Link 10 - Table of Assessment Findings and Transforming Actions by Colleges and Academic Programs
Transcript of Link 10 - Table of Assessment Findings and Transforming Actions by Colleges and Academic Programs
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Table of Assessment Findings and Transforming Actions by Colleges and Academic Programs(As submitted in their annual reports to the OEAE as of May, 2010)
I. Effective Communication
a. College of Natural Sciences
i. Interdisciplinary Program in Natural Sciences
ii. Physics
iii. Chemistry
iv. Biology
v. Mathematics
vi. Computer Science
b. College of Business Administration
i. Office System Management
ii. Accounting
iii. Economics
iv. Statistics
v. Finance
vi. Production and Operation’s Management
vii. Human Resources
viii. Marketing
ix. Business Administration General Program
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
x. Computer Information System
c. College of Humanities
i. Hispanic Studies
ii. Comparative Literature
iii. Modern Languages
iv. Art History
v. History of Europe
vi. History of the Americas
vii. Fine Arts
viii. Performing Arts
ix. Music
x. English Communication and Linguistics
xi. English Literature
xii. Interdisciplinary Studies
d. College of Social Sciences
i. Social Work
ii. Economics
iii. Political Science
iv. General Program in Social Sciences
v. Geography
vi. Sociology
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
vii. Anthropology
viii. Psychology
ix. Labor Relations
e. College of General Studies
i. General Studies Bachelor Program
f. College of Education
i. Teacher Preparation Programs
ii. Recreation
iii. Nutrition and Dietetics
g. School of Communication
i. Audiovisual Communication
ii. Information and Journalism
iii. Public Relations and Advertisement
h. School of Architecture
i. Environmental Design
II. Critical Thinking
a. College of Natural Sciences
i. Chemistry
ii. Physics
iii. Mathematics
iv. Interdisciplinary Program in Natural Sciences
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
b. College of Humanities
i. Art History
ii. History of Europe
iii. History of the Americas
iv. Hispanic Studies
v. English Communication and Linguistics
vi. English Literature
vii. Comparative Literature
viii. Fine Arts
ix. Music
x. Modern Languages
c. School of Communication
i. Audiovisual Communication
ii. Information and Journalism
iii. Public Relations and Advertisement
d. College of Social Sciences
i. Political Science
ii. Economics
iii. Geography
iv. Psychology
v. Labor Relations
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
vi. Anthropology
vii. Sociology
e. College of Education
i. Teacher Preparation Programs
f. College of Business Administration
i. Office System Management
III. Research and Creation
a. College of Social Sciences
i. Anthropology
ii. Sociology
iii. Social Work
iv. Labor Relations
b. College of Business Administration
i. Core Programs
c. College of Humanities
i. Fine Arts
ii. Art History
iii. History of the Americas
iv. History of Europe
v. Performing Arts
d. College of Natural Sciences
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
i. Computer Science
ii. Chemistry
iii. Physics
iv. Biology
v. Mathematics
vi. Interdisciplinary Program in Natural Sciences
e. College of General Studies
i. General Studies Bachelor Program
f. College of Education
i. Nutrition and Dietetics
ii. Recreation
IV. Social Responsibility
a. College of Social Sciences
i. Anthropology
ii. Sociology
iii. Labor Relations
b. College of Business Administration
i. Core Programs
ii. Office System Management
c. College of Natural Sciences
i. Computer Sciences
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
ii. Environmental Sciences
iii. Interdisciplinary Program in Natural Sciencess
d. School of Communication
i. Information and Journalism
ii. Public Relations and Advertisement
iii. Audiovisual Communication
e. College of Education
i. Teacher Preparation Programs
f. School of Architecture
i. Environmental Design
V. Logical-mathematical reasoning
a. College of Natural Sciences
i. Biology
ii. Mathematics
iii. Interdisciplinary Program in Natural Sciences
b. College of General Studies
i. General Studies Bachelor Program
VI. Technology integration
a. College of Natural Sciences
i. Mathematics
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
b. College of Business Administration
i. Office System Management
VII. Globalization
a. College of Business Administration
i. Office System Management
VIII. Appreciation, culture and commitment to the ideals of the Puerto Rican society, Caribbean and International context
a. College of Education
i. Teacher Preparation Programs
IX. Ongoing Learning
a. College of Education
i. Nutrition and Dietetics
X. Capacity for independent studies
a. College of Business Administration
i. Core Programs
b. College of Natural Sciences
i. Computer Sciences
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
XI. Intellectual curiosity
a. College of Natural Sciences
i. Computer Sciences
b.
College of Education
i. Nutrition and Dietetics
XII. Information Literacy
a. College of Natural Sciences
i. Interdisciplinary Program in Natural Sciences
ii. Mathematics
b. College of Business Administration
i. Core Programs
c. College of Education
i. Teacher Preparation Programs
XIII. Content Knowledge, Skills or Dispositions Competencies in the Academic Programs
a. College of Natural Sciences
i. Chemistry
ii. Physics
iii. Environmental Sciences
iv. Computer Science
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
b. College of Humanities
i. Art History
ii. English Communication and Linguistics
iii.
English Literature
iv. Fine Arts
v. Music
vi. Performing Arts
c. College of Education
i. Recreation
ii. Nutrition and Dietetics
d. College of Social Sciences
i. Political Science
ii. Economics
iii. Geography
iv. Labor Relations
v. Anthropology
vi. Sociology
e. College of Business Administration
i. Accounting
f. School of Architecture
i. Environmental Design
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Effective Communication Skills - Ability to express oneself effectively in oral and written language that insures a clear, coherent and accurate
communication.
College of Natural Sciences
Academic Programs Findings Transforming Actions
Interdisciplinary Program In
Natural Sciences
2008-2009
99% of the students obtained a score of 500 or more inthe verbal aptitude section of the College Entrance
Examination administered by the College Board of
Puerto Rico (CEEB).
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings were:
•When assessing the essay as a whole, 76 of 86
students (88%) obtained scores below the average
(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 64 of 86 students (74%) obtained scores
below the average (50). These results showed
that students have limited abilities in the
development of a topic and the structure of anessay.
•When assessing the Syntactic Structure criterion 28
of 86 students (33%) obtained scores below theaverage (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 24of 86 (28%) obtained scores below the average
2008-2009
Although the students showed good verbal aptitude on theCollege Entrance Examination, a great need to improved
students’ writing is evident. All incoming students thatobtained low scores on the writing test administered by the
CEEB were advised through a letter about the desirability of
strengthening their communication skills in the language where
deficiencies were identified, through the attendance of
workshops offered by the Center for the Development of
Languages Competencies (CDLC) of the General Education
College or by enrolling on an additional Spanish or English
courses.
Due to the low percentage of students who followed the
recommendation from their academic advisors to take
additional English or Spanish courses, further advising about
the need to strengthen their writing skills in both languages will
be given.
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
(50). Findings showed that students have some
deficiencies in discursive coherence and
cohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctness
criterion, 22 of 86 (26%) obtained scores belowthe average (50). Findings showed that students
have some orthographic errors when writing
an essay.
Findings revealed that more than 50% of studentsshowed serious writing problems.
The ELASH II English administered by the CEEB totest the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 45 of 47students (96%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 26 showed a competency level of high
intermediate (55%) and 19 students (40%) an
advanced level.
•In the language use and indirect writing criterion,23
of 47 students (49%) obtained scores greater than
the cut point (125 – low intermediate). Of thesestudents, 15 showed a competency level of highintermediate (32%) and 8 students (17%) an
advanced level.
•In the reading comprehension criterion, 26 of 47
students (55%) obtained scores greater than the
cut point (125 – low intermediate). Of thesestudents, 22 showed a competency level of high
intermediate (47%) and 4 students (9%) an
advanced level.
Recommendations to take an additional English course weregiven to the 25first year students who obtained low scores on
the English Language Assessment for Hispanics Test (ELASH
II) in order to strengthen their skills in this language. 25% of the students followed the recommendation and took Scientific
Writing (INGL 3236) or Expository Writing III (INGL 3286)courses.
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
As a result of these findings, recommendations to 76
students were made to strengthen their writing skills
in Spanish. Only 8 students followed these
recommendations (9%). They enrolled in the course
ESPA 3208 (Writing and Style).
2009-2010
Analysis of 2008-2009 enrollment of the English andSpanish courses showed that 19 students took the
basic Spanish courses (ESPA 3003-04), 63 took the
regular Spanish courses (ESPA 3101-020, and 36 took
the honor Spanish courses (ESPA 3111-12). Also, for
this year 27 students took the basic English courses
(INGL 3003-04), 63 the regular English courses
(INGL 3101-02), 47 the English honor courses (INGL
3103-04), 7 took the English courses INGL 3011-12
and 18 took the academic writing course using thecomputer English (INGL 3123-24). The expected
outcome was that at least 70% of the students will
approve these courses.
Findings revealed that the rate of approval of thesecourses were:
For Spanish courses:
ESPA 3003-04 - 90%
ESPA 3101-02 - 95%ESPA 3111-12 - 87%
For English courses:
INGL3003-04 - 90%
INGL3101-02 - 97%
INGL 3103-04 - 91%
INGL 3011 and 3012 - 80%
INGL 3123-24 - 84%
Thus the expected outcome was met
2009-2010
A recommendation was given to the laboratory coordinators to
use the rubric on a higher number of sections in order to
increase the number of students who could benefit from this
assessment process.
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
When assessing effective writing skills using a rubric
in the Physics laboratory course reports (FISI 3013),
100% of the students obtained 3 or more on a four
point scale in the first report assessed, 81% in the
second report, and 100% in the third. Thus the
expected outcome that 70% of the studentsobtained an average score of 3 points or more was
met in all three reports assessed.
When assessing effective writing skills using a rubric
in the Physics laboratory course reports (FISI 3014),100% of the students obtained 3 or more on four point
scale in all three laboratory reports assessed. Thus the
expected outcome that 70% of the students obtainan average score of 3 points or more was met in all
three reports assessed.
When assessing effective writing skills using a rubric
in General Biology course (BIOL 3101), 83% of thestudents obtained a score of 2 or more in a three point
scale, exceeding the 70% expected outcome. Thus the
expected outcome that 70% of the students obtain
an average score of 2 points or more was met in all
three reports assessed.
A recommendation was given to the laboratory coordinator to
use the rubric on a higher number of sections in order to
increase the number of students who could benefit from this
assessment process.
Physics 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August2008. Findings were:
•When assessing the essay as a whole, 21 of 23
students (91%) obtained scores below the average(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 16 of 23 students (70%) obtained scores
below the average (50). These results showed
that students have limited abilities in the
2008-2009
Letters were sent to students that showed needs in their writing
skills as assessed in the CEEB’s test, to attend workshopsoffered by the Center for the Development of Languages
Competencies (CDLC) of the General Education College in
order to strengthen their writing skills. Since there is no
evidence that students attended these workshops, a secondletter will be sent to that effect to the FISI 3174 students.
Writing communication skills will be emphasized in the higher
level course FISI 4077.
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
development of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion 8 of
23 students (35%) obtained scores below the
average (50). These results showed that
students have limited abilities in morphsyntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 22of 23 (96%) obtained scores below the average
(50). Findings showed that students have
deficiencies in discursive coherence andcohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctness
criterion, 10 of 23 (43%) obtained scores belowthe average (50). Findings showed that students
have orthographic errors when writing an
essay.
Findings revealed that 12.5% of the students
scored over the average mean. However, the
majority of the students, (87.5%) obtained scores
lower than the mean on the test (50 points).
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 14 of 14
students (100%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 7 showed a competency level of high
intermediate (50%) and 7 students (50%) an
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
advanced level.
•In the language use and indirect writing criterion,7 of 14 students (50%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 4 showed a competency level of high
intermediate (29%) and 3 students (21%) anadvanced level.
•In the reading comprehension criterion, 6 of 14
students (43%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 5 showed a competency level of high
intermediate (36%) and 1 students (7%) anadvanced level.
When assessing effective writing skills using a rubric
in the Physics laboratory reports (FISI 3174 and FISI4077), in the criteria of communication format and
style in the first laboratory report assessed, the
students obtained an average score of 2.7 (67.5%) and
3.4 (85%) in a four point scale, respectively. Thus,
the expected outcome of 3.2 points (80%) was not
met in the lower level course (FISI 3174) but was
met on the higher level course (FISI 4077).
When assessing effective writing skills using a rubric
in the writing section of the Physics laboratory reports
(FISI 3174 and FISI 4077), the students obtained anaverage score of 2.7 out of the total of 4 points(67.5%). Thus, the expected outcome of an average
of 3.2 points was not met.
When assessing effective writing skills using a rubric
in all intermediate Physics laboratory courses reports
(FISI 4076-77), students obtained an average score of 3.4 (85%) on a four point scale in the writing section.
Thus, the expected outcome of an average of 3.2
score was exceeded.
A class period will be dedicated to teach with examples the
appropriate format and writing style for a scientific laboratoryreport.
A class period will be dedicated to teach with examples the
appropriate format and writing style for a scientific laboratory
report.
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
2009-2010
When assessing effective writing skills using a rubric
in the Physics laboratory reports in FISI 3173, thestudents obtained an average score of 3.2 (80%).
Thus, the expected outcome of an average of 3.2
score was met.
When assessing effective writing skills using a rubricin the Physics laboratory reports in FISI 4076, the
students obtained a scored 3.2 or more. Thus, the
expected outcome of an average of 3.2 (80%) score
was met.
2009-2010
Letters will be resent to students through the Academic Advisor
urging them to attend the workshops offered by the CDCL of the Faculty of General Studies or to enroll in Spanish writing
courses.
Emphasis on effective communication skills will continue inthis course.
Chemistry 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August2008. Findings were:
•When assessing the essay as a whole, 61 of 77
students (79%) obtained scores below the average(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 40 of 77 students (52%) obtained scoresbelow the average (50). These results showed
that students have limited abilities in thedevelopment of a topic and the structure of anessay.
•When assessing the Syntactic Structure criterion 20
of 77 students (26%) obtained scores below the
average (50). These results showed that
students have some limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
2008-2009
The Academic Advisors advised the students who obtain low
scores in this test to take an additional writing course inSpanish.
Promote more effectively the workshops offered by the CDCL
through the student body.
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
•When assessing the lexical competency criterion, 16
of 77 (21%) obtained scores below the average
(50). Findings showed that students have some
deficiencies in discursive coherence and
cohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctness
criterion, 13 of 77 (17%) obtained scores below
the average (50). Findings showed that students
have slight orthographic errors when writing
an essay.
Findings revealed that 20.8% of the student
obtained a score of 50 points or more.
The ELASH II English administered by the CEEB to
test the effected communication skills in English wasadministered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 34 of 37
students (92%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 15 showed a competency level of high
intermediate (41%) and 91 students (51%) an
advanced level.
•In the language use and indirect writing criterion, 28of 37 students (76%) obtained scores greater thanthe cut point (125 – low intermediate). Of these
students, 14 showed a competency level of high
intermediate (38%) and 14 students (38%) anadvanced level.
•In the reading comprehension criterion, 27 of 37students (73%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 17 showed a competency level of high
intermediate (46%) and 10 students (27%) an
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
advanced level.
When assessing effective writing skills using a rubric
in the General Chemistry laboratory reports in QUIM
3001L, 82.4% of the students obtained a score of 85%
or more in the writing section. Thus, the expected
outcome that 70% of the students obtain a score of 70% or more was met.
When assessing effective communication skills in an
oral presentation and in a special project using a rubricin the General Chemistry laboratory reports in QUIM
3002L, 85.7% of the students obtained a score of 85%
or more in the writing section. Thus, the expected
outcome that 70% of the students obtain a score of
70% or more was met.
2009-2010
Assessment data is in the process of being analyzed.
Provide students the rubric used for the assessment of the oral
presentation and for the special project previously to its
assignments.
2009-2010
Corresponding transforming actions will be submitted by the
end of the second semester.
Biology 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings were:
•When assessing the essay as a whole, 204 of 243students (84%) obtained scores below the average(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 161 of 243 students (66%) obtained
scores below the average (50). These results
showed that students have limited abilities in
the development of a topic and the structure of
an essay.
2008-2009
All incoming students that obtained low scores on the writing
test administered by the CEEB were advised through their
Academic Advisor about the desirability of strengthening their
communication skills in the language where deficiencies were
identified, through the attendance of workshops offered by theCenter for the Development of Languages Competencies
(CDLC) of the General Education College or by enrolling on an
additional Spanish or English courses. Only 16% of the
students referred to the CDLC attended at least one workshop.
Mechanisms to increase the number of students who participate
in the workshops offered by the CDLC will be identified.
UNIVERSITY OF PUERTO RICO
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
•When assessing the Syntactic Structure criterion 81
of 243 students (33%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 54
of 243 (22%) obtained scores below the average
(50). Findings showed that students have some
deficiencies in discursive coherence andcohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctness
criterion, 56 of 243 (23%) obtained scores below
the average (50). Findings showed that studentshave some orthographic errors when writing
an essay.
Seventy four (74%) of the admitted students to the
Biology Department from the 2008-2009 cohort, took
the Spanish Writing test administered by the College
Board of Puerto Rico. Findings revealed that 84% of
the students obtained scores that reflect the need to
improve their skills in this competency (they obtained
50 points less on the test). This represents 62% of the
admitted students to the program.
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 104 of 109
students (95%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 32 showed a competency level of high
intermediate (29%) and 72 students (66%) an
The Campus must guarantee that the students who complete the
6 credits English courses requirements with the basic English
courses (INGL3003-04), develop university level competencies
in this language through workshops and courses recommended
by their the academic advisers.
At the moment, we are meeting our expectations regarding theapproval rate of English and Spanish courses. Students that do
not approve these courses in the first two years should be
identified and referred the CDLC.
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
advanced level.
•In the language use and indirect writing criterion,91of 109 students (83%) obtained scores greater
than the cut point (125 – low intermediate). Of
these students, 46 showed a competency level of
high intermediate (42%) and 45 students (41%) anadvanced level.
•In the reading comprehension criterion, 90 of 109
students (83%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 46 showed a competency level of high
intermediate (42%) and 44 students (40%) anadvanced level.
Analysis of 2008-2009 admitted students from the
2007 and 2008 cohorts, submitted by the Office of Academic Planning (OPA, its Spanish acronym)
regarding the enrollment and rate of approval of the
English and Spanish courses, revealed that only 6%
took the English basic course (INGL 3003-04). Thus
the majority of students from this cohort (94%) took
the regular or honor English courses or have approved
them through Advanced Placement Test.
Findings revealed that the rate of approval for English
courses for these cohorts were:
INGL3101 - 94%; INGL 3102 - 93%INGL3011 - 87%; INGL 3012 - 82%
INGL 3103 - 95%; INGL 3104 - 91%
Findings revealed that the rate of approval for Spanish
courses for these cohorts were:
ESPA 3101 - 86%; ESPA 3102 - 90%
ESPA 3111 - 98%; ESPA 3112 - 88%
ESPA 3001 - 88%; ESPA 3002 - 95%
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
When assessing effective writing skills using a rubric
in the Ecology course (BIOL 3112), the students
obtained an average score of 83% in the writing
section of their reports. Thus, the expected outcome
that 70% of the students obtain a score of 70% or
more was met.
When assessing writing skills on special projects
using a rubric in the Ecology course (BIOL 3112), the
students obtained an average score of 76% in the first
project and 84% in the second one. Thus, the
expected outcome that 70% of the students obtaina score of 70% or more was met on both occasions.
When assessing effective writing skills using a rubricon the laboratory reports of the Genetics course
(BIOL 3350), the students obtained an average score
of 95% in the first report and 91% on the second one.Thus, the expected outcome that 70% of the
students obtain a score of 70% or more was met onboth occasions.
2009-2010
When assessing effective writing skills using a rubric
in the General Biology course (BIOL 3101, firstcheckpoint), it was expected that 65% of the students
reached the level of good on the rubric. 35% of the
students enrolled on this course were assessed.Findings were:
16% of the students reached the level of excellence;
26% of the students reached the level of good;
44% of the students reached the level of regular;14% of the students reached did not comply with the
criteria assessed.
Thus, the expected outcome that 65% of the
students reach the level of good in the rubric was
not met.
Uniform assessment instruments will be used in the data
gathered.
2009-2010
The rubric used to assess writing skills in academic year 2008-
2009 was simplified considerably. The rubric used to assessprojects of the BIOL3112 course will be modified.
Graduate students who are laboratory instructors will be trainedthrough workshops in the use of the rubric and in the
assessment of laboratory reports.
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
When assessing effective writing skills using a rubric
in the Genetics Laboratory and Ecology course (BIOL
3350 and 3112, third checkpoint), it was expected that
55% of the students reached the level of excellent on
the rubric. 100% of the students enrolled on the
courses were assessed using two different rubrics.
Findings were:56% of the students reached the level of excellence;
36% of the students reached the level of good;8% of the students reached the level of regular;
Thus, the expected outcome that 55% of thestudents reach the level of excellent in the rubric
was not met on both occasions.
Mathematics 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August2008. Findings were:
•When assessing the essay as a whole, 27 of 32
students (84%) obtained scores below the average(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 21 of 32 students (66%) obtained scores
below the average (50). These results showed
that students have limited abilities in thedevelopment of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion, 17of 32 students (53%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written languageand the use of logical connectors.
2008-2009
All incoming students that obtained low scores on the writing
test administered by the CEEB were advised through theirAcademic Advisor about the desirability of strengthening their
communication skills in the language where deficiencies were
identified, through the attendance of workshops offered by the
Center for the Development of Languages Competencies
(CDLC) of the General Education College or by enrolling on an
additional Spanish or English courses
UNIVERSITY OF PUERTO RICO
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
•When assessing the lexical competency criterion, 11
of 32 (34%) obtained scores below the average
(50). Findings showed that students have some
deficiencies in discursive coherence and
cohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctness
criterion, 10 of 32 (31%) obtained scores below
the average (50). Findings showed that students
have some orthographic errors when writing
an essay.
The ELASH II English administered by the CEEB to
test the effected communication skills in English wasadministered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 16 of 16
students (100%) obtained scores greater than thecut point (106 – low intermediate). Of these
students, 9 showed a competency level of high
intermediate (56%) and 7 students (44%) an
advanced level.
•In the language use and indirect writing criterion, 7
of 16 students (44%) obtained scores greater than
the cut point (125 – low intermediate). Of these
students, 2 showed a competency level of highintermediate (13%) and 5 students (31%) anadvanced level.
•In the reading comprehension criterion, 7 of 16students (44%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 5 showed a competency level of highintermediate (31%) and 2 students (13%) an
advanced level.
UNIVERSITY OF PUERTO RICO
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
2009-2010
When assessing effective writing skills using a rubric
in the Undergraduate Seminar (MATE 4995), the
expected outcome was that at least 70% of the
students obtained a score of 8 or more points, in a 10
point scale, in the rubric. Findings revealed that 6 outof 7 students assessed (86%) obtained a score of 8 or
more in the rubric. Thus, the expected outcome was
met.
When assessing effective writing skills using a rubricin the laboratory reports of the Probability course
(MATE 5001), the expected outcome was that at least
70% of the students obtained a score of 8 or morepoints, in a 10 point scale, in the rubric. Findings
revealed that 6 out of 9 students assessed (67%)
obtained a score of 8 or more in the rubric. Thus, theexpected outcome was not met. Only two students,
who are double majors, included bibliographic quotesin their laboratory reports text, although all students
included references.
2009-2010
Explicitly include topics related to the search and proper use of
references in the undergraduate seminars.
Identify courses in which written reports can be used as useful
assessment tools to increase the number of reports that studentsshould develop during their studies.
Computer Science 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings were:
•When assessing the essay as a whole, 17 of 17students (100%) obtained scores below the
average (50). These results showed that
students have limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 12 of 17 students (71%) obtained scoresbelow the average (50). These results showed
that students have limited abilities in the
development of a topic and the structure of anessay.
2008-2009
Students will be advised again to attend CDLC workshops to
improve their communication skills in Spanish.
UNIVERSITY OF PUERTO RICO
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
•When assessing the Syntactic Structure criterion 5 of
17 students (29%) obtained scores below the
average (50). These results showed that
students have some limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 17
of 17 (100%) obtained scores below the average
(50). Findings showed that students have
deficiencies in discursive coherence andcohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctness
criterion, 3 of 17 (31%) obtained scores below the
average (50). Findings showed that studentshave slight orthographic errors when writing
an essay.
Findings revealed that of the 17 students from this
program who took the test, none of them were
found competent as defined by the rubric.The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 6 of 6
students (100%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 2 showed a competency level of high
intermediate (33%) and 4 students (67%) anadvanced level.
•In the language use and indirect writing criterion, 5
of 6 students (83%) obtained scores greater than
the cut point (125 – low intermediate). Of these
students, 3 showed a competency level of high
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
intermediate (50%) and 2 students (33%) an
advanced level.
•In the reading comprehension criterion, 5 of 6
students (83%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 5 showed a competency level of highintermediate (83%).
Findings revealed that in the English Language
Assessment Test For Hispanics (ELASH II) 83% of
the students from this academic program (5 out of 6) who took the test were found competent as
defined by the rubric.
When assessing effective oral communication skills in
an oral presentation of the topic assigned in CCOM
3892, all the students (17, 100%) that gave thepresentations were found competent as defined in the
rubric. Thus, the goal of 70% or more was met.
2009-2010
When assessing effective oral communication skills in
an oral presentation of the topic assigned in CCOM
4027, 77% of the students that gave the oral
presentation were competent as defined in the rubric.
Thus, the goal of 70% or more was met.
2009-2010
No immediate action is needed at this moment since the
expected outcome was met.
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RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Business Administration
Academic Programs Findings Transforming Actions
Office System Management 2008-2009
In a test developed by the CEEB to evaluate thewriting skills of the incoming class offered in August
2008. Findings were:
•When assessing the essay as a whole, 37 of 37
students (100%) obtained scores below the
average (50). These results showed that
students have limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 32 of 37 students (86%) obtained scores
below the average (50). These results showedthat students have limited abilities in the
development of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion, 22
of 37 students (59%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 12
of 37 (32%) obtained scores below the average
(50). Findings showed that students have
deficiencies in discursive coherence and
cohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctness
criterion, 17 of 37 (46%) obtained scores below
the average (50). Findings showed that students
2008-2009
Students will be advised again to attend CDLC workshops toimprove their communication skills in Spanish.
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RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
have orthographic errors when writing an
essay.
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 19 of 20
students (95%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 12 showed a competency level of highintermediate (60%) and 7 students (35%) an
advanced level.
•In the language use and indirect writing criterion, 11
of 20 students (55%) obtained scores greater than
the cut point (125 – low intermediate). Of thesestudents, 8 showed a competency level of high
intermediate (40%) and 3 students (15%) an
advanced level.
•In the reading comprehension criterion, 7 of 20
students (35%) obtained scores greater than the
cut point (125 – low intermediate). Of thesestudents, 6 showed a competency level of high
intermediate (30%) and one student (5%) an
advanced level.
When assessing effective communication skills inSpanish using a diagnostic examination, 33% of the
students obtained a score of 70% in the exam. Thus,
the expected outcome that 70% of the students
obtain 70% on this test was not met.
When assessing effective communication skills inEnglish using a diagnostic examination, 79% of the
students obtained a score of 70% or more in test.
Thus, the expected outcome that 70% of the
students obtain 70% on this test was met.
The Department of Office System Management will begin
offering systematic tutoring and mentoring services to the
students in August 2009.
Some faculty members will give tutoring services in their office
hours.
The transforming actions proposed will be evaluated through
post-tests and practice exercises.
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RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
2009-2010
The results of pre tests in course ADSO 3055 and
ADSO 4045 to assess writing skills are in the processof being analyzed.
2009-2010
Corresponding transforming actions will be submitted by the
end of the second semester.
Business Administration Core
(7 programs)
2008-2009
When assessing effective oral communication skills in
oral presentations, findings revealed that on average
the students (88%) avoid the use of Anglicism, and
90% of them demonstrated proper use of audiovisual
resources. Thus, the expected outcome of obtaining
70% in the assessment of these criteria was met.
Effective writing communication skills were assessed
on a written paper in the Introduction to Business
course. Although the assessment data has beengathered, it is in the process of being analyzed. In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings by concentration were:
Accounting
•When assessing the essay as a whole, 154 of 172
students (90%) obtained scores below the average
(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 123 of 172 students (72%) obtained
2008-2009
The Program should offer formative activities to all thestudents who obtained scores less than 70% in the oral
presentations such as:
a) Learning to modulate the voice and the speed of speech
in an oral presentation.
b) Recognizing their use of language crutches.
c) Maintaining an appropriate visual contact with the
audience.
d) Using facial expressions, gestures and postures that
convey the desired message to the audience.
e) Being more persuasive.f) Promoting interaction with the audience.
g) Demonstrating a thorough knowledge of the topic to be
presented.
The analysis of the data gathered will be completed by the end
of the academic year.
All incoming students that obtained low scores on the writing
test administered by the CEEB were advised through theirAcademic Advisor about the desirability of strengthening their
communication skills in the language where deficiencies were
identified, through the attendance of workshops offered by the
Center for the Development of Languages Competencies
(CDLC) of the General Education College, the Departments of
Spanish and English Business Communication or by enrolling
on an additional Spanish or English courses.
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RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
scores below the average (50). These results
showed that students have limited abilities in
the development of a topic and the structure of
an essay.
•When assessing the Syntactic Structure criterion, 66
of 172 students (38%) obtained scores below theaverage (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 42
of 172 (24%) obtained scores below the average(50). Findings showed that students have some
deficiencies in discursive coherence and
cohesion and poor lexical skills required whenwriting an essay.
•When assessing the Grammatical Correctness
criterion, 83 of 172 (48%) obtained scores below
the average (50). Findings showed that students
have orthographic errors when writing an
essay.
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.Findings were:
•In the listening comprehension criterion, 75 of 93
students (81%) obtained scores greater than the
cut point (106 – low intermediate). Of thesestudents, 33 showed a competency level of high
intermediate (35%) and 42 students (46%) an
advanced level.
•In the language use and indirect writing criterion, 51
of 93 students (55%) obtained scores greater than
UNIVERSITY OF PUERTO RICO Í
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RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
the cut point (125 – low intermediate). Of these
students, 36 showed a competency level of high
intermediate (39%) and 15 students (16%) an
advanced level.
In the reading comprehension criterion, 51 of 93
students (55%) obtained scores greater than thecut point (125 – low intermediate). Of these
students, 45 showed a competency level of highintermediate (48%) and 6 student (7%) an
advanced level.
Economics
•When assessing the essay as a whole, 1 of 2 students
(50%) obtained scores below the average (50).
These results showed one student has limited
abilities in written skills.
•When assessing the Theme and Structure criterion, 0
of 2 students (0%) obtained scores below the
average (50). These results showed that the two
students assessed have the necessary abilities inthe development of a topic and the structure of
an essay.
•When assessing the Syntactic Structure criterion, 0 of
2 students (0%) obtained scores below the average
(50). These results showed that the twostudents assessed have the necessary abilities in
morph syntactic aspects of its native language,
such as equivalence of the spoken and written
language and the use of logical connectors.
•When assessing the lexical competency criterion, 0 of
2 students (0%) obtained scores below the average
(50). Findings showed that the two students
assessed have the necessary abilities in
discursive coherence and cohesion and lexical
skills required when writing an essay.
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RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
•When assessing the Grammatical Correctness
criterion, 1 of 2 students (50%) obtained scores
below the average (50). Findings showed that
one student has orthographic errors when
writing an essay.
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, one student
(100%) obtained a score greater than the cut point
(106 – low intermediate); this student achieved acompetency level of high intermediate.
•In the language use and indirect writing criterion, thestudent assessed did not obtain a score greater
than the cut point (125 – low intermediate).
In the reading comprehension criterion, the
student assessed did not obtain a score greater
than the cut point (125 – low intermediate).
Statistics
•When assessing the essay as a whole, the student
assessed obtained a score below the average (50).These results showed this student has some
limited abilities in written skills.
•When assessing the Theme and Structure
criterion, the student assessed did not obtain
scores below the average (50). These results
showed that the student assessed have the
necessary abilities in the development of a topic
and the structure of an essay.
•When assessing the Syntactic Structure criterion, the
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RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
student assessed did not obtain scores below the
average (50). These results showed that the
student assessed has the necessary abilities in
morph syntactic aspects of its native language,
such as equivalence of the spoken and written
language and the use of logical connectors.
•When assessing the lexical competency criterion, the
student assessed did not obtain scores below the
average (50). Findings showed that the student
assessed has the necessary abilities in
discursive coherence and cohesion and lexicalskills required when writing an essay.
•When assessing the Grammatical Correctnesscriterion, the student assessed did not obtain
scores below the average (50). Findings showed
that the student does not have orthographicerrors when writing an essay.
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, the student
assessed did not obtain a score greater than the cut
point (106 – low intermediate).
•In the language use and indirect writing criterion, thestudent assessed did not obtain a score greater
than the cut point (125 – low intermediate).
In the reading comprehension criterion, the
student assessed did not obtain a score greater
than the cut point (125 – low intermediate).
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OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Finance
•When assessing the essay as a whole, 32 of 34
students (94%) obtained scores below the average
(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 29 of 34 students (85%) obtained scores
below the average (50). These results showed
that students have limited abilities in the
development of a topic and the structure of anessay.
•When assessing the Syntactic Structure criterion, 18of 34 students (53%) obtained scores below the
average (50). These results showed that
students have limited abilities in morphsyntactic aspects of its native language, such as
equivalence of the spoken and written languageand the use of logical connectors.
•When assessing the lexical competency criterion, 13
of 34 students (38%) obtained scores below the
average (50). Findings showed that students
have deficiencies in discursive coherence and
cohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctness
criterion, 12 of 34 students (35%) obtained scores
below the average (50). Findings showed that
students have orthographic errors when
writing an essay.
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
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RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
•In the listening comprehension criterion, 15 of 17
students (88%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 5 showed a competency level of high
intermediate (29%) and 10 students (59%) an
advanced level.
•In the language use and indirect writing criterion, 8of 17 students (47%) obtained scores greater than
the cut point (125 – low intermediate). Of these
students, 4 showed a competency level of high
intermediate (24%) and 4 students (24%) an
advanced level.
In the reading comprehension criterion, 7 of 17
students (41%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 5 showed a competency level of highintermediate (29%) and 2 students (12%) anadvanced level.
Production and Operation’s Management
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings were:
•When assessing the essay as a whole, 11 of 13
students (85%) obtained scores below the average(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structure criterion, 8
of 13 students (62%) obtained scores below the
average (50). These results showed that
students have limited abilities in the
development of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion, 4 of
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RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
13 students (31%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 3 of
13 students (23%) obtained scores below the
average (50). Findings showed that students
have some deficiencies in discursive coherence
and cohesion and poor lexical skills requiredwhen writing an essay.
•When assessing the Grammatical Correctnesscriterion, 4 of 13 students (31%) obtained scores
below the average (50). Findings showed that
students have orthographic errors whenwriting an essay.
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 9 of 9
students (100%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 4 showed a competency level of highintermediate (44%) and 5 students (56%) an
advanced level.
•In the language use and indirect writing criterion, 3of 9 students (33%) obtained scores greater than
the cut point (125 – low intermediate). Of these
students, 2 showed a competency level of highintermediate (22%) and one student (11%) an
advanced level.
In the reading comprehension criterion, 4 of 9
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RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
students (44%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 4 showed a competency level of high
intermediate (44%).
Human Resources
•When assessing the essay as a whole, 20 of 20
students (100%) obtained scores below the
average (50). These results showed that
students have limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 18 of 20 students (90%) obtained scores
below the average (50). These results showed
that students have limited abilities in the
development of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion, 9 of 20 students (45%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 6 of
20 students (30%) obtained scores below theaverage (50). Findings showed that students
have deficiencies in discursive coherence and
cohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctness
criterion, 6 of 20 students (30%) obtained scores
below the average (50). Findings showed that
students have orthographic errors when
writing an essay.
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RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 12 of 15
students (80%) obtained scores greater than thecut point (106 – low intermediate). Of these
students, 9 showed a competency level of high
intermediate (60%) and 3 students (20%) an
advanced level.
•In the language use and indirect writing criterion, 3
of 15 students (20%) obtained scores greater thanthe cut point (125 – low intermediate). Of these
students, one showed a competency level of high
intermediate (7%) and 2 students (13%) an
advanced level.
In the reading comprehension criterion, 3 of 15
students (20%) obtained scores greater than the
cut point (125 – low intermediate). Of thesestudents, 3 showed a competency level of high
intermediate (20%).
Marketing
•When assessing the essay as a whole, 37 of 42
students (88%) obtained scores below the average(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 29 of 42 students (69%) obtained scores
below the average (50). These results showed
that students have limited abilities in the
development of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion, 18
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RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
of 42 students (43%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 12
of 42 students (29%) obtained scores below the
average (50). Findings showed that students
have some deficiencies in discursive coherence
and cohesion and poor lexical skills requiredwhen writing an essay.
•When assessing the Grammatical Correctnesscriterion, 9 of 42 students (21%) obtained scores
below the average (50). Findings showed that
students have some orthographic errors whenwriting an essay.
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 18 of 21
students (86%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 5 showed a competency level of highintermediate (24%) and 13 students (62%) an
advanced level.
•In the language use and indirect writing criterion, 14of 21 students (67%) obtained scores greater than
the cut point (125 – low intermediate). Of these
students, 9 showed a competency level of highintermediate (43%) and 5 students (24%) an
advanced level.
In the reading comprehension criterion, 15 of 21
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RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
students (71%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 12 showed a competency level of high
intermediate (57%) and 3 student (14%) an
advanced level.
Business Administration General Program
•When assessing the essay as a whole, 51 of 54
students (94%) obtained scores below the average
(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 40 of 54 students (74%) obtained scoresbelow the average (50). These results showed
that students have limited abilities in the
development of a topic and the structure of anessay.
•When assessing the Syntactic Structure criterion, 23
of 54 students (43%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 20of 54 students (37%) obtained scores below the
average (50). Findings showed that students
have deficiencies in discursive coherence and
cohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctness
criterion, 51 of 54 students (94%) obtained scores
below the average (50). Findings showed that
students have orthographic errors when
writing an essay.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
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OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 22 of 29students (76%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 10 showed a competency level of high
intermediate (34%) and 12 students (38%) an
advanced level.
•In the language use and indirect writing criterion, 13of 29 students (45%) obtained scores greater than
the cut point (125 – low intermediate). Of these
students, 9 showed a competency level of high
intermediate (31%) and 4 students (14%) an
advanced level.
In the reading comprehension criterion, 10 of 29
students (34%) obtained scores greater than thecut point (125 – low intermediate). Of these
students, 9 showed a competency level of high
intermediate (31%) and one student (3%) an
advanced level.
Computer Information System
•When assessing the essay as a whole, 16 of 16
students (100%) obtained scores below the
average (50). These results showed that
students have limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 13 of 16 students (81%) obtained scores
below the average (50). These results showed
that students have limited abilities in the
development of a topic and the structure of an
essay.
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OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
•When assessing the Syntactic Structure criterion, 9 of
16 students (56%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written languageand the use of logical connectors.
•When assessing the lexical competency criterion, 7 of
16 students (44%) obtained scores below the
average (50). Findings showed that students
have some deficiencies in discursive coherence
and cohesion and poor lexical skills required
when writing an essay.
•When assessing the Grammatical Correctness
criterion, 7 of 16 students (44%) obtained scoresbelow the average (50). Findings showed that
students have orthographic errors whenwriting an essay.
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 10 of 10
students (100%) obtained scores greater than thecut point (106 – low intermediate). Of these
students, 6 showed a competency level of high
intermediate (60%) and 4 students (40%) an
advanced level.
•In the language use and indirect writing criterion, 6
of 10 students (60%) obtained scores greater thanthe cut point (125 – low intermediate). Of these
students, 5 showed a competency level of high
intermediate (50%) and one student (10%) an
advanced level.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
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OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
In the reading comprehension criterion, 4 of 10
students (40%) obtained scores greater than the
cut point (125 – low intermediate). Of thesestudents, 3 showed a competency level of high
intermediate (30%) and one student (10%) an
advanced level.
2009-2010
A written paper in the Strategic Management course
was used to assess effective writing communication
skills. Although the assessment data has been
gathered, it is in the process of being analyzed.
When assessing effective oral communication skills inan oral presentation in the Introduction to Marketing
course (MERC 3115), findings revealed that 60% of the students obtained 70% or more in the rubric used.
Thus, the expected outcome that 70% or more of
the students communicate effectively orally was
not met.
2009-2010
The analysis of the data gathered will be completed by the end
of the academic year.
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OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Humanities
Academic Programs Findings Transforming Actions
Hispanic Studies 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings were:
•When assessing the essay as a whole, 2 of 3 students
(67%) obtained scores below the average (50).
These results showed one student has limited
abilities in written skills.
•When assessing the Theme and Structure criterion, 2
of 3 students (67%) obtained scores below the
average (50). These results showed that the two
students assessed have difficulties in the
development of a topic and the structure of anessay.
•When assessing the Syntactic Structure criterion, 1 of
3 students (33%) obtained scores below the
average (50). These results showed that the one
student assessed does not have the necessary
abilities in morph syntactic aspects of its native
language, such as equivalence of the spoken
and written language and the use of logical
connectors.
•When assessing the lexical competency criterion, 0 of
3 students (0%) obtained scores below the average
(50). Findings showed that the three students
assessed have the necessary abilities in
discursive coherence and cohesion and lexical
skills required when writing an essay.
•When assessing the Grammatical Correctness
criterion, 0 of 3 students (50%) obtained scores
below the average (50). Findings showed that
the three students assessed do not have
2008-2009
All incoming students that obtained low scores on the writing
test administered by the CEEB were advised through their
Academic Advisor about the desirability of strengthening theircommunication skills in the language where deficiencies were
identified, through the attendance of workshops offered by the
Center for the Development of Languages Competencies
(CDLC) of the General Education College or by enrolling on an
additional Spanish or English courses.
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OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
orthographic errors when writing an essay.
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 2 of 2
students (100%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, one showed a competency level of high
intermediate (50%) and one student (50%) anadvanced level.
•In the language use and indirect writing criterion, the
students assessed did not obtain a score greater
than the cut point (125 – low intermediate).
In the reading comprehension criterion, 1 of 2
students (50%) obtained scores greater than the
cut point (125 – low intermediate). This student
achieved a higher level competency on thiscriterion.
2009-2010
When assessing effective communication skills usinga rubric, 86% of the students (n=14) on average
obtained a score of 70% more. Thus, the expectedoutcome that 70% of the students obtain a score of 70% or more on the rubric was met.
2009-2010
Increase the number of students assessed.
Advise students that showed limitations in their writing skills toattend CDLC’s workshops.
Promote that faculty members offer more essay type exams,
monographs, critical reviews, among others.
Consider the possibility of developing writing skills workshops
of specific topics.
Consider the possibility of creating a Journal in which
undergraduate students from the program could publish their
papers.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
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OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Comparative Literature 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings were:
•When assessing the essay as a whole, 7 of 7 students(100%) obtained scores below the average (50).
These results showed that students have limitedabilities in written skills.
•When assessing the Theme and Structure criterion, 5of 7 students (71%) obtained scores below the
average (50). These results showed that
students have limited abilities in thedevelopment of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion, 2 of
7 students (29%) obtained scores below theaverage (50). These results showed that two
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 0 of
7 students (0%) obtained scores below the average
(50). Findings showed the students assessed donot have deficiencies in discursive coherence
and cohesion and poor lexical skills required
when writing an essay.
•When assessing the Grammatical Correctnesscriterion, 3 of 7 students (43%) obtained scores
below the average (50). Findings showed that
three students have orthographic errors whenwriting an essay.
The ELASH II English administered by the CEEB to
2008-2009
All incoming students that obtained low scores on the writing
test administered by the CEEB were advised through their
Academic Advisor about the desirability of strengthening their
communication skills in the language where deficiencies were
identified, through the attendance of workshops offered by theCenter for the Development of Languages Competencies
(CDLC) of the General Education College or by enrolling on anadditional Spanish or English courses.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
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OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 2 of 2
students (100%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 0 showed a competency level of high
intermediate (0%) and 2 students (100%) an
advanced level.
•In the language use and indirect writing criterion, 2
of 2 students (100%) obtained scores greater than
the cut point (125 – low intermediate). Of thesestudents, 0 showed a competency level of high
intermediate (0%) and 2 students (100%) an
advanced level.
In the reading comprehension criterion, 2 of 2
students (100%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, one showed a competency level of highintermediate (50%) and one student (50%) an
advanced level.
2009-2010
In a rubric used to assess effective communication
skills, only 4 students showed a competency levelgreater than 80% in each one of the criteria assessed.Two students showed a competency level of 50% and
66%. The rest of the 7 students obtained an average
score of 44% in this domain. The arithmetic mean (a
maximum score of 18 and a minimum score of 6
points, was 9.62 (53.4%). Thus, the expected
outcome that 70% of the students obtain a score of
70% or more on the rubric was not met.
When the data was analyzed, findings revealed that
the three students with the lowest scores did not have
2009-2010
Make sure through the Academic Advisor, the Department
Secretary, and the professor of the course that the students have
fulfilled the pre-requisite and that has preferably approved itwith A or B before enrolling in this course, and therefore have
the necessary formation to continue and approve the coursesatisfactorily.
Emphasize the pre-requisites and the necessary explanations in
the description of the course used for enrollment purposes.
Begin introducing readings of theory and literary critiques in
elementary level courses.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
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OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
the course’s pre-requisites or have approved them
with C grade. Most of the students did not have the
required level to approve the course satisfactorily. Modern Languages 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August2008. Findings were:
•When assessing the essay as a whole, 32 of 36
students (89%) obtained scores below the average(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 27 of 36 students (75%) obtained scoresbelow the average (50). These results showed
that students have limited abilities in thedevelopment of a topic and the structure of anessay.
•When assessing the Syntactic Structure criterion, 13of 36 students (36%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 7 of
36 students (19%) obtained scores below the
average (50). Findings showed that students
have slight deficiencies in discursive coherenceand cohesion and poor lexical skills required
when writing an essay.
•When assessing the Grammatical Correctness
criterion, 9 of 36 students (25%) obtained scoresbelow the average (50). Findings showed that
students have some orthographic errors when
2008-2009
All incoming students that obtained low scores on the writing
test administered by the CEEB were advised through theirAcademic Advisor about the desirability of strengthening their
communication skills in the language where deficiencies were
identified, through the attendance of workshops offered by the
Center for the Development of Languages Competencies(CDLC) of the General Education College or by enrolling on an
additional Spanish or English courses.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
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OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
writing an essay.
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 12 of 13
students (92%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 4 showed a competency level of high
intermediate (31%) and 8 students (61%) anadvanced level.
•In the language use and indirect writing criterion, 11
of 13 students (85%) obtained scores greater than
the cut point (125 – low intermediate). Of these
students, 6 showed a competency level of high
intermediate (46%) and 5 students (39%) an
advanced level.
In the reading comprehension criterion, 9 of 13
students (69%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 7 showed a competency level of high
intermediate (54%) and 2 students (15%) an
advanced level.
2009-2010
A written test to assess effective communication skills
was given on the third semester of each of the
following Modern Languages courses: French, Italian,Portuguese, and German. Thirty percent of the tests
were graded for assessment purposes using a rubric. A
second test was given on January 2010, results arebeing analyzed. The expected outcome was an
average score of 70% or more on this test (24.5 on a
35 maximum score on the rubric).
Findings were:
2009-2010
Corresponding transforming actions will be submitted by the
end of the second semester.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
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OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Portuguese: 75% of the students assessed showed a
competency level of 70% on this domain. Only two
students did not reach the expected outcome, whosescore were 66% and 69%. The arithmetic mean was
26 (74%). Grammatical correctness criterion obtained
the lowest score in the rubric (57%) and was the only
criterion that did not meet the expected outcome of
70% or more.
German: 83% of the students assessed showed a
competency level greater than 70% in the effectivecommunication domain. Only one student did not
meet the expected outcome. The arithmetic mean was
27.83 (79.52%). In all assessed criteria the scoreobtained was over 70%. Thus, the goal was met.
Italian: 77% of the students assessed showed acompetency level greater than 70% % in the effective
communication domain. Six out of 26 students did notmeet the expect outcome and they scored from 46% to
66%. The arithmetic mean was 27.83 (79.72%). In all
assessed criteria the score obtained was over 70%.
Thus, the goal was met.
French 3045: 67% of the students assessed showed a
competency level greater than 70% in the effective
communication domain. Only 2 of the 6 students
assessed did not meet the expected outcome and theyscored from 60% to 69%.The arithmetic means was
25.3 (72.4%). In all assessed criteria the score
obtained was over 70%. Thus, the goal was met.
French 3035: 78% of the students assessed showed a
competency level greater than 70% in the effective
communication domain. Only 8 out of the 36 students
assessed did not meet the expected outcome and they
scored from 57% to 68.6%. The arithmetic mean was
27.53 (78%). In all assessed criteria the score
obtained was over 70%. Thus, the goal was met.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
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OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Art History 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings were:
•When assessing the essay as a whole, 15 of 16students (94%) obtained scores below the average
(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structurecriterion, 12 of 16 students (75%) obtained scores
below the average (50). These results showed
that students have limited abilities in thedevelopment of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion 8 of
16 students (50%) obtained scores below theaverage (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 8 of
16 students (50%) obtained scores below the
average (50). Findings showed that studentshave slight deficiencies in discursive coherence
and cohesion and poor lexical skills required
when writing an essay.
•When assessing the Grammatical Correctnesscriterion, 5 of 16 students (31%) obtained scores
below the average (50). Findings showed that
students have some orthographic errors whenwriting an essay.
The ELASH II English administered by the CEEB to
2008-2009
All incoming students that obtained low scores on the writing
test administered by the CEEB were advised through their
Academic Advisor about the desirability of strengthening their
communication skills in the language where deficiencies were
identified, through the attendance of workshops offered by theCenter for the Development of Languages Competencies
(CDLC) of the General Education College or by enrolling on anadditional Spanish or English courses.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
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OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 5 of 6
students (83%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 3 showed a competency level of high
intermediate (50%) and 2 students (33%) an
advanced level.
•In the language use and indirect writing criterion, 4
of 6 students (67 %) obtained scores greater than
the cut point (125 – low intermediate). Of thesestudents, 3 showed a competency level of high
intermediate (50%) and one student (16%) an
advanced level.
In the reading comprehension criterion, 4 of 6
students (67%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 4 showed a competency level of highintermediate (67%).
2009-2010
When assessing effective communication skills instudents enrolled in Art History courses (n=47), the
findings were:
Excellent/Good: 33/47 = 45%
Satisfactory/Must improve: 14/47 = 55%
According to these findings, the expected outcome of
70% or more was not met. Half of the student assessed
requires improvement of their writing skills.
2009-2010
The Art History courses should continue requiring research
projects, monographs, and essays in topics pertinent to the
study of this and other related disciplines. Also, they should
comply with classroom oral presentations in topics related tothis discipline. These two measures will help students improve
their writing and oral communication skills.
Tests should have essay type questions to assess studentperformance in Spanish.
Notify students about their deficiencies and advise them to use
the resources available on Campus to improve their writing and
oral communication skills such as: The Center for theDevelopment of Linguistic Competencies or the Writing and
Style course from the College of Humanities.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
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OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
History of Europe 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings were:
•When assessing the essay as a whole, 8 of 9 students(89%) obtained scores below the average (50).
These results showed that students have limitedabilities in written skills.
•When assessing the Theme and Structure criterion, 7of 9 students (78%) obtained scores below the
average (50). These results showed that
students have limited abilities in thedevelopment of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion, 3 of
9 students (33%) obtained scores below theaverage (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 2 of
9 students (22%) obtained scores below the
average (50). Findings showed that two studentshave deficiencies in discursive coherence and
cohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctnesscriterion, 2 of 9 students (22%) obtained scores
below the average (50). Findings showed that
two students have orthographic errors whenwriting an essay.
The ELASH II English administered by the CEEB to
2008-2009
All incoming students that obtained low scores on the writing
test administered by the CEEB were advised through their
Academic Advisor about the desirability of strengthening their
communication skills in the language where deficiencies were
identified, through the attendance of workshops offered by theCenter for the Development of Languages Competencies
(CDLC) of the General Education College or by enrolling on anadditional Spanish or English courses.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
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OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 2 of 2
students (100%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 2 showed a competency level of high
intermediate (100%).
•In the language use and indirect writing criterion, 1
of 2 students (50%) obtained scores greater than
the cut point (125 – low intermediate). Of these
students, one showed a competency level of highintermediate (50%).
In the reading comprehension criterion, 2 of 2
students (100%) obtained scores greater than the
cut point (125 – low intermediate). Of thesestudents, 2 showed a competency level of high
intermediate (100%).
2009-2010
A rubric was used to assess writing skills in Spanish
in the HIST 4225 and HIST 4226 courses. Findings
revealed that students obtained an average score of 57% on the levels exceeds and meets the expectations.
Since the expected outcome was that at least 55% of the students meet these two levels, the expected
outcome was met.
2009-2010
A tutoring system in which graduate students serve as tutors to
undergraduate students of the History Department will be
established.
History of the Americas 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings were:
•When assessing the essay as a whole, 7 of 9 students
(78%) obtained scores below the average (50).
These results showed that students have limited
2008-2009
All incoming students that obtained low scores on the writing
test administered by the CEEB were advised through their
Academic Advisor about the desirability of strengthening their
communication skills in the language where deficiencies were
identified, through the attendance of workshops offered by the
Center for the Development of Languages Competencies
(CDLC) of the General Education College or by enrolling on an
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
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OFFICE OF EVALUATION OF STUDENT LEARNING
abilities in written skills.
•When assessing the Theme and Structure criterion, 4
of 9 students (44%) obtained scores below the
average (50). These results showed that
students have limited abilities in the
development of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion, 1 of
9 students (11%) obtained scores below the
average (50). These results showed that one
student has limited abilities in morph syntactic
aspects of its native language, such as
equivalence of the spoken and written languageand the use of logical connectors.
•When assessing the lexical competency criterion, 2 of
9 students (22%) obtained scores below the
average (50). Findings showed that two students
have deficiencies in discursive coherence and
cohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctness
criterion, 2 of 9 students (22%) obtained scores
below the average (50). Findings showed that
two students have orthographic errors when
writing an essay.
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 2 of 2
students (100%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, one showed a competency level of highintermediate (500%) and one student (50%) an
additional Spanish or English courses.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
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OFFICE OF EVALUATION OF STUDENT LEARNING
advanced level.
•In the language use and indirect writing criterion, 1of 2 students (50%) obtained scores greater than
the cut point (125 – low intermediate). Of these
students, cero showed a competency level of highintermediate (0%) and one student (50%) an
advanced level.
In the reading comprehension criterion, 1 of 2
students (50%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, cero showed a competency level of high
intermediate (50%) and one student (50%) anadvanced level.
2009-2010
A rubric was used to assess the writing skills in
Spanish in the HIST 4225 and HIST 4226 courses.
Findings revealed that students obtained an average
score of 57% on the levels exceeds and meets the
expectations. Since the expected outcome was that at
least 55% of the students meet these two levels, the
expected outcome was met.
2009-2010
A tutoring system in which graduate students tutor
undergraduate students of the History Department will be
established.
Fine Arts 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August2008. Findings were:
•When assessing the essay as a whole, 31 of 32students (97%) obtained scores below the average
(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 28 of 32 students (88%) obtained scores
below the average (50). These results showed
that students have limited abilities in the
2008-2009
All incoming students that obtained low scores on the writing
test administered by the CEEB were advised through theirAcademic Advisor about the desirability of strengthening their
communication skills in the language where deficiencies were
identified, through the attendance of workshops offered by theCenter for the Development of Languages Competencies
(CDLC) of the General Education College or by enrolling on an
additional Spanish or English courses.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
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OFFICE OF EVALUATION OF STUDENT LEARNING
development of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion, 15
of 32 students (47%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 15of 32 students (47%) obtained scores below the
average (50). Findings showed that students
have slight deficiencies in discursive coherenceand cohesion and poor lexical skills required
when writing an essay.
•When assessing the Grammatical Correctness
criterion, 15 of 32 students (47%) obtained scoresbelow the average (50). Findings showed that
students have some orthographic errors when
writing an essay.
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 11 of 12
students (92%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 4 showed a competency level of high
intermediate (33%) and 7 students (59%) anadvanced level.
•In the language use and indirect writing criterion, 7
of 12 students (59%) obtained scores greater than
the cut point (125 – low intermediate). Of these
students, 5 showed a competency level of high
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
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OFFICE OF EVALUATION OF STUDENT LEARNING
intermediate (42%) and 2 students (17%) an
advanced level.
In the reading comprehension criterion, 5 of 12
students (42%) obtained scores greater than the
cut point (125 – low intermediate). Of thesestudents, 4 showed a competency level of high
intermediate (33%) and one student (9%) an
advanced level.
When assessing a review of an art piece (on a written
paper), 6 students obtained a score of 10 points or less
in the rubric used and 17 out of 18 students obtained a
grade less than B. Thus, the expected outcome was
not met.
2009-2010
When assessing effective oral communication skills
ARTE 3815 (Painting I) course, 8 out of 14 studentsobtained scores greater than 75% (Two of them
obtained 100% and two of them 95%). Six out of 14
students (42.8%) obtained less than 70% (from 50% to
65%). In spite of this, all the criteria assessed obtained
average scores of 75% or more on this domain except
in the interpretation criterion (71%). Thus, the
expected outcome was met in all the criteria
assessed with the exception of the interpretation
criterion.
Two questions were chosen to assess writing skills
using electronic forum discussions in the Yahoo!
platform. A rubric was used to assess this discussion.
Findings revealed that 60% of the students obtained a
score less than the expected outcome of 70%.
Nevertheless, in the second evaluation this amountwas reduced to 37.5%. Although an improvement is
observed, it was not enough to meet the expected
outcome of 70% or more in both questions
assessed.
Advise students that showed limitations in their writing skills to
attend CDLC’s workshops.
2009-2010
Planning of a quinquennial sequence for the painting courses
aimed to develop students’ techniques and conceptual abilities
is recommended. In addition, workshops schedules should be
planned outside classroom hours.
Reinforce the description and lexical competency criteria in theFoundations I and II courses.
Design and maintain an active electronic page with daily
activities in order to continue strengthening written effective
communication skills during the course.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
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OFFICE OF EVALUATION OF STUDENT LEARNING
Performing Arts 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings were:
•When assessing the essay as a whole, 28 of 31
students (90%) obtained scores below the average
(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structure criterion,22 of 31 students (71%) obtained scores below the
average (50). These results showed that
students have limited abilities in thedevelopment of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion, 13
of 31 students (42%) obtained scores below theaverage (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 10
of 31 students (32%) obtained scores below the
average (50). Findings showed that students
have deficiencies in discursive coherence and
cohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctnesscriterion, 10 of 31 students (32%) obtained scores
below the average (50). Findings showed that
students have orthographic errors when
writing an essay.
The ELASH II English administered by the CEEB to
2008-2009
All incoming students that obtained low scores on the writing
test administered by the CEEB were advised through their
Academic Advisor about the desirability of strengthening their
communication skills in the language where deficiencies were
identified, through the attendance of workshops offered by the
Center for the Development of Languages Competencies
(CDLC) of the General Education College or by enrolling on anadditional Spanish or English courses.
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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
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OFFICE OF EVALUATION OF STUDENT LEARNING
good written communication skills was not met.
2009-2010
Assessment data is in the process of being analyzed.
2009-2010
Corresponding transforming actions will be submitted by the
end of the second semester.
Interdisciplinary Studies 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings were:
•When assessing the essay as a whole, 30 of 33
students (91%) obtained scores below the average(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structurecriterion, 26 of 33 students (79%) obtained scoresbelow the average (50). These results showed
that students have limited abilities in the
development of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion, 13
of 33 students (39%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such asequivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 8 of 33 students (24%) obtained scores below the
average (50). Findings showed that students
have some deficiencies in discursive coherence
and cohesion and poor lexical skills required
when writing an essay.
•When assessing the Grammatical Correctness
2008-2009
All incoming students that obtained low scores on the writing
test administered by the CEEB were advised through their
Academic Advisor about the desirability of strengthening their
communication skills in the language where deficiencies were
identified, through the attendance of workshops offered by the
Center for the Development of Languages Competencies
(CDLC) of the General Education College or by enrolling on an
additional Spanish or English courses.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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OFFICE OF EVALUATION OF STUDENT LEARNING
criterion, 9 of 33 students (27%) obtained scores
below the average (50). Findings showed that
students have some orthographic errors when
writing an essay.
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.Findings were:
•In the listening comprehension criterion, 13 of 16
students (81%) obtained scores greater than thecut point (106 – low intermediate). Of these
students, 6 showed a competency level of high
intermediate (38%) and 7 students (43%) anadvanced level.
•In the language use and indirect writing criterion, 7
of 16 students (43%) obtained scores greater thanthe cut point (125 – low intermediate). Of these
students, 5 showed a competency level of high
intermediate (31%) and 2 students (12%) an
advanced level.
In the reading comprehension criterion, 8 of 16
students (50%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 5 showed a competency level of high
intermediate (31%) and 3 students (19%) an
advanced level.
Music 2008-2009
In a test developed by the CEEB to evaluate thewriting skills of the incoming class offered in August
2008. Findings were:
2008-2009
All incoming students that obtained low scores on the writingtest administered by the CEEB were advised through their
Academic Advisor about the desirability of strengthening their
communication skills in the language where deficiencies were
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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OFFICE OF EVALUATION OF STUDENT LEARNING
•When assessing the essay as a whole, 16 of 16
students (100%) obtained scores below the
average (50). These results showed that
students have limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 15 of 16 students (94%) obtained scores
below the average (50). These results showedthat students have limited abilities in the
development of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion, 7 of
16 students (44%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 4 of
16 students (25%) obtained scores below the
average (50). Findings showed that students
have some deficiencies in discursive coherence
and cohesion and poor lexical skills required
when writing an essay.
•When assessing the Grammatical Correctness
criterion, 7 of 16 students (44%) obtained scores
below the average (50). Findings showed thatstudents have orthographic errors when
writing an essay.
The ELASH II English administered by the CEEB totest the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 9 of 10students (90%) obtained scores greater than the
identified, through the attendance of workshops offered by the
Center for the Development of Languages Competencies
(CDLC) of the General Education College or by enrolling on an
additional Spanish or English courses.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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OFFICE OF EVALUATION OF STUDENT LEARNING
cut point (106 – low intermediate). Of these
students, 3 showed a competency level of high
intermediate (30%) and 6 students (60%) an
advanced level.
•In the language use and indirect writing criterion, 7of 10 students (70%) obtained scores greater than
the cut point (125 – low intermediate). Of thesestudents, 2 showed a competency level of high
intermediate (20%) and 5 students (50%) an
advanced level.
In the reading comprehension criterion, 6 of 10
students (60%) obtained scores greater than thecut point (125 – low intermediate). Of these
students, 3showed a competency level of high
intermediate (30%) and 3 students (30%) an
advanced level.
2009-2010
When assessing effective communication in
monograph using a rubric an average of 84% was
obtained. In the assessment of an essay submitted by
students, an average score of 86 was obtained. Only
two criteria in the rubric to assess the monograph
(conclusion and foot notes), did not obtain theexpected average of 70% or more: Conclusion (66%)
and foot notes (61%).Thus, the expected outcome
was met in all the criteria assessed with theexception of two criteria mentioned above.
2009-2010
Analyze different texts, writing procedures in the classroom
and assign an existent short paper for students to provide the
footnotes.
Exercises related to synthesis of ideas, reading comprehension,
reading understanding, reading summaries, and even
syncretism (conciliation of ideas or divergent thoughts) should
be given for students to improve writing an effective
conclusion.
English Communication and
Linguistics
2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings were:
•When assessing the essay as a whole, 5 of 5 students
(100%) obtained scores below the average (50).
These results showed that students have limited
2008-2009
All incoming students that obtained low scores on the writing
test administered by the CEEB were advised through their
Academic Advisor about the desirability of strengthening their
communication skills in the language where deficiencies wereidentified, through the attendance of workshops offered by the
Center for the Development of Languages Competencies
(CDLC) of the General Education College or by enrolling on an
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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OFFICE OF EVALUATION OF STUDENT LEARNING
abilities in written skills.
•When assessing the Theme and Structure criterion, 4
of 5 students (80%) obtained scores below the
average (50). These results showed that
students have limited abilities in the
development of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion, 4 of
5 students (80%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written languageand the use of logical connectors.
•When assessing the lexical competency criterion, 3 of
5 students (60%) obtained scores below theaverage (50). Findings showed that students
have deficiencies in discursive coherence and
cohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctness
criterion, 4 of 5 students (80%) obtained scores
below the average (50). Findings showed that
students have orthographic errors when
writing an essay.
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 3 of 3
students (10%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 3 showed a competency level of
additional Spanish or English courses.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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OFFICE OF EVALUATION OF STUDENT LEARNING
advanced (100%).
•In the language use and indirect writing criterion, 3of 3 students (100%) obtained scores greater than
the cut point (125 – low intermediate). Of these
students, 2 showed a competency level of highintermediate (67%) and one student (33%) an
advanced level.
In the reading comprehension criterion, 3 of 3
students (100%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 2 showed a competency level of high
intermediate (67%) and one student (33%) anadvanced level.
The ability to develop effective communication
competences through the evaluation of an academic
argument/text that is accurate, relevant, logical and
coherent was assessed with a four point rubric in the
final paper of the course. The findings were:
Three out of 8 students (37.5%) showed a level 4
competency.
Five out of 8 students (62.5) showed a level 3.8
competency
Since the expected outcome was that 70% of the
students achieved 2.8 points or more in the rubric, the
expected outcome was met.
2009-2010
Assessment data gathering is underway in four
sections of ESL (English as a Second Languages).
Increase the expected outcome competency level for more
advanced development of these skills.
Increase the number of students assessed.
2009-2010
LICO course INGL 4206 was recommended to include more
structured writing activities, aligned with course learning
objectives. Those were incorporated by the professor who
teaches the class.
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OFFICE OF EVALUATION OF STUDENT LEARNING
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OFFICE OF EVALUATION OF STUDENT LEARNING
English Literature 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August2008. Findings were:
•When assessing the essay as a whole, 5 of 5 students
(100%) obtained scores below the average (50).
These results showed that students have limitedabilities in written skills.
•When assessing the Theme and Structure criterion, 4
of 5 students (80%) obtained scores below the
average (50). These results showed that
students have limited abilities in the
development of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion, 4 of 5 students (80%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such asequivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 3 of
5 students (60%) obtained scores below theaverage (50). Findings showed that students
have deficiencies in discursive coherence and
cohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctness
criterion, 4 of 5 students (80%) obtained scores
below the average (50). Findings showed that
students have orthographic errors when
writing an essay.
The ELASH II English administered by the CEEB to
2008-2009
All incoming students that obtained low scores on the writing
test administered by the CEEB were advised through theirAcademic Advisor about the desirability of strengthening their
communication skills in the language where deficiencies were
identified, through the attendance of workshops offered by the
Center for the Development of Languages Competencies(CDLC) of the General Education College or by enrolling on anadditional Spanish or English courses.
Increase the expected outcome competency level for moreadvanced development of these skills.
Increase the number of students assessed.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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OFFICE OF EVALUATION OF STUDENT LEARNING
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 3 of 3
students (10%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 3 showed a competency level of advanced (100%).
•In the language use and indirect writing criterion, 3
of 3 students (100%) obtained scores greater than
the cut point (125 – low intermediate). Of these
students, 2 showed a competency level of highintermediate (67%) and one student (33%) an
advanced level.
In the reading comprehension criterion, 3 of 3
students (100%) obtained scores greater than thecut point (125 – low intermediate). Of these
students, 2 showed a competency level of high
intermediate (67%) and one student (33%) anadvanced level.
The ability to develop effective communication
competences through the evaluation of an academic
argument/text that is accurate, relevant, logical andcoherent was assessed with a four point rubric in the
final paper of the course. The findings were:
Three out of 8 students (37.5%) showed a level 4
competency.
Five out of 8 students (62.5) showed a level 3.8
competency
Since the expected outcome was that 70% of the
students achieved 2.8 points or more in the rubric, the
expected outcome was met.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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2009-2010
Assessment data gathering is underway in four
sections of ESL (English as a Second Languages).
2009-2010
LICO course INGL 4206 was recommended to include more
structured writing activities, aligned with course learning
objectives. Those activities were incorporated by the professor
who teaches the class.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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College of Social Sciences
Academic Programs Findings Transforming Actions
Social Work 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008, findings were:
When assessing the essay as a whole, 40 of 43
students (93%) obtained scores below the average
(50). These results showed that students have
limited abilities in written skills.
When assessing the Theme and Structure
criterion, 30 of 43 students (70%) obtained scoresbelow the average (50). These results showed
that students have limited abilities in the
development of a topic and the structure of theessay.
When assessing the Syntactic Structure criterion
14 of 43 students (33%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
When assessing the lexical competency criterion,15 of 43 students (35%) obtained scores below the
average (50). Findings showed that students
have deficiencies in discursive coherence and
cohesion and poor lexical skills required when
writing an essay.
When assessing the Grammatical Correctness
criterion, 15 of 43 students (35%) obtained scores
below the average (50). Findings showed that
students have a significant number of
2008-2009
Letters were sent to the students that showed needs in their
writing skills in Spanish, as assessed in the CEEB’s test, and inEnglish listening, reading and indirect writing comprehension,to attend workshops offered by the Center for the Development
of Languages Competencies (CDLC) of the General Education
in order to strengthen their writing skills.
Students should hand in prove of their attendance to the
workshops offered by this Center by the next year
Students will have the opportunity to further practice the proper
use of their native language when writing a record and reports
in the unit of case history of the TSOC 4011 course. Also, in
pre practice and professional practicum courses, students will
be required to attend 6 hours of writing workshops offered by
the CDLC of the College of General Studies to comply with the
expected outcome of a graduate from this program. The
assessment committed will design a rubric to assess his
competencies.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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orthographic errors when writing the essay.
The ELASH II English administered by the CEEB to
test the effected communication skills in English wasadministered to the incoming class in August 2008.
Findings were:
In the listening comprehension criterion, 16 of 18
(89%) students obtained scores greater than thecut point (106 – low intermediate). Of these
students, 11 showed a competency level of high
intermediate (61%) and 5 students (28%) an
advanced level.
In the language use and indirect writing criterion,
8 of 18 (44%) students obtained scores greaterthan the cut point (125 – low intermediate). Of
these students, 7 showed a competency level of
high intermediate (39%) and 1 student (6%) an
advanced level.
•In the reading comprehension criterion, 7 of 18
(39%) students obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 7 showed a competency level of high
intermediate (39%).
2009-2010
Assessment data is in the process of being analyzed.
2009-2010
Corresponding transforming actions will be submitted by the
end of the second semester.
Economics 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008, 30% of the freshman students were assessed.
Findings were:
•When assessing the essay as a whole, 9 of 11
students (82%) obtained scores below the average
2008-2009
Letters were sent to the students that showed needs in their
writing skills in Spanish, as assessed in the CEEB’s test , and inEnglish listening, reading and indirect writing comprehension,
to attend workshops offered by the Center for the Development
of Languages Competencies (CDLC) of the General Educationand the Writing Zones Project of the College of Education in
order to strengthen their writing skills. This possibility should
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structure criterion, 8
of 11 students (73%) obtained scores below the
average (50). These results showed that
students have limited abilities in the
development of a topic and the structure of theessay.
•When assessing the Syntactic Structure criterion 5 of
14 students (45%) obtained scores below theaverage (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such asequivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 4of 11 (36%) obtained scores below the average(50). Findings showed that students have
deficiencies in discursive coherence and
cohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctness
criterion, 4 of 11 (36%) obtained scores below the
average (50). Findings showed that students
have a significant number of orthographic
errors when writing an essay.
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.Findings were:
•In the listening comprehension criterion, 6 of 6
(100%) students obtained scores greater than the
cut point (106 – low intermediate). Of thesestudents, one showed a competency level of high
be offered annually to the incoming students on their
Orientation Week.
Use the Blackboard platform to offer modules to improve
writing skills in the students.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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intermediate (17%) and 5 students (83%) an
advanced level.
•In the language use and indirect writing criterion, 5
of 6 (83%) students obtained scores greater than
the cut point (125 – low intermediate). Of thesestudents, 3 showed a competency level of high
intermediate (50%) and 2 students (33%) anadvanced level.
•In the reading comprehension criterion, 5 of 6 (83%)
students obtained scores greater than the cut point
(125 – low intermediate). Of these students, 2
showed a competency level of high intermediate(33%) and 3 students (50%) an advanced level.
When assessing effective oral communication skills in
oral presentations of research projects, findings
revealed the following average scores in a four pointsscale obtained by students:
3.65 (92%) between excellent and good in the global
evaluation of their oral presentations.
4.0 (100%) between excellent and good in theirdelivery/projection.
3.52 (88%) between excellent and good in the content
and the structure of the presentation.
3.52 (88%) between excellent and good in the use of
audiovisual resources.
When assessing effective written communication
skills in research projects, findings revealed the
following average scores in a four points scaleobtained by students:
3.30 (82.5%) between excellent and good in the global
evaluation of their research projects.
Encourage the use of audiovisual resources in the classroom.
Encourage the assignment of written papers in the courses.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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3.48 (87%) between excellent and good in the
introduction section of their research projects.
3.0 (75%) between excellent and good in the writing
skills of their research projects.
3.52 (88%) between excellent and good in the in thecontent and the structure of their research projects.
2009-2010
Assessment data is in the process of being analyzed.
2009-2010
Corresponding transforming actions will be submitted by the
end of the second semester.
Political Science 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings were:
•When assessing the essay as a whole, 36 of 44
students (82%) obtained scores below the average(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 29 of 44 students (66%) obtained scores
below the average (50). These results showed
that students have limited abilities in the
development of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion 18of 44 students (41%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written languageand the use of logical connectors.
2008-2009
All incoming students that obtained low scores on the writing
test administered by the CEEB were advised through their
Academic Advisor about the desirability of strengthening theircommunication skills in the language where deficiencies were
identified, through the attendance of workshops offered by the
Center for the Development of Languages Competencies(CDLC) of the General Education College or by enrolling on an
additional Spanish or English courses.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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•When assessing the lexical competency criterion, 12
of 44 students (27%) obtained scores below the
average (50). Findings showed that students
have some deficiencies in discursive coherence
and cohesion and poor lexical skills required
when writing an essay.
•When assessing the Grammatical Correctnesscriterion, 12 of 44 students (27%) obtained scores
below the average (50). Findings showed that
some students have significant number of
orthographic errors when writing an essay.
The ELASH II English administered by the CEEB to
test the effected communication skills in English wasadministered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 19 of 22students (83%) obtained scores greater than thecut point (106 – low intermediate). Of these
students, 10 showed a competency level of high
intermediate (46%), and 9 students (41%) an
advanced level.
•In the language use and indirect writing criterion, 11
of 22 students (50%) obtained scores greater than
the cut point (125 – low intermediate). Of these
students, 8 showed a competency level of high
intermediate (36%) and 3 students (14%) anadvanced level.
•In the reading comprehension criterion, 11 of 22students (50%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 9 showed a competency level of highintermediate (41%) and 2 students (9%) an
advanced level.
54.5% of the students surveyed indicated high A bigger sample will be selected to administer the
questionnaire. Also, focus groups to investigate student’s
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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satisfaction with the preparation received by the
academic program in their development of writing
communication skills. Thus, the expected outcome
of 70% or more was not met.
41% of the students surveyed indicated high
satisfaction with the academic preparation received
concerning the development of oral communicationskills. Thus, the expected outcome of 70% or more
was not met.
In a written text and in classroom participation in thecourse CIPO 3035, 81.4% of the students showed
excellent or good oral and writing communication
skills when assessed using a rubric. Thus, the
expected outcome of 70% or more was met.
In a written text and in classroom participation in the
course CIPO 3135, 86.8% of the students showedexcellent or good oral and writing communicationskills when assessed using a rubric. Thus, the
expected outcome of 70% or more was met.
2009-2010
When assessing effective communication skills on amidterm paper using a rubric on the answer given by
students on questions related to previous reading of two chapters in a book in the course CIPO 3035,
students (n=52) obtained an average score of 71.2%between excellent or good category. Thus, the
expected outcome of 75% or more was not met.
concerns about the academic preparation received from this
program regarding the development of oral and written
communication skills will be arranged.
Letters will be sent to students that showed limited skills in oraland written communication in both courses to attend workshops
in these topics offered by the CDLC.
Professors should use short exercises during the semester in
addition to examinations and written papers in order to correct
communication deficiencies in students.
Follow up should be given to these students in order to decideif they should take writing workshops.
2009-2010
The following transforming actions were proposed:
Professors will grade written papers, emphasizing
grammatical errors for student to learn about their
mistakes.
Encourage all faculty members to assess oral and writtencommunication skills in their classrooms.
A seminar or workshop in effective written
communication skills should be offered to sophomorestudents.
Frequent use of group discussions, debates, deliberations,
oral discussions, and the assignment of more research
projects in which students have to give presentations in
the classroom should be encouraged.
A sound reflection among professors in relation to the
principal deficiencies encountered in the assessment of
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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students’ written papers should be carried out, taking into
consideration courses offerings as well as teaching
practices. These reflections should include also part time
faculty members.
General Social Sciences Program 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August2008. Findings were:
•When assessing the essay as a whole, 16 of 20students (80%) obtained scores below the average
(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structurecriterion, 13 of 20 students (65%) obtained scores
below the average (50). These results showed
that students have limited abilities in thedevelopment of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion 8 of
20 students (40%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 7
of 20 (35%) obtained scores below the average
(50). Findings showed that students have
deficiencies in discursive coherence and
cohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctnesscriterion, 5 of 20 (25%) obtained scores below the
average (50). Findings showed that students
2008-2009
Letters were sent to the students that showed needs in their
writing skills in Spanish, as assessed in the CEEB’s test andEnglish listening, reading and indirect writing comprehension
to attend workshops offered by the Center for the Development
of Languages Competencies (CDLC) of the General Education
in order to strengthen their writing skills.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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have some orthographic errors when writing
the essay.
Findings revealed that all students showed
deficiencies in one or more of the criteria
assessed.
The ELASH II English administered by the CEEB totest the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 9 of 11
students (82%) obtained scores greater than the
cut point (106 – low intermediate). Of thesestudents, 2 students showed a competency level of
high intermediate (18%) and 7 students (63%) an
advanced level.
•In the language use and indirect writing criterion, 6
of 11 students (55%) obtained scores greater than
the cut point (125 – low intermediate). Of these
students, 3 showed a competency level of high
intermediate (33%) and 3 student (33%) an
advanced level.
•In the reading comprehension criterion, 4 of 11
students (36%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 2 showed a competency level of highintermediate (18%) and 2 student (18%) an
advanced level.
Geography 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings were:
•When assessing the essay as a whole, 14 of 14
students (100%) obtained scores below the
2008-2009
In all Geography courses, exercises will be assigned for
students to give oral presentations in order to continue
developing their oral communication skills in Spanish and in
English.
The students will be referred the Center of Development of
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
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OFFICE OF EVALUATION OF STUDENT LEARNING
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average (50). These results showed that
students have limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 12 of 14 students (86%) obtained scores
below the average (50). These results showed
that students have limited abilities in the
development of a topic and the structure of anessay.
•When assessing the Syntactic Structure criterion, 7 of
14 students (50%) obtained scores below theaverage (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such asequivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 4of 14 (29%) obtained scores below the average(50). Findings showed that students have some
deficiencies in discursive coherence and
cohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctness
criterion, 2 of 14 (14%) obtained scores below the
average (50). Findings showed that students
have some orthographic errors when writing
an essay.
Findings revealed that all students showed
deficiencies in one or more of the criteria
assessed.
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
Linguistic Competencies and follow up will be given to assure
their attendance to their workshops.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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•In the listening comprehension criterion, 7 of 7
students (100%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 4 showed a competency level of high
intermediate (57%) and 3 students (43%) an
advanced level.
•In the language use and indirect writing criterion, 3of 7 students (43%) obtained scores greater than
the cut point (125 – low intermediate). Of these
students, 3 showed a competency level of high
intermediate (43%).
•In the reading comprehension criterion, 3 of 7students (43%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 3 showed a competency level of high
intermediate (43%).
Findings revealed that all students obtained on
average higher scores than the cut points in the
criteria assessed.
When assessing oral communication skills in oral
presentations in the Geographic Research Methodscourse GEOG 4550 using a four point rubric to assess
confidence and precision when answering questions,
excellence use of the Spanish language, clarity, and
coherence of the presentation, findings (average
scores) were:
A score of 4.0 points in confidence and precision
showed when answering questions.A score of 3.83 points in excellent use of the Spanish
language.
A score of 3.5 points in clarity, coherence andorganization of the presentation.
Thus, the expected outcome of 2.8 points in the
rubric (70%) was met in each of the criteria
Exercises in which students write monographs, essays,
summaries and field trips journals will continue to be assigned
in all geography courses. The purpose is to develop in students
a culture of effective communication skills in Spanish and in
English (if requested by the student).
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
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d
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assessed.
In an essay type exam in the course of History and
Philosophy of Geography, GEOG 4500, a rubric was
use in order to assess effective written communication
skills. The average score of the students was 2.77
points (69%) in a four point scale rubric. Thus, the
expected outcome of 70% was not met. Sociology 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings were:
•When assessing the essay as a whole, 20 of 25
students (80%) obtained scores below the average
(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 12 of 25 students (48%) obtained scores
below the average (50). These results showed
that students have limited abilities in the
development of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion, 10of 25 students (40%) obtained scores below the
average (50). These results showed that
students have limited abilities in morphsyntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 6
of 25 (24%) obtained scores below the average
(50). Findings showed that students have some
deficiencies in discursive coherence and
cohesion and poor lexical skills required when
writing an essay.
2008-2009
Students were referred to attended workshops offered by the
CDLC in writing communication skills. In addition, a
workshop was offered in the College of Social Sciences by
personnel of CDCL for students to improve their
communication skills. However, only one student attended the
workshop.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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•When assessing the Grammatical Correctness
criterion, 5 of 25 (20%) obtained scores below the
average (50). Findings showed that students
some orthographic errors when writing an
essay.
Findings revealed that 35 of 41 (85.4%) studentsshowed deficiencies in one or more of the
criteria assessed.
The ELASH II English administered by the CEEB totest the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 14 of 17
students (83%) obtained scores greater than the
cut point (106 – low intermediate). Of thesestudents, 6 showed a competency level of highintermediate (35%) and 8 students (47%) an
advanced level.
•In the language use and indirect writing criterion, 11
of 17 students (65%) obtained scores greater thanthe cut point (125 – low intermediate). Of these
students, 6 showed a competency level of high
intermediate (35%) and 5 student (29%) an
advanced level.
•In the reading comprehension criterion, 9 of 17
students (53%) obtained scores greater than the
cut point (125 – low intermediate). Of thesestudents, 7 showed a competency level of high
intermediate (41%) and 2 student (12%) an
advanced level.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
2009 2010 2009 2010
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2009-2010
In rubric used to assess effective communication skills
in written papers, oral presentations, examinations andassignments, students obtained an average score of 4
points (in a 5 point scale; 80%) in all the learning
activities assessed. Thus the expected outcome of
70% or more was met.
2009-2010
In all sociology courses, exercises will be assigned in order for
students to prepare presentations, aiming to the development of oral communication when answering questions, focusing on
aspects such as: clarity, coherence and organization of the
presentations.
Anthropology 2008-2009
In a test developed by the CEEB to evaluate thewriting skills of the incoming class offered in August
2008. Findings were:
•When assessing the essay as a whole, 28 of 28
students (100%) obtained scores below theaverage (50). These results showed that
students have limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 26 of 28 students (93%) obtained scores
below the average (50). These results showed
that students have limited abilities in the
development of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion, 14
of 28 students (50%) obtained scores below the
average (50). These results showed that
students have limited abilities in morphsyntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 12
of 48 (43%) obtained scores below the average
(50). Findings showed that students have
deficiencies in discursive coherence andcohesion and poor lexical skills required when
writing an essay.
2008-2009
Students were referred to attended workshops offered by theCDLC in writing communication skills. In addition, a
workshop was offered in the College of Social Sciences by
personnel of CDCL for students to improve theircommunication skills. However, only one student attended the
workshop.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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•When assessing the Grammatical Correctness
criterion, 14 of 28 students (46%) obtained scores
below the average (50). Findings showed that
students have a significant number of
orthographic errors when writing the essay.
Findings revealed that all students showeddeficiencies in one or more of the criteria
assessed.
The ELASH II English administered by the CEEB totest the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 13 of 17
students (76%) obtained scores greater than the
cut point (106 – low intermediate). Of thesestudents, 8 showed a competency level of highintermediate (47%) and 5 students (29%) an
advanced level.
•In the language use and indirect writing criterion, 5
of 17 students (29%) obtained scores greater thanthe cut point (125 – low intermediate). Of these
students, 2 showed a competency level of high
intermediate (12%) and 3 students (17%) an
advanced level.
•In the reading comprehension criterion, 5 of 17
students (29%) obtained scores greater than the
cut point (125 – low intermediate). Of thesestudents, 4 showed a competency level of high
intermediate (24%) and one student (6%) an
advanced level.
Findings revealed that most students showed
deficiencies in or more of the criteria assessed.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
2009 2010 2009 2010
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2009-2010
In rubric used to assess effective communication skills
in written papers, oral presentations, examinations andassignments, students obtained an average score of 3.9
points (in a 5 point scale; 78%) in all the learning
activities assessed. Thus the expected outcome of
70% or more was met.
2009-2010
In all anthropology courses, exercises will be assigned in order
for students to prepare presentations, aiming to thedevelopment of oral communication focusing on aspects such
as: in clarity, coherence and organization of the presentations.
Psychology 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August2008. Findings were:
•When assessing the essay as a whole, 55 of 60students (92%) obtained scores below the average
(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 41 of 60 students (68%) obtained scores
below the average (50). These results showed
that students have limited abilities in the
development of a topic and the structure of the
essay.
•When assessing the Syntactic Structure criterion, 25
of 60 students (42%) obtained scores below the
average (50). These results showed that
students have limited abilities in morphsyntactic aspects of its native language, such as
equivalence of the spoken and written languageand the use of logical connectors.
•When assessing the lexical competency criterion, 13
of 60 (22%) obtained scores below the average
(50). Findings showed that some students have
deficiencies in discursive coherence and
cohesion and poor lexical skills required when
writing an essay.
2008-2009
Students were referred to attended workshops offered by the
CDLC in writing communication skills. In addition, aworkshop was offered in the College of Social Sciences by
personnel of the CDCL for students to improve their
communication skills. This possibility should be offeredannually to incoming students on their Orientation Week.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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•When assessing the Grammatical Correctness
criterion, 13 of 60 (22%) obtained scores below
the average (50). Findings showed some have
students have a significant number of
orthographic errors when writing the essay.
Findings revealed that all students showeddeficiencies in one or more of the criteria
assessed.
The ELASH II English administered by the CEEB totest the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 20 of 22
students (91%) obtained scores greater than the
cut point (106 – low intermediate). Of thesestudents, 9 showed a competency level of highintermediate (41%) and 11 students (50%) an
advanced level.
•In the language use and indirect writing criterion, 12
of 22 students (55%) obtained scores greater thanthe cut point (125 – low intermediate). Of these
students, 4 showed a competency level of high
intermediate (18%) and 8 students (38%) an
advanced level.
•In the reading comprehension criterion, 14 of 22
students (63%) obtained scores greater than the
cut point (125 – low intermediate). Of thesestudents, 9 showed a competency level of high
intermediate (41%) and 5 students (23%) an
advanced level.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
2009-2010 2009-2010
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2009-2010
When assessing writing communication skills in the
Introductory Psychology course (PSIC 3003) the totalaverage score the students obtained in the rubric was
3.6 points (51%), in a 7 point scale. Thus the
expected outcome of 70% or more was not met.
Seven out of 35 students (20%) obtained scoresequivalent to 70% or more in the rubric. Findings
revealed that freshman students at this phase of their
academic formation have not developed an adequate
level of effective communication skills.
Using the same rubric on an upper level course, PSIC
4001, written communication skills were assessed in
the same semester. The average score obtained was
6.3 points (90%), in a 7 point scale, results expected
of more mature students in this discipline. Thus, theexpected outcome was met in this higher level
course.
Regarding individual scores, 14 of a total of 15students (93.3%) obtained between 86 to the 100
percent when assessing written communication skills.
2009-2010
The students will be referred to the Center for the Development
of Linguistic Competencies (CDCL) of the General StudiesCollege and follow up will be given to assure their attendance.
Recommendations will be given to incoming students in theOrientation Week to attend effective communication skillsworkshops given by the CDCL.
Labor Relations 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings were:
•When assessing the essay as a whole, 13 of 14
students (93%) obtained scores below the average(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 12 of 14 students (86%) obtained scoresbelow the average (50). These results showed
that students have limited abilities in the
2008-2009
Letters were sent to the students that showed needs in their
writing skills in Spanish, as assessed in the CEEB’s test and
English listening, reading and indirect writing comprehensionto attend workshops offered by the Center for the Development
of Languages Competencies (CDLC) of the General Education
in order to strengthen their writing skills.
The Academic Advisor followed -up students that were advised
to attend the communication skills workshops offered by the
CDCL during the first semester of the 2009-2010 academic
year. In addition, he /she visited the classrooms to convey tothe students the importance of attending these workshops. Also,
the Student Advisor created a referred letter for the professors
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
development of a topic and the structure of an of the program to refer identified students with effective
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development of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion, 6 of
14 students (43%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such asequivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 4of 14 (29%) obtained scores below the average
(50). Findings showed that students have some
deficiencies in discursive coherence andcohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctnesscriterion, 5 of 14 (36%) obtained scores below theaverage (50). Findings showed that students
have a significant number of orthographic
errors when writing the essay.
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 7 of 8students (86%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 6 showed a competency level of high
intermediate (41%) and one student (15%) anadvanced level.
•In the language use and indirect writing criterion, 2
of 8 students (25%) obtained scores greater than
the cut point (125 – low intermediate). Of these
students, 2 showed an advanced competency
of the program to refer identified students with effective
communication limitations in his courses to the CDCL.
The Student Advisor will recommend that, students who
require it take elective courses that promote the development of
effective communication skills.
A contest titled Analyze and Communicate the crisis in Puerto Rico from the labor relations and labor studies point of views
to encourage writing and style competencies will be
summoned.
It is discussed with the professors of this program the need to
improve the oral and written communication skills of the
students through:
1) A greater number of reading assignments in English and
Spanish in order to facilitate the comprehension and acquisition
of both languages.2) The assignment of reports and/or projects where the use of technological skills is encouraged.
3) The requirement of the use of style manuals in students
written reports or projects, particularly the manual of the
American Psychological Association (APA).
The effective writing and oral communication domain will be
continually enforced in order to continue obtaining positive
experiences in the labor relations field.
In the approved curricular revision of 2008, in addition to therequired basic courses of English and Spanish, the students will
be able to take Spanish Literature, English or another language,
Comparative Literature and other elective courses that will
allow them to improve their oral and written communicationskills in both languages. Also this curricular revision proposed
a course with includes a travel experience (3 to 6 credits in the
summer) with the purpose of providing international
experiences as an inherent part of the multicultural and
intercultural academic formation of the students. It is
understood that this course will serve to stimulate students’
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
level. interest in the development of oral and written communication
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level.
In the reading comprehension criterion, 2 of 8
students (30%) obtained scores greater than thecut point (125 – low intermediate). Of these
students, 1(15%) showed a competency level of high intermediate and 1 student (15%) an
advanced level.
In the RELA 4045 course (Supervised Practicum),
students were evaluated by their supervisors of the
practicum centers using a rubric prepared by this
program. The assessment showed that the students
were doing an excellent work in all the criteria
assessed related to effective communications skills
(91% and 94% in the first and second evaluation
respectively, in the first semester of academic year
2008-09; and 94% and 95% respectively in the second
semester of this same year). Therefore, the expectedoutcome was met.
A rubric was used to measure oral and writing
communications skills in a workshop with researchlearning objectives. Students obtained 94% in the
distribution of the didactic material, which includessyntax and grammar and 91% in oral communication.
In a rubric used to evaluate the last reflection of thecourse, the students obtained an average score of 98%
in the writing criterion. Therefore, the expectedoutcome was met.
When assessing writing skills in the RELA 3155
course using a rubric, the students obtained an average
of 88% in this criterion. The students followed the
established format in the introduction, in the
development and conclusion, and developed themes
with relative consistency. They could also establish
conclusions. Thus, the expected outcome was met.
interest in the development of oral and written communication
skills.
Greater emphasis will be given in courses to the criteria
established in the rubrics. A workshop was given to the
students that did not approve the assessment criteria as stated in
the rubric.
Most communication difficulties encountered by the students
were amended in the last reflection handed.
There are indicators that oral and written communication skills
of Labor Relations students continue improving through the
baccalaureate degree. The Writing Seminar offered by theprofessors in charge of the practicum courses could be an
important contributor to the improvement observed in students,
at least in written communication skills. In addition, every 10
days professors evaluate the journals and reports handed by thestudents and give them back so they can remake the assignedwork and learn from their mistakes.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of General Studies
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College of General Studies
Academic Programs Findings Transforming Actions General Studies Bachelor Program 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings were:
•When assessing the essay as a whole, 32 of 33
students (97%) obtained scores below the average(50). These results showed that students have
limited abilities in written skills.
•When assessing the Theme and Structure
criterion, 26 of 33 students (67%) obtained scores
below the average (50). These results showed
that students have limited abilities in the
development of a topic and the structure of an
essay.
•When assessing the Syntactic Structure criterion, 14
of 33 students (42%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
•When assessing the lexical competency criterion, 12
of 33 (37%) obtained scores below the average(50). Findings showed that students have
deficiencies in discursive coherence andcohesion and poor lexical skills required when
writing an essay.
•When assessing the Grammatical Correctness
criterion, 10 of 33 (30%) obtained scores below
the average (50). Findings showed that students
have some orthographic errors when writing
an essay.
2008-2009
All incoming students that obtained low scores on the writing
test administered by the CEEB were advised through their
Academic Advisor about the desirability of strengthening their
communication skills in the language where deficiencies wereidentified, through the attendance of workshops offered by the
Center for the Development of Languages Competencies(CDLC) of the General Education College or by enrolling on an
additional Spanish or English courses.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
•In the listening comprehension criterion, 15 of 16
students (94%) obtained scores greater than thecut point (106 – low intermediate). Of these
students, 8 showed a competency level of high
intermediate (50%) and 7 students (44%) an
advanced level.
•In the language use and indirect writing criterion, 10of 16 students (63%) obtained scores greater than
the cut point (125 – low intermediate). Of these
students, 8 showed a competency level of high
intermediate (50%) and 2 students (13%) an
advanced level.
•In the reading comprehension criterion, 10 of 16
students (63%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 9 showed a competency level of high
intermediate (56%) and 1 students (6%) anadvanced level.
2009-2010
An essay was used to assess writing skills in ESGE3130 course using a rubric. Findings showed that 70%
or more of the students assessed obtained the
following results as stated in the rubric: Theme and
Structure (90.28%), Syntactic Structure (87.00%),
Lexical Mastery (80.00%) and Grammatical
Correctness (72.00%). Thus, the expected outcome
that 70% or more of the students obtain 70% or
more on the criteria assessed was met.
2009-2010
The course’s syllabus will be revised in order to increase thenumber of curricular activities related to the “GrammaticalCorrectness” criterion.
Advise students who obtained low scores in the “Grammatical
Correctness” criterion of the rubric to attend workshops offeredby the Center for the Development of Language Competencies
(CLC) in order to improve this writing competency.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Education
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g
Academic Programs Findings Transforming Actions
Teacher Preparation Program (23) 2007-2008
In a test develop by the CEEB to evaluate the writing
skills and dispositions of the incoming teacher
candidates class offered in August 2007 (SEDeRe),
findings were:
From the 313 students who took the test, 131 (42%)obtained a lower score than the average of 50 points.
A “t test” was utilized in order to compare gradesobtained in the basic Spanish courses by the students
who attended workshops offered by the CDLC, with
the grades of students who did not attend these
workshops. No significant differences between both
groups were found. A higher percentage of the
students who did not attend any workshops did not
approve the Basic Spanish course.
In the first semester of 2007-2008 academic year, a
total of 222 teacher candidates obtained an
outstanding level in the rubric when assessed in the
writing communication skills in their Practicum
course. They scored between 12 (75%) and 16 points
(100%), in a 16 point rubric.
2007-2008
The Office of the Dean of Students from the College of
Education sent a letter to the 61 students with the lowest scores
on the writing test advising them to attend effective
communication workshops offered by the CDLC. According tothe Center, 19 of the 61 referred students attended at least one
workshop.
Continue follow up will be given to the 60 students who did not
achieve a satisfactory academic progress and showed a low
writing competence level according the SEDeRe test.
Nevertheless, attention could not be given to all of these
students. Once the future teacher candidates enroll in the Pre
practicum courses, it will be required the attendance to the
Writing Zones Workshops. Development of Linguistic
competences will be assessed in these workshops.
A meeting with the CDLC professors will be carried out to
identify tasks and assessments techniques used with the
referred future teacher candidates in order to gather more
precise data about the writing competencies.
The general point average will be analyzed in those students
who did not approve the basic Spanish course in order to offer
academic guidance in the improvement their academic
performance in the identified needs. Follow up will be given to
those students with low academic progress.
Since the teacher candidates obtained an excellent evaluation inthis competency in the Pre practicum course, there is not a need
to take further transforming actions.
The aggregate data by programs at the College level in the
Practicum course are shared yearly with the faculty members
through a report and particularly with the Practicum supervisors
in order to take the necessary measures to improve teacher
candidates’ performances through course changes.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
2008-2009 2008-2009
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A test developed by the CEEB to evaluate the writing
skills and dispositions of the incoming teacher
candidates’ class was offered in August 2008. Usingresults from this test, the Office of the Dean of
Students of the College of Education identified a total
of 80 students with writing limitations. These studentswere referred to the CDLC to attend at least threewriting workshops offered by the Center. By the end
of the semester, the CDLC informed that of the 80
referred students, 72 attended workshops: 46 attended
one workshop, 15 attended between three and two
workshops and 10 students attended more than three
workshops. Follow-up was given to last year students
who did not attend any workshops and did not
approved the basic Spanish course. Findings revealed
that these students do not have a satisfactory academic
progress. Thus, it is necessary to make an intensiveintervention with these students for them to improve
their writing skills.
Out of a total of 426 students enrolled in the WritingZones workshops, 98 of them (23%) finished all of
them. Assessment results of these workshops will be
handed by the professor in charge of the WritingZones workshops.
Only the first results from the assessment of these
workshops are available at this moment (2008-2009).Of the 212 teacher candidates assessed, findings
showed that in a scale from 0 to18, where 12 is
achieved, and 16 is outstanding; the average score was
14.2 (88.8%). Thus, the expected outcome of 70%
or more was obtained. Data from the second semester assessment was
gathered, but is in the process of being analyzed.
The Dean of Academic Affairs together with the Office of the
Student Affairs of the College of Education is strengthening afollow-up system for the referred students in order to know
their academic progress and support services needed. Timely
support to avoid failure and poor academic and professional
performance will be available from these offices. It will berequired from all students referred to the CDLC, evidence of their participation in at least three workshops as a requisite for
enrollment in the next academic semester.
The requisite of attendance to the Writing Zones workshops
will be required for all students that enroll in a Pre practicum
course by the academic year 2009-2010. This will guarantee
that all teacher candidates benefit from this experience in order
to obtain a higher score in essay type questions of the Teacher
Certification Test (PCMAS, its Spanish acronyms).
A revised version of the rubric to assess writing competencies
in the Supervised Practicum will be implemented in 2009-2010
academic year.
The faculty members of the College of Education are
incorporating effective writing skills through the currrilum,
especially in the Teacher Practicum course. A program todevelop professional skills in teacher candidates is being
planned in order to continue strengthening student’s writingskills.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
2009-2010 2009-2010
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The digital platform for the development of a student
electronic portfolio (Porta-e) to assess effectivecommunication skills when writing an Education
Philosophy and future professional teacher projections
will be used.
In a rubric to assess a stated sound position of theteacher candidates related to how the learning process
was brought in the classroom experience, 85% of the
students obtained a score between good, very good or
excellent. Since the expected outcome was that
70% of the students reach the above describe
levels, the goal was met.
Using the same rubric, when assessing if the students
assume a critical vision when observing a clinical
experience and if he/she uses solid arguments todescribe the learning environment, the average
obtained was 80% between good, very good and
excellent. Since the expected outcome was that 70%
of the students reach the above describe levels, thegoal was met.
When assessing effective communication skillscompetencies in teacher candidates, aggregate data by
program and at the College level revealed that in a 16point scale, where 12 is achieved, and 16 is
outstanding; the average score was 14.2 (88.8%).Thus, the expected outcome of 70% or more was
obtained.
When assessing the Professional Teacher Certification
Test results, the students obtained an average score of
54 points on a 20 to 80 points scale. Since the
expected outcome was an average of 50 points or
more, the goal was met.
Results of the assessment of writing skills in the Educational
Philosophy and future professional teacher projections writtenby the students in the Porta-e will be available by the end of
this academic year.
A revised version of the rubric to assess writing competenciesin the Supervised Practicum course was implemented in 2009-2010 academic year.
Results will be compared between years in order to determine if
the interventions made trough the currilum affect the scores
obtained by teacher candidates in the PCMAS test.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Recreation 2008-2009 2008-2009
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Writing skills of only two students were assessed
using a rubric in the RECR 3820 course. One of themshowed over the average performance, the other one,
an average performance. Thus, the expected
outcome was met.
Writing skills of four students were assessed using arubric in the RECR 4015 course. All students showed
an excellent performance as assessed by their
supervisors using a rubric designed by this program.
One of them showed over the average performance,
the other one, an average performance. Thus, the
expected outcome was met.
2009-2010
When assessing effective communication skills in awritten paper in the RECR 3685 course using a rubric,50% of the students met the expected outcome. Thus,
the expected outcome that 70% of the students
obtain 70% or more was not met.
In the second semester of the academic year 2009-2010,
additional assignments will be given to those students whoshowed average performance in the RECR 4142 course in order
to improve their writing skills.
Since all students obtained an excellent evaluation by theirsupervisors, further transforming actions are not needed.
2009-2010
The results obtained by the students in the assessment of thislearning activity will be discussed in a meeting to that effect.
Nutrition and Dietetics 2008-2009
Rubrics to evaluate effective communication skills in
a written and oral presentation and in laboratoryreports showed that students obtained the following
results at three different checkpoint courses:
HOEC 4031 - 87.5%HOEC 4086 - 77 %
HOEC 4085 - 88 %
In HOEC 4031 and 4085 courses 80 % of thestudents earned a grade of B or better in a written
and oral presentation of articles and special topics,
short speech presentations to food service employees
and in case studies related to the clinical area. Thus,
the expected outcome of 80% or more was met,
except on the HOEC 4086 course.
2008-2009
Students were given the opportunity to review their mistakes,
assuring that students understood the errors made and learnedfrom this process.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
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Rubrics to evaluate effective communication skills in
a written and oral presentation and in laboratory
reports showed that students obtained the following
results at three different checkpoint courses:
HOEC 4041 – data not available
HOEC 4163 – 100 %
HOEC 4164 – 100 %
In all occasions they met the expected outcome that
80 % of the students will earn a grade of B orbetter in a written and oral presentation of articles andspecial topics, short speech presentations to food
service employees and in case studies related to the
clinical area.
2009-2010
Rubrics to evaluate effective communication skills ina written and oral presentation and in laboratory
reports showed that students obtained the following
results at three different checkpoint courses:
HOEC 4031 – 100%HOEC 4086 – 92 %
HOEC 4085 – 100 %
In all occasions they met the expected outcome that
80 % of the students will earn a grade of B orbetter in a written and oral presentation of articles and
special topics, short speech presentations to foodservice employees and in case studies related to the
clinical area.
Rubrics to evaluate effective communication skills in
a written and oral presentation and in laboratory
reports showed that students obtained the following
results at three different checkpoint courses:
HOEC 4041 – 100 %
HOEC 4163 – data not submitted
HOEC 4165 - 100 %
2009-2010
Students were given the opportunity to review their mistakes,assuring that students understood the errors made and learned
from this process.
Continue with established teaching activities and incorporateothers.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
I ll i h h d h
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In all occasions they met the expected outcome that
80 % of the students will earn a grade of B orbetter in a written and oral presentation of articles and
special topics, short speech presentations to food
service employees and in case studies related to the
clinical area.
The expected outcome was achieved for the check point 3.
Data from the 2005-2008 Graduate & Employer
Survey revealed that 90% of the employers believethat graduates demonstrate excellent and good writing
communication skills and 86% indicate graduates
demonstrate excellent and good oral communicationskills.
Continue administering the Graduate & Employer Survey
developed by this program.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
School of Communication
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Academic Programs Findings Transforming Actions
Audiovisual Communication 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings were:
• When assessing the essay as a whole, 30 of 34
students (88%) obtained scores below the average(50). These results showed that students have
limited abilities in written skills.
• When assessing the Theme and Structure
criterion, 21 of 34 students (62%) obtained scores
below the average (50). These results showed
that students have limited abilities in the
development of a topic and the structure of an
essay.
• When assessing the Syntactic Structure criterion, 11
of 34 students (32%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
• When assessing the lexical competency criterion, 8
of 34 (24%) obtained scores below the average(50). Findings showed that students have some
deficiencies in discursive coherence andcohesion and poor lexical skills required when
writing an essay.
• When assessing the Grammatical Correctness
criterion, 8 of 34 (24%) obtained scores below the
average (50). Findings showed that students
have some orthographic errors when writing
an essay.
2008-2009
All incoming students that obtained low scores on the writing
test administered by the CEEB were advised through their
Academic Advisor about the desirability of strengthening
their communication skills in the language where deficiencieswere identified, through the attendance of workshops offered
by the Center for the Development of LanguagesCompetencies (CDLC) of the General Education College or
by enrolling on an additional Spanish or English courses.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Fi di l d th t ll t d t h d
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Findings revealed that all students showed
deficiencies in one or more of the criteria
assessed.
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
administered to the incoming class in August 2008.Findings were:
• In the listening comprehension criterion, 18 of 19
students (100%) obtained scores greater than thecut point (106 – low intermediate). Of these
students, 7 showed a competency level of high
intermediate (37%) and 11 students (58%) anadvanced level.
• In the language use and indirect writing criterion, 12
of 19 students (63%) obtained scores greater thanthe cut point (125 – low intermediate). Of these
students, 7 showed a competency level of high
intermediate (37%) and 5 students (26%) an
advanced level.
• In the reading comprehension criterion, 12 of 19students (63%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 9 showed a competency level of high
intermediate (47%) and 3 students (16%) an
advanced level.
In a rubric used to assess effective communication
skills, students obtained scores lower than 75% in thecriterion of Grammatical Correctness in two of the
three sections assessed. Thus, the expected outcome
that 70% of the students obtain scores of 75% ormore was not met.
The program coordinator communicated electronically withthe four students that obtained low scores averages for them
to attended CDLC workshops.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
2009-2010 2009-2010
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When assessing effective communication skills in
some sections of the COMA 4315 course, 14% of thestudents obtained 67% or less in the rubric used. The
rest of the students obtained scores between 77% and
100%. In relation to the Grammatical Correctness
criterion, all students obtained a score of 80% or morein the rubric. In the interview and study, solution andresolution, (both variables tied to effective
communication skills), scores reflect a lower
performance when compared with other variables in
the rubric, although the scores obtain when assessing
this criterion on the rubric were over 70%. Thus, the
expected outcome was met.
Examples of papers that show difficulties in spelling and
communication mistakes will be discussed in class.
Students with writing limitations will be referred to the
course developed by the School of Communication (Media
Writing) toward that end. Also, students will be referred tothe workshops offered by the CDLC of the College of General Studies.
Information and Journalism 2008-2009
In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August2008. Findings were:
• When assessing the essay as a whole, 33 of 41students (80%) obtained scores below the average
(50). These results showed that students have
limited abilities in written skills.
• When assessing the Theme and Structure
criterion, 26 of 41 students (63%) obtained scores
below the average (50). These results showed
that students have limited abilities in thedevelopment of a topic and the structure of an
essay.
• When assessing the Syntactic Structure criterion, 11
of 41 students (27%) obtained scores below the
average (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such asequivalence of the spoken and written language
and the use of logical connectors.
2008-2009
All incoming students that obtained low scores on the writing
test administered by the CEEB were advised through theirAcademic Advisor about the desirability of strengthening
their communication skills in the language where deficiencies
were identified, through the attendance of workshops offered
by the Center for the Development of Languages
Competencies (CDLC) of the General Education College or
by enrolling on an additional Spanish or English courses.
A writing course was developed for students with special
needs in their writing skills. This will be a no credit courseand a suggested elective up to this moment.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
• When assessing the lexical competency criterion 6
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• When assessing the lexical competency criterion, 6
of 41 (15%) obtained scores below the average
(50). Findings showed that students have slight
deficiencies in discursive coherence and
cohesion and poor lexical skills required when
writing an essay.
• When assessing the Grammatical Correctness
criterion, 6 of 41 (15%) obtained scores below the
average (50). Findings showed that students
have slight orthographic errors when writingan essay.
The ELASH II English administered by the CEEB totest the effected communication skills in English was
administered to the incoming class in August 2008.
Findings were:
• In the listening comprehension criterion, 22 of 26students (85%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 15 showed a competency level of high
intermediate (58%) and 7 students (27%) an
advanced level.
• In the language use and indirect writing criterion, 14
of 26 students (54%) obtained scores greater than
the cut point (125 – low intermediate). Of these
students, 9 showed a competency level of highintermediate (35%) and 5 students (19%) an
advanced level.
• In the reading comprehension criterion, 13 of 26
students (50%) obtained scores greater than the
cut point (125 – low intermediate). Of thesestudents, 10 showed a competency level of high
intermediate (38%) and 3 students (12%) an
advanced level.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
When assessing effective communication skills in
informative notes using a rubric in COPU 4148
The establishment of a tutors program will be considered.
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informative notes using a rubric in COPU 4148
course, students obtained scores of 75% or less. Thus,
the expected outcome of 75% was partially met.
When assessing effective communication skills in
INFP 4001 course, Journalistic Writing I, students
obtained an average score of 70% in pertinent criteria:thematic unit, appropriate selection of outstanding
news’ element, journalistic style, and syntax and
sentence construction. Thus the expected outcome
was met. In another section assessed, the studentsscore between 55% and 70% on these criteria. Thus
the expected outcome was not met.
When assessing writing skills in the INFP 4002
course, the students obtained an average score of 77%
or more on the criteria pertinent to thematic unit and
grammatical correctness. In the Journalism SupervisedPracticum, students obtained 70% in the criteriapertinent to effective communication. Thus the
expected outcome was met in both occasions.
When assessing writing skills in the INFP 4059
course, Electronic Journalism in the following criteria:
style, writing, syntax and title writing. Students
obtained an average score of 67%. Thus, the
expected outcome was not met.
It is important that students practice writing Explanatory
Titles that are more difficult and creative than the Indicative
Titles. In the writing of a news article, students wrote good
titles, but only of the Indicative type. The School of
Communication should organize separated courses for the
Written Media, and for the development of listening (Radio)and visual (Television) skills.
Several changes were submitted for the following courses:
COPU 4148: Emphasize informative type writing including
journalistic writing for Internet.
INFP 4001: Continue emphasizing informative type
journalistic writing, with greater emphasis in the news
search. The use of sound and photography, as well as writing
for the Internet, was added to this course.
INFP 4002: The elements included in the above courses will
to continue to be developed in this course, and designing of
videos web pages will also be integrated.
INFP 4016 (coded before as COPU 4016): This course will
be part of the core courses of the area.
The assessment process revealed the need to add an
introductory theoretical-historical course in the journalism
area that will be offered in August 2010.
As a result of this assessment process, syllabi from INFP
4001, 4002 and 4016, were updated.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Public Relations & Advertisement 2008-2009 2008-2009
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In a test developed by the CEEB to evaluate the
writing skills of the incoming class offered in August
2008. Findings were:
• When assessing the essay as a whole, 40 of 46
students (87%) obtained scores below the average(50). These results showed that students have
limited abilities in written skills.
• When assessing the Theme and Structurecriterion, 31 of 46 students (67%) obtained scores
below the average (50). These results showed
that students have limited abilities in thedevelopment of a topic and the structure of an
essay.
• When assessing the Syntactic Structure criterion, 15of 46 students (33%) obtained scores below theaverage (50). These results showed that
students have limited abilities in morph
syntactic aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
• When assessing the lexical competency criterion, 6
of 46 (13%) obtained scores below the average
(50). Findings showed that students have slight
deficiencies in discursive coherence andcohesion and poor lexical skills required when
writing an essay.
• When assessing the Grammatical Correctnesscriterion, 7 of 46 (15%) obtained scores below the
average (50). Findings showed that students
have slight orthographic errors when writingan essay.
The ELASH II English administered by the CEEB to
All incoming students that obtained low scores on the writing
test administered by the CEEB were advised through theirAcademic Advisor about the desirability of strengthening
their communication skills in the language where deficiencies
were identified, through the attendance of workshops offered
by the Center for the Development of LanguagesCompetencies (CDLC) of the General Education College orby enrolling on an additional Spanish or English courses.
A writing course was developed for students with special
needs in their writing skills. This will be a no credit course
and a suggested elective up to this moment.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
test the effected communication skills in English was
administered to the incoming class in August 2008
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administered to the incoming class in August 2008.
Findings were:
• In the listening comprehension criterion, 21 of 21
students (100%) obtained scores greater than the
cut point (106 – low intermediate). Of these
students, 8 showed a competency level of highintermediate (38%) and 13 students (62%) an
advanced level.
• In the language use and indirect writing criterion, 14
of 21 students (67%) obtained scores greater than
the cut point (125 – low intermediate). Of thesestudents, 5 showed a competency level of high
intermediate (24%) and 9 students (43%) an
advanced level.
• In the reading comprehension criterion, 14 of 21students (67%) obtained scores greater than the
cut point (125 – low intermediate). Of these
students, 10 showed a competency level of high
intermediate (48%) and 4 students (19%) an
advanced level.
When assessing effective communication skills using
a rubric in the REPU 4069 course, Introduction to
Advertisement, the students obtained an average score
of 4.6 (92%) in a 5 point scale in the oral
communication criterion and an average of 4.3 (86%)in the criterion of written communication. Thus, the
expected outcome of 70% or more in the rubric
was met in both occasions.
When assessing effective communication skills using
a rubric in the REPU 4018 course, Introduction toPublic Relations and Advertisement, the students
obtained an average of 4.3 points (86%) in a 5 point
scale. Thus, the expected outcome of 70% or more
in the rubric was met.
Offer more individualized attention according to students’needs, limitations and strengths.
Program coordinators will meet individually with students
that need to improve their writing skills to inform them aboutthe workshops available and offered by the CDLC of the
College of the General Studies. Also, a list of writing courses
offered by the College of Humanities was also provided in
these meetings.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
When assessing effective communication skills using
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When assessing effective communication skills using
a rubric in the COPU 4045 course, Advanced
Seminary, students obtained an average score of 3.4
points (85%) in a 4 point scale in the communication
written criterion; and an average of 3.5 points (88%)
in the oral communication criterion. Thus, the
expected outcome of 70% or more in the rubricwas met in both occasions.
2009-2010
Assessment data is in the process of being analyzed.
2009-2010
Corresponding transforming actions will be submitted by the
end of the second semester.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
School of Architecture
Academic Programs Findings Transforming Actions
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Academic Programs Findings Transforming Actions
Enviromental Design 2008-2009
In a test developed by the CEEB to evaluate the writing
skills of the incoming class offered in August 2008.
Findings were:
• When assessing the essay as a whole, 27 of 34
students (79%) obtained scores below the average(50). These results showed that students have
limited abilities in written skills.
• When assessing the Theme and Structure criterion, 21
of 34 students (62%) obtained scores below the
average (50). These results showed that students
have limited abilities in the development of a
topic and the structure of an essay.
• When assessing the Syntactic Structure criterion, 8 of
34 students (24%) obtained scores below the
average (50). These results showed that students
have some limited abilities in morph syntactic
aspects of its native language, such as
equivalence of the spoken and written language
and the use of logical connectors.
• When assessing the lexical competency criterion, 6 of
34 (18%) obtained scores below the average (50).
Findings showed that students have slightdeficiencies in discursive coherence and cohesion
and poor lexical skills required when writing anessay.
• When assessing the Grammatical Correctness
criterion, 4 of 34 (12%) obtained scores below the
average (50). Findings showed that students have
minimal orthographic errors when writing an
essay.
2008-2009
All incoming students that obtained low scores on the
writing test administered by the CEEB were advised
through their Academic Advisor about the desirability of
strengthening their communication skills in the languagewhere deficiencies were identified, through the attendance
of workshops offered by the Center for the Developmentof Languages Competencies (CDLC) of the General
Education College or by enrolling on an additional
Spanish or English courses.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
The ELASH II English administered by the CEEB to
test the effected communication skills in English was
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g
administered to the incoming class in August 2008.
Findings were:
• In the listening comprehension criterion, 16 of 16
students (100%) obtained scores greater than the cut
point (106 – low intermediate). Of these students, 4showed a competency level of high intermediate
(25%) and 12 students (75%) an advanced level.
• In the language use and indirect writing criterion, 12
of 16 students (75%) obtained scores greater than
the cut point (125 – low intermediate). Of thesestudents, 6 showed a competency level of high
intermediate (38%) and 6 students (38%) an
advanced level.
• In the reading comprehension criterion, 12 of 16students (75%) obtained scores greater than the cut
point (125 – low intermediate). Of these students, 7
showed a competency level of high intermediate
(44%) and 5 students (31%) an advanced level.
2009-2010
When assessing effective communication skills in the
final design presentations of the students enrolled in the
courses ARCH 3131, 4135, 3133, and 4133 using a
rubric, the average score obtained was 81.5% in graphical communication and 77.5% in oral
communication criteria. Thus, the expected outcome
of 70% or more in the rubric was met in bothoccasions.
According to the information gathered, the level of the
graphical and oral expression of the students of the
program is satisfactory. The compiled information did
not measure level of written expression.
2009-2010
Strategies will be designed and implemented in the
effective communication area in order to obtain higher
dexterity levels.
Internal Peer Review processes will be designed and
implemented in order to also comply with criteria
associated with the professional accreditation of the
School of Architecture (NAAB).
An instrument will be designed to assess the written
expression level of our students; Introduction to the
Architecture and Contemporary Architecture courses have
been selected to assess this skills.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
The Introduction to Architecture course (ARCH 3121)
represents the entrance level in the History and Theory
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p y y
sequence courses. The Contemporary Architecture course
(ARCH 4214) represents a superior level in the sequence.
In order to strengthen effective writing communication
skills, a component of introduction to information literacy
competencies will be added to the revision of theIntroduction to Architecture course syllabus. This
component will consist of approximately 5 contact hours.
The professor of this course and the School of
Architecture library personnel have been responsible forthe efforts to integrate of information literacy
competencies. We understand that some of the
components of the information literacy competencies arebound to effective communication skills since the mastery
of searching techniques, and identification of information
are fundamental for excellence in written communication.
Another transforming action that we have proposed thatwill have a profound impact in effective written
communication is the reassignment of the Research
Methods course from Masters degree in Architecture to
the baccalaureate program. This does not imply an
increase in the number of credits, since this course will
replace one of the courses of the History and Theory
sequence.
The Research Methods course has many hours dedicated
to writing papers and hence it will prepare students duringtheir baccalaureate studies for a better performance in
research areas at the graduated level.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Critical Thinking - A thinking skill that enables the student to analyze and interpret the object of study through judging criticizing and analyzing
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Critical Thinking A thinking skill that enables the student to analyze and interpret the object of study, through judging, criticizing and analyzing
the diverse perspectives in a thorough and constructive way, aiming for the development their own criteria.
College of Natural Sciences
Academic Programs Findings Transforming Actions
Chemistry 2008-2009
When evaluating a higher cognitive level question
in a general chemistry exam, that involves the
analysis of a data table or a graph, the findings
were:
1) 50% of the students answered correctlythe question on the final exam of the
General Chemistry course I (QUIM
3001) [n=106]. Thus, the expected
outcome that 60% or more of thestudents answered correctly was notmet.
2) 50.4% of the students answered correctlythe question on the final exam of the
General Chemistry course II (QUIM
3002) [n=88]. Thus, the expected
outcome that 60% or more of the
students answered correctly was not
met.
3) 33.3% of the students answered correctly
the question that measured the above in a
partial exam of the General Chemistry
course II (QUIM 3002)) [n=51]. Thus,
the expected outcome that 60% or
more of the students answered
correctly was not met.
In a laboratory report of a special project on the
General Chemistry course, 76.5% of the students
2008-2009
Faculty members were informed of these findings in order for them to
emphasize critical thinking skills on discussions and conferences in the
course next year.
A similar question as the one on the exams was discussed in theGeneral Chemistry II course (QUIMC 3002) classrooms. It included
the discussion of a graph to deal with student’s needs in these areas. Acomparative question will be prepared for the General Chemistry I
course (QUIMC 3001) discussions.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
obtained 75% or more in the criteria of Analysis
and Discussion of the rubric. Thus, the expected
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outcome that 60% or more of the students
obtained 75% or more in the Analysis and
Discussion section in the rubric.
2009-2010
When evaluating a higher cognitive level question
in a general chemistry exam, that involves
conversion of different concentration expressions,
findings were:
In the General Chemistry course, 71.4% of the
students (n=50) obtained 4 points or higher in a 6
point question on the partial and final exams.
Thus, the expected outcome that 60% of the
students answered correctly this type of
question was met.
In a question about balancing chemical relations
and identification of the limiting reactant, 74.3%
of the students obtained a score of 4 points orhigher on a 5 point scale in a molecular type
question. Thus, the expected outcome that 60%
of the students answered correctly this type of
question was met.
In another question about balancing chemical
reactions and identification of the limitingreactant, 40.7% of the students obtained a score
of 4 points or higher on a 5 point scale in a
molecular type question. Thus, the expected
outcome that 60% or more of the students
answered correctly this type of question was
not met.
In a question to measure knowledge about
Lewis’ structures, molecular and orbitalgeometry, bond angles and molecular polarity,
2009-2010
Activities to maintain or raise the percentage of approval of thistype of question will continue to be given in the classroom.
Faculty members will give more emphasis to the discussion and
solution of this type of higher cognitive level problems in the
classroom.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
students obtained 9 points (75%) or more on this
question (n=63) in a 12 points scale. Thus, theMore emphasis on the discussion of strategies for the solution of
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expected outcome that 60% or more of the
students answered correctly this type of
question was met.
When assessing the design of a logic synthetic
route for an organic compound in the QUIM 3451course, 33% of students obtained 11 points or
more on a series of three questions that had a total
value of 18 points. Since the expected outcome
was that at least 50% of the students obtained 11points on these questions, the expected outcome
was not met.
More emphasis on the discussion of strategies for the solution of
exercises that involves the development of synthetic routes will be
given in class discussions and will be reevaluated in the QUIM 3452
course.
Physics 2008-2009
The Physics department assessed critical thinking
skills in laboratory reports using a rubric in FISI
3173-74, FISI 4076-77 courses.
In FISI 3173-74 laboratory courses, the students
obtained an average score of 3.3 points out of
total of 4. Thus, the expected outcome of 3.2
points was met.
In FISI 4076-77, an advanced laboratory courses,
the students obtained an average score of 2.2points out of total of 4. Thus, the expected
outcome to obtained 3.2 points was not met
2009-2010
The Physics department assessed critical thinkingskills in laboratory reports using a rubric in FISI
3173-74, FISI 4076-77 courses.
In FISI 3173 laboratory courses, the students
obtained an average score of 3.4 points out of total of 4. Thus, the expected outcome of 3.2
points was met.
2008-2009
Faculty members were informed of these findings for them to
emphasize critical thinking skills on discussions, debates, reports,
conferences, and exams in the classroom.
Include learning objectives on the syllabi with emphasis in the
development of critical thinking skills.
2009-2010
The rubric to be used in the assessment of the laboratories reports will
be distributed among students previous to the laboratory experience.
By doing this the students will know the criteria to be used to assess
critical thinking skills in a scientific report.
Faculty members and teaching assistants will continue to emphasize
critical thinking skills in this course (FISI 4076) to improve student
learning.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
In FISI 4076, an advanced laboratory course, the
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students obtained an average score of 3.2 points
out of total of 4. Thus, the expected outcome to
obtained 3.2 points was met.
Mathematics 2009-2010
Critical thinking skills were assessed on a writtenreport in the undergraduate seminar (MATE
4995) using a rubric. One hundred percent of the
students (n=7) obtained a score of 6 points or
more in the rubric used. The expected outcome
was that 70% or more of the students should
obtain 6 points or more. Thus, the expected
outcome was met.
In the course MATE 5001 critical thinking skills
were assessed on a written report using a rubric.
Thirty three percent of the students (n=9)obtained 6 points or more in the rubric used. The
expected outcome was that 70% or more of the
students should obtain 6 points or more. Thus,
the expected outcome was not met.
2009-2010
Increase the number of reports that students should present along theundergraduate experience in order for them to acquire the necessary
skills required to answer an exam and to write a report using critical
thinking skills.
Increase the number of reports that students should present along the
undergraduate experience in order for them to acquire the necessary
skills required to answer an exam and to write a report using criticalthinking skills.
Interdisciplinary Program in
Natural Sciences
2009-2010
Critical thinking skills of the students from the
Interdisciplinary Program in Natural Sciences
were assessed in laboratory reports in five
sections of the General Biology course (BIOL
3101). Findings revealed that 75% of the studentsobtained a score of 2 points or more in a three-
point scale in the rubric used. Since the expected
outcome was that 70% or more students obtained
two points in the rubric, the expected outcome
was met.
In a higher cognitive level problem in the
Environmental Science course of CINA 3005
final exam, 13 out of 32 students from this
program (40%) answered it correctly. Since the
2009-2010
Apply the rubric in a greater number of laboratory sections in order to
benefit more students from this assessment.
Evaluate the question selected to assess this domain in the CINA 3005
course. The question should be a part of the exam, not a bonus one.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
expected outcome was that 70% or more of the
students answered the question correctly, the
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expected outcome was not met.
In a four-point rubric to assess critical thinking
skills in a laboratory report of the FISI 3013
course, findings were:
First report – 100% of the students obtained a
score of 3 points or more in the rubric.
Second report – 90% of the students obtained
a score of 3 points or more in the rubric.
Third report – 81% of the students obtained a
score of 3 points or more in the rubric.
Since the expected outcome was that 70% or
more of the students obtained a score of 3 points
or more in the rubric, the expected outcome was
met on the three reports assessed.
In a four-point rubric to assess critical thinking
skills in a laboratory report of the FISI 3014
course, findings revealed that 100% of the
students obtained a score of 3 points or more in
the three reports assessed. Thus, the expected
outcome that 70% students obtained 3 points
or more in the rubric was met on the three
reports assessed.
Apply the rubric in a greater number of laboratory sections in order to
benefit more students from this assessment.
Apply the rubric in a greater number of laboratory sections in order to
benefit more students from this assessment.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Humanities
Academic Programs Findings Transforming Actions
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Art History 2009-2010
Critical thinking skills were assessed in the
analysis of an art piece submitted by 47 students
of this program. The findings were:
Excellent/Good: 27/47 = 57%
Satisfactory/ Could improve: 20/47 = 43%
The expected outcome that 70% or more of the
students’ analysis were classified, asexcellent/good was not met. Thus, about the half
of the student’s body requires attention in order todevelop the critical thinking skills needed in the
analysis of a piece of art.
2009-2010
Art History courses should continue requiring research projects,
monographs, and essays in themes pertinent to the study of this and
other related disciplines.
The examinations will include essay type questions in which students’capabilities to use critical thinking skills in the discussion of the topicsin the classroom, could be assessed.
History of Europe 2009-2010
When assessing the critical thinking skills of students in the analysis of history texts, only 20%
of the students met the expected outcome of
obtaining 55% in rubric used. Thus the expected
outcome was not met.
The data was gathered in a lower level course in
order to measure it again on a higher-level course
and compare them. Assessment findings showedthat students at this level cannot identify or
interpret correctly the author’s thesis havedifficulties in identifying theoretical and
historiographer’s approaches, and in the appraisalof the texts considered, thus they cannot make an
informed and a competent decision.
2009-2010
A mentoring system for the undergraduate students from the HistoryDepartment will be established using graduate students as mentors.
History of the Americas 2009-2010
When assessing the critical thinking skills of
students in the analysis of history texts, only 20%of the students met the expected outcome of
obtaining 55% in the rubric used. Thus the
2009-2010
A mentoring system for the undergraduate students from the History
Department will be established using graduate students as mentors.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
expected outcome was not met.
Th d t th d i l l l i
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The data was gathered in a lower level course in
order to measure it again on a higher-level course
and compare them. Assessment findings showed
that students at this level cannot identify or
interpret correctly the author’s thesis havedifficulties in identifying theoretical and
historiographer’s approaches, and in the appraisalof the texts considered, thus they cannot make an
informed and competent decision.
Hispanics Studies 2009-2010
In a rubric developed to assess critical thinking
skills in written papers, 79% of the students
obtained 70% or more in the rubric used (n=14).
Thus, the expected outcome of 70% or more in
the rubric was met.
2009-2010
Increase the number of students assessed.
Encourage professors to give more essay type exams, monographs,
critical reviews, among others, for students to be able to develop
critical thinking skills.
Consider the creation of a Hispanics Studies Journal in which students
could publish their papers.
English Communication and
Linguistics
2008-2009
The ability to develop an evaluation of anacademic argument/text that is accurate, relevant,
logical and coherent was assessed with a four
point rubric in the final paper of the course.
Findings were:
Three out of 8 students (37.5%) showed alevel 4 competency.
Five out of 8 students (62.5) showed a level
3.8 competency
Since the expected outcome was that 70% of the
students achieved a level 2.8 competency on the
rubric, the expected outcome was met.
2008-2009
Increase the expected competency level for more advanceddevelopment of these skills.
Increase the number of students assessed.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
2009-2010
A t d t th d i th
2009-2010
T f i ti t h f f 30% f th t d t
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Assessment data was gathered in the course
INGL 4001(n=8), and in INGL 4230 and INGL4206 courses (n=23) to measure critical thinking
skills in a written paper. Findings revealed that
over 70% of students assessed performed as
expected. Thus, the expected outcome was met.
Transforming actions to enhance performance of 30% of the students
enrolled in these courses who did not demonstrated dominance of assessed areas include revising learning objective of all courses for
both programs and the recruitment of a writing specialist. Also, it was
recommended to the chair of the department that a tenured faculty
member should teach core courses in LITE so that LITE majors couldstart to practice writing and critical thinking early in their programsguided by a faculty member with full dominance of the program
expected learning’s outcomes. LICO course INGL 4206 wasrecommended to include more structured writing activities, aligned
with course learning objectives. The professor who teaches the class
incorporated those.
English Literature 2008-2009
The ability to develop an evaluation of an
academic argument/text that is accurate, relevant,
logical and coherent was assessed with a fourpoint rubric in the final paper of the course.
Findings were:
Three out of 8 students (37.5%) showed a
level 4 competency.
Five out of 8 students (62.5) showed a level
3.8 competency
Since the expected outcome was that 70% of the
students achieved a level 2.8 competency on the
rubric, the expected outcome was met.
2009-2010
Assessment data was gathered in the course
INGL 4001(n=8), and in INGL 4230 and INGL4206 courses (n=23) to measure critical thinking
skills in a written paper. Findings revealed thatover 70% of students assessed performed as
expected. Thus, the expected outcome was met.
2008-2009
Increase the expected competency level for more advanced
development of these skills.
Increase the number of students assessed.
2009-2010
Transforming actions to enhance performance of 30% of the students
enrolled in these courses who did not demonstrate dominance of assessed areas include revising learning objective of all courses for
both programs and the recruitment of a writing specialist. Also, it was
recommended to the chair of the department that a tenured facultymember should teach core courses in LITE so that LITE majors could
start to practice writing and critical thinking early in their programs
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
guided by a faculty member with full dominance of the program
expected learning’s outcomes. LICO course INGL 4206 wasrecommended to include more structured writing activities aligned
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recommended to include more structured writing activities, aligned
with course learning objectives. The professor who teaches the class
incorporated those.
Comparative Literature 2009-2010
In a rubric used to evaluate critical thinking skills(minimum 6 points maximum 36 points), only 4
of the 13 students papers assessed showed a
competency level higher than 80% in each one of
the sections of the rubric. The expected outcome
was that students must achieve an 80% level
competency in each section in the rubric. The
arithmetic mean in the evaluation of this
competency was a score of18.62 points (51.7%).
Thus the expected outcome was not met.
It was found that 3 of the students with the lowerscores measured by the rubric did not have the
pre-requisite courses approved or have approved
them with a grade of C. Also, most of the student
did not have the required level to approve this
course satisfactorily.
2009-2010
Through the Academic Counselor, the Department secretary and thecourse professors, the Department must assure that all students
enrolled comply with the pre-requisites of the course and that they
have approved them with an A or a B grade, and thus, that they have
the necessary formation to continue and approve this course
satisfactorily.
Emphasize the pre-requisites and the necessary explanations in the
description of the course used for enrollment purposes.
Introduce theory readings and literature critiques in the elementary
courses.
Fine Arts 2009-2010
Critical thinking skills were assessed in ARTE
3816 using a rubric. Findings revealed that 5 of
the 9 students’ papers assessed show a
performance level lower that 70%. Two studentsobtained 100% in all criteria assessed. In the
criteria of analysis, interpretation and evaluation,
an average performance level of less that 75%
was obtained. Since the performance of 75% was
the expected outcome, it was not met.
Critical thinking skills were also assessed in
ARTE 4826 (Experimental Painting) using a
rubric. Findings revealed that 7 of the 13
students’ work assessed show a performance level
2009-2010
This course should be given twice weekly instead of the actual once a
week in order to develop critical thinking skills through the constant
feedback to the students by the professor. The courses offered once a
week cannot maintain the needed concentration and frequency in theapproach of critical and philosophical issues that stem from the course
with the professor, which is present in a course that meets twice a
week.
Other courses should be given between the sequences of courses
ARTE 3815-16 in order for students to have the necessary time (2 or 3
semesters in between courses) to be able to improve the deficiencies
revealed in this assessment.
Keep an active electronic page of the course with daily activities in
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
lower that 70%. All criteria assessed except
painting techniques must be enforced since the
student obtained an average performance level of
order to give continuity to the development of critical thinking skills
during the course.
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student obtained an average performance level of
less that 70% on the rubric used. Thus, the
expected outcome that 70% of the students
obtained 70% or more in the rubric was not
met.
Music 2009-2010
In a rubric to assess critical thinking skills in a
monograph, a value of 85% or more was obtained
in 3 out of 4 criteria assessed and an average of
85% in all the 4 criteria. The expected outcome
was that 70% of the students assessed should
obtain a score of 70% or more in each criterion.
Only one of the four criteria obtained less than
70% (conclusion, 65%). Thus, the expected
outcome of 70% or more in the rubric outcome
was met with the exception of the conclusioncriterion.
When the same rubric was used to assess an
essay, a total average score of 84% was obtained.
Thus, the expected outcome of 70% or more in
the rubric outcome was met.
2009-2010
Give exercises that emphasize synthesis of ideas, reading
comprehension, summaries writing and syncretism (conciliation of
ideas and divergent thoughts).
Modern Languages 2009-2010
A written test was given on the third semester of
each of the following Modern Languages courses:
French, Italian, Portuguese, and German. Thirtypercent of the tests were graded for assessment
purposes using a rubric. The expected outcome
was an average score of 70% or more on this test
(24.5 points on a 35 maximum score in the
rubric).
Findings were:
Portuguese: 88% of the students assessed showed
a competency level of 70% or more in the rubric.
2009-2010
Corresponding transforming actions will be submitted by the end of the
second semester.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
The arithmetic mean was 26.88 points (76.79%).
In all assessed criteria the score obtained was
over 70% Thus the goal was met
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over 70%. Thus, the goal was met.
German: 83% of the students assessed showed a
competency level of 70% or more in the rubric.
The arithmetic mean was 28.17 points (80.48%).
In all assessed criteria the score obtained was
over 70%. Thus, the goal was met.
Italian: 80% of the students assessed showed a
competency level of 70% or more on the rubric.The arithmetic mean was 28.05 points (80.1%).
In all assessed criteria the score obtained was
over 70%. Thus, the goal was met.
French 3045: 67% of the students assessed
showed a competency level of 70% or more on
the rubric. Only 2 of the 6 students assessed
didn’t meet the expected outcome. The arithmeticmean was 26.67 points (73.3%). Only one of the
criteria assessed obtained the expected outcome
of 70% (conclusion 69%). Therefore, the goal
was met in all criteria assessed except in the
conclusion criterion that was slightly met.
French 3035: 78% of the students assessed
showed a competency level of 70% or more in the
rubric. The arithmetic mean was 28.56 points
(81.6%). In all assessed criteria the score
obtained was over 70%. Thus, the goal was met.
A second test was given on January 2010 and the
results are being analyzed.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
School of Communications
A d i P Fi di T f i A ti
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Academic Programs Findings Transforming Actions
Audiovisual Communication 2008-2009
Rubrics were developed to assess critical thinking
skills for radio and television performances in the
Script course. All the students obtained aperformance level higher than 80% in the criteria
pertinent to critical thinking used in the rubric.
Thus, the expected outcome of 70% or more
was met.
2009-2010
When assessing a report, a chronicle, and an
essay on the Advance Seminar Communication
course, an average score of 2.94 points (59%), on
a five point scale was obtained. Thus the
expected outcome of 70% or more was not
met.
When assessing the three criteria on the rubric
pertinent to critical thinking (Problem/Conflict,
Structure [theme development, central conflict
and climax], and Solution/Resolution), the
students obtained an average performance level of
76% in all the criteria assessed. Thus, the
expected outcome was met.
2008-2009 and 2009-2010
Revise and modify the Advance Seminar Communication course
syllabi in order to reflect what the course wants to assess.
Establish written specifications and objectives of the project assigned.
Request that all students should hand-in a draft of their project during
its different stages.
Assign students advanced readings.
Design different rubrics to assess different courses’ projects in order
for students to develop an auto evaluation during the semester.
Urge professors to discuss the rubrics with the students previous to thework assigned.
Professors should emphasize that when discussing media products in
the course students should approach content analysis critically.
As the result of the assessment processes, the following courses were
proposed (for seminars or continued education courses):
Management production for radio, cinema, and television.
Camera direction: stage design
Illumination techniques
Sound design for radio, cinema, television.
Field production techniques
Studio production techniques
Basic audiovisual edition: AVID Media Composer and Final Cut
Studios system
Intermediate audiovisual edition: Final Cut Studio and Soundtrack
Pro
Advance audiovisual edition: Motion
DVD and format creation production: DVD Studio Pro and
Compressor
Multimedia Production
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Journalism and Information 2008-2009
When assessing the final paper in the COPU 4045
2008-2009
Revise the Advance Research Seminar course syllabus in order to
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When assessing the final paper in the COPU 4045
course (Advanced Research Seminar), that
consisted in writing a news article, a report, a
chronicle and an essay, students obtained an
average score of 2.94 points (59%) in the rubric
(in a five points scale). Therefore, in the relatedcriteria assessed, the expected outcome of 70%was not met.
2009-2010
In the assessment of the Supervised Practicum
course (INFP 4109), the supervisor evaluated
critical thinking skills in a five point scale rubric.
The average score of the students was 4.5 points
Revise the Advance Research Seminar course syllabus in order to
assess the desire learning objectives.
Establish written specifications and objectives of the project assigned.
Request that all students should hand-in a draft of their project duringits different stages.
Assign students advanced readings.
Design different rubrics to assess different courses’ projects in order
for students to develop an auto evaluation during the semester.
Informative type writing will be emphasized in the course COPU
4148, which includes journalistic writing for the Internet. This changewas implemented on January of 2009.
The INFP 4001 course (Journalistic Writing I), will continue
emphasizing the informative type journalistic writing stressing the
importance of news search. Use of sound, photography and journalistic writing for the Internet was added to this course. This
change will be implemented on August of 2009.
Elements included in previous courses will continue to be emphasized
in the INFP 4002 course, Journalistic Writing II. Also, this course will
integrate video and web pages design. This change will be
implemented in January of 2010.
Courses syllabi were revised to include learning outcomes in this
domain. (INFP 4001, INFP 4002 and INFP 4016).
2009-2010
Continue making the corresponding teaching efforts to obtain the
expected outcomes related to this domain.
The INFP 4001 course, (Journalistic Writing I), will continue
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
(90%) and 3.7 points (74%) in other criteria
related to this domain. Thus, in the related
criteria assessed, the expected outcome of 70%
emphasizing the informative type journalistic writing stressing the
importance of news search. Use of sound, photography and
journalistic writing for the Internet was added to this course. This
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criteria assessed, the expected outcome of 70%
or more was met.
A rubric was used in the Electronic Journalism
course (INFP 4059) to assess critical thinkingskills. The students obtained an average score of
3 points out of 4 (75%). Therefore, in the
related criteria assessed, the expected outcome
of 70% or more was met.
A rubric was used in the Media Writing course
(COPU 4018), to assess critical thinking skills.
The students obtained an average performancelevel of 2.9 points out of 4 (73%). Therefore, in
the related criteria assessed, the expected
outcome of 70% or more was met.
A rubric was used in two sections of theJournalistic Writing course I (INFP 4001) to
assess critical thinking skills. The students
obtained an average of 78% and 71%,
respectively in the rubric. Therefore, in the
related criteria assessed, the expected outcome
of 70% or more was met in the two course
sections.
A rubric was used in two sections of the
Journalistic Writing II course (INFP 4002) to
assess critical thinking skills. The students
obtained an average score of 78% and 80%,
respectively in the rubric. Therefore, in the
related criteria assessed, the expected outcome
of 70% or more was met in the two course
sections.
journalistic writing for the Internet was added to this course. This
change was implemented on August of 2009.
Elements included in previous courses will continue to be emphasizedin the INFP 4002 course, (Journalistic Writing II). Also, this course
will integrate video and web pages design. This change was
implemented in January of 2010.
Introduction to Journalism course (INFP 4016) will be included as
part of the core courses in the communication area.
The assessment process revealed the need to include an introductory
historic-theoretic course in the Journalism area. This course was
designed in the second semester of 2009-2010. It will be offered for
the first time in August 2010 as part of the Journalism curriculum.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Public Relations and
Advertisement
2008-2009
A rubric was used in the Introduction to Public
2008-2009
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A rubric was used in the Introduction to Public
Relations and Advertisement course, (REPU
4018), to assess critical thinking skills. The
students obtained an average score of 4.3 points
out of 5 (86%). Thus, in the related criteria
assessed, the expected outcome of 70% ormore was met.
A rubric was used in Media Planning course,
(REPU 4155), to assess critical thinking skills.
The students obtained an average score of 4.4
points out of 5 (88%). Thus, in the related
criteria assessed, the expected outcome of 70%
or more was met.
A rubric was used in the Advertising Planning
and Production course, (REPU 4157), to assesscritical thinking skills. The students obtained an
average score of 4.5 points out of 5 (90%). Thus,
in the related criteria assessed, the expected
outcome of 70% or more was met.
A rubric was used in the Advance Seminarcourse, (COPU 4045), to assess critical thinking
skills. The students obtained an average score of
3.8 points out of 4 (95%). Thus, in the related
criteria assessed, the expected outcome of 70%
or more was met.
2009-2010
Assessment data is in the process of being
analyzed.
Design rubrics for the Advanced Seminary course that include, among
others, the assessment of critical thinking skills in the final group
work and in individual assignments.
2009-2010
Corresponding transforming actions will be submitted by the end of
the second semester.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Social Sciences
Academic Programs Findings Transforming Actions
Political Science 2008-2009 2008-2009
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When assessing critical thinking skills using a
questionnaire, 72.7% of the students surveyedindicated high satisfaction with the academic
preparation they received in this program
regarding this domain. Thus, the expectedoutcome of 70% or more was met.
In CIPO 3035 course, 81.4% of the studentsshowed excellent or good critical thinking skills
when assessed using a rubric. Thus, the expected
outcome of 70% or more was met.
In CIPO 3135 course, 83% of the studentsshowed excellent or good critical thinking skills
when assessed using a rubric. Thus, the expected
outcome of 70% or more was met.
2009-2010
When assessing critical thinking skills on a
midterm paper in the CIPO 3035 course, using arubric to assess the answers given by students on
two questions related to previous reading of two
chapters in the textbook, students (n=52) obtaineda performance level of 67.3% between the
excellent or good categories. Thus, the expected
outcome of 70% or more was not met.
Focus groups to investigate student’s concerns about the academic
preparation they received by this program, regarding this domain, willbe scheduled.
Faculty members will continue promoting class discussions to offerstudents the opportunity to state own positions both on written tests
and oral discussions in the classroom in order to strengthen the skillson this domain.
Encourage faculty members to promote an ongoing assessment oncritical thinking skills continually in the classroom and to design more
written assignments in order to develop these skills among the
students.
2009-2010
Economics 2008-2009
When assessing critical thinking skills using a
rubric on research projects, students obtained anaverage score of 3.25 points (81%) on a four
point scale. Thus, this finding exceeds the
expected outcome of 70% or more.
2008-2009
Promote class discussions, frequently, of existent debates and
controversies related to economics topics.
Continue requesting students the use of critical thinking skills when
analyzing topics and articles related to economics.
Keep encouraging students’ participation in Campus, Social Sciences
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College, Department of Economics, and Puerto Rico Economists
Association conferences, forums and activities. These activities will
be promoted through the Black Board platform and the Economics
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2009-2010
Assessment data is in the process of beinganalyzed.
p g p
Students’ Association.
2009-2010
Corresponding transforming actions will be submitted by the end of thesecond semester.
Geography 2008-2009
Critical thinking skills were assessed in a research
project in the GEOG 4550 course using a four
point rubric. The criteria assessed were:
Synthesis, Analysis, Evaluation, Research
Question, Process Product, Cartography
Documentation and Quantitative Methods.
Findings revealed the average scores:
Synthesis - 3 points (75%); Analysis - 3 points (75%);
Evaluation - 3.25 points (82%);
Research Question - 3.5 points (88%);
Process Product - 3.08 points (77%);
Cartography - 2.91 points (73%);
Documentation - 2.83 points (71%);
Quantitative methods - 2.33 points (58%).
In all the criteria assessed, with the exceptionof Quantitative Methods criterion, the
expected outcome of 70% or more was met.
In an essay type exam in the History and
Philosophy of Geography, GEOG 4500 course, a
four point rubric was used in order to assesscritical thinking skills and content knowledge.
Findings revealed the following average scores:
Critical thinking skills 3.53 points (88%)
Content knowledge 2.67 points (77%).
2008-2009
Exercises will be assigned in order for students to continue developing
critical thinking skills when writing monographs, essays or tests and
offering oral presentations. The purpose is to develop in students a
culture of research and creation in which they could use and continue
developing critical thinking skills.
Adequate statistics models, maps design and documentation of a
research project will be strengthened on the Research Methods course.
Exercises in which students prepare monographs, presentations or tests
will continue to be assigned in all geography courses. The purpose is to
develop in students a culture of research and creation in which they
could use and continue developing critical thinking skills.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Thus, the expected outcome of 70% or more
was met in both domains.
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2009-2010
Assessment data is in the process of being
analyzed.
2009-2010 Corresponding transforming actions will be submitted by the end of the
second semester. Psychology 2009-2010
Critical thinking and effective communication
skills were assessed using a 7-point rubric in the
introductory Psychology course (PSIC 3003).
Findings revealed an average score of 2.98
(43%).
When analyzing individual scores, only one
student of a total of 35 obtained a score
equivalent to a performance level of 70% or morein the critical thinking skills criteria assessed.
This is equivalent to 2.9% of the total enrollment.
Ten students out of 34 (29.4%) obtained scores
between 50% and 65%. Therefore, the expected
outcome of 70% or more was not met in this
course.
Findings revealed that freshman students at this
stage of their academic formation have notdeveloped an adequate level of critical thinking
skills and, although written communication skillsare developed better than their critical thinking
skills, they have not yet reached the expected
levels.
Using the same rubric in an upper level course,
(PSIC 4001), critical thinking and written
communication skills were assessed in the samesemester. The average score obtained was 5.8
points (83%), in a 7-point scale, results expectedof more mature students in this discipline. Thus,
2009-2010
Include workshops and exercises related to the development of critical
thinking skills in the PSIC 3003 course. A pre and post tests could be
given before and after the workshops offered. A critical thinking skillsrubric could be applied to assess these exercises.
Develop class discussions that promote critiques, assuming theoretical-critical positions. Use a rubric to assess oral communication and
critical thinking skills for the above activity.
Requests from student’s critical analysis of pertinent topics when
evaluating professional articles from peer-reviewed journals, textbooks
and other related readings.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
the expected outcome was met in this higher
level course.
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In the critical thinking criteria 13 students of a
total of 15 (86.7%) obtained a score equivalent
to 70% or more. Eleven out of those 15 students
scored between 80% and 100%. The obtained
results demonstrate that in this stage of academic
formation the students have already developed a
level of critical thinking and written
communication skills that exceeds the expected
outcomes of the Psychology Program.
The scores obtained support previous arguments
related to the lack of experience of second year
students that enroll in the introductory course
(PSIC 3003).
Our hypothesis was that the students who are
finishing the baccalaureate degree have
developed the critical thinking skills through their
experiences in previous core and electives courses
in Psychology. The assessment findings confirm
our hypothesis.
Labor Relations 2008-2009
The supervisors, in the Practicum laboratory
course, (RELA 4045), assessed student’s criticalthinking skills using a rubric. Supervisors gave
them an excellent evaluation in all the criteriaassessed.
In the first semester 2008-2009, the students
scored an average score of 90% in the first
evaluation and 94% in the second. In the second
semester of the same year the scores were 94%
and 95% respectively. These scores exceed the
expected outcome of 80% or more on the four
instances assessed.
2008-2009
Students’ critical thinking skills will be strengthened in all Labor
Relations courses through activities based on theories and references.More readings should be assigned in order to strengthen this domain.
A contest title To analyze and communicate the crisis in Puerto Rico
from the Labor Relations and work studies will be summoned in order
to:
1) Stimulate the critical analysis skills of the students of theprogram.
2) Encourage the use of concepts and theories this discipline.
3) Promote writing and style competencies.
Continued strengthening the critical thinking domain in order to carry
on with the positive experience obtained on the labor field.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
When assessing critical thinking skills using a
questionnaire to measure student satisfaction
level with the academic preparation received from
Raise the level of three courses from 4000 to 5000 (RELA 4006, 4015
and 4055) in order to reinforce the theoretical and philosophical
formation needed for critical analysis and the academic life,
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the program, 95% of the students stated that they
were very satisfied or with the preparation
received. This compares favorably with the
expected outcome of 80% or more.
A rubric was used in the second semester of
2008-2009 in RELA 4085 course to assess critical
thinking skills in a presentation with educational
and research methods objectives. Students
obtained an average score of 3.9 points (97%) in
the critical thinking skills and 4 points (100%) in
the conclusion criteria in a 4 point scale. Thus,
the expected outcome of 80% (an average
score of 3.2 points) was met in both criteria.
Although all the evaluated criteria to assess this
domain obtained excellent scores, a lack of agreater elaboration of the theoretical frame was
observed.
When assessing critical thinking skills using a
rubric to assess in the last written reflection of the
RELA 3155 course, the following criteria were
measured: topic development, critical thinking,
and conclusion. Findings revealed that studentsobtained the following average scores:
Topic development – 91%
Critical thinking – 99%
Conclusion – 100%
Thus, the expected outcome of 80% or more
was met in all the criteria assessed.
In order for critical thinking skills to have a
theoretical basis, a deep reading process must
occur. Nevertheless, through the diagnostic and
summative assessment process a resistance in
particularly important for pursuing graduate studies.
Continue conversations with faculty members of this program about
the need to place greater emphasis in critical analyses based ontheories and concepts from the discipline.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
several students in this area was observed.
Also, in a written paper is necessary to cite and tod h h i l f i l f
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order the theoretical references using a manual of
style. In this area, resistance from several students
is observed.
The absence of a theoretical basis or critical
analysis at an elementary level shown by somestudents tends to surpass itself in Practical
Laboratory (RELA 4045). Usually, the students
of the Practicum laboratory course must dedicate
the first weeks to the intensive reading of the
legislation that regulates the center or the agency
in which they will make their practicum and to
other conceptual frameworks.
This knowledge facilitates a critical analysis
based on laws, theories and own philosophies of
the practice center by students.
2009-2010
Assessment data is in the process of being
analyzed.
2009-2010
Corresponding transforming actions will be submitted by the end of the
second semester.
Anthropology 2009-2010
A rubric was used to assess critical thinking skills
in presentations, written papers, and assignments.Findings revealed that students obtained an
average score of 3.72 points (74%), in a five pointscale. This exceeds the expected outcome of
70%.
2009-2010
In all Anthropology courses, open discussions and critiques
considering the diverse theoretical and methodological traditions thatcharacterize this discipline will be encouraged. In addition, exercises
will be assigned for students to prepare monographs, presentations oressays in which they can use critical thinking skills.
Sociology 2009-2010
A rubric was used to assess critical thinking skills
in presentations, written papers, and assignments.
Findings revealed that students obtained an
average score of 3.35 points (67%), in a five point
scale. In all criteria assessed, a score equal to or
greater than 60% was obtained. In the criteria of
2009-2010
In all Sociology courses, open discussions and critiques considering
the diverse theoretical and methodological traditions that characterize
this discipline will be encouraged. In addition, exercises will be
assigned for students to prepare monographs, presentations or essays in
which they can use critical thinking skills.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
identifying the statement of the problem, an
average score of 74% was obtained. The
expected outcome of 70% was met in only one
i i
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criterion.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Education
Academic Programs Findings Transforming Actions
Teacher Preparation Program 2008-2009 2008-2009
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p g
(23) A total of 210 students were enrolled on the FAED
4001 course in the first semester. The digital
platform for the development of a student
electronic portfolio (Porta-e) was introduced forthe first time this semester. The Porta-e
Coordinator offered workshops and support in its
use to faculty members. A meeting with all faculty
members was scheduled for May in order to
discuss their experiences with the course, the
platform used to develop a student electronic
portfolio, and its assessment process using a
rubric.
The element “R eflects critically about the
observations made related to the teaching andlearning process” is divided in two criteria:
Includes a narrative and a conclusion based on
how the learning process was brought about.
Findings revealed that 85% of the students
obtained a good, very good or outstanding
performance levels in this criterion. Thus, the
expected outcome of 70% was met.
Assumes a critical vision of his or her
observations, uses solid arguments. Findings
revealed 80% of the students obtained good,
very good, or outstanding performance levelsin this criterion. Thus, the expected outcome
of 70% was met.
Findings from the content analysis of the focal
groups were:
Reflection is an auto evaluation and critical
thinking process about the actions and
decisions taken by the students to improve
their learning.
The reflection process helps them relate theory
The Electronic Portfolio Coordinator and the Assessment Coordinator
will work together in the calibration of the rubric and in the analysis of
last semester FAED 4001 sample of student’s works, in order to present
findings and to identify areas of improvement in the rubric used in thiscourse and other FAED seminars. Assessment results related to the
reflection to be written by the students will be discussed with faculty
members in order for them to know the performance level of their
students, to evaluate the quality of their work in light of the College of
Education’s expectations for future teachers, and to produce specificrecommendations for the future offer of FAED courses as well as other
courses in which a written reflection is required from the students.
The Field Experience courses’ Coordinator is analyzing the results of
this assessment in collaboration with the College of Education
Assessment Coordinator in order to improve the rubric. In addition,findings will aid in the identification of implications for the design of
field experiences, and follow up the students who do not obtain asatisfactory evaluation in the first field experience course, in order to
strengthen future experiences in courses such as EDES 4006, EDPE
4121.
An analysis of the findings from assessment will be made based on the
review of the literature about the reflections of future teacher
candidates’ practicum in order to identify areas to improve in theCollege of Education. Findings will be shared with key faculty
members, in particular with those from FAED 4001, FAED 4002, andFAED 4003 courses in which an electronic portfolio is developed in
order to strengthen educational practices that support a more systematicand effective development of students’ capacities to reflect as afundamental part of the critical thinking process.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
with practice, especially in the courses in
which there are field experiences. The students reflect in some courses in which
f i l d fi ld i i l
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professors include field experiences or special
tasks. The effectiveness of the learning process
depends on the structure that the professor
provides for the reflection and in the feedback
given to the students. For the students, the reflection is a very personal
process that should not be required nor
grading. In agreement with these results, it is concluded
that these students have a general notion about the
reflection process, but this notion is limited and it
does not deepen in the reflection as a
metacognitive process that helps students attain
higher cognitive levels. Students’ answers together with key courses syllabi analysis show that,
although the reflection is promoted, it is not
developed in a systematic way. This possiblyprevents those future teachers to incorporate the
reflection as a continuous research process that
results in an excellent professional.
2009-2010 Critical thinking skills will be assessed when
teacher candidates writes their educational
philosophy and their projections as a professional
in their Porta-e.
In a rubric to assess the based position on how
learning was attained, findings showed that 85% of
the students obtained performance levels between
good, very good or outstanding. Since the
expected goal was that at least 70% of the students
reached these levels, the expected outcome was
exceeded.
2009-2010 Findings from this academic year will be available by the end of the
second semester of the academic year 2009-2010.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Using the same rubric to assess if the student
assumes a critical vision of his or her observations
and uses solid arguments, the average performance
levels were 80% between good very good and
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levels were 80% between good, very good and
outstanding. Since the expected outcome was
that at least 70% of the students reached these
levels, the expected outcome was exceeded.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Business Administration
Academic Programs Findings Transforming Actions
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Academic Programs Findings Transforming Actions
Office System Management 2008-2009
When assessing critical thinking skills in answer
given by students to questions in a diagnostic test,findings showed that 57% of the students
obtained an average score of 70% or more in
questions related to critical thinking. Therefore,
the expected outcome that 70% of the students
obtained 70% or more in the rubric was not
met.
When assessing critical thinking skills in the
analysis developed by students in a case studyusing a rubric, 60% of the students obtained an
average score of 70% or more in this criterion.
Therefore, the expected outcome that 70% of the students obtained 70% or more in the
rubric was not met.
When assessing decision making using a rubric,
findings revealed that 87% of the students
obtained an average score of 70% or more in the
rubric used. Therefore, the expected outcome
that 70% of the students obtained 70% or
more in the rubric was met. When assessing supervision skills using a rubric,findings showed that 33% of the students
obtained a score of 70% or more in the rubric.
Therefore, the expected outcome that 70% of
the students obtained 70% or more in the
rubric was not met.
2009-2010
Results of a diagnosis test in the ADSO 3055
course are in the process of being analyzed.
2008-2009
Provide a study guide and tutoring services to the students that did not
obtained 80% or more in this competency.
Use cooperative work and supplementary educational strategies to
improve student’s skills in this competency.
Systematic tutoring and mentoring services will begin August 2009.
Several professors offered tutoring in their office hours to students that
showed needs in critical thinking skills since the second semester of
the 2008-2009 academic year.
2009-2010
The department offers tutoring and mentoring services since October
2009.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
When assessing critical thinking skills, using a
rubric, in the analysis developed by students in a
case study, findings revealed that 88% of the
students obtained scores between good and very
Several professors are offering tutoring in their office hours to students
that showed needs in critical thinking skills.
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students obtained scores between good and very
good in the critical thinking criterion; 94% of
them obtained scores between good and very
good in the decision making competency, and
94% of them obtained scores between good and
very good in information literacy skillscompetency. Thus, the expected outcome of
70% or more was met in each one of the
criteria assessed.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Research and Creation - Mastery of skills needed to design and conduct a systematic, objective and critical investigation, qualitative or quantitative,
of a scientific or social problem or issue; the ability to create develop and present a work of art or literature
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of a scientific or social problem or issue; the ability to create, develop, and present a work of art or literature.
College of Social Sciences
Academic Programs Findings Transforming Actions
Anthropology 2009-2010
A rubric was used to assess organization and
development in research projects. Findings showed
that students obtained an average score of 3.65
points (73%), in a five point scale in the rubric.
Thus, the expected outcome of 70% or more was
met.
2009-2010
In all Anthropology courses, the research
component will be strengthened. Students will be
trained in ethnographic and archeological research
techniques.
Theoretical tools will be provided to help students in
the research of the comprehension of human
processes.
Sociology 2009-2010
A rubric was used to assess research skills in a
research project. Findings revealed that students
obtained an average score of 3.15 points (63%), in a
five point scale in the rubric. In both criteria
assessed, organization and development, students
obtained scores equal or higher than 60%. Thus, the
expected outcome of 70% or more was not met in
both criteria.
2009-2010
In all Sociology courses, the research component
will be strengthened. Students will be train in
research techniques related to the basic sociological
research methods, for example, the ethnographic
method.
Theoretical tools will be provided to help students in
the comprehension of dynamic interactions that
includes society structural aspects, as well as the
human being.
Traditional research techniques as well as the
innovative ones will be emphasized.
Social Work 2008-2009
Analysis of findings in the research project assessed,using a validated rubric, showed that students
obtained an average score of 75.6% in the rubric.
Thus, the expected outcome of 95% level of
performance was not met in any of the criteria
assessed, with the exception of the Literature
2008-2009
The Social Work program extended the ResearchMethods course (TSOC 3132) from a one semester
to a one year course. It will be offered for the first
time in January 2010. Areas, in which findings
revealed students’ needs in these competencies ,will be emphasized. For example, improve students’
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Review.
Findings revealed that the weakest criteria assessed
where: correct use of the APA style manual sample
skills related to research and design methods;
increase students’ participation in research projectsand in opportunities to carry out systematic
evaluation of their own professional practice using
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where: correct use of the APA style manual, sample
size, research model and levels, current paradigms
and pertinent conclusions of the proposed study.
2009-2010
Assessment data is in the process of being analyzed.
evaluation of their own professional practice using
designs of one unit, and qualitative methods such as
focal groups.
Findings from the assessment of the TSOC 3131
course showed that basic skills and learning of related concepts in the statement of the problem
areas, literature review, etc., should be emphasized.
In order to meet these goals, the Social Work Program will strengthen collaborative efforts with
the Computer Center of Social Sciences College for
students to attend workshops in software such asSPSS, Excel, etc.
Continue requiring the online National Institute of
Health Certificate for the protection of human
subjects.
2009-2010
Corresponding transforming actions will be
submitted by the end of the second semester.
Labor Relations 2008-2009
In the RELA 4045 course (Supervised Practicum),
students were evaluated by their practicum
supervisors using a rubric prepared by the program.Ability to harmonize students’ participant-observer
role with his/her hearing and observing skills in the
constant change rate of the practicum center, was
assessed. Findings revealed that students obtained
an average score of 96% and 99% in the first and
second assessment in the first semester of the
course. In the second semester of the same academic
year, findings were 99.5% and 100% respectively.
When assessing interview techniques knowledge,
2008-2009
The Labor Relations Program will request from the
Contact Officials of the Practicum course, RELA
4045, that students practice more frequently theinterview techniques in the work place.
The need to incorporate, as a requisite, the use of a
style manual in all written papers, particularly the
American Psychological Manual (APA) is been
discussed by faculty members.
The design of a more suitable exercise to the
research and learning objectives workshop was
discussed with the students.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
the use of written material available, preparation,
synthesis and gathering of pertinent information,
students obtained an average score of 91% and 95%
in the first and second evaluation, respectively.
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in the first and second evaluation, respectively.
Findings for the assessment of the same criteria in
the second semester were, 92% and 96%,
respectively.
When analysis of the information obtained usingtheoretical and conceptual frameworks that can be
applicable to the situation, clarity and precision in
the written diagnostic observation, and sketch of realistic intervention plans in terms of goals and
objectives, was assessed the average score obtained
by first semester students were 90% and 94% duringthe first and second evaluation, respectively. The
average scores obtained in these evaluations in the
second semester were 94% and 95%, respectively.
When assessing flexibility in the intervention withrelated situations in the practicum performance
shown by students, in the revision and periodic
evaluation of their interventions and in the needed
modification of their plans, the average scores
obtained by first semester students were 96% and
98% in the first and second evaluation. During the
second semester the average scores obtained in these
evaluations by the students were 98% and 100%,
respectively.
Thus, in all criteria assessed, the expectedoutcome of 80% or more was met.
From the analysis of this data it can be concludedthat students from the Labor Relations Program met
the expected outcomes on the research skills
objectives required, with the exception of the
quantitative competences criterion.
In a questionnaire designed to assess student’s
In the 2008 curricular revision, the CISO 3155
course was added as a requisite to the LaborRelations Program aiming to strength quantitative
skills in students to take care of observed needs.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
satisfaction level with the academic preparation
received from the Labor Relations Program,
students showed a high level of satisfaction in all
criteria with the exception of quantitative measuring
The questionnaire was revised to include the
required research competitions of the graduate
profile of the Labor Relations Program.
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w p q g
skills.
2009-2010
Assessment data is in the process of being analyzed
p g
2009-2010
Corresponding transforming actions will be
submitted by the end of the second semester.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Business Administration Academic Programs Findings Transforming Actions
Business Administration core (7 programs) 2008-2009 2008-2009
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When assessing research skills in a group work,
findings revealed that 97% of the students showed
mastery in these competencies as stated in the rubricused. Thus, the expected outcome was met.
Three percent of the students who did not show
mastery of research skills, had difficulties in their
contribution to the group, in social skills, in attitudes
toward a critique to their performance, and
difficulties in communicating.
2009-2010
Assessment data is in the process of being analyzed.
The rubric will be revised and used to measure these
competencies in a different course, since these
competencies are required in other BusinessAdministration College courses.
2009-2010
Corresponding transforming actions will be
submitted by the end of the second semester.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Humanities Academic Programs Findings Transforming Actions
Fine Arts 2008-2009 2008-2009
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When assessing research and creation in the rubric’scriteria assessed (ideas, analysis, techniques and
organization), 13 out of 18 students (72.2%)obtained a B or a higher grade. Two students
obtained a score of 10 or less. Thus, the expected
outcome was met.
2009-2010
Assessment data is in the process of being analyzed.
Propose corrective measures to be determined in the
next Curriculum Committee meeting in order to
improve research and creation skills in the coursesof the Fine Arts Program.
2009-2010
Corresponding transforming actions will be
submitted by the end of the second semester.
Art History 2009-2010
Research and Creation skills were assessed in an
analysis of a piece of art. The findings were:
Excellent/Good: 27/47 = 57%
Satisfactory/ Could improve: 20/47 = 43%
The expected outcome that 70% or more of the
students’ analysis were classified asexcellent/good was not met. About half of the
student’s body assessed requires attention in theseskills.
2009-2010
History of Art courses should continue requiring
research projects, monographs, and essays in themespertinent to the study of this and other related
disciplines. This proposed transforming action will
improve and strengthen their research and creation
skills.
The exams will include essay type questions, where
the students’ capabilities to use research and
creation skills in relation to topics discussed in the
classroom pertinent to the study of Art History and
other related disciplines, will be assessed.
History of the Americas 2009-2010
When assessing research processes in HIST 4225
and 4226 courses using a rubric, findings showed
that students obtained 55% in a level of compliance
and in the exceeds compliance level 35%. Thus, the
expected outcome was met.
Findings showed that students have difficulties
when articulating a coherent and precise argument
related to the object or focus of the study. Also they
2009-2010
A mentoring system for the undergraduate students
of the History Department will be established using
graduate students as mentors.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
failed to establish the right conclusion or synthesis
that reflects their findings and showed difficulties in
identifying primary and secondary literature sources. History of Europe 2009-2010 2009-2010
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y p
When assessing research processes in HIST 4225
and 4226 courses using a rubric, findings showed
that students obtained 55% in a level of compliance
and in the exceeds compliance level 35%. Thus, theexpected outcome was met.
Findings showed that students have difficulties
when articulating a coherent and precise argument
related to the object or focus of the study. Also they
failed to establish the right conclusion or synthesis
that reflects their findings and showed difficulties in
identifying primary and secondary literature sources.
A mentoring system for the undergraduate students
of the History Department will be established using
graduate students as mentors.
Performing Arts 2009-2010
When assessing creation competencies, a
questionnaire was used to measure spectators’perception of staging and acting performance in
three theater plays. The expected outcome was that
80% of the spectators considered that the plays hadgood staging and excellent acting performance, and
that the average evaluation score should be at least
3.5 points in a five point scale. Findings were:
El Lazarillo de Tormes: 96% of the surveyed
spectators (n=165) indicated that the play had
good staging and excellence acting
performance. The average evaluation obtainedwas 4.51 points in a five point scale.
La Casa de Bernarda Alba: 98% of the
surveyed spectators (n=555) indicated that the
play had good staging and excellence actingperformance. The average evaluation obtained
was 4.64 points in a five point scale.
2009-2010
Continue using this type of survey to learn about
spectators perceptions in relation with the theaterplays offered by the Performing Arts Program.
Continue doing a work of excellence as indicated byaudience assessment.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Bodas de Sangre: 96% of the surveyed
spectators (n=46) indicated that the play had
good staging and excellent acting performance.
The average evaluation obtained was 4.54 points
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in a five point scale.
Thus, the expected outcome of 80% or more and
3.5 points in a five point scale were met in all
theater plays assessed.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Natural Sciences Academic Programs Findings Transforming Actions
Computer Sciences 2008-2009 2008-2009
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When assessing research skills using a
questionnaire, 84% of students stated that they have
participated or are interested in participating in aresearch project. Since the expected outcome was
that at least 70% of students have participated or are
interested in participating in a research project, this
outcome was met.
Sixteen Computer Science students are working on
research projects, 8 of them are junior or seniors as
informed in a questionnaire for researchers. The
increase in the number of students doing
undergraduate research in the Department is
impressive. Prior to the academic year 2007-2008,
only two students were working on research
projects.
Each of the students working on research projects
gave an oral presentation of their projects during the
year.
2009-2010
Assessment data is in the process of being analyzed.
Keep encouraging undergraduate students to work
or enroll on research projects or courses.
Although there is an increase in the number of
students doing research, the goal is to increase the
numbers of students by 20%.
2009-2010
Corresponding transforming actions will be
submitted by the end of the second semester.
Chemistry 2008-2009
When assessing research skills in a research project
in the QUIM 3002L course, findings revealed that
97.6% of the students who worked in a research
project met the established criteria. Thus, the
expected outcome that at least of 70% or more of the students obtained a score of 75% or more
was met.
2008-2009
The best projects were presented/displayed in the
first exhibition of research poster section of the
General Chemistry II Laboratory held on May, 4th
2009.
More promotion and support will be given to this
type of activities.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
2009-2010
Assessment data is in the process of being analyzed. 2009-2010
Corresponding transforming actions will be
submitted by the end of the second semester.
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y
Physics 2008-2009
The Physics department assessed research skillsusing a rubric in laboratory reports in the FISI 3173-
74, FISI 4076-77 courses. The expected outcome
was a score of 3.2 points or more in a four point
scale.
In FISI 3173-74 laboratory courses, the students
obtained an average score of 3 points. Thus, the
expected outcome of a score 3.2 points was not
met.
In FISI 4076-77, an advanced laboratory courses,the students obtained an average of 3.1 points.
Thus, the obtained outcome is slightly below the
score of 3.2 points expected outcome.
Findings revealed that 100% of the students’graduates in the last three years from the Physics
program pursue graduate studies.
2009-2010
The Physics department assessed research skills
using a rubric when in laboratory reports in the FISI
3173, FISI 4076 courses. The expected outcome was
a score of 3.2 points or more in a four point scale.
In FISI 3173 course, the students obtained an
average score of 3.1 points. Thus, the obtained
2008-2009
Minimum adjustments will be made to the rubric in
order to clarify the evaluation of the Application
criterion. Physic courses emphasize the inquiry
method and teaching tools are used to facilitate
tangible experiences as an introduction to concept
development.
The Department Chair advised the professor incharge of this course in order to not avoid the
research and creation component during the
development of this course, since thesecompetencies are a fundamental part of it.
Students are given the opportunity to do
undergraduate research and research summer
internships, experiences which motivate them to
pursue graduate studies.
2009-2010
Physics Student Society will give tutoring to thosestudents enrolled in this course if requested by them.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
outcome is slightly below the score of 3.2 points
expected outcome.
In FISI 4076, an advanced laboratory course, the
d b i d f 3 2 i f l
Creation and research skills continue to be
h i d i thi
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students obtained an average of 3.2 point out of total
of 4. Thus, the expected outcome to obtained 3.2
points was met.
Fourteen of 134 students in the Physics programcarried out research project under faculty member
guidance or enrolled on research courses.
emphasized in this course.
Increase the percentage of students that participatein undergraduate research with faculty members or
that enroll on research courses.
Biology 2008-2009
Ninety six percent of the students who enrolled onthe undergraduate research course BIOL 4990
approved this course. This represents 58% of the
students’ body of this Department.
When assessing research skills in laboratory reportsusing a rubric in the second semester of the BIOL
3001 course, findings showed that in the nine
sections assessed, students obtained an averagescore of 77% in both first and second reports. Thus,
the expected outcome of 70% or more in the
rubric was met.
When assessing research skills in laboratory reports
using a rubric in the second semester of the BIOL
3112 course (Ecology, n=76), findings showed that
the average score obtained by students were 75% in
the first report and 80% in the second report. Thus,
the expected outcome of 70% or more in the
rubric was met in both occasions.
When assessing research skills in laboratory reports
using a rubric in the second semester of the BIOL
3250 course (Genetics), findings showed that theaverage score obtained by students in both first and
second reports assessed, students obtained a score
2008-2009
Design a test and other assessment tools to assessresearch skills.
Increase the percentage of students that participated
in undergraduate research with faculty members or
that enrolled on research courses.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
higher than 90%. Thus, the expected outcome of
70% or more was met in both occasions.
2009-2010 2009-2010
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When assessing research skills in laboratory reports
using a rubric in the first instance in the course
BIOL 3101, it was expected that 65% of the students
assessed met the level of good in the rubric. Thirtyfive percent of the students enrolled in this course
were assessed. Findings revealed that students
obtained the following average scores: 17% met the
level of excellent, 34% the level of good, 36% met
the level of regular and 14% did not comply with
research and creation criteria assessed in the rubric.
Thus, the expected outcome was not met.
It is important to point out that 33% of the students
enrolled in BIOL3101 course are Biology majors,
15% are from the Interdisciplinary Program fromthe College of Natural Science, 20% are Chemistry
majors, 7% are Environmental Science majors, 7%
are from the College of Education and the rest of thestudents are from other majors in other Departments
of the Natural Science College.
When assessing research skills in laboratory reports
using a rubric in the third instance in the BIOL 3350and BIOL 3112 courses, it was expected that 55% of
the students assessed met the level of excellent in
the rubric. One Hundred percent of the studentsenrolled in both courses were assessed using two
rubrics. Findings show that in general 44% of the
students scored at level of excellent in the rubric,
54% at the level of good, and 2% at the level of
regular. Thus, the expected outcome was not met.
The rate of approval of the undergraduate research
Transforming actions are geared to the course in
order to impact all students enrolled on this course.
All of them are being implemented since January
2010.First instance:
The rubric used in academic year 2008-2009
was simplified considerably. With themodifications made, the rubric is more
accessible to students for the preparation of
laboratory reports.
Guides and workshops in the preparation of the
reports will be offered.
Workshops will be given to train laboratory
instructors in the use of the rubric and in the
grading of laboratory reports.
A new laboratory experience to review primary
literature skills, application of the scientificmethod and writing of a hypothesis was added
to the BIOL3101 laboratory course.
Last instance:
The BIOL3112 rubric will be modified in order
to make it consistent with the rubric used in the
first instance and in others advanced Biology
laboratory courses.
Workshops will be given to train laboratory
instructors in the use of the rubric and in the
grading of laboratory reports.
Another transforming action for all courses targeted
to be assessed in the Assessment Plan, is the
revision of all courses’ syllabi according to thegraduate student profile of this Program, which are
aligned as well with the Campus’ Mission Domains.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
course (BIOL 4990) was expected to be 65% of the
enrolled students. Findings showed that 88% of the
students enrolled in this undergraduate research
course obtained a grade of A. Approximately 300
t d t ll d thi h t
Although the rate of approval of the undergraduate
research course is the expected one, the percentage
of student from the Biology major who are doing
research in the BIOL 4990 course and other means
h ld b i ti t d A t f i ti ill
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students enrolled on this course each semester.
Thus, the expected outcome was met.
should be investigated. A transforming action will
be to determine the exact number of students that
are doing research and raise the percentage of
students that have these kinds of experiences.
Mathematics 2009-2010
When assessing research skills using a rubric in the
Undergraduate Seminar course (MATE 4995), the
expected outcome was that 70% or more of the
students obtained a score of 8 points or more in a 10
point scale. Findings revealed that of the 7 students
assessed, 6 (86%) obtained scores 8 points or higher
in the rubric. Thus, the expected outcome was
met.
2009-2010
Continue providing research tools in the capstone
courses.
Promote student participation in undergraduate
research experiences.
Interdisciplinary Program in Natural Sciences 2008-2009
When assessing research skills using a rubric in the
FISI 3013 course, findings showed that all students
obtained 4 points in a 4 point scale. Thus, the
expected outcome that 70% or more of the
students obtained a score of 70% in the rubric
was met.
When assessing research skills using a rubric in the
FISI 3014 course, findings showed that all students
obtained 3 points in a 4 point scale. Thus, the
expected outcome that 70% or more of thestudents obtained a score of 70% in the rubric
was met.
During the first semester of the academic year 2007-
2008, 48 of the 200 students enrolled in the
undergraduate research course of the BiologyDepartment (BIOL 4990) were from this Program.
Of these 48 students, 45 approved the course with Aand 3 with B.
2008-2009
Increase the number of sections assessed in order to
raise the sample of students of this Program.
Although the outcomes from the assessment of
undergraduate research course are more than met in
the number of students that have research
experiences, this number will increase as a result of
the addition of a capstone course in the revisedcurriculum of this Program.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
During the second semester of the academic year
2007-2008, 57 of the 254 students enrolled in the
undergraduate research course of the Biology
Department (BIOL 4990) were from this Program
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Department (BIOL 4990) were from this Program.
Of these 57 students, 56 approved the course with A
and one with B.
2009-2010
During the first semester of the academic year 2008-
2009, 62 of the 282 students enrolled in the
undergraduate research course of the Biology
Department (BIOL 4990) were from this Program.Of these 62 students, 61 approved the course with A
and one with B.
When assessing the research skills criteria using a
rubric in the General Biology course (BIOL 3001),
findings revealed that 62.5% of the students
obtained a score of 2 points or more in a 3 point
scale. Since the expected outcome was that 70%
of the students obtained 2 points in the rubric, it
was not met.
It is worth noting that the above percentage reflects
the assessment of only one report in five sections of
the Biology 3101 course of which only 12 students
were from this Program.
When assessing research skills in the FISI 3013
course laboratory reports, findings revealed that
98% of the students obtained 3 points or more in a 4
point scale in the first report assessed, 86% in the
second report assessed, and 92% in the third report
assessed. Thus, the expected outcome that 70% of
the students obtain a score of 3 points or more in
4 point scale was met in all occasions.
When assessing research skills in the FISI 3014
2009-2010
Although the outcomes from the assessment of
undergraduate research course are more than met in
the number of students that have research
experiences, the participation of students will
increase as a result of the addition of a capstone
course in the revised curriculum of this Program.
Increase the number of sections assessed in order to
raise the sample of students from this Program.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
course laboratory reports, findings showed that all
students a score of 100% in all three reports
assessed. Thus, the expected outcome that 70% of
the students obtain a score of 3 points or more in
4 point scale was met in all occasions
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4 point scale was met in all occasions.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of General Studies
Academic Programs Findings Transforming Actions
General Studies Bachelor Program 2009-2010
Wh i fi l h i h
2009-2010
D i b i di h l l f h fi l
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When assessing a final research paper in a research
course of this Program (ESGE 4102) using the
Colorado State Dissertation Rubric, the expectedoutcome was that 70% or more of the 12 research
projects assessed attain a score of 70%. Findings
revealed that only 47% of the research projects
evaluated met the expected outcome. Thus, the
expected outcome was not met.
After the approval of the ESGE 3008 course it was
expected that students quantitative data analysis
skills improve significantly after approving the
course. A multiple choice pre a post tests were given
that consisted of 16 items group in four subconcepts: lineal graph interpretation, sample
methods, frequency graph interpretation, and
descriptive characteristics of the sample. Findings
revealed that after a statistical analysis between total
scores obtained by the students in the pre and post
tests, an average increase of 28.43% in the total
score obtained (t = 14.10, p = 0.000) was observed.
Research skills were assessed in a laboratory
activity in the CIBI 3026 course. The expected
outcome was that the students from this Program
reach a 70% performance level when evaluating
their research skills. Findings revealed the following
results in the criteria assessed:Observation: 66.25%
Statement of the Hypothesis/Problem: 57.50%
Gathering of data: 77.50%Total score average: 67.08%.
Thus, the expected outcome was not met in the
observation or in the statement of the
hypothesis/problem criteria.
Design a rubric according to the level of the final
undergraduate research paper defining the criteria to
be assessed based on the governing documents forthe development of a research paper approved by the
Program.
Revise ESGE 4101 course syllabus (course that
must be taken before ESGE 4102) to include those
criteria in which the students obtained low scores:literature review, theoretical framework and results
and discussion of results.
Increase the number of curricular activities related
to the development of research skill:
Hypothesis/Problem
Observation.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Research skills were assessed in a laboratory
activity in the CIFI 3013 course. The expected
outcome was that the student form this Program
reach a 70% performance in the evaluation of their
Increase the number of curricular activities with
emphasis in the statement of a hypothesis/problem.
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reach a 70% performance in the evaluation of their
research skills. Findings revealed the following
results in the criteria assessed:
Statement of the principal experiment problem:95.65%.
Statement of the hypothesis: 72.82%
Data gathering and organization: 84.78%Total score average: 84.42%.
Thus, the expected outcome was met in allcriteria assessed.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Education
Academic Programs Findings Transforming Actions
Nutrition and Dietetics 2009-2010
R h kill d i th f d i d
2009-2010
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Research skills were assessed in the foodservice and
clinical service areas. Findings were:
Foodservice area- expected outcome in each course
representing three check points was 75%.HOEC 4031- 90%
HOEC 4086- 92%
HOEC 4085- 55 % before revising and 90%, after
revising.
Thus, the expected outcome was met in all three
courses.
Clinical area- expected outcome in each courserepresenting three check points was 75%.
HOEC 4041-data not submittedHOEC 4163- data not submitted
HOEC 4085- 100 %
Thus, the expected outcome was met in the
HOEC 4085 course.
At present, the Graduate & Employer Survey does
not measure research and creation criteria.
Students were given the opportunity to revise their
assignments to assure they understood the mistakesmade.
Continue with established teaching activities and
incorporate others.
Revise Graduate & Employer Survey to include
research and creation criteria. Recreation 2008-2009
When assessing research and creation skills inwritten papers in RECR 4142 course when
developing a survey of creative interests, the
expected outcome was that 70% of the students
obtain 42 points or more in the rubric used.
However, findings revealed that only 62% of thestudents obtained a score of 42 points or higher in
the rubric. Thus, the goal was not met.
2008-2009
Summon students who obtained low scores for thediscussion and revision of their submitted papers in
order to improve their performance in the second
assessment instance.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
2009-2010
When assessing research and creation skills in the
design of an education program, the expectedoutcome was that 70% of the students obtain 42
2009-2010
Summon students who obtained low scores for the
discussion and revision of their submitted papers inorder to improve their performance in the second
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outcome was that 70% of the students obtain 42
points or more in the rubric used. However, findings
revealed that only 67% of the students obtained a
score of 42 points or higher in the rubric. Thus, the
goal was not met.
order to improve their performance in the second
semester assessment.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Social Responsibility - The capacity to apply knowledge and skills gained through the undergraduate experience toward the development of abilities
and attitudes that promote ethics and civic responsibility for the advancement of society.
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College of Social Science
Academic Programs Findings Transforming Actions
Anthropology 2009-2010
A rubric was used to assess social responsibility in
presentations, written papers, assignments, and projects.
Students obtained an average score of 4.1 points (82%) in a
five point scale in the rubric.
This exceeds the expected outcome of 70%.
2009-2010
In all Anthropology courses, critical and reflective
thinking that promotes social, cultural, environmental
and civic responsibility will be encouraged.
A series of activities that extends to off-Campus
community in order to disseminate anthropologicalknowledge will be developed.
Sociology 2009-2010
A rubric was used to assess social responsibility inpresentations, written papers, assignments, and projects.
Students obtained an average score of 4.3 points (86%), in a
five point scale in the rubric.
This exceeds the expected outcome of 70%.
2009-2010
In all Sociology courses, critical and reflectivethinking that promotes social, cultural, environmental
and civic responsibility will be encouraged.
A series of activities that extends to off-Campus
community in order to disseminate sociological
knowledge will be developed.
Labor Relations 2008-2009
Social responsibility in a team work experience was
assessed in three instances in the RELA 3085, before, during
and after the oral presentations in a workshop. Students thatdid not comply with the expected outcome on the criteria
assessed, received immediate feedback of the mistakes
made.
When assessing social responsibility skills in the SupervisedPracticum course (RELA 4045) by their supervisors using a
rubric, the students were evaluated as excellent (96% and
98% in the first and second evaluation respectively, duringthe first semester of academic year 2008-09). Also, students’performance in the same course during the second semester
2008-2009
Specific suggestions were given to the students
regarding team work characteristics.
More emphasis will be given in the courses where
students are trained in team work responsibilities.
A confidentiality agreement was developed in RELA4045 course to strengthen social responsibility
competencies. Students are required to sign this
document that consists of ethical and socialresponsibility issues.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
of the same year was evaluated as excellent (98% and 100%,
in the first and second evaluation, respectively). Thus, the
expected outcome of 70% was met.
95% of the students, who answered a questionnaire to
Faculty members are available to discuss with students
any situation dealing with conflict of interest and/or
ethical problems.
The online Research Ethics module from the National
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, q
measure student level of satisfaction with the preparation
that the program provides on the social responsibility
competencies, stated that they were very satisfied and
satisfied with the preparation received. This comparesfavorably with the expected outcome of 80% or more.
A rubric was used to measure social responsibility in aworkshop with research learning objectives. Students
obtained an average score of 91% in this criterion. Thus,
the expected outcome of 70% was met.
2009-2010
Assessment data is in the process of being analyzed.
Institute of Health (NIH) will be assigned.
2009-2010
Corresponding transforming actions will be submitted
by the end of the second semester.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Business Administration Academic Programs Findings Transforming Actions
Business Administration Core (7
programs)
2008-2009
A case study was used to assess social responsibility and
2008-2009
Faculty members will validate the rubric used to
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A case study was used to assess social responsibility and
ethics using a rubric in the CONT 3105 course. Findings
revealed that 95% of the students can describe the situationor problem with certainty, and, although in lesser degree,
can formulate different courses of actions (79%). Thus, theexpected outcome of 70% or more in the rubric was met.
2009-2010
A case study was used to assess social responsibility and
ethics using a rubric in the CONT 3105 course. Findings
revealed that 85% of the students can describe the situation
or problem with certainty. Thus, the expected outcome of
70% or more in the rubric was met.
Students showed difficulty in identifying the subject and the
interested party when analyzing ethical situations.
Faculty members will validate the rubric used to
assess ethical competencies in the Accounting course.
2009-2010
Social responsibility and ethics learning objectives
will be included in the courses’ syllabi.
Assessment exercises on specific courses such as basic
Accounting (first year) and Finance (second year) willtake place.
Move the course on ethics, which is actually offered inthe last year of the core curriculum of the Business
Administration College, to the first years of the
curriculum.
Emphasize analysis skills when discussing ethicalissues by the use of case studies.
Office System Management 2009-2010
Results from a case study to assess ethics and social
responsibility competencies are in the process of beinganalyzed.
2009-2010
Results will be available by the end of the second
semester.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Natural Science
Academic Programs Findings Transforming Actions
Computer Sciences 2008-2009
Many of the students showed a poor attitude towards
2008-2009
Some of these results were found in the Spring
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Many of the students showed a poor attitude towards
academic ethics in a group discussion (Spring 2008) as
measured in a questionnaire in CCOM 3982 course.However, students in the CCOM 3981 course had a much
better attitude towards ethics.
2009-2010
In a questionnaire given prior to group discussions in
CCOM 3982 course, findings revealed that 25% of the
students showed a positive attitude towards ethics.
Students from the CCOM 3981 course participated in the
analysis of case studies situations prepared by the SocialScience Department of the College of General Studies. 14 of
19 students (74%) that participated showed a positive
attitude towards ethics in general. Since the goal was that atleast 70% of students showed a positive attitude, the
expected outcome was met.
Some of these results were found in the Spring
Semester of 2009 in the CCOM 3982 course. The
Department took immediately action and moved thediscussion of ethics to the second week of the first
semester of the seminar of Computer Science (CCOM3981). This action will allowed freshman students to
acquire a positive attitude towards ethics as they begin
their university studies.
2009-2010
Corresponding transforming actions will be submitted
by the end of the second semester.
Environmental Sciences 2009-2010
Students from the CINA 3005 course participated in the
analysis of case studies situations prepared by the Social
Science Department of the College of General Studies.
Findings revealed that 75% of the students obtained a score
of 3 or more points in a 4 point scale in the rubric used.
Since the goal was that at least 70% or more of students
obtained 70% or more on the rubric, the expected outcome
was met.
2009-2010
Ethical and social responsibility issues will continue to
be discussed in all Environmental Sciences courses.
Interdisciplinary Program in Natural
Sciencess
2009-2010
Students from the CINA 3005 course participated in the
analysis of case studies situations prepared by the Social
2009-2010
Corresponding transforming actions will be submitted
by the end of the second semester.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Science Department of the College of General Studies.
Findings revealed that 75% of the students obtained a score
of 3 or more points in a 4 point scale in the rubric used.
Since the goal was that at least 70% or more of students
obtained 70% or more on the rubric, the expected outcome
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was met. Information and Journalism 2008-2009
Ethics and social responsibility competencies were assessedin COPU 4045 course, Advanced Seminar in
Communication, in the final project
that consisted in writing a news article, a report, a chronicle
and an essay. Findings revealed that students obtained an
average score of 3.81 points (76%) and 4.13 points (85%) in
the criteria assessed. Thus, the expected outcome of 70%
or more was met.
2009-2010
Ethics and social responsibility competencies were assessedin the Journalism Supervised practicum. Findings revealed
that students obtained 4 point (80%) in a five point scale.
Thus, the expected outcome of 70% or more was met.
2008-2009
The assessment process revealed the need to include atheoretical-basis course in the Journalism area that
will be named Introduction to Journalism. This course
will emphasize ethical values in the profession.
2009-2010
Continue emphasizing social responsibility ethicalvalues in the profession.
Public Relations and Advertisement 2008-2009
Ethics and social responsibility competencies were assessed
in COPU 4045 course, Advanced Seminar in
Communication. Findings revealed that students obtained an
average of 3.6 points (90%) in a four point scale in thecriteria assessed. Thus, the expected outcome of 70% or
more in the rubric was met.
2008-2009
The Public Relations and Advertisement program is
analyzing the curricular content and as a result of this
assessment process, a series of courses had been
modified to include research skills and also emphasize on ethical issues.
The courses are:
REPU 4018 - Introduction to Public Relations and
Advertisement.
REPU 4076 - Design and Production of
Advertisement.
REPU 4155 - Media planning
REPU 4165 - Public Relations Campaign
REPU 4166 – Advertisement Campaign
REPU 4147 - Public Relations Writing
REPU 4025 – Advertisement Writing
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
2009-2010
Assessment data is in the process of being analyzed.
2009-2010
Corresponding transforming actions will be submitted
by the end of the second semester.
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y
Audiovisual Communications 2009-2010
The assessed scripts reflect themes that include social,
economical and political problems, and situations faced byPuerto Rico as a nation. When assessing student exercises,
findings revealed that students obtained on average score of
more than 75%. Thus, the expected outcome of 75% or
more was met.
The analysis of the rubrics used, shows that students are
conscious of the complexity of the present society.
The plots of the assessed scripts integrate different
perspectives and scenes framed in debates related to actual
social problems.
2009-2010
Discussion of important issues for the Puerto Rican
and international community, as well as its inclusionor absence in mass media, will continue to be
encouraged.
Emphasis in the inclusion of topics, situations, and
characters with roots in social problems discussed in
the media will be continued.
According to ethics, diversity, and social
responsibility concepts a Cinema Seminar was
created. It will be offered in August 2010: Cinema
Seminary COMA 4815.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Education
Academic Programs Findings Transforming Actions
Teachers Preparation programs (23) 2007-2008
In a test developed by the CEEB to evaluate the writing
2007-2008
Results from the disposition test (SEDeRe) will be
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p y w g
skills and dispositions of the incoming teacher candidates
class offered in August 2007 (SEDeRe), findings were:
The average score obtained by 242 teacher candidates of theUPR-RP Campus (almost 50% of the incoming class) was
48 points, in a scale from 20 to 80 points; an average score
below mean of the test (50 points). The Office of Evaluation
of the College of Education analyzed the results obtained by
these students in order to identify tendencies and take the
necessary course of action. Thus, although the expected
outcome was not met, it is important to point out that the
assessed students are beginning their College studies.
p ( ) w
presented in the Assessment of Student Day Faculty
Meeting in September 19th, 2008 with the
corresponding representatives and academic officials
in order to interpret results and identify the course of action. One of the immediate actions is to plan a
meeting with the field experience courses professors
(EDFU 3002, Learning Foundations, EDES 4006,
Education of the Exceptional Child), and in
Prepracticum and Practicum courses in order to
discuss the findings of this test and to obtain
observation and recommendation from the professors.
Also, study the feasibility of developing an assessment
measure comparable to the one used in the test to
evaluate student academic progress.
Identify outliers in order to help them in their
academic formation as well as to encourage exemplarystudents.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Architecture
Academic Programs Findings Transforming Actions Enviromental Design 2009-2010
Assessment data is in the process of being analyzed. 2009-2010
Corresponding transforming actions will be submitted
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p g y p g g
by the end of the second semester.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Logical-mathematical reasoning
College of Natural Sciences
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Academic Programs Findings Transforming Actions
Biology 2009-2010
Pre and post tests were used to assess logical-mathematical reasoning skills in four sections of
the Biology 3349 course. Findings revealed no
significant increase in the post test mean scores
obtained by students. These findings could be aresult of different teaching emphasis regarding
logical-mathematical reasoning objectives. A t-
test was used for each section. Students’ scoresdid not increase significantly in three of the
sections. Nevertheless, a significant increase wasobserved in one of the sections. Thus, the
expected outcome of a significant increase in
all sections was not observed.
2009-2010
Coordinated examinations will be arranged in all BIOL 3349 sectionsin order to comply uniformly with the objectives of the course, in
particular with the logical-mathematical reasoning objective.
Learning activities to promote logical-mathematical reasoning skillswill be incorporated to all Biology courses, beginning with the General
Biology course (BIOL 3101).
Analyze the proportion of students who have approved the Statistic
course by section and discussed these findings with the facultymembers of the Mathematics Department of the College of Natural
Sciences.
Mathematics 2009-2010
Students’ answers to a higher level cognitivequestion were assessed in the final exam of
MATE 3325 course in which students had to
identify the hypothesis and theorem
consequences. The “SkyMath Scoring Rubric for open-ended items” was used to assess thisquestion. Findings revealed that 4 out of 9
students (44%) obtained three points or more in a
four point scale. Since the expected outcome was
that at least 66% of students obtain scores of threepoints or higher, the goal was not met.
Students’ answers to a higher level cognitivequestion were assessed in the final exam of
MATE 5001 course in which students had toidentify the hypothesis and theorem
consequences. The “SkyMath Scoring Rubric for
2009-2010
Corresponding transforming actions will be submitted by the end of thesecond semester.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
open-ended items” was used to assess thisquestion. Findings revealed that 4 out of 6
students (67%) obtained three points or more in a
four point scale. Since the expected outcome was
that at least 66% of students obtain scores of three
i t hi h th l t
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points or higher, the goal was met.
A questionnaire was used to assess students
satisfaction level with the preparation theyreceived from the Program related to logical-mathematical reasoning skills. One hundred
percent of students surveyed (n=8) stated that
they were very satisfied or satisfied with thelogical-mathematical reasoning capacity,
familiarity with diverse mathematics fields,
mathematics knowledge and application of
concepts and mathematical models to real life
situations received by the Program. Only one
student stated to be very satisfied with the last
criterion. Thus, the expected outcome was met. Interdisciplinary Program in
Natural Sciences2008-2009
In the Mathematics Aptitude Test section of the
CEEB, required for Campus admission, findings
revealed that of the 117 students admitted to this
Program, 26 obtained scores from 700-800, 67
obtained scores from 600-699, and 24 obtainedscores from 500 and 599. Therefore, all the
students admitted to this program obtained scores
above the average (500) in this section of the
CEEB exam.
A 10 items diagnostic test was use to assess
students’ statistical analysis in the Biology
General course (BIOL 3101). Findings revealed
that the average score obtained by student was 5
points in a ten-point scale. Therefore, since the
expected outcome that students obtained an
average score of 7 points or more it was not
met.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
2009-2010
A rubric was used to assess laboratory reports in
the General Biology course (BIOL 3101).
Findings revealed that 71% of the students
d bt i d f 2 i t i
2009-2010
Increase the number of sections in which the rubric is used to assess
this criterion.
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assessed obtained an average score of 2 points in
a three-point scale. Since the expected outcome
was that at least 70% of the students obtain an
average score of 2 points or more in the rubric,the goal was met.
A four-point rubric was used to assess
mathematical-logical reasoning in three
laboratory reports of the FISI 3013 course.
Findings revealed that 97% of the students
assessed obtained an average score of 3 points or
more in the first report, 88% in the second, and
90% in the third report. Thus, the expected
outcome that 70% of the students obtain an
average score of 3 points or more in the rubricused was met in every occasion.
A four-point rubric was used to assess
mathematical-logical reasoning in two laboratoryreports of the FISI 3014 course. Findings revealed
that 100% of the students assessed obtained an
average score of 3 points or more in two
laboratory reports assessed. Thus, the expected
outcome that 70% of the students obtain anaverage score of 3 points or more in the rubric
used was met in both occasions.
Increase the number of sections in which the rubric is used to assess
this criterion.
Increase the number of sections in which the rubric is used to assess
this criterion.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of General Studies
Academic Programs Findings Transforming Actions
General Studies Bachelor Program 2009-2010
Pre and post tests were used to assess logical-
2009-2010
A similar activity to assess students’ skills in relation to logical-
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mathematical reasoning and quantitative analyses
in ESGE 3008 course. Findings in both tests
respectively were:
Linear graph interpretation - 2.52 points (63%);3.50 points (88%).
Sampling methods - 2.55 points (64%); 3.40 points
(85%)
Frequency graph interpretation - 2.14 points
(43%); 3.58 points (72%)
Sample descriptive statistics – 0.63 points (21%);
1.91 points (64%)Total Scores – 7.85 points (49%); 12.40 points
(78%)
An increase in the post test scores was observed. Aperformance level of 70% was observed in allcriteria assessed with the exception of sample
descriptive statistics. An increase in student
learning was observed after the content knowledgewas discussed in the classroom.
mathematical reasoning and its application to other disciplines will be
scheduled for next academic year.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Technology integration
College of Natural Sciences
Academic Programs Findings Transforming Actions
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Academic Programs Findings Transforming Actions
Mathematics 2009-2010
Technology integration was assessed in MATE4995 course. Findings revealed that 6 out of 7
students (86%) obtained a performance level of
75% or more in the rubric used. Since the expected
outcome was that at least 70% of the students
obtained a performance level of 75% or more in the
rubric, the goal was met.
A questionnaire was used to assess students’satisfaction with the preparation they received by
the Program regarding this domain. Findings
revealed that 6 out of 8 students (75%) stated thatthey were satisfied or very satisfied in relation with
their management of information and
bibliographical sources. Seven out of 8 students
(87.5%) indicated that they were satisfied or very
satisfied with their formation regarding the use of the computer. Thus, the expected was met in both
criteria assessed.
2009-2010
Continue offering the needed academic preparation regarding thesecompetencies.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Business Administration
Academic Programs Findings Transforming Actions
Office System Management 2008-2009
In a comprehensive exam in the ADSO 3054,
t d t ’ t h l i t ti kill
2008-2009
Increase the number of students that obtained a performance level of
90% i thi t t
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students’ technology integration skills wereassessed. Findings revealed that 94% of the
students obtained a performance level of 90% or
more. Therefore, the 70% performance levelexpected outcome was met.
90% or more in this test.
A post test will be administered the first week of the ADSO 4049 course
to compare pretest results.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Globalization
College of Business Administration
Academic Programs Findings Transforming Actions
Offi S t M t 2009 2010 2009 2010
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Office System Management 2009-2010
Globalization skills were assessed in a project in
which student had to apply this criterion in theADSO 3055 course. Findings revealed that 64% of
the students obtained a performance level of 90%
or more and that 18% of the students obtained a
performance level of 80% or more. Therefore, the
expected outcome that at least 70% of the
students obtain a performance level of 70% or
more was exceeded.
2009-2010
Increase the percentage of students that obtained a performance level of
80% or more in the rubric.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Appreciation, culture and commitment to the values and ideals of the Puerto Rican society, Caribbean and
International context
Education
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Academic Programs Findings Transforming Actions
Teacher Preparation Program (23) 2008-2009
An essay type test developed by the CEEB was used
to evaluate teacher candidates’ dispositions in order to
measure their acknowledgement of diversity among
students, the acceptance of differences between them,
and equity among students with diverse needs by
means of teacher planning and its assessment. This
test was offered in January 2009. Results have not
been received, and thus we do not have the
corresponding analysis by the time this report wassubmitted to the OEAE.
A rubric was used to measure student’s fieldexperiences in a pilot group (n=20) of the EDFU 3002
course. Findings revealed that in one of the two
criteria related to the assessment of teacher candidatesdispositions, 75% of students obtained an average
score of 4 points or more in a six-point scale (4 =good; 5 = very good; 6 = outstanding). In the second
criteria measured, 70% of students obtained an
average score of 4 points or more. Thus, the expected
outcome that 70% or more of students obtain 4
points or more in the rubric was met.
2009-2010
A rubric was developed to assess field experiences in
the Human Growth and Development (EDFU 3002)
course. By the end of the second semester of this
academic year we will obtain the first results of this
assessment.
2008-2009
Once results are obtained, they will be analyzed to identify
students’ needs and discussed them with the professors,
especially with those who teach field experience courses such
as EDFU 3002, EDES 4006, and EDPE 4121 (Pre-Practicum)
and Teacher Practicum courses. Results will be disseminated
and discussed with faculty members for them to take
appropriate actions geared to strengthening the necessary future
teacher candidates’ dispositions.
The Field Experience courses’ Coordinator is analyzing the
results of this assessment in collaboration with the College of
Education Assessment Coordinator in order to improve the
rubric and to identify resulting implications in the design of
field experiences courses. Also, follow-up to students who did
not obtain a satisfactory evaluation will be offered with the
purpose of strengthening their progress in future upper level
field experience courses (EDES 4006, EDPE 4121). Rubrics for
these courses are being developed to continue including
assessment of teacher candidates’ dispositions trough thecurriculum. In addition, a revision of the rubric that will be
used in the academic year 2009-2010 was made.
2009-2010
Findings from the CEEB dispositions test revealed that teacher
candidates’ dispositions should be assessed in practicalexperience. Therefore, it was decided that teacher candidates’dispositions are going to measure in courses with field
experiences.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Ongoing Learning
College of Education
Academic Programs Findings Transforming Actions
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cade c og a s d gs a s o g ct o s
Nutrition and Dietetics 2009-2010
Ongoing learning was assessed in graduatesregarding their participating after graduation in
professional education activities and in
memberships to any professional organization
related to nutrition and dietetics. The expected
outcome was that 85% of the students will join a
professional organization, College of Nutritionist
and Dieticians of Puerto Rico (CNDPR, anorganization from the American Dietetic
Association) and that at least 50% of the students in
their third and fourth years of study attend at least
one educational activity. Findings revealed that in aquestionnaire administered in HOEC 4085 course
75% of students the assessed attended at least oneprofessional activities; 100% of the third and fourth
years of study students joined the CNDPR, 95% of graduates that returned the survey took continue
education courses, and 95% of graduates that
returned the survey are members of the CNDPR.
Thus, the expected outcome was met in all
occasions.
2009-2010
Encourage students to continue participating incontinue education and professional activities.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Capacity for independent Studies
College of Business Administration
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Programs Findings Transforming Actions
Business Administration Core (7 programs) 2008-2009
Data for this domain was gathered, and is in the
process of being analyzed.
2008-2009
Improve the assessment process of this domain.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Natural Sciences
Academic Programs Findings Transforming Actions
Computer Sciences 2008-2009
In a rubric used to measure capacity for independent
study in the preparation and delivery of an oral
2008-2009
Other assessment activities are needed given that
students’ participation in research projects only
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study in the preparation and delivery of an oral
presentation of an assigned topic, findings revealed
that all students were competent as defined in the
rubric.
This domain was also measured in students’participation in research experience projects. Of
the16 computer science students participating in this
type of projects, 8 of them are junior or seniors as
informed in a questionnaire addressed to researches.
Each student participating in research projects gavean oral presentation of their research
participation/collaboration experiences.
students participation in research projects onlyprovides information of current students; no
information is gathered from graduates.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Intellectual curiosity
Programs Findings Transforming Actions
College of Natural Sciences
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Computer Sciences 2008-2009
In a rubric used to measure intellectual curiosity inthe preparation and delivery of an oral presentation
of an assigned topic for independent study, findings
revealed that all students were competent as
defined in the rubric.
The assessment of this domain was also assessed in
the attendance of students to departmental researchtalks (seminars given by graduate students and
professors of the Program). Findings revealed that
18% of current students attended the talks. The
expected outcome of this activity (50% of attendance) was not met.
A questionnaire was used to measure students’interest in pursuing graduate studies. Findingsrevealed that 35 of 43 students (82%) that answer
the questionnaire indicated that they are interested in
pursuing graduate studies. Since pursuing graduatestudies is an indicator of intellectual curiosity
capacity among students, the expected outcome of
this activity (50% or more that show interest in
pursuing graduate studies) was met.
2008-2009
Series of student’s talks will be organized once ayear to keep developing the research community in
this Department.
Professors will encourage students in their courses
to attend the departmental talks.
Continue encouraging undergraduate students to
pursue graduate studies.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Education
Academic Programs Findings Transforming Actions
Nutrition and Dietetics 2009-2010
Students’ intellectual curiosity was assessed in their involvement in research projects with their
2009-2010
Continue motivating students to participate in
research projects, nutrition fairs and in other
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involvement in research projects with their
professors, participation in nutrition fairs and other
nutrition related activities. Findings revealed that in
HOEC 4085 course, 20 of the students are involvedin special research projects with their professors;
100% of the students stated that they have
participated in research projects, in nutrition fairs or
in others nutrition related activities. Since the
excepted outcome was that at least 100% of the
students have participated or collaborated in a
research project, nutritional fairs or other nutritionrelated activities, the expected outcome was met.
At present, the Graduate & Employer Survey does
not measure research projects participations orcollaboration.
research projects, nutrition fairs and in other
nutrition activities for the community.
Encourage and motivate students through courserelated workshops to continue graduate studies.
Review Graduate & Employer Survey to include
research participations or collaborations.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Information Literacy
College of Natural Science
Academic Programs Findings Transforming Actions
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Interdisciplinary Program in Natural Sciences 2009-2010
When assessing information literacy competenciesin General Biology (BIOL 3101) laboratory reports
using a rubric, findings revealed that 63% of the
students assessed obtained two or more points in a
three-point scale. Thus, the expected outcome that
70% of the students obtain 2 points or more in
the rubric was not met.
2009-2010
The Program requested the General BiologyLaboratory Coordinator to assess this domain using
the rubric in all sections, since only five sections
were assessed in this occasion.
Mathematics 2009-2010
When assessing information literacy competencies
in the development of oral presentations in the
classroom using a rubric, findings revealed that 6out of 7 students (86%) obtained a performance
level of 75% or more according to the rubric. Since
the expected outcome was that 70% of students
achieve a performance level of 75% or more, the
expected outcome was met.
Using a questionnaire to assess satisfaction level of
graduates from this Program, regarding the
information literacy preparation received, 6 out of 8
students (75%) indicated that they were satisfied
with the formation received regarding managementof information and bibliographical resources. Since
the expected outcome was that 70% of the students
assessed achieved a performance level of 75% or
more, the expected outcome was met.
2009-2010
The Mathematics Programs will submit the
corresponding transforming actions by the end of
this academic year.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Business Administration
Academic Programs Findings Transforming Actions
Business Administration Core (7 programs) 2008-2009
Data for this domain was gathered in the first course
of a sequence of two Statistics courses (ESTA
2008-2009
The data gathered will be analyzed by the end of this
academic year.
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q (
3041). The data is in the process of being analyzed.
y
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Education
Academic Programs Findings Transforming Actions
Teacher Preparation Program 2008-2009
The Standardized Assessment of Information
Literacy Skills (SAILS) test was administered to
2008-2009
The EDFU 4007 course will be revised in order to
incorporate findings from the SAILS test. Students
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y ( )
two groups of the EDFU 4007 course. Both groups
(A & B) were similar in terms of students from the
same cohort. Students from group A obtained betterscores than students from group B (in 19 of the 36
items), while that students from group B obtained
better scores in 12 of the 36 items. There were 5
items in which no difference between both groups
was observed. Although findings revealed that
group A students obtained better scores than
students from group B, the difference is notsignificant.
Results from this test suggest that:
1) There are differences regarding previousmastery of information literacy skills betweengroups;
2) Workshops and course experiences did not have
a significant impact in the development of information literacy skills between participants.
3) Some items were not appropriate and should be
modified.
2009-2010
The Standardized Assessment of Information
Literacy Skills (SAILS) test was administered to
p g
will be required to take this course beginning 2009-
2010 as part of the revision of the Baccalaureate
Degree.
As part of the Integration of Literacy Competencies
to the Curriculum Program (PICIC, its Spanish
acronym) a group of 14 professors of core courses
will be trained during the first semester of the 2009-
2010 academic year in the integration and
assessment of these skills. This group of professorshould revise their courses, which should be offered
in the second semester of the 2009-2010 or firstsemester of 2010-2011 academic years. Assessment
data will be gathered during this period.
Different assessment instruments, besides the
SAILS test, are being developed to assess
information literacy skills. Also, rubrics to assessthe use of peer reviewed references in course
projects (essays, monographs, reports, and
presentations) and the evaluation of different
information sources related to central topics of these
courses will be developed.
A deeper analysis of these results (item by item) willbe made in order to identify areas with particular
needs that should be improved either in item
development, course experiences or in the
information literacy skills workshops.
2009-2010
The EDFU 4007 course was revised in order to
include findings from the SAILS test
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
assess information literacy skills. Data was gathered
in the first semester and it is in the process of being
analyzed.
administrations results. This is a required course
since the 2009-2010 academic year.
As part of the Integration of Literacy Competencies
to the Curriculum Program (PICIC, its Spanish
acronym) a group of 14 professors of core courses
t i d d i th fi t t f th 2009
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were trained during the first semester of the 2009-
2010 academic year in the integration and
assessment of these skills. This group of professorsshould revise their courses, which should be offeredin the second semester of the 2009-2010 or first
semester of 2010-2011 academic years. Assessment
data will be gathered during this period.
Different assessment instruments are being
developed to assess the use of peer reviewed
references in course projects and to evaluate
different information sources.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Content Knowledge, Skills or Dispositions Competencies in the Academic Programs - Graduating students will demonstrate an in-depth
knowledge of the content they learned as part of their academic experience. They demonstrate their knowledge through inquiry, critical analysis, and
synthesis of the subject. Students demonstrate behaviors that show that they have acquired the dispositions that responsible citizens show. They also
demonstrate the necessary skills that support the content knowledge acquired in their disciplines
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demonstrate the necessary skills that support the content knowledge acquired in their disciplines.
College of Natural Sciences
Academic Programs Findings Transforming Actions
Chemistry 2008-2009
1. Content Knowledge
Student answers to two higher cognitive level
questions were assessed in a partial exam of the
General Chemistry I & II courses (QUIM 3001
and QUIM 3002). Findings revealed that students
obtained an average performance level of 81%
and 77%, respectively. Since the expectedoutcome was that 70% of the students should
obtain 67% or more in selected questions, the
expected outcome was met.
Student answers to two higher cognitive level
questions were assessed in the final exam of the
General Chemistry courses I & II (QUIM 3001
and QUIM 3002). Findings revealed that students
obtained an average performance level of 72%and 65%, respectively. Since the expected
outcome was that 60% of the students shouldobtain 50% or more in selected questions, the
expected outcome was met.
The American Chemical Society (ACS)standardized comprehensive exam was used to
assess content knowledge in the General
Chemistry courses (QUIM 3001 and QUIM
3002). Findings revealed that 48% of the students
who took the test obtained an average score of
2008-2009
1. Content Knowledge
Higher cognitive level questions will continue to be included and
assessed in partial and final examinations of the General Chemistry I &
II courses (QUIM 3001 and QUIM 3002).
The ACS exam was offered as an optional experience to increase thegrade obtained by students in the course. Students with high average
scores did not took the exam. This test can be used as the final exam in
the General Chemistry I & II courses (QUIM 3001 and QUIM 3002).
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
50% or more. Since the expected outcome was
that at least 60% of the students achieved an
average performance level of 50% or more in the
test, the expected outcome was not met.
2. Laboratory skills 2. Laboratory skills
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Laboratory skills were assessed in the practical
exam offered at the end of the semester inGeneral Chemistry laboratory courses (QUIM
3001L and QUIM 3002L). Findings revealed that
88% and 92% students respectively reached aperformance level of 70% or more. Since the
expected outcome was that 80% of the students
obtained 70% or more in this exam, the expected
outcome was met.
2009-2010
1. Content Knowledge
When assessing content knowledge in the first
semester of the General Chemistry course (QUIM3001) in the final examination, findings revealed
that 62% of the students (n=71) obtained anaverage score of 65% or more in the test. Since
the expected outcome was that 60% of the
students obtain an average score of 65% or more,
the expected outcome was met.
When assessing the approval rate of the first
semester of the Organic Chemistry course (QUIM
3451), findings revealed that 66% of the students
approved this course with a C grade or higher.
Since the expected outcome was that at least 60%
of the students approve the course with a C grade
or higher, the expected outcome was met.
When assessing the approval rate of the first
Suggest to the Chemistry 3001L and QUIM 3002L laboratory
coordinator to consider if the expected outcome can be raised.
Gather assessment data from the practical laboratory examinations in
the Analytical Chemistry and Organic Chemistry I and II laboratorycourses.
2009-2010
Continue carrying out learning activities in order to maintain or
increase the performance level obtained by the students.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
semester of the Organic Chemistry course (QUIM
3451), findings revealed that 66% of the students
(n = 103) approved this course with a C grade or
higher. Since the expected outcome was that at
least 60% of the students approve the course with
a C grade or higher the expected outcome was
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a C grade or higher, the expected outcome was
met.
When assessing the approval rate of the first
semester of the Analytical Chemistry course
(QUIM 3255), findings revealed that 70.2% of
the students (n = 57) approved this course with an
average score of 70% or higher. Since the
expected outcome was that at least 60% of the
students approve the course with an average score
of 70% or higher, the expected outcome was
met.
2. Laboratory skills
Laboratory skills were assessed in the practical
examination offered at the end of the semester of
Organic Chemistry laboratory course (QUIM3451L). Findings revealed that 82% students
(n=98) obtained 15 points or more, in a 20 pointscale. Since the expected outcome was that at
least 80% of the students obtained 15 points or
more, the expected outcome was met.
Physics 2008-2009
1. Content Knowledge
When assessing theoretical foundations using arubric in laboratory reports of the FISI 3173-74
courses, the average score obtained was 3.7points in a four point scale. Thus, the expected
outcome of 3.2 or points or more was met.
2008-2009
1. Content Knowledge
The course combines conference, discussion and the collective solutionof physics problems resulting in a satisfactory of content mastery. The
Physics department provides tutoring through teaching assistances tostudents with special needs in any of the above areas.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Students obtained on average a B grade in the
FISI 3173-74 courses. Since the expected
outcome was that on average students should
obtain a B grade or higher, the expected
outcome was met.
When assessing theoretical foundations using a
Since each laboratory experience is important to learn Physics
concepts, students are provided opportunities to take missed laboratory
experiences in order to avoid knowledge gaps.
The Intermediate Physics Laboratory courses (FISI 4076 77) provide
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When assessing theoretical foundations using a
rubric in laboratory reports of the FISI 4076-77
courses, the average score obtained was 3.2points in a four point scale. Thus, the expected
outcome of 3.2 or points or more was met.
Students obtained on average a B grade in the
FISI 4076-77 courses. Since the expected
outcome was that, on average, students shouldobtain a B grade or higher, the expected
outcome was met.
2. Knowledge, skills, techniques and handling
of laboratory technical equipment
When assessing data gathered from experiments
using a rubric in laboratory reports of the FISI
3173-74 courses, the average score obtained was
3.8 points in a four point scale. Thus, the
expected outcome of 3.2 or points or more was
met.
When assessing data gathered from experiments
using a rubric in laboratory reports of the FISI
4076-77 courses, the average score obtained was3.4 points in a four point scale. Thus, the
expected outcome of 3.2 or points or more was
met.
The Intermediate Physics Laboratory courses (FISI 4076-77) provide
students the opportunity to develop proactive skills and experimental
abilities when working in pairs. Also, it is required that students haveto study each topic prior to the experiment and assemble the
experimental setting by themselves under the supervision of the
professor. In this process students implement and strengthen learnedconcepts in previous courses.
2. Knowledge, skills, techniques and handling of laboratory
technical equipment
Continuous emphasis in the mastery of knowledge, skills, techniques
and handling of laboratory equipment technical will be given in
Physics laboratory courses.
The Intermediate Physics Laboratory courses (FISI 4076-77) provide
students the opportunity to develop proactive skills and experimental
abilities when working in pairs. Also, it is required that students haveto study each topic prior to the experiment and assemble the
experimental setting by themselves under the supervision of the
professor. In this process students implement and strengthen learnedconcepts in previous courses.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
2009-2010
1. Content Knowledge
Students obtained on average a B grade in the
FISI 3171 course. Since the expected outcome
was that on average students should obtain a B
2009-2010
1. Content Knowledge
Advanced students of the Physics Student Association will offer
tutoring to those students with special needs in order to improve their
understanding and mastery of Physics concepts Also students who
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was that on average students should obtain a B
grade or higher, the expected outcome was
met.
Students obtained on average a B grade in the
FISI 3173 course. Since the expected outcome
was that on average students should obtain a B
grade or higher, the expected outcome was
met.
Two Physics major students enrolled in the FISI
4051 course obtained an A grade. Since the
expected outcome was that on average students
should obtain a B grade or higher, theexpected outcome was met.
When assessing theoretical foundations using arubric in laboratory reports of the FISI 4076
courses, the average score obtained was 3.2
points in a four point scale. Thus, the expected
outcome of 3.2 or points or more was met.
Students obtained on average an A grade in the
FISI 4076 courses. Since the expected outcome
was that on average students should obtain a Bgrade or higher, the expected outcome was
met.
2. Knowledge, skills, techniques and handling
of laboratory technical equipment
When assessing data gathered from experiments
using a rubric in laboratory reports of the FISI
3173 courses, the average score obtained was 3.2
understanding and mastery of Physics concepts. Also, students who
obtained a C grade will be assign two teacher assistants of the
Department of Physics to support them in advanced Physic courses.
Continuous emphasis in the mastery of content knowledge in this
course, especially in rotational dynamics topics, will be offered in
Intermediate Physics courses.
The need to understand some concepts of Physics taught in this course
will be discussed with students in order to improve the grade they
obtain.
The assessment process revealed that the speed of light concept of wasa very difficult for student to understand. Continuous emphasis should
be given to the mastery of content knowledge in this course, especially
in this topic.
In order for students to have a better understanding of Physics
concepts, learning activities will be provided to those students who
obtained a C grade or less.
2. Knowledge, skills, techniques and handling of laboratory
technical equipment
Continuous emphasis in the mastery of knowledge, skills, techniques
and handling of laboratory technical equipment will be given in
Physics laboratory courses in order for students to obtain better grades.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
points in a four point scale. Thus, the expected
outcome of 3.2 or points or more was met.
When assessing data gathered from experiments
using a rubric in laboratory reports of the FISI
4076 courses, all students obtained a score of 3.2
points or higher in a four point scale Thus the
Continuous emphasis in the mastery of knowledge, skills, techniques
and handling of laboratory technical equipment will be given in
Physics laboratory courses in order for students to obtain better grades.
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points or higher in a four point scale. Thus, the
expected outcome of 3.2 or points or more was
met.
Enviromental Sciences 2009-2010
When assessing students’ answers to a higher cognitive level question of the final examination
of the CINA 3005 course, findings revealed that
61% of the students obtained an average score of
2 points or more in a three point scale rubric.
Since the expected outcome was that at least
70% of the students obtain an average of two
points or more in this question, it was not met.
2009-2010
Thirty six students took the final examination of the CINA 3005
course. Of these students, only 18 answered the selected assessment
question offered as a bonus. Since the answer to this question was
optional, the participation of students and the quality of the answer
provided could have resulted in the observed low participation.
Therefore, as a transforming action for the second semester of
academic year 2009-2010, this question will be part of the exam, not
an optional bonus question.Computer Sciences 2008-2009
1. Programming Skills
When assessing students’ answers to anexamination problem in CCOM 3034 course
using a rubric, findings revealed that 95% of the
students are competent as defined in the rubric.
The expected outcome was that at least 70% of the students are competent as defined in the
rubric, the goal was met.
When assessing students’ answers to an
examination problem in the CCOM 3029 course
using a rubric, findings revealed that 57% of the
students are competent as define in the rubric.
Since the expected outcome was that at least 70%
of the students are competent as defined in the
rubric, the goal was not met.
2008-2009
No need to take action at this time.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
2009-2010
1. Knowledge of the subject
The ability to develop, analyze and evaluate
algorithms, for solving problems or performing
tasks was assessed in an examination problem in
2009-2010
1. Knowledge of the subject
The Department understands that there is a “gap” between the CCOM3034 (Data Structures) course and the higher level courses. The
students have problems with large projects The Department decided
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tasks was assessed in an examination problem in
the CCOM 5050 course using a rubric. Findings
revealed that 4 of 8 students (50%) werecompetent in this outcome as define in the rubric.
Since the expected outcome was that at least 70%
of the students are competent as defined in the
rubric, the goal was not met.
When assessing students’ answers to an
examination problem in the CCOM 3030 course
using a rubric, findings revealed that 50% of the
students were competent as defined in the rubric.
Since the expected outcome was that at least 70%
of the students are competent as defined in therubric, the goal was not met.
When assessing students’ answers to anexamination problem in the CCOM 3034 course
using a rubric, findings revealed that 44% of the
students were competent as defined in the rubric.Since the expected outcome was that at least 70%
of the students are competent as defined in therubric, the goal was not met.
2. Programming Skills
Six out of 16 students (38%) that took the new
course CCOM 3030 were competent in this
outcome as defined in the rubric. Since the
expected outcome was that at least 70% of the
students are competent as defined in the rubric,
the goal was not met.
students have problems with large projects. The Department decided
that, in the future, this outcome will be assessed in CCOM 3034 course
through a project. It is also noticed that students that took the CCOM5050 course in Spring 2009, did not take the CCOM 3030 course; this
new required course could improve the student’s performance in thisoutcome. However, the Department will meet to further discuss and
analyze these findings.
The problem given in the exam was a difficult problem considering
that they were freshman students; it required sorting and this topic is
not taught in this course. After discussing this topic, a problem will be
assigned in the CCOM 3030 course to see how the students approach
the problem. A similar problem will be assigned in the next course
(CCOM 3033 or CCOM 3034) and results will be compared.
Even though most of the students in this group approved CCOM 3030,
they are not competent in this outcome. After studying the descriptorsof CCOM 3030, 3033, 3034 courses, the Department realized that
specific learning outcomes for algorithm design are not included in
neither CCOM 3030 nor CCOM 3034 course. Also, the amount of timedevoted to the algorithms topics in CCOM 3033 course has to be
increased. The descriptions of the courses will be modified to deal withthese findings. Also, in the future students will be required to include
the algorithm or flowchart of the programs designed in the homework
assigned for these courses.
2. Programming Skills
No new action will be taken at this time. The outcome will be
measured again in the Spring 2010 when most of the student will have
taken the new course and results will be compared.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Humanities
Academic Programs Findings Transforming Actions
Art History 2009-2010
Content knowledge was assessed in the
2009-2010
Art History courses should continue requiring research projects,
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Content knowledge was assessed in the
analysis of a piece of art submitted by 47
students of this Program using a rubric.Findings were the following:
Content:
Excellent/Good: 33/47 = 70%Satisfactory/Must improve: 14/47 = 30%
Description:Excellent/Good: 28/47 =60%
Satisfactory/Must improve: 19/47 = 40%
Interpretation:
Excellent/Good: 24/47 = 51%Satisfactory/Must improve: 23/47 = 49%
Originality:Excellent/Good: 18/47 = 38%
Satisfactory/Must improve: 29/47 = 62%
Therefore, only the content criteria in the rubric
used met the 70% expected outcome. Thus, the
expected outcome of content knowledge
domain was not met.
Art History courses should continue requiring research projects,
monographs, and essays in themes pertinent to the study of this
and other related disciplines.
The examinations of Art History courses will include essay type
questions in which students’ deep content knowledge will be
assessed.
English Communication and Linguistics
2008-2009
Written communication skills pertinent to athorough understanding of the English language
in which students’ capabilities to articulatestructured statements were assessed using arubric. Findings revealed that 8 of 8 students
(100%) performed as competent as defined in the
rubric. Thus, the expected outcome of 70% or
more was met.
2008-2009
Increased the number of students assessed.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
English Literature 2008-2009
Written communication skills pertinent to a
thorough understanding of the English language
in which students’ capabilities to articulatestructured statements were assessed using a
rubric. Findings revealed that 8 of 8 students
2008-2009
Increased the number of students assessed.
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rubric. Findings revealed that 8 of 8 students
(100%) performed as competent as defined in the
rubric. Thus, the expected outcome of 70% ormore was met.
Fine Arts 2009-2010
Two content knowledge questions of
contemporary art topics were selected and placedin an electronic discussion forum in the Yahoo!
platform in order to assess student’s answers.Findings revealed that 8 out of 15 students (53%)
of the students assessed did not meet the 70%
expected outcome for this domain. Thus, the
expected outcome was not met.
2009-2010
This course should be given twice weekly instead of the actual once a
week in order to develop critical thinking skills through the constantfeedback to the students by the professor. The courses offered once a
week cannot maintain the needed concentration and frequency in theapproach of critical and philosophical issues that stem from the
presence of the professor in the course, conditions present in a course
that meets twice a week.
Online support must be given to maintain discussion forums for this
course.
Music 2009-2010
Assessment of students’ music skills using arubric will take place the second semester of the
2009-2010 academic year. The expected outcome
for this domain is that 70% of students achieve a
performance level of 70% or more in the rubric.
2009-2010
Corresponding transforming actions will be submitted by the end of the
second semester.
Performing Arts 2009-2010
1. Effective Theater Communication
Students’ participation in a theater plays was
filmed. Students had the opportunity to auto
evaluate their acting performances. Findings
revealed that all the students who participated inthe filming process of the theater play benefitted
from the experience according to answers
2009-2010
1. Effective Theater Communication
Increase the filming process to other Performing Arts courses, such as
the Illumination course, since the assessment experience allows
students to reflect on his or hers performance in order to improve it.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
provided by students to a questionnaire provided
towards this end. Thus, the expected outcome
was met.
2. Content Knowledge
In the History of Theater course, essay type
2. Content Knowledge
Increase to 90% the number of students who should answer correctly
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y , y yp
examinations were used to provide evidence of
students’ theater knowledge. The expected
outcome for this domain is that 75% of students
achieve an average score of 70% or more in all
the criteria assessed in the rubric. Results of thisassessment will submitted by the end of the
second semester.
In the acting course, open questions were used in
an essay type examination to assess student’sknowledge of theater vocabulary. Findings
revealed that 80% of the students showed mastery
of this type of vocabulary in their answers tothese questions. Thus, the expected outcome of
70% or more was met. After receiving
immediate feedback, 10% of the students that did
not reached the expected performance level in the
first assessment, showed knowledge of the theater
vocabulary in the second instance.
y
this type of questions.
Increase to 90% the number of students that show mastery of theater
vocabulary through practice exercises and written assignments.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Education
Academic Programs Findings Transforming Actions
Recreation 2008-2009
When assessing the knowledge of concepts such
2008-2009
The student who showed a low performance level will be summon
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g g p
as leisure time, free time, and recreation in RECR
3820 course, only two students were evaluated.One student showed a performance level over the
average and the other one below the average, as
stated in the rubric. Thus, the expected outcome
was not met.
2009-2010
When assessing content knowledge in written
papers in the RECR 3820 course using a rubric,
findings revealed that 50% of the students
obtained an average score of 60 points (75%) ormore. Since the expected outcome was that at
least 70% of the students obtain an average score
of 60 points or more in the rubric, it was not met.
When assessing content knowledge in written
papers in the RECR 4142 course using a rubric,findings revealed that 100% of the students
obtained an average score of 60 points (75%).
Since the expected outcome was that at least 70%of the students obtain an average score of 60
points or more in the rubric, it was met.
p
periodically in the next academic year to improve his knowledge of
key concepts of the RECR 4142 course.
2009-2010
We will assure that all students hand over all their assignments on time
for assessment purposes.
Nutrition and Dietetics 2008-2009
When assessing content knowledge in thestandards of sanitation in a store, and in handling
and preparation of food, the expected outcome
was that 80% of the students will apply high
standards in these situations.
Assessment findings were the following:HOEC 4031 - 87%
2008-2009
Review the practice guide of the HOEC 4085 course for the nextacademic year.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
HOEC 4086 - 93%
HOEC 4085 - 80%
Thus, the expected outcome was met in these
three courses.
When assessing nutrition content knowledge in
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the clinical area using a case study, students have
to identify the nutrition-related problem, establish
the diagnostics plan, the intervention proposed,
and the evaluation of the process. The expected
outcome was that 80% of student willdemonstrate the above described knowledge.
Assessment findings were the following:
HOEC 4041 – Data not available
HOEC 4063 – Data not available
HOEC 4164 - 68 %
Thus, the expected outcome was not met.
2009-2010
Content knowledge in the standards of sanitation
in a store, and in handling and preparation of food
were assessed in three courses. The expectedoutcome was that 80% of the students obtain a B
grade or to higher in each course.Assessment findings were the following:
HOEC 4031 - 100%
HOEC 4086 - 100%HOEC 4085 - 85%
Thus, the expected outcome was met in these
three courses.
When assessing nutrition content knowledge in
the clinical area using a case study, students have
to identify the nutrition-related problem, establish
the diagnostics plan, the intervention proposed,
and the evaluation of the process. The expected
2009-2010
Review the practice guide of the HOEC 4085 course in order to clarify
the assessment criteria for the second semester of this academic year.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
outcome was that 80% of student will
demonstrate the above described knowledge.
Assessment findings were the following:
HOEC 4041 – data not submitted
HOEC 4163 - data not submitted
HOEC 4165 - 100%
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Thus, the expected outcome was met in the
course where data was gathered (HOEC 4165).
In the Graduates Employers Survey
Opinion, 90% of the employers stated thatgraduates from the Nutrition and Dietetics
Program demonstrate excellent and good
academic knowledge in all nutrition and dieteticsareas.
Revise the Graduates Employers Survey Opinion to specify the
integration of knowledge related to the nutrition care process.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Social Sciences
Academic Programs Findings Transforming Actions
Political Science 2008-2009
Students’ capacities to apply correctly basic
2008-2009
A bigger sample and a modified questionnaire to compare pretest
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concepts of the Political Science discipline to the
Puerto Rican context were assessed using apretest. Findings revealed that 68% of the
students (n=22) obtained a performance level
between excellent and very good in the rubric.
Since the expected outcome was that 80% of thestudents obtain an average performance level of
80% or more in the rubric, it was not met.
2009-2010
Students’ capacities to apply correctly basic
concepts of the Political Science discipline to thePuerto Rican context were assessed using a
pretest. Findings revealed that 90.4% of the
students obtained a performance level between
excellent and very good in the rubric. Since theexpected outcome was that 80% of the students
obtain an average performance level of 80% ormore in the rubric, it was met.
findings will be used in the first semester 2009-2010.
Two focal groups of students from this program with the objective of
exploring more deeply how students are mastering basic or
fundamentals Political Science concepts will be arranged in the next
academic year. Also, deficiencies in the understanding of basicconcepts found in the assessment process will be discussed in these
focal groups.
2009-2010
No transforming actions are recommended since findings exceeded the
expected outcomes.
Economics 2008-2009
When assessing access to existent knowledge in
economics using a rubric, findings revealed thatstudents showed an average performance level of
3 (75%) in a 4 point scale. Even though they
showed deficiencies in economics data search andits sources, the 70% or more expected outcome
was met.
2008-2009
Establish data search workshops each semester in coordination with
the Library System. The Blackboard platform will be used to announcethese workshops and other activities to the student body.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
2009-2010
Assessment data is in the process of being
analyzed.
2009-2010
Corresponding transforming actions will be submitted by the end of the
second semester.
Geography 2008-2009
1. Content Knowledge
2008-2009
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g
Thinking skills and content knowledge in anessay type examination of the History and
Philosophy of Geography, GEOG 4500 course
were assessed using a rubric. Average scores
findings were (in a four point scale)
Thinking skills – 3.53 (88%)
Content knowledge – 2.67 (77%).
Thus, the expected outcome was met in both
criteria assessed.
2. Skills
Concepts and geographical skills were assessed ina diagnostic test at the first two weeks of the
GEOG 3285 course to know if students have
spatial and cartographic reasoning skills in
research projects. Findings revealed that 25% of
the students obtained a D grade and 75% an Fgrade in the total score of this test. Thus, the
expected outcome was not met.
The percent of the students who obtained F inspecial topics are:
Climate – 45%
Cartography – 55%
Geomorphology – 56%
Basic Concepts – 69%
Geography – 59%
In the essay question of the examination which
covered the topics of Climatology, Cartography
All concepts examined in this test will be strengthened in the Elementsof Geography GEOG 3100 course through practice exercises in which
students analyze and relate physical and human variables within the
discipline in order for students to have the necessary knowledge
needed in subsequence Geography courses.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
and Geography, 90% of the students obtained F.
Thus, the expected outcome was not met.
2009-2010
Assessment data is in the process of being
analyzed.
2009-2010
Corresponding transforming actions will be submitted by the end of the
second semester.
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Labor Relations 2008-2009
The mastery content knowledge and skills of the
Labor Relations Programs were assessed throughthe sections C, D, F and G of the Guide for the
Evaluation of Students Enrolled in the RELA
4045 course (Practicum course)Section C - Functional management of the student
in the aid process. Students’ ability to observeand his or her capacity to listen were assessed by
the practicum supervisor. Findings revealed the
following average scores in a 4 point scale in
both occasions assessed each semester:First semester:
3.85 points (96.25%) and 3.97 points (99.25 %)Second semester:
3.98 points (99.50) and 4.00 points (100%)
Thus the expected outcome of 80% or more
was met in each occasion assessed.
Section D - Attitudes and skills in the data
gathering: The criteria of knowledge and use of
interviewing techniques, use of the written
material available, preparation, synthesizes andgathering of information pertinent under study
attention were assessed. Findings revealed thefollowing average scores in a 4 point scale in both
occasions assessed each semester:
First semester:
3.64 points (91.00%) and 3.81 points (95.25 %)
Second semester:3.68 points (92.00%) and 3.83 points (95.75%)
Thus the expected outcome of 80% or more
2008-2009
A contest title To analyze and communicate the crisis in Puerto Rico
from the Labor Relations and work studies will be summoned in orderto:
1) Stimulate the critical analysis skills of the students from the
program. 2) Encourage the use of concepts and theories this discipline.
3) Promote writing and style competencies.
There are continuous discussions with faculty members of this
Program about the need to emphasize students’ oral and writing
communication skills through increasing the number of readingassignments in English and Spanish in order for students to acquire a
broader vocabulary and comprehension on both languages. Also,
through the assignments of reports in which the use of technological
skills, and the requirement of the use of a style manual in all written
papers, especially the APA manual, will be promoted.
In the 2008 approved curricular revision, in addition to the required
basic courses of English and Spanish, the students will be able to take
Spanish Literature, English or another language, Comparative
Literature, and other elective courses, which will allow them toimprove their oral and written communication skills in both languages.
Also, this curricular revision proposed a course with includes a travelexperience (3 to 6 credits in the summer) with the purpose of providing
international experiences as an inherent part of the multicultural and
intercultural academic formation of the students. It is understood that
this course will serve to stimulate students’ interest in the developmentof oral and written communication skills.
Raise the level of three courses from 4000 to 5000 (RELA 4006, 4015
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
was met in each occasion assessed.
Section E - Skills in the identification and
appraisal of situations that deserves their
intervention: The criteria of appraising the
information obtained using theoretical and
conceptual frameworks, clear and precise writing
f th di ti b ti it t k t h
and 4055) in order to reinforce the theoretical and philosophical
formation needed for critical analysis and for academic life,
particularly important for pursuing graduate studies.
Students who did not comply with the criteria assessed in the RELA
3085 course after the workshop presentation were given concrete
suggestion in how to work in groups.
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of the diagnostics observations, capacity to sketch
clear and realistic intervention plans, goals and
objectives were assessed. Findings revealed the
following average scores in a 4 point scale in both
occasions assessed each semester:First semester:
3.61 points (90.25%) and 3.75 points (93.75 %)
Second semester:3.77 points (94.25%) and 3.81 points (95.25%)
Thus the expected outcome of 80% or more
was met in each occasion assessed.
Section F: Skills in the management of diverse
situations in the performance of his or hers
practicum experience: The capability to show
flexibility in the intervention of situations related
with the Practicum; revision and evaluation of
periodic interventions and modifications of
existence plans if necessary, and if they have the
necessary skills to carry out their work were
assessed. Findings revealed the following average
scores in a 4 point scale in both occasions
assessed each semester:
First semester:
3.83 points (95.75%) and 3.92 points (98.00%)
Second semester:
3.90 points (97.50%) and 4 points (100%)
Thus the expected outcome of 80% or more
was met in each occasion assessed
Social responsibility is an inherent part of the
competencies of this Program. This componentwas assessed through group integration criterion
A more appropriate design of an exercise that complies with research
objectives was discussed with the students.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
in a rubric used in the RELA 3085 course. This
criterion included the assessment of the
integration of all members in the presentation
given and mastery of the concepts presented,
integration and motivation of the group during
the presentation and equal participation and all
members of the group. Findings revealed that the
bt i d b t d t 3 62
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average score obtained by students was 3.62
(90.50%). Thus the expected outcome of 80%
or more was met in each occasion assessed,
although the observed participation was
unequal among members.
Research and Creation skills are integral part of
the competencies required by the Program. Thefollowing criteria were assessed using a rubric in
the RELA 3085 course: Introduction
(presentation of the report topic, agenda, and
educational and research objectives),
Presentation content (explanation of conceptsand theories, and evidence of the use of research
sources), Distribution of didactic material (the
presented material is adequate and pertinent
without grammatical and syntax errors. Findings
revealed the following average scores in a 4
point scale:
1. Introduction – 3.88 points (96.88%)
2. Presentation content – 3.75 points (93.75%)
3. Distribution of didactic materials – 3.63 points
(90.50%)
Thus the expected outcome of 80% or more
was met in each.
2009-2010
Assessment data is in the process of being
analyzed.
Observations about student performance in the assessed criteria were
made such as: a preparation and clear statements of educational andresearch objective, clear explanation of theoretical framework linked to
research projects, and content knowledge. Areas in which students
have difficulties: the use of an exercise that did not complied with the
research objectives.
2009-2010
Corresponding transforming actions will be submitted by the end of thesecond semester.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
Anthropology 2009-2010
When assessing critical thinking and research
skills in relation to existing knowledge, in orderto contribute to the comprehension of the human
being, cultural and biological diversities, findings
revealed that students showed the following
i fi i t l
2009-2010
In all Anthropology courses, the research component will be
strengthened. Students will be trained in ethnographic andarcheological research techniques.
Theoretical tools will be provided to help students in the research of
th h i f h
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average scores in a five-point scale:
Research – 3.65 points (72%)
Critical Thinking – 3.72 points (74%)
Therefore, the expected outcome of an average
score of 70% or higher was met.
the comprehension of human processes.
In all Anthropology courses, open discussions and critiques,
considering the diverse theoretical and methodological traditions that
characterize this discipline, will be encouraged. In addition, exercises
will be assigned to students in the development of monographs,
presentations or essays in which they can use critical thinking skills.
Sociology 2009-2010
Critical thinking and research skills, related to
existing knowledge, in order to contribute to the
analysis, critical evaluation, and comprehension
of social phenomenon and problems and theirexplanation in relation to sociological studies
were assessed. The professor assessedorganization, development of research projects,
written papers, examinations, presentations and
assignments. Findings revealed that students
showed the following average scores in a five-
point scale:
Research – 3.15 points (63%)
Critical Thinking – 3.35 points (67%)
Thus, the expected outcome of an average
score of 70% or higher was not met.
2009-2010
In all Sociology courses, the research component will be strengthened.
Students will be trained in research techniques related to the basic
sociological research methods, for example, the ethnographic method.
Theoretical tools will be provided to help students in the
comprehension of dynamic interactions that includes society structuralaspects, as well as the human being.
In all Sociology courses, open discussions and critiques considering
the diverse theoretical and methodological traditions that characterize
this discipline will be encouraged. In addition, exercises will be
assigned for students to prepare monographs, presentations or essays in
which they can use critical thinking skills.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
College of Business Administration
Academic Programs Findings Transforming Actions
Accounting 2008-2009
The importance of an effective corporative
government system was assessed in a partial
examination, in the final examination, and in ai it t b i fi i d t l th
2008-2009
A lecture related to the corporative government will be included in the
Accounting course.
A th i ill b id tifi d i d t di th
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visit to a business firm in order to apply the
internal control knowledge acquired through
courses in a real situation. A checklist was used to
assess specific issues. Also, a written assignment
title “Internet assignment: annual report from a business firm”. Findings revealed that 88% of thestudents could identify the objective of the
corporative government. Thus, the expected
outcome that students obtain 70% or more in
this criterion was met.
Only 28% of the students could identify some of
the Sarbarnes-Oxley Law dispositions. Thus, theexpected outcome that students obtain 70% or
more in this criterion was not met.
60% of the students believe that the law requires
the auditor to guarantee the veracity of the
financial spreading. Thus, the expected outcome
that students obtain 70% or more in this
criterion was not met.
62% of the students identify correctly internal
control objective. Thus, the expected outcomethat students obtain 70% or more in thiscriterion was not met.
Only 35% of the students could identify at leastone of the inherent limitations of internal control.
Thus, the expected outcome that students
obtain 70% or more in this criterion was not
met.
Another exercise will be identified in order to discuss the governance
topic.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
79% of the students know the elements that
compose internal control objective Thus, the
expected outcome that students obtain 70% or
more in this criterion was met.
76% of the students identified correctly
deficiencies and 97%, the strengths of the
business firm studied Thus the expected
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business firm studied. Thus, the expected
outcome that students obtain 70% or more
was met in both criteria.
The ratio analysis concept was assessed using arubric in the Accounting course. Findings
revealed that 44% of the students obtained an
average score of 70% score or more in the rubric.
Thus, the expected outcome that students
obtain 70% or more in this criterion was met.
The ratio analysis concepts should be taught in the QuantitativeMethods course. A module should be dedicated to the mathematical
construction of ratios before the students enroll in the Accounting
course.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
School of Architect
Academic Programs Findings Transforming Actions
Enviromental Design 2009-2010
A rubric was used to measure design skills of
architectonic projects The assessment criteria and
2009-2010
It could be inferred from the information gathered that, although
findings indicated that low performance level in certain issues improve
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architectonic projects. The assessment criteria and
it findings were the following ones:
1. Basic issues of definition and spatial
organization
ARCH 3131 - 80%ARCH 3133 - 82%
ARCH 4133 - 81%
ARCH 4135 - 82%
Thus, the expected outcome that studentsobtain 70% or more in this criterion was met.
2. Complex issues of definition and spatial
organization
ARCH 3131 - 89%
ARCH 3133 - 74%
ARCH 4133 - 65%
ARCH 4135 - 78%
Thus, the expected outcome that students
obtain 70% or more in this criterion was met
in all courses, with the exception of ARCH
4133.
3. Basic issues of structural systems
ARCH 3131 - 73%
ARCH 3133 - 74%ARCH 4133 - 73%
ARCH 4135 - 73%
Thus, the expected outcome that students
obtain 70% or more in this criterion was met.
findings indicated that low performance level in certain issues improve
from a lower level course to an upper level course, strategies will be
designed and implemented to accomplish higher level designs and
critical thinking skills.
In relation to basic and complex issues of structural systems, and basicand complex issues of construction and materials technologies, the
director of the of Structure Material and Technology Committee
proposed that, as part of the sequence of structure and technologycourses, each course should be a combination of a lecture of 2 credits
contact hours and a laboratory of 1 credit contact hour. Thiscombination would strengthen the integration of content knowledge
with design exercises.
Another transforming action that is expected to have a profound impact
on the integration of design skills area in upper level courses will be
the change in the codification of the last course of the sequence from
workshop to seminar taken by students. The last course of this program
sequence , the Specialized Design Workshop, consolidates all issues
and elements discussed in previous courses and introduce related fields
of studies. The principal purpose for this change consists in providing
students exploration and reflection mechanisms before they start
graduate studies. The topics to be discussed in these specialized
workshops, at these upper level, (senior year) include, among others,:
design of urban conditions, design of living units, structural design
research issues, sustainable design considerations research, materials
and construction methods research, and design and digital technology
research. If these topics are covered in a Seminar course that is a co-requisite with the Research Techniques course, the Program will
provide the necessary space for the integration of design skills as well
as a possible inflexion in students’ academic experience.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
4. Complex issues of structural systems
ARCH 3131 - 61%
ARCH 3133 - 64%
ARCH 4133 - 63%
ARCH 4135 - 70%
Thus the expected outcome that students
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Thus, the expected outcome that students
obtain 70% or more in this criterion was met
only in ARCH 4135 course.
5. Basic issues of theoretical systemsARCH 3131 - 60%
ARCH 3133 - 83%
ARCH 4133 - 61%ARCH 4135 - 76%
Therefore, the expected outcome that students
obtain 70% or more in this criterion was met
in ARCH 3133 and ARCH 4135 courses only.It could be inferred that students have improved
these skills by the time they are enrolled in an
upper level course.
6. Complex theoretical issues
ARCH 3131 - 47%
ARCH 3133 - 73%
ARCH 4133 - 45%
ARCH 4135 - 66%
Therefore, the expected outcome that students
obtain 70% or more in this criterion was metin ARCH 3133 course only. Although it can be
pointed out that students’ performance in thiscriterion improve when they go from a lower
level course to an upper level course, it was not
enough for the students enrolled in the ARCH
4135 course.
UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS
OFFICE OF THE DEAN OF ACADEMIC AFFAIRS
OFFICE OF EVALUATION OF STUDENT LEARNING
7. Basic issues of constructions and materials
technology
ARCH 3131 - 75%
ARCH 3133 - 75%
ARCH 4133 - 68%
ARCH 4135 - 81%
Thus, the expected outcome that students
obtain 70% or more in this criterion was met
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obtain 70% or more in this criterion was met
in all courses, with the exception of ARCH
4133.
8. Complex issues of constructions and materialstechnology
ARCH 3131 - 65%ARCH 3133 - 66%
ARCH 4133 - 57%
ARCH 4135 - 75%
Thus, the expected outcome that students
obtain 70% or more in this criterion was metonly in ARCH 4135 course.
According to the information gathered, the level
of skills related to the design workshops is
developed in accordance with the expected goal
throughout the curriculum.
The information gathered did not measure the
integration of the above assessed criteria.