Effectively assessing a General Education course should address a number of factors:

Transcription

1 Effectivel assessing a General Education course should address a number of factors: 1) 2) 3) Valid student learning outcomes should be clearl articulated; Valid assessment measures should be used, consistent with the standards of professional practice; There should be evidence that assessment data are being used b facult to make necessar instructional or assessment changes; and there should be evidence that instructional or assessment changes are being implemented to improve student learning. Relationship of the General Education Program Mission and Outcomes to Universit Mission and Commitments To provide qualit associate, baccalaureate, and graduate degree opportunities and educational experiences which foster student excellence in oral and written communications, scientific reasoning, and critical and creative thinking. 1) Acquire and evaluate information. 2) Analze and integrate knowledge. 3) Develop perspectives and an understanding of the human experience. 4) Communicate effectivel. To promote an atmosphere of academic and intellectual freedom and respect for diverse expression in an environment of phsical safet that is supportive of teaching and learning. To provide a general liberal arts education that supports specialized academic programs and prepares students for lifelong learning and service in a diverse societ. To provide students with a diverse, innovative facult dedicated to excellence in teachinq, scholarl pursuits, and continuous improvement of programs. To provide universit-wide academic programs. student services, activities, and resources that complement To support and strengthen student, facult, and administrative structures that promote shared Universit Assessment Committee 1) Acquire and evaluate information. 2) Analze and integrate knowledge. 3) Develop perspectives and an understanding of the human experience. 4) Communicate effectivel.

2 governance of the institution. To promote and encourage student, facult, staff, and communit interaction in a positive academic climate that creates opportunities for cultural, intellectual, and personal enrichment for the universit and the communities it serves. Discussion of nstructional Changes Resulting from General Education Student Learning Report 1) List and discuss all instructional or assessment changes proposed in Part 3 of last ear's General Education Student Learning Report, whether implemented or not. An other changes or assessment activities from last ear's report, whether included in the report or not should be discussed here as well. Emphasis should be placed on student learning and considerations such as course improvements, the assessment process, and the budget. f no changes were planned or implemented, simpl state "No changes were planned or implemented." The measurement standard for American Histor to 1877 was to have increased from 60% of students achieving an average -~--ot-60%on-all-exams-t()-a-higher-standard-()f-65%/65%; --~-l'lgw~vef,t~"l -fagult-y-3ql"eegl--tg-i"lg("ease-it--tq-jo%/-jq!l/9,whigh j~ will elevate the course's measurement standard to that of the department's other general education courses. 2) 1- [Complete this part onl if the general education course(s) was among those that were peer reviewed last ear.j The Universit Assessment Committee in their General Education Peer Review Report provided feedback and recommendations for improvement in assessment. List or accuratel summarize ill.! feedback and recommendations from the committee, and state whether the were implemented or will be implemented at a future date. f the were not or will not be implemented, please explain wh. f no changes were recommended last ear, simpl state "No changes were recommended." Universit Assessment Committee 2

3 Analsis of Evidence of General Education Student Learning Outcomes 3) The four General Education Outcomes are listed below. For each outcome, indicate the General Education course(s) being assessed, and provide a brief narrative of the assessment measures and performance standards used, as well as the sampling methods and sample sizes. For each measure, document the results of the activit measured and draw an relevant conclusions related to the strengths and weaknesses of students' performance. Finall, indicate whether the performance measure was met or not. Outcome 1: Acquire and evaluate information. HST 2483 Embedded American Histor exams to 1877 ~70% of students All students who will earn ~70%. finish the course. N=463 ( ) Number of Students The data, which cover two ABC D F academic ccles, reveal a The combination OG great deal of similarit in the of on ground and OL resuits of the embedded online grades in. rf TOT 68 12f exams. This suggests that that meet'-- the measure is rigorous and ote)\cee-a-ttte--- Number of Students consistent. All instructors standard of 70% ABC D F (including adjuncts) taught is 71%. OG HST 2483 using individuall- OL developed tests. The TOT proportional results across Percentage of Students the grade range are largel ABC D F constant. OG OL r-~~~~r==r~~~~~ OG 9 OL 10 KEY: There is no significant difference between online and on ground results. The standard of ~70% of students earning ~70% was met in both academic ccles for both on ground and online students = /463 = 71% Universit Assessment Committee 3

4 Outcome 1 (continued): Acquire and evaluate information. HST 2493 America Histor Since 1877 Embedded exams. ~70% of students All students who will earn ~70%. finish the course. N=265 ( ) The data, which cover two Number of Students * academic ccles, reveal a ABlclDF great deal of similarit in the The combination OG results of the embedded of on ground and OL exams. This suggests that online grades in TOT the measure is rigorous and that meet *Some data not turned in. consistent. All instructors or exceed the (including adjuncts) taught standard of 70% Number of Students HST 2493 using individuall- is 78%. ABC D F developed tests. The OG proportional results across = OL the grade range are largel 207 TOT constant. The onl exception islnellignpercentage of = 78% Eercentaze.of.Students.Zul.Ze.Lk.., rresolts-in-gra-db"s-a-am:l-a-tn ABC D F the online course. OG S These result from one OL veteran adjunct professor Percentage of Students ABlclDF OG 13 OL 23 KEY: and are an anomal; his results are not usuall so skewed. The significant difference in between online and on ground results is apparentl due to an abnormalit, as noted above. The standard of ~70% of students earning ~70% was met in both academic ccles for both on ground and online students. Universit Assessment Committee 4

5 Outcome 1 (continued): Acquire and evaluate information. POLS 1113 American Federal Government Embedded exams. ~70% of students will earn ~70%. All students who complete the course are included. The data, which cover two N=878 r Number of Students academic ccles, reveal a ( ) ABC D F great deal of similarit in the OG results of the embedded OL exams. This suggests that TOT l31 the measure is rigorous and consistent. All instructors Number of Students (including adjuncts) taught ABC D F POLS 1113 using OG! individuall-developed tests. The combination of on ground and online grades in that meet or exceed the standard of 70% is 72%. Percentage of Students ABC D F The high percentage of A OG T and 8 grades in the online OL l courses are due to the online instructor's pedagog Percentage of Students rather than something ABCDF OG 17 attributable to online OL 28 deliver. 628 / 878 = 72% KEY: The standard of ;:::70%of students earning ;:::70%was met in both academic ccles for both on ground and online students. Universit Assessment Committee 5

6 Outcome 1 (continued): Acquire and evaluate information. GEOG 2243 Human Geograph Embedded exams. :::70% of students will earn :::70%. All students complete the course are included. who N=329 The data, which cover two Number of Students academic ccles, reveal a ABC D F great deal of similarit in the OG results of the embedded OL exams for on ground TOT courses. This suggests that Number of Students the measure is rigorous and consistent. All instructors OG ~ ~ ~ ~ 1~ (including adjuncts) taught OL ~E.OG 2243 usmq TOT individuall-developed tests. The proportional results The combination Percentage of Students across the grade range are of on ground and ABC D F largel constant. online grades in OG ZOT2~nlnat mee J U LT 2lJ-i8 15 Tttere-is-substantial orexceedttre difference, however, in the standard of 70% Percentage of Students pass-fail percentage on tests is 74%. ABC D F between on ground and OG online classes, as reflected in = OL the table below. The reason 245 is likel attributable to the fact KEY: Table 1 reflects absolute that online students do not 245/329 = 74% numbers. Table 2 reflects those full utilize the online office numbers in percentage. hours, participate in chat sessions, or turn in their assignments on time, which ma contribute to lower test grades. ~70% ::;69% OG 78% 22% OL 67% 33% 2013 OG 80% 20% OL 65% 35% 2012 The standard of :::70% of students earning ~70% was met in both academic ccles for both on ground and online students. Universit Assessment Committee 6

7 Outcome 1 (continued): Acquire and evaluate information. HST 2013 World Civilization Embedded exams. ;::70% of students will earn ;::70%. All students who complete the course are included. N=21 The data, which cover two Number of Students * academic ccles, varies to ABCDF some extent, but the small N The proportion of ~ does not allow for informed grades in OL speculation. Overall, the that meet or TOT data reveal substantial exceed the *Some data not turned in. similarit in the results of the standard of 70% embedded exams. is 86%. Number of Students ABCDF The high percentage of A and = 18 ~D OL B grades is likel due to the TOT instructor's pedagog. 118/21 = 86% ~==-- Percentage of Students ABlclDF ~ OL KEY: Table 1 reflects absolute numbers. Table 2 reflects those numbers in percentage. Universit Assessment Committee 7

8 Outcome 1 (continued): Acquire and evaluate information. HST 2023 Embedded World Civilization exams. " :::70%of students will earn :::70% t tit All students who complete the course are included. N=15 Number of Students * ABCDF OL TOT *Some data not turned in. Number of Students ABCDF OL TOT The data, which cover two academic ccles, varies to some extent, but the small N does not allow for informed speculation. Therefore, the higher overall percentage of the :::80%test grades in compared to those of cannot be considered anomalous. The proportion of grades in that meet or exceed the standard of 70% is 80% =12 12! 15 = 80% Percentage of Students ABlclD F ~ OL KEY: Table 1 reflects absolute numbers. Table 2 reflects those numbers in percentage. Universit Assessment Committee 8

9 4) State an proposed instructional or assessment changes to be implemented in the next academic ear. The should be based on conclusions reported in Part 3 (above) or on informal activities, such as facult meetings and discussions, conferences, pilot projects, textbook adoption, new course proposals, curriculum modifications, etc. Explain the rationale for these changes, emphasizing student learning and classroom instruction. Also describe the anticipated impact on the universit's general education curriculum, and on the budgets of the department or universit. f no changes are planned, simpl state "No changes are planned." 5) (OPTONAL) f our department or an individual facult member has developed a teaching technique the believe improves student learning or student engagement in the classroom, please share it below. Examples can be seen at Please briefl describe the instructional practice. More detail can be communicated during the face to face peer review session. The Peer Review Report does not rate this part, but it does note whether or not an contribution has been made. Universit Assessment Committee 9

10 Documentation of Facult Assessment 8) A. How man full time facult (regardless of department affiliation) teach in the program? Varies. Ten or more. B. Provide the names and signatures of all facult members who contributed to this report and indicate their respective roles: Roles in the Assessment Process ~e.g., collect data, analze data, prepare report, review report, etc.). Signatures 9) Reviewed b: Titles Names Signatures Dean rv~ C t,u.-0 { Universit Assessment Committee Page