACC students. Proposed Assessment Tool After careful consideration of established personal wellness theories and assessment tools from a variety of organizations and institutions, the proposed self-assessment tool was developed. The proposed tool (see Appendix 7 or is a customized version of Lutheran Social Services of Michigan s Personal Wellness Assessment survey ( Students will reflect on how often they engage in specific behaviors related to personal wellness domains and AACC s impact on these behaviors. The Committee on Teaching and Learning s Subcommittee on LOA recommends the proposed personal wellness selfassessment (see Appendix 7 or Page 5 of 37

6 Appendix 1: Detailed Timeline of the Assessment Process FY14 Year 1 Assessment of Information Literacy and Personal Wellness Fall 2013 September 2013 October 2013 November 2013 December 2013 LOA Subcommittee Set goal(s) related to assessment of core competencies Review possible tools and share with areas for feedback Office of LOA Prepare & share with LOA subcommittee possible assessment tools Prepare & share with LOA subcommittee possible assessment strategies Provide feedback to director of LOA; review possible strategies and share with areas for feedback Prepare & share with LOA subcommittee possible assessment strategies Confirm assessment tool(s) and strategies Report progress to VP of Learning & COID Winter/ Spring/ Summer 2014 LOA Subcommittee Office of LOA Assessment Fellows Faculty and staff from selected courses (based on strategies) January 2014 February 2014 March 2014 April 2014 May 2014 June 2014 Prepare selected assessment tools and strategies for implementation Receive information outlining involvement for Spring 2013 Receive progress update; support through IPD Report progress to LOA subcommittee; facilitate implementation Facilitate implementation Implement assessment strategy Receive progress update; support through IPD Report progress to LOA subcommittee; Facilitates implementation Facilitate implementation Implement assessment strategy & submission of data as available Receive progress update; support through IPD Report progress to LOA subcommittee; Facilitate implementation; analysis & reporting on data as available Facilitate implementation Implement assessment strategy & submission of data as available Receive progress update & determine next steps Report progress to LOA subcommittee; Facilitate implementation; analysis & reporting on data as available Facilitate implementation Implement assessment strategy & submission of data as available Report progress to VP of Learning and COID; Analysis & reporting on data as available Page 6 of 37

7 FY14 Year 2 Assessment of Communication and Technology Fluency Fall 2013 July 2013 August 2013 September 2013 October 2013 November 2013 December 2013 LOA Subcommittee Set goal(s) related to assessment of core competencies; receive progress update; review feedback Receive progress update; support through IPD Receive progress update; support through IPD Receive progress update & determine next steps Office of LOA Assessment Fellows Faculty and staff from selected courses (based on strategies) Analysis & reporting on data; prepare next steps Reporting on progress in newsletter and IPD; prepare next steps Report progress to VP of Learning, COID, and LOA subcommittee; Facilitate implementation; analysis & reporting on data as available Receive progress update; support through IPD Receive information outlining involvement for Fall 2013 Report progress to LOA subcommittee; Facilitate implementation; analysis & reporting on data as available Receive progress update; support through IPD Report progress to LOA subcommittee; Facilitate implementation; analysis & reporting on data as available Facilitate implementation Implementation of assessment strategy & submission of data as available Report progress to VP of Learning & COID Facilitate implementation Implementation of assessment strategy & submission of data as available Page 7 of 37

8 Winter/Spring 2014 January 2014 February 2014 March 2014 April 2014 May 2014 LOA Subcommittee Receive progress update; support through IPD Receive progress update; support through IPD Receive progress update; support through IPD next steps Office of LOA Assessment Fellows Faculty and staff from selected courses (based on strategies) Analysis & reporting on data; prepare next steps Receive progress update; support through IPD Report progress to LOA subcommittee; facilitate implementation Receive progress update; support through IPD Receive information outlining involvement for Spring 2014 Report progress to LOA subcommittee; facilitate implementation Facilitate implementation Implementation of assessment strategy & submission of data as available Report progress to LOA subcommittee; facilitate implementation; analysis & report on data as available Facilitate implementation Implementation of assessment strategy & submission of data as available Receive progress update & determine Report progress to LOA subcommittee; facilitate implementation; analysis & report on data as available Facilitate implementation Implementation of assessment strategy & submission of data as available Page 8 of 37

9 Appendix 2: Communication Assessment Tool Communication Rubric Exemplary 4 Proficient 3 Developing 2 Emerging 1 Content Organization Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the student s understanding, and shaping the whole work. Organizational pattern is clearly and consistently observable, is skillful, and makes the content cohesive. Uses appropriate, relevant, and compelling content consistently to explore ideas and shape the whole work. Organizational pattern is clearly and consistently observable. Uses appropriate and relevant content intermittently to develop and explore ideas through the work. Organizational pattern is intermittently observable. Uses appropriate and relevant content to develop simple ideas in few parts of the work. Attempts to use a consistent system for basic organization. Style/Expression Skillfully communicates meaning to audience with clarity and fluency. Consistently communicates meaning to audience with clarity and fluency. Intermittently communicates meaning to audience with clarity and fluency. Rarely communicates meaning to audience with clarity and fluency. Mechanics Communication is virtually error-free in mechanics. Communication has few errors in mechanics. Communication has some errors in mechanics. Communication impedes meaning because of errors in mechanics. **Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet Emerging level performance. Page 9 of 37

10 Appendix 3: Maryland State Standard King ENG 112 Rubric Maryland State Standard Content The essay fulfills the assignment (topic, organizational pattern, length, audience, and purpose). The essay contains a clear, specific thesis. The thesis is supported with relevant and adequate material (facts, figures, examples, quotations, or other details). The discussion of the topic is clear and the reasoning is sound. Other points of view are acknowledged and responded to as appropriate, and sources of information are accurately presented and fully attributed. Organization The essay s plan is discernible and logical. The essay s thesis is maintained throughout the paper. The essay most often contains topic sentences and transitions. The essay contains opening and closing paragraphs. The essay s paragraphs are generally unified, coherent, and developed. Style and Expression The essay uses appropriate tone, word choice, and sentence patterns for its audience and purpose. The essay generally contains smooth transitions between paragraphs, although some may be missing or ineffective. The meaning of the essay s sentences is clear, although some sentences may be awkward or lack variety. The sentence structure, although typically correct, may show limited mastery of subordination, emphasis, sentence variety and length, and modifiers. The essay reflects MLA guidelines for citation/documentation. Grammar/Mechanics The paper follows the conventions of standard written U. S. English. The essay s errors do not impede meaning nor overly distract the reader. The essay is substantially free of grammar errors (fragments, run-ons, comma splices, s-v or p-a agreement, reference, case, adjectives/adverbs, and verb tense, mood and voice). The essay is substantially free of errors in punctuation (commas, semicolons, colons, apostrophes, quotations marks, end punctuation, and other marks). The essay is substantially free of errors in spelling or mechanics (abbreviations, numbers, italics, hyphens, and capitals). Fails 1-2 Meets 3-4 Exceeds 5 Page 10 of 37

11 Appendix 4: Technology Fluency Survey Page 11 of 37

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22 Appendix 5: Assignment Audit Checklist Does the Assignment Yes No N/A Specify the number of sources you expect student to find, use and cite Ask students to distinguish between primary, secondary and tertiary sources Clearly indicate which level of sources are appropriate for this assignment Require students to analyze and synthesize multiple sources Adhere to the general rule of 1 or 2 sources per page, i.e sources per 5 pg paper Specify the types of sources that are acceptable Peer reviewed journals Any journal, magazine or newspaper article from a library database Websites with certain domains (e.g.,.edu or.gov) Any site found on the open web Wikipedia or similar open modification sites Blogs Opinion pieces How-to books or articles Require that students know how to evaluate sources for bias and credibility Clarify expectations for reliability of sources Allow you to assess the quality of sources students use Require source variety to insure students know how to get information from difference types of sources Require intermediary steps between assignment and final due date Provide a timeline for submission of steps Ask for submission of a thesis sentence or paragraph Ask for submission of a written proposal Require an annotated bibliography Distinguish for your students between direct and indirect quotations Insure students know how to indicate the source of ideas as well as the source of words of others Specify a documentation style that must be used in the assignment MLA APA Chicago Other Specify requirements about the currency of information cited Source: Recommendations based on analysis of 481 student papers citing 3381 sources in 46 sections of ENG 112 and ENG 121 taught by 28 full and part time faculty members during Fall Semester Page 22 of 37

23 Appendix 6: Information Literacy Rubric Exemplary 4 Proficient 3 Developing 2 Emerging 1 Choice of Sources Choices appropriate sources and content of information. Chooses scholarly, discipline-specific information, including primary sources where appropriate Chooses reliable information, including primary sources where appropriate Chooses adequate information, including primary sources where appropriate Chooses irrelevant and/or unreliable sources unsuited to academic research Incorporation Uses information to accomplish a specific purpose. Expertly synthesizes and presents information to fully achieve a specific purpose with clarity and depth. Sufficiently synthesizes and presents information to fully achieve a specific purpose with some clarity and depth. Partially synthesizes and presents information with little clarity or depth. Inadequately synthesizes and presents information with little or no clarity or depth. Ethical Use Understands and complies with institutional policies related to access and use of information, demonstrating an understanding of academic integrity. Fully demonstrates understanding of ethical and legal guidelines for published, confidential and proprietary information. Mostly demonstrates understanding of ethical and legal guidelines for published, confidential and proprietary information. Partially demonstrate understanding of ethical and legal guidelines for published, confidential and proprietary information. Fails to demonstrate understanding of ethical and legal guidelines for published, confidential and proprietary information. *Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet Emerging level performance. Page 23 of 37

24 Appendix 7: Personal Wellness Survey Page 24 of 37

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