Course SLO Assessment Report - 4-Column SLO Assessment Report - 4-Column El Camino College ... (NSC)...

Course SLO Assessment Report - 4-ColumnEl Camino College

El Camino: Course SLOs (NSC) - Life Science: Allied Health (Anatomy,Physiology, Microbiology)

Course SLOs Assessment Methods & Standard and Targetfor Success / Tasks Results Action & Follow-Up

El Camino: Course SLOs (NSC) - Life Science:Allied Health (Anatomy, Physiology,Microbiology) - ECC: ANAT 30 - Essentials ofAnatomy and Physiology - SLO #3 Structures -Students will be able to identify higher vertebratebody structures, and explain the functions ofbody systems. (Created By El Camino: CourseSLOs (NSC) - Life Science: Allied Health(Anatomy, Physiology, Microbiology))Course SLO Assessment Cycle:2013-14 (Spring 2014)

Input Date:11/08/2013

Course SLO Status:Active

Assessment Method Description:Three objective multiple choice questions weregiven during the course of the semester whichassessed student understanding of cell structuresand functions.Assessment Method:Exam/Test/QuizStandard and Target for Success:Rubric:Level 1: Students can answer one question aboutcell structure and transport.Level 2: Students can answer two questionsabout cell structure and transport.Level 3: Students can answer all three questionsabout cell structure and transport.

Based on the Rubric, it is expected that 65% ofthe students will score at a Level 2 or above onthis SLO.

For each of the individual questions, it isexpected that 65% or greater of students assessedshould get each question correct.

Students will be given the following threemultiple choice questions incorporated in quizzesor exams to assess student understanding of cellstructure and functions. 1. Red Blood cells areobserved under the microscope, then a 20%saline solution is added to them. Which of thefollowing would you expect to see? A) The cellswould swell up and lyse B) The cells wouldcrenate C) The cells would look the same asbefore the saline solution was added D) The cellswould turn inside out E)?he cells would dance theMacarena 2. In Tay-Sachs disease, glycolipidsbuild up in nerve cells and cause neuronal deathbecause the organelle that normally degrades theglycolipids is nonfunctional. Which of thefollowing 5 organelles is responsible for thisdisease? A) Mitochondria B)SmoothEndoplasmic Reticulum C) Peroxisomes D)Lysosomes E) Golgi Apparatus 3. Thephospholipids of a cellular membrane will havetheir ______ ends facing each other and their_______ ends facing either the intracellular

08/30/2014 - Results:

The SLO results of individual questions answered by 49students, in three sections of the Anatomy 30, were asfollows:

Question 1:Answered A (42.9%)Answered B (44.%) - correct answerAnswered C (10.2%)Answered D (2.0%)Answered E (0.0%

Question 2:Answered A (0.0%Answered B (20.4%)Answered C (24.5%)Answered D (42.9%) correct answerAnswered E (12.2%)

Question 3:Answered A (4.1%)Answered B (8.2%)Answered C (36.7%)Answered D (51%) correct answerAnswered E (0.0%)

In reference to the rubric, 42.9% of the students in thethree sections of Anatomy 30 were successful and metthe standard of success, by answering two or morequestions correctly (level 2 or above). Only 32.7% ofstudents answered two questions correctly(level 2) and10.2% of the students answered all three questionscorrectly(level 3). This was below the 65% target forsuccess for the rubric level 2 or above.

Also, the target for success (65% correct answer) foreach question of this SLO was not met by the threesections of Anatomy 30 students. Question #1, assessesthe knowledge and understanding of osmosis and theeffect of osmotic pressure on red blood cells. The targetfor success(65%) was not met, with only 44.9% of thestudents choosing the correct answer B, the cells wouldcrenate/shrink. The majority of students missed thisquestion by answering A (42.9%), the cells would swellup and lyse, which described the opposite effect of

03/27/2015 - The target forsuccess(65%) was not met for SLO 3Cell Structure: Students will be able toidentify higher vertebrate bodystructures, and explain the functions ofbody systems. Question #1, only 44.9%of the students answered the questioncorrectly. The majority of students whomissed the question (42.9%), did notclearly understand the concept ofosmosis. These students gave the wronganswer A, the cell will swell up andlyse, which described the oppositeeffect of the correct answer B, the cellswould crenate/shrink in a hypertonicenvironment. One new teaching strategythat I would like to include as anadditional laboratory experiment, wouldinclude using living cells to demonstratethe effects of osmotic shock. Currentlyin my class, we utilize semipermeableplastic bags placed into various salinesolutions, to demonstrate principles ofosmosis. I feel that students observingthe effects of osmotic shock with livingcells, would enhance theirunderstanding and retention of theprinciples of osmosis. Also, I plan tospend additional time in lecture andlaboratory, further explaining the basicconcepts of osmosis, utilizingworksheets, homework problems anddiagrams.

Question #3, the target forsuccess(65%) was not achieved, with51% of students answering the questioncorrect. This question required studentsto understand basic terminology andphysiology of the cell membrane. Sincethe majority of students(36.7%) whomissed this question, were confusedwith the terminology, hydrophobic/hydrophilic, and chose the oppositeanswer. Some actions that could be

09/18/2014 5:40 PM Generated by TracDat a product of Nuventive. of 9


Related Documents:Anat30CellSLO#3Data.xls

placing a cell in a hypertonic solution. It appears thatthe majority of students were confused with theterminology and concept of osmosis and gave theopposite effect as an answer. Only a small percentageof students (12.2%) demonstrated a lack of completeunderstanding knowledge of osmosis and answered C(10.2%), the cells would look the same or D (2%), thecells would turn inside out.

For question #2, again the target of success(65%) wasnot achieved, with 42.9% of students answering thecorrect answer D (lysosome). Question 2 assesses thestudent's ability to understand the specific function oflysosome organelles within a cell and preventing Tay-Sach's disease. The data indicates that a significantnumber of students gave the wrong answer and chose C(24.5%), peroxisomes, and B (20.4%), smoothendoplasmic reticulum. These cell organelles havedifferent functions, compared to the correct answer C,lysosomes. However, question 2 was written in such away that some students may have been confused by thewording and this may have contributed to the lowcorrect answer (42.9%).

Question #3 assess the ability of students to understandbasic terminology and physiology of a cell membrane.The target for success(65%) was not met, only 51% ofstudents gave the correct answer D, hydrophobic;hydrophilic. The data indicates that a substantialnumber of students (36.7%) answered the wronganswer C, hydrophilic; hydrophobic, and not the correctanswer D. It appears that these student may haveconfused the terminology. The scientific termshydrophobic and hydrophilic have completely oppositemeanings and appears that 36.7% of students, confusedthese terms.

Standard Met? :NoSemester and Year Assessment Conducted:2013-14 (Spring 2014)Faculty Assessment Leader:Michael StupyFaculty Contributing to Assessment:Maragaret Steinberg, Thomas Noyes

Related Documents:Anat30CellSLO#3Data.xls

employed would be to assign homeworkproblems focusing on terminology andthe interactions of hydrophobic andhydrophilic molecules of the cellmembrane. In addition, an in-classworksheet assignment and study guide,focusing on the physiology of a cellmembrane, specifically regarding lipidand water molecules interactions, wouldenhance student learning.

Action Category:Teaching Strategies

03/27/2015 - Question #2, the target forsuccess(65%) was not achieved, only42.9 of the students answered thequestion correctly. A significantnumber of students marked the wronganswers B(20.4%) and C(24.5%), forthe function of lysosomeorganelles(correct answer D). Bymodifying the assessment tool andremoving peroxisomes(answer C),which have similar functions aslysosomes and replacing it withribosomes for question #2, may reduceconfusion of the correct answerlysosomes. I feel that this will increasestudent success substantially. Also, Iexpect to spend additional time in classwith students utilizing models,assigning extra homework worksheets,to increase their knowledge and

Action Category:SLO/PLO Assessment Process

El Camino: Course SLOs (NSC) - Life Science:Allied Health (Anatomy, Physiology,Microbiology) - ECC: ANAT 32 - General

Assessment Method Description:1.Red blood cells are observed under amicroscope, then a 20% saline solution is added

09/12/2014 - Question 1:Answered A – 23.1%Answered B – 66.7% (Correct Answer)

09/12/2014 - Incorporate practiceassignments to ensure student masteryof membrane transport mechanisms


https://elcamino.tracdat.com:443/tracdat/viewDocument?y=lyb3hwZuGDfm

https://elcamino.tracdat.com:443/tracdat/viewDocument?y=lyb3hwZuGDfm


Human Anatomy - SLO #3 Structures - Studentswill be able to identify higher vertebrate bodystructures of all body systems. (Created By ElCamino: Course SLOs (NSC) - Life Science:Allied Health (Anatomy, Physiology,Microbiology))Course SLO Assessment Cycle:2013-14 (Spring 2014)



to them. Which of the following would youexpect to see?A)The cells would swell up and lyseB)The cells would crenateC)The cells would look the same as before thesaline solution was addedD)The cells would turn inside outE)The cells would dance the Macarena

2.In Tay-Sachs disease, glycolipids build up innerve cells and cause neuronal death because theorganelle that normally degrades the glycolipidsis nonfunctional. Which one of the following 5organelles is responsible for this disease?A)MitochondrionB)Smooth Endoplasmic ReticulumC)PeroxisomesD)LysosomesE)Golgi Apparatus

3.The phospholipids of a cellular membrane willhave their ____ends facing each other and their_____ ends facing either the intracellular orextracellular space.A)hypotonic; hypertonicB)hypertonic; hypotonicC)hydrophilic; hydrophobicD)hydrophobic; hydrophilicE)hypotonic; hydrophobic

Assessment Method:Exam/Test/QuizStandard and Target for Success:Level 1Student can answer one question aboutcell structure and transport.Level 2Student can answer two questions aboutcell structure and transport.Level 3Student can answer all three questionsabout cell structure and transport.

Answered C – 5.1%Answered D – 2.6%Valle_SLO_Report_Template-2014-01Jan-23 (2).docRev 11.29.2013 IPAnswered E – 0.0%For this question the standard was met, 66.7% of thestudents answered the question correctly. The mostcommon incorrect answer marked was A (23.1%),which in biological terminology is the opposite effect ofthe correct answer. This is a common misconception forsome students who are unsure of the direction of theosmosis of water molecules.Question 2:Answered A – 5.0%Answered B – 2.6%Answered C – 20.5%Answered D – 74.4% (Correct Answer)Answered E – 0.0%For this question the standard was met. Students thatmissed the question answered with several differentorganelles, but the most common incorrect answermarked was C (20.5%). Peroxisomes are organelles thathave a similar function as lysosomes and will often beconfused by some students.Question 3:Answered A – 5.1%Answered B – 0.0%Answered C – 12.8%Answered D – 79.5% (Correct Answer)Answered E – 0.0%For this question the standard was met. The majority ofstudents that missed the question answered C (12.8%),in which case they were confused between the termshydrophobic (water-hating) and hydrophilic (water-loving).Results for Total Question Assessment:Level 3: Answered 3 Correct – 27.50% (Excellent,meets the standard)Level 2: Answered 2 Correct – 45.00% (Satisfactory,meets the standard)Level 1: Answered 1 Correct – 20.00% (Unsatisfactory,does not meet the standard)For the total assessment the standard was met. The vastmajority of students, 89.7% passed with a level 2 orhigher. These students had “Excellent” or“Satisfactory” understanding of the assessed material,which met the criteria of getting 2 or more of the 3questions correct. Of the 89.7% of students that met thestandard, 35.9% were in the “Excellent” category and53.8% were in the “Satisfactory” category and theremaining 7.7% of the studentsStandard Met? :YesSemester and Year Assessment Conducted:

including drawing out and labelingexamples of cells in a hypertonic vshypotonic environment and theirresponse (i.e. lysis in a hypotonicsolution vs crenation in a hypertonicsolution).


09/12/2014 - Request funding forsupplemental instruction and moretutoring. El Camino services manystudents not prepared for collegecourses especially in the sciences.

Action Category:Program/College Support

09/12/2014 - Addition of level 0 forthose students who did not answer anyof the assessment questions correctly.This will help identify strugglingstudents that may require more handson instruction.


09/12/2014 - Design practice problemsto ensure mastery of membranetransport and osmosis concepts bycomparing cells respnse when they areplaced in a hypotonic solution vs ahypertonic solution. Have the studentsdraw and show the movement of watermolecules in a hypotonic solution vs ahypertonic solution.


02/02/2015 - El Camino services manystudents who are under prepared for therigor of college courses especially in thesciences. Request for more funding forsupplemental instruction and tutorswould help students achieve theiracademic goals.

Action Category:



2013-14 (Spring 2014)Faculty Assessment Leader:Anne ValleFaculty Contributing to Assessment:Margaret Steinberg, Jim Noyes

Related Documents:ProgramCellSLOData.xls

Program/College Support

02/08/2016 - Add an additional level of0 to identify struggling students who donot understand any of the conceptsbeing taught.


El Camino: Course SLOs (NSC) - Life Science:Allied Health (Anatomy, Physiology,Microbiology) - ECC: APHY 34A - Anatomyand Physiology I - SLO #3 Structures - Studentswill be able to identify structures of theintegumentary, skeletal, muscular, and nervoussystems, in addition to explaining the functionsof the systems. (Created By El Camino: CourseSLOs (NSC) - Life Science: Allied Health(Anatomy, Physiology, Microbiology))Course SLO Assessment Cycle:2013-14 (Spring 2014)



Assessment Method Description:1.Red blood cells are observed under amicroscope, then a 20% saline solution is addedto them. Which of the following would youexpect to see?A)The cells would swell up and lyseB)The cells would crenateC)The cells would look the same as before thesaline solution was addedD)The cells would turn inside outE)The cells would dance the Macarena



Assessment Method:Exam/Test/QuizStandard and Target for Success:Level 1Student can answer one question aboutcell structure and transport.Level 2Student can answer two questions aboutcell structure and transport.Level 3Student can answer all three questions

09/09/2014 - Based on the rubric of students answering2 or more questions correctly at 65%, Anatomy andPhysiology 34A fell short at 63.4%. The slightly lowerpercentage of students successfully mastering cellstructure and function may be due to the fact that thiscourse has no prerequisite of a life science course. Thiscourse only has a prerequisite course of Chemistry.The students in this course may not have learned all theanalytic skills required to reason and deduce the correctanswer pertaining to life science materials.

For Question # 1, only 59.6% of the students answerthis question correctly. The goal is 65% of the studentswill answer this question accurately. The students maynot have known the definition of some terms toappropriately deduce the answer.

For Question # 2, again 59.6% of the students answerthis question correctly with a goal of 65%. Thestudents may not have been able to recognize the basisof what the question was asking for. The students mayhave been confused with the disease incorporated intothe question.Standard Met? :NoSemester and Year Assessment Conducted:2013-14 (Spring 2014)Faculty Assessment Leader:Thanh-Thuy BuiFaculty Contributing to Assessment:Margaret Steinberg

Related Documents:Anatomy 34 A SLO AssessmentData.doc

05/01/2015 - Incorporate more activitieson learning terms.


11/01/2016 - Reword the questions tobe less ambiguous.



https://elcamino.tracdat.com:443/tracdat/viewDocument?y=t8KheoWCt2ui

https://elcamino.tracdat.com:443/tracdat/viewDocument?y=kSMMmOo9hAXy

https://elcamino.tracdat.com:443/tracdat/viewDocument?y=kSMMmOo9hAXy


about cell structure and transport.

El Camino: Course SLOs (NSC) - Life Science:Allied Health (Anatomy, Physiology,Microbiology) - ECC: APHY 34B - Anatomyand Physiology II - SLO #3 Structures - Studentswill be able to identify structures of the nervous,endocrine, circulatory, respiratory, digestive,urinary, and reproductive systems, in addition toexplaining the functions of the systems. (CreatedBy El Camino: Course SLOs (NSC) - LifeScience: Allied Health (Anatomy, Physiology,Microbiology))Course SLO Assessment Cycle:2013-14 (Spring 2014)






Assessment Method:Exam/Test/QuizStandard and Target for Success:For each of the 3 individual questions, 65%or greater of students assessed should get thequestion correct. The questions areconsidered either correct or incorrect basedon the multiple choice letter selected.

For the total assessment, 65% or greater ofstudents should get 2 or more of thequestions correct (i.e. rubric Level 2 orhigher).

Level 1Student can answer one question aboutcell structure and transport.Level 2Student can answer two questions about

09/08/2014 - The results indicate that 37.1% of studentsassessed answered 1 of 3 questions correctly and only47.5% answered 2 or more questions correctly. Withregard to individual questions, 49-55% of studentsanswered each question correctly. Thus, our goal of65% was not achieved in this course.

Question 1 is a knowledge question that test students’vocabulary and understanding of osmosis as affected bytonicity. In most courses one common mistake studentsexperienced was to confuse the response of a cell whenexposed to hypertonic vs hypotonic solutions. Theincorrect answer selected more often for question 1(answer A at 34%) indicates that students confused thereaction of a cell when exposed to a hypotonic solutionwith that of when exposed to a hypertonic solution.

Question 2 is an application question of organellefunction. The incorrect answer selected most often(21%) was the mitochondrion. It is possible thatstudents who didn’t know the correct answer selectedthe organelle most often mentioned up to the point ofthe assessment. In other courses assessed this semester,8-33% of students selected peroxisome more often asthe incorrect answers. Peroxisomes are closely relatedin function to lysosomes (the correct answer). Incourses that had been lectured on cell organellefunctions and assessed soon after performance wasbetter than those in A&P 34B. In A&P 34B organellesare not discussed in as much depth as they are in theother courses assessed.

Question 3 tests the understanding of structure andfunction of the plasma membrane and vocabulary. In34B, question 3 was correctly answered by the highestpercentage of students (55%). The incorrect answerselected most often (36%) indicates that studentsconfused the position of the phospholipid molecule inthe cell membrane. The answer choices minimallyselected indicate that students clearly understood thedifference between terminology used indicate tonicityand solubility.

Standard Met? :NoSemester and Year Assessment Conducted:2013-14 (Spring 2014)Faculty Assessment Leader:Jessica PadillaFaculty Contributing to Assessment:

11/02/2014 - Change the rubric toinclude a level zero for students whodid not get any correct answers. Also,modify question 1 by adding the word“lyse” in parenthesis next to crenate.Students who selected the incorrectanswer often selected the cellularresponse opposite to the correct answer.We assume that the word crenate wasnot well understood and causedconfusion since the word lyse may havebeen used during instruction or labrather than crenate.


09/15/2015 - Our courses need moresupport than the current resources beingoffered. We can request through theproper channels that the college providefunding for Supplemental Instructionand more tutors. The student demandfor tutors is great and more availabilitywill help performance as sometimesstudents don’t get to work with a tutorbecause time runs out.


09/08/2018 - Spend more timeexplaining the concepts of osmosis anddiffusion. Have student draw theresponse cells would have whenexposed to solutions of differentconcentrations. Review other organellefunctions when discussing the golgiorgan and mitochondria.




cell structure and transport.Level 3Student can answer all three questionsabout cell structure and transport.

Margaret Steinberg

Related Documents:ProgramCellSLOData.xls

El Camino: Course SLOs (NSC) - Life Science:Allied Health (Anatomy, Physiology,Microbiology) - ECC: MICR 33 - GeneralMicrobiology - SLO #3 Microbes - Student willbe able to identify microbes and explain theirroles in health and disease. (Created By ElCamino: Course SLOs (NSC) - Life Science:Allied Health (Anatomy, Physiology,Microbiology))Course SLO Assessment Cycle:2013-14 (Spring 2014)



Assessment Method Description:Three objective multiple choice questions weregiven during the course of the semester whichassessed student understanding of cell structuresand functions through the concepts of cellulardamage and disease.

The following are the questions that were used:1. Red blood cells are observed under amicroscope, then a 20% saline solution is addedto them. Which of the following would youexpect to see?A) The cells would swell up and lyseB) The cells would crenateC) The cells would look the same as before thesaline solution was addedD) The cells would turn inside outE) The cells would dance the MacarenaCorrect Answer: B

2. In Tay-Sachs disease, glycolipids build up innerve cells and cause neuronal death because theorganelle that normally degrades the glycolipidsis nonfunctional. Which one of the following 5organelles is responsible for this disease?A) MitochondrionB) Smooth Endoplasmic ReticulumC) PeroxisomesD) LysosomesE) Golgi ApparatusCorrect Answer: D

3. The phospholipids of a cellular membrane willhave their ____ends facing each other and their_____ ends facing either the intracellular orextracellular space.A) hypotonic; hypertonicB) hypertonic; hypotonicC) hydrophilic; hydrophobicD) hydrophobic; hydrophilicE) hypotonic; hydrophobicCorrect Answer: D

Assessment Method:Exam/Test/QuizStandard and Target for Success:For the total assessment, 65% or greater of

03/05/2014 - Assessments took place by evaluating 10random student results from each of the 4 sections thatwere assessed. This generated 40 total data points foreach of the individual questions assessments and for thetotal question assessment. Again, raw data and thespecific questions can be found in the attached Exceldocument file.

Results for Total Question Assessment:oAnswered 3 Correct – 27.50% (Level 3, meets thestandard)oAnswered 2 Correct – 45.00% (Level 2, meets thestandard)oAnswered 1 Correct – 20.00% (Level 1, does not meetthe standard)oAnswered 0 Correct – 7.50% (No designation, doesnot meet the standard)

For the total assessment the standard was met. The vastmajority of students, 72.50% had “Level 2" or “Level3” understanding of the assessed material, which metthe criteria of getting 2 or more of the 3 questionscorrect. Of the 72.50% of students that met thestandard, 37.93% were in the “Level 3” category and62.07% were in the “Level 2” category. Of the 27.50%of students that failed to meet the standard, 72.72%were in the “Level 1” category and 27.28% were in theundesignated category with 0 correct.

Results for Individual Question Assessments:•Question 1:oAnswered A – 32.50%oAnswered B – 62.50% (Correct Answer)oAnswered C – 5.00%oAnswered D – 0.00%oAnswered E – 0.00%

For this question the standard was not met. The vastmajority of students that missed the question (32.50%)answered A (osmotic lysis due to swelling), which wasin biological terms the opposite effect of the correctanswer (plasmolysis/crenation due to loss of water). Ona positive note, only 5% of students answered with aresponse that showed a complete lack of understandingor correlation to the concepts being addressed in thequestion.

03/27/2015 - For the total assessment,the 65% target for success was met at72.50% for “SLO#3 Cell Structure:Students will be able to identify highervertebrate body structures, and explainthe functions of body systems”.However, individual questions #1 and#3 failed to meet the standard.

For Question #1, only 62.50% of thestudents answered the questioncorrectly. The 37.50% of students, whomissed the question, did not clearlyunderstand the concept of osmosis.86.67% of the students that gave theincorrect answer described the oppositeeffect (i.e. the cells would swell up andlyse) versus what would happen to acell exposed to a hypertonicenvironment (i.e. the cells wouldcrenate (shrink)). One new teachingstrategy that might clarify the confusionwould include an additional laboratoryexperiment with living cells todemonstrate the effects of osmoticshock as it occurs in a hypertonicenvironment. Currently in class, wegrow microorganisms on differentconcentrations of salt agars todemonstrate the principles of osmosis.However, this is visually limitedbecause the cells are so small youwould not see the actual effects at thecellular level. If students observe theeffects of osmotic shockmicroscopically in living cells, this mayenhance their understanding andretention of the principles of osmosis.Also, additional emphasis inlecture/laboratory by using a worksheetthat emphasizes labeling and cellmembrane construction in conjunctionwith different osmotic pressurescenarios (i.e. hypertonic, isotonic, andhypotonic) might help to prevent theinversion of these concepts.


https://elcamino.tracdat.com:443/tracdat/viewDocument?y=WfY99imFooAw


students should get 2 or more of the questionscorrect (i.e. rubric Level 2 or higher).

Rubric:Level 1 = Student can answer one question aboutcell structure and transport.Level 2 = Student can answer two questionsabout cell structure and transport.Level 3 = Student can answer all three questionsabout cell structure and transport.

For each of the 3 individual questions, 65% orgreater of students assessed should get thequestion correct. The questions are consideredeither correct or incorrect based on the multiplechoice letter selected.

Question 1 assesses the understanding of osmosisand osmotic pressure on red blood cells throughtheir impact on cellular structure.Question 2 assesses the understanding of cellulardegradation processes of structures within the cellthrough the understanding of a disease model.Question 3 assesses the understanding of cellularmembrane structure through the understanding ofhydrophobic and hydrophilic regions ofmolecules.

Related Documents:Micro33 Cell SLO #3 Data

•Question 2:oAnswered A – 5.00%oAnswered B – 10.00%oAnswered C – 7.50%oAnswered D – 75.00% (Correct Answer)oAnswered E – 2.50%

For this question the standard was met. The studentsthat missed the question answered with a severaldifferent organelles types within the cell that whichwere not associated with the process questioned.Perhaps, suggesting further clarification of the structureand function of the included organelles is needed.

•Question 3:oAnswered A – 5.00%oAnswered B – 2.50%oAnswered C – 37.50%oAnswered D – 55.00% (Correct Answer)oAnswered E – 0.00%

For this question the standard was not met. The vastmajority of students that missed the question (37.50%)answered C, which was in biological terms the oppositeeffect of the correct answer (i.e. hydrophobic andhydrophilic concepts were inverted). On a positive note,only 7.5% of students answered with a response thatshowed a complete lack of understanding andcorrelation to the concepts being addressed in thequestion.

Interpretation: Although the total assessment standardwas met, results would be greatly improved byelevating each question to meeting their individualstandard. The failures of Question 1 and 3 to meet theindividual standard were due to inverting the conceptsthat were being questioned and not a complete lack ofunderstanding of the concepts that were beingquestioned. Even Question 2, which met the standard,could show improvement through a clear understandingof the function of each specific organelle withineukaryotic cells. This suggests an emphasis needs to bemade on the definitions of the terms used to answer thequestions. This would include an improvement in theunderstanding of the roles of cellular structures and thechemical properties involved that pertain to theconcepts in question.

Standard Met? :NoSemester and Year Assessment Conducted:2013-14 (Spring 2014)Faculty Assessment Leader:Todd White

For Question #3, only 55.00% of thestudents answered the questioncorrectly. The 45.00% of students, whomissed the question, did not clearlyunderstand the concept of polar versusnonpolar molecules in the cellmembrane. 83.33% of the students thatgave the incorrect answer used theopposite wording to describe themolecules orientation towards water(i.e. hydrophilic; hydrophobic) versusthe correct orientation (i.e.hydrophobic; hydrophilic). Theworksheet discussed in the response toQuestions #1, which emphasizeslabeling and cell membraneconstruction in conjunction withdifferent osmotic pressure scenarioscould be used to understand thehydrophobic and hydrophilic regions ofcell membranes and where water can befound in regards to those environments.Another technique would be toemphasize the terms hydrophobic andhydrophilic when discussing theconcept of degerming, which deals withhow hand washing soap removes oilfrom skin. Soap is similar tophospholipids in that the molecule has apolar region that is hydrophilic and anonpolar region that is hydrophobic.Correlating these two concepts mayincrease retention of what portions ofmolecules will want to associate withwater or not.

Question #2, the target for success(65%) was achieved, 75.00% of thestudents answered the questioncorrectly. Students who missed thequestion were fairly evenly dispersedthroughout the other answers.Organelles are covered during both aPowerPoint lecture and in a video, inaddition to being taught in prerequisiteclasses. I believe the redundancy inclasses and through different sourceshelped the question meet the standard.In the future, scores on the questioncould be improved through worksheetsthat include identification and labelingof specific functions for each organellefound in eukaryotic cells.


https://elcamino.tracdat.com:443/tracdat/viewDocument?y=J62yxUbeft3O


Faculty Contributing to Assessment:Margaret Steinberg; Thomas J. Noyes

Related Documents:Micro33 Cell SLO #3 Data


El Camino: Course SLOs (NSC) - Life Science:Allied Health (Anatomy, Physiology,Microbiology) - ECC: PHYO 31 - HumanPhysiology - SLO #3 Mechanisms - Studentswill be able to describe mechanisms and explainphysiological processes that occur in the humanbody on cellular, organ, systemic, and organismallevels. (Created By El Camino: Course SLOs(NSC) - Life Science: Allied Health (Anatomy,Physiology, Microbiology))Course SLO Assessment Cycle:2013-14 (Spring 2014)






Assessment Method:Exam/Test/QuizStandard and Target for Success:Level 1Student can answer one question aboutcell structure and transport.Level 2Student can answer two questions aboutcell structure and transport.Level 3Student can answer all three questionsabout cell structure and transport.

09/14/2014 - The collected date indicated that thenumber of students in the Physiology classes whoanswered two or more questions correctly was 71.1%.This result not only met but was above the rubric targetof 65% of the students. While some courses within theHealth Science Program met or exceeded the target,whereas other courses fell short of the target. Thestudents in Physiology 31 exceeded the target level,which is possibly because Anatomy 32 and Chemistryare prerequisites to Physiology 31. With this moreextensive background science background, it is likelythat this information is repeated in all three coursesincluding Physiology 31. It should be noted that ourRubric will be revised by adding a level 0 for studentswho can’t answer any of the questions correctly,because unfortunately that was the case for somestudents.

In relation to individual answers to the questions posed,while the target of 65% correct answers was not onlymet and exceeded for the physiology course, arelatively high number of students selected incorrectanswers. For example, 9.6% of the students failed toget any correct while another 19.2% selected only onecorrect answer. In contrast 19.2% of the studentsanswered all three questions correctly. Further analysisshowed that in question 1, approximately 23.5% answerchoice A (that cells would swell up and lyse in a 20%saline solution), rather than the 61.7% who selected thecorrect answer B (that cells would crenate). Likewise,for question #2 about the organelle responsible for Tay-Sach’s disease, a large percentage of students (27.7%)chose answer C (peroxisomes), rather than the correctanswer D (lysosomes) which was selected by 63.8% ofthe students. Similarly, for question #3 about howphospholipids are arranged in a plasma membrane, ahigh percentage of students (27.5%) chose answer C(hydrophilic; hydrophobic), rather than the 59.5% thatcorrectly answered D (hydrophobic; hydrophilic).Since a fairly large percent of students selected thesame incorrect answers, one might conclude that therewas some confusion with the wording of the questionsand/or that of the answers, or uncertainty about whichanswer is correct. In our follow-up our facultydiscussed these questions and their answers, anddecided to reword the answers to questions 1 and 2.

12/19/2014 - Changes will be made tothe Rubric, and to the assessmentquestions and/or answers. In regard tothe Rubric, we will add the choices:“Student answered 0 questions correctlyabout cell structure and transport.”Changes to assessment questionanswers will include: For question 1,letter B, we will add the word “shrink”in parentheses after crenate. Forquestion 2, we are going to change theletter C answer from “peroxisomes” to“ribosomes.”


05/29/2015 - We will request that theCollege provide more qualified tutors tohelp students understand the topics.


05/25/2018 - Review assessment topicswith students just prior to examinations.To be assessed during the nextassessment cycle for the “Application ofHealth Science Concepts” for the PLO.



https://elcamino.tracdat.com:443/tracdat/viewDocument?y=J62yxUbeft3O


For question 1, letter B, we will add the word “shrink”in parentheses after crenate, because some of ourcourses don’t use the word crenate. For question 2, weare going to change the letter C answer from“peroxisomes” to “ribosomes.” Because bothperoxisomes and lysosomes are degradative organelles,this change should minimize confusion about thecorrect answer. For question 3, no change was deemednecessary. Students who chose the answer that was theexact opposite to the one that was correct, clearly didn’tunderstand the relationship between the nonpolar,hydrophobic fatty acids and polar, hydrophilicphosphates and how they interact in a cell’s plasmamembrane. The faculty also shared techniques abouthow these topics are taught to determine more effectiveways of helping students to learn and retain thematerial. One instructor, whose classes had a relativelyhigh percentage of correct answers, said that shereviewed the question concepts with her students theday before she quizzed them on the information.Although most, if not all, of our faculty provide studyguides to their students prior to exams, apparently an in-class review is helpful.Standard Met? :YesSemester and Year Assessment Conducted:2013-14 (Spring 2014)Faculty Assessment Leader:Simon Trench


Course SLO Assessment Report - 4-Column SLO Assessment Report - 4-Column El Camino College ... (NSC)...

Documents

Transcript of Course SLO Assessment Report - 4-Column SLO Assessment Report - 4-Column El Camino College ... (NSC)...