SOUTH SUBURBAN COLLEGE OUTCOMES ASSESSMENT: THE … › overview › ... · G4. The student will...
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SOUTH SUBURBAN COLLEGE OUTCOMES ASSESSMENT: THE GRAND PLAN P ART 1: D EVELOPING THE P LAN A team of three faculty and one administrator attended the HLC Academy to form a general education assessment plan. The plan developed would showcase how SSC meets its goals of matriculating students who effectively communicate in both written and oral forms, critically think, use technology, conduct research, and embrace multiculturalism. P ART 2: T OOLS FOR A SSESSMENT The rubrics for the six general institution objectives were developed by the entire faculty through representation on the Outcomes Assessment Committee, the course assessment survey form and 5-Step process by the OA unit coordinators, and the departmental annual update form and checklist by leadership on the Outcomes Assessment Committee. P ART 3: I NSTITUTION : A SSESS , A NALYZE , AND I NSTITUTE C HANGES The OA unit coordinators had to determine how to analyze the data. Given the questionable reliability and validity of the data, the committee decided to do gap analysis and allow the natural questions that came to the surface to be asked. The changes instituted came from departments using the implementation form soliciting their input. This is the result of that teamwork. South Suburban College Strategic Plan for Assessment of General Education Year 1 Year 2 Year 3 Year 4 *Year 5* Year 6 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 Assess Written Communication (W) Critical Thinking (CT) Oral Communication (OC) Research Skills (RS) Cultural Diversity (CD) Technology (T) Written Communication (W) Critical Thinking (CT) Oral Communication (OC) Research Skills (RS) Cultural Diversity (CD) Technology (T) Analyze Written Communication (W) Critical Thinking (CT) Oral Communication (OC) Research Skills (RS) Cultural Diversity (CD) Technology (T) Written Communication (W) Critical Thinking (CT) Oral Communication (OC) Research Skills (RS) Institute Changes Written Communication (W) Critical Thinking (CT) Oral Communication (OC) Research Skills (RS) Cultural Diversity (CD) Technology (T) Written Communication (W) Critical Thinking (CT) CYCLE OF ASSESSMENT South Suburban College General Institutional Objectives G1. The student will demonstrate critical thinking through written, oral or skill-based activities. G2. The student will argue with insight, intelligence, eloquence and responsibility. G3. The student will express oneself with discipline and creativity. G4. The student will demonstrate an understanding of discipline specific material and how it interrelates with other subjects. G5. The student will recognize the existence of a multi-cultural society and demonstrate an appreciation of multiple perspectives. G6. The student will evaluate the impact of science and technology on the individual, society and the natural world. GENERAL EDUCATION OBJECTIVES 1. COMMUNICATION C1. Students will compose written English in a grammatically correct, well-organized and coherent manner for a variety of purposes. C2. Students will compose, develop and deliver effective, English, language-based oral presentations for a variety of purposes. C3. Students will demonstrate an understanding of the various forms of rhetoric. C4. Students will integrate library/research skills into various areas of study. 2. MATHEMATICS M1. Students will demonstrate analytical, quantitative, and problem-solving skills. M2. Students will integrate mathematical relationships with other fields of study. 3. HUMANITES H1. Students will identify and analyze ideas, movements, civilizations and cultures. H2. Students will critically assess and express ideas about cultural diversity and individual roles in society. 4. FINE ARTS FA1. Students will apply aesthetic reasoning for the expression, analysis, and interpretation of art forms. FA2. Students will express themselves by creating or performing works of verbal or non-verbal Art. 5. SOCIAL AND BEHAVIORAL SCIENCES SB1. Students will examine human thought processes and behaviors in diverse populations, cultures and settings. SB2. Students will use the principles of Social and Behavioral Science to analyze and interpret individual and world issues. 6. PHYSICAL AND LIFE SCIENCE PS1. Students will demonstrate an ability to effectively use scientific terminology. PS2. Students will apply fundamental scientific conceptual frameworks for understanding and evaluating natural phenomena and their causes and effects. 7. TECHNOLOGY T1. Students will demonstrate the use of a variety of forms of technology as fundamental tools. T2. Students will demonstrate the effective application of current computers and software to a particular field of study. GENERAL EDUCATION OBJECTIVES Subj-Crs Sect D/G/C G1 G2 G3 G4 G5 G6 T1 T2 C1 C2 C3 C4 H1 H2 FA1 FA2 SB1 SB2 M1 M2 PS1 PS2 ENG-097 001 D I I I ENG-099 012 D I I I I I I MTH-085 630 D I I MTH-091 014 D I I I MTH-095 101 D D D D MTH-100 630 D D D D RDG-080 001 D I I I RDG-081 001 D I I I RDG-082 631 D I I I SSK-100 662 D I I ART-105 001 G I I AST-101 101 G D D D I I I AST-101 102 G D D D I I I BIO-103 001 G I I I I I I BIO-105 001 G I I I I I I I I BIO-105 002 G I I I I I I I I BIO-105 401 G I I I I I I I I CHM-101 001 G CHM-111 001 G D D D I I D D CHM-113 001 G D D D I I D D CHM-113 002 G D D D I I D D CHM-113 003 G D D D I I D D ENG-101 001 G I I I I I I I I ENG-102 560 G D D D D D D D D ENG-111 301 G I I I I I I I I I I I I ENG-111 430 G I I I I I I I I I I I I ENG-121 001 G I I I I I I I I ENG-202 001 G I I I I I I I I I ENG-204 001 G I I I I I I I I ENG-208 001 G I I I I I I I I I I I I SPE-108 601 G I I I I I I I I I I I I I I ADN-150 001 C I I I I I I I I I I I I ART-109 001 C I I RAD-104 001 C I I I I I I I I I SPN-101 003 C I I I I I I I I I SPN-203 1 C I I I I I I I CURRICULUM MAP SOUTH SUBURBAN COLLEGE OUTCOMES ASSESSMENT – ANNUAL UPDATE REPORT Department: Contact Person(s): Date of Submission: Program: SSC Mission Statement Our mission is to serve our students and the community through lifelong learning. Department/Program Goals Assessment Methods Direct Measures of Assessment (check all that apply) Pre/Post Tests Capstone Project Performance Standardized Exam Portfolio Essay Test Question Research Paper Departmental Exam Multiple-choice Test Question Professional Certification Other: Please Specify Indirect Measures of Assessment Focus Group Grad Survey/Interview Employer/Faculty Survey Other A. Department/Program Assessment Plan Intended Student Learning Objectives Identify each objective to be measured in this plan. Expected Outcomes For each objective identify the criteria for success B. Assessment Results and Action Plan Summary of Results and Analysis of Data What were the results of the assessment activity? What was learned from the results? Action Plan How are the results of this assessment plan going to be used by the faculty on this discipline/department? How was the action plan and data shared with the department or program? Program/Discipline Annual Update Checklist Program/Discipine Section Criteria for Evaluation Y N Notes Top Is all of the basic information listed and correct? Program Mission Is the program mission statement clearly listed? Discipline Goals Are the educational goals of the discipline clearly outlined? Lead Instructor(s)/ Coordinators Is it clear who will lead the assessment process for each outcome listed? Intended Student Learning Outcomes 1. Are the outcomes clearly defined? 2. Are the outcomes measurable? Assessment Process 1. Is it clear what performance or task will be used to measure student learning? 2. Is the rationale for selecting this process clearly stated? 3. Will the process lead to results that are measurable and evaluated uniformly against a designated standard? 4. Is it clear who will analyze the measurable results? 5. If the process is to be applied to multiple courses will it be applied consistently? Criteria for Student Success 1. Are the benchmarks realistic? That is, would meeting or exceeding the benchmarks indicate program success? 2. Does the percentage include all students who attempted the course/program or only those who successfully completed? Summary of Results and Analysis of Data Collected 1. Are the listed results quantifiable? 2. Are the results analyzed and interpreted in ways consistent with the overall plan? 3. Is it clear what was learned from the assessment process? Action Plan Based on Results and Analysis 1. Is it clear what steps will be taken to improve student learning based on the reported results? 2. Is it clear how the plan results were shared with other faculty in the department/program? Overall Recommendation: Please resubmit Annual Updates including missing items noted above to by October 15 th . DEPARTMENT/PROGRAM ASSESSMENT DATA DEVELOPMENTAL ED WC DEVELOPMENTAL ED CT GENERAL ED WC GENERAL ED CT INSTITUTION ANALYZING 2014-2015 CRITICAL THINKING & WRITTEN COMMUNICATION DATA Developmental Critical Thinking Results Why are these numbers so high when the pass rates in developmental classes are so low? Why is there such a great imbalance in numbers between fall and spring - 394 down to 140? If we switched to a different rubric from fall to spring, does our ability to interpret data change? Can we get hold of these grades, or do we need to rely on anecdotal data in presenting this question? Follow up to the previous questions: What type of collaboration can we institute with department chairs in order to ascertain how viable these results are—numbers higher than the pass rates? How is it possible that students are more proficient at developing a plan (75%) than at defining the problem? What can be done to help students improve in communicating the results? Gen. Ed. Critical Thinking Results How do we narrow the discrepancy between graders’ scores? As a follow up to the previous question: In an effort to make this data beneficial to our students, can it be used to help counseling in advising? This may be a way to narrow the discrepancies. Is there any sort of control over the items being assessed? There will always be a certain percentage of students who fall into the “0 – Does Not Meet Standard” category (7 – 10% in Fall, 7 – 15% in Spring). Is it unrealistic to believe that we can change this? What is an acceptable margin of failure? Developmental Written Communication Results With developmental students, how do you work to improve mechanics without sacrificing the flow of the content? Gen. Ed. Written Communication Results Is grading in this area consistent campus wide? If so, do the scores vary because students are writing more conscientiously in English courses because of an expectation of more meticulous grading? Is this data consistent with other community colleges’ with similar demographic/psychographic characteristics as SSC? It is important that our results are authentic and useful in instituting college wide changes that benefit our student population. Does this data appear to accurately represent the writing instructors see in class? My own experience does not have a rate of >75% of students writing at a proficient or better level. Could the assessment scores be inflated? ANALYSIS ORAL COMMUNICATION SKILLS RUBRIC Assessment of Effective Communication and Self Expression COURSE: NAME: DATE: Intended Outcome: The student will clearly and effectively communicate his/her message Score = 3 Exceptional Score = 2 Meets Standards Score = 1 Needs Improvement Score = 0 Does not meet standards Total: Overall: Structure Work has clear and appropriate beginning, development, and conclusion. Transitions are also clear and appropriate. Work has adequate beginning, development, and conclusion. Transitions are also adequate. Work has weak beginning, development, and conclusion. Transitions are also deficient. Organizational structure is seriously flawed. Transitions were not utilized. Content The length and breadth of the work provides indepth coverage of the topic, and assertions are clearly supported by evidence that is orally cited. The length and breadth of the work is sufficient to cover the topic, and at least some assertions are supported by evidence that is orally cited. Work does not do an adequate job of covering the assigned topic, and assertions are weakly supported by evidence that is orally cited. Work does not cover the assigned topic, and assertions are not supported by evidence that is orally cited. Delivery: Vocal Delivery has a high level of vocal expression and variety and engages the audience. Delivery has an adequate level of vocal expression and variety and engages the audience. Delivery is vocally ineffective and fails to engage the audience. Delivery reflects a minimal use of vocal expression and variety and barely engages the audience. Delivery: Physical Delivery has a high level of physical involvement with strong eye contact. Delivery has an adequate level of physical involvement with satisfactory eye contact. Delivery has a minimal level of physical involvement with very little eye contact. Delivery is physically ineffective and fails to engage the audience. Comments: Overall Score (optional): WRITTEN COMMUNICATION SKILLS RUBRIC Assessment of Effective Written Communication and Self Expression COURSE: NAME: DATE: Intended Outcome: The student will clearly and effectively communicate his/her message Score = 3 Exceptional Score = 2 Meets Standards Score = 1 Needs Improvement Score = 0 Does not meet standards Total: Overall: Structure Written work has clear and appropriate beginning, development, and conclusion. Paragraphing and transitions are also clear and appropriate. Written work has an adequate beginning, development, and conclusion. Paragraphing and transitions are also adequate Written work has weak beginning, development, and conclusion. Paragraphing and transitions are also deficient. Organizational structure (and paragraphing) have serious and persistent errors. Content The length and breadth of the written work provides indepth coverage of the topic, and assertions are fully supported by evidence. The length and breadth of the written work is sufficient to cover the topic, and assertions are adequately supported by evidence. Written work does not do an adequate job of covering the assigned topic, and assertions are weakly supported by evidence. Written work does not cover the assigned topic, and assertions are not supported by evidence. Mechanics Written work has no major errors in word selection and use (and sentence structure, spelling, punctuation, and capitalization). Written work is relatively free of errors in word selection and use (and sentence structure, spelling, punctuation, and capitalization). Written work has several major errors in word selection and use (and sentence structure, spelling, punctuation, and capitalization). Written work has serious and persistent errors in word selection and use (and sentence structure, spelling, punctuation, and capitalization). Comments: Problem-Solving Skills Rubric Assessment of Effective Use of Critical Thinking Skills COURSE: Score = 3 Score = 2 Score = 1 Score = 0 Exceptional Meets the standards Needs Improvement Does not meet standards Thoroughly collects reliable, relevant and sufficient information. Accurately and creatively interprets evidence, data and questions. Collects reliable, relevant and sufficient information. Accurately interprets evidence, data and questions. Inadequately collects reliable, relevant and sufficient information. Inaccurately interprets information, data and questions. Collects unreliable, irrelevant and/or insufficient information. Does not interpret evidence, data and questions. Comments: Lacks the concepts, procedures or strategies to solve the problem. DATE: NAME: Intended Outcome: The student will demonstrate critical thinking through written/oral/skill-based activities. Performance Area Conclusions are generally correct, but vague or ambiguous. Weak evidence is presented. No explanation for conclusions or unrelated to problem. Vague, ambiguous data; details absent. Score Conclusions are clearly, effectively and persuasively stated along with strong evidence. Conclusions are clearly and effectively stated with adequate evidence. No evidence of reasoning or reasoning does not support conclusion. Definition of the Problem Clearly defines the problem and considers all relevant aspects of the problem. Adequately defines the problem and considers all relevant aspects of the problem. Inadequately defines the problem or fails to consider all relevant aspects of the problem. Unable to define the problem or defines the problem incorrectly. Uses sound reasoning to accurately reach a valid conclusion. Selects inappropriate concepts, procedures or strategies to solve the problem. Some reasoning exists, but student fails to reach a conclusion. Uses sound reasoning throughout in an accurate and creative manner to reach a valid conclusion. Communicates the results Collects and analyzes appropriate information Develops a plan to solve the problem Selects appropriate concepts, procedures and strategies to solve the problem. Lacks some of the concepts, procedures and strategies to solve the problem. Interprets findings to determine plausible solutions. Effective Research Methods and Skills Rubric COURSE: Score = 3 Score = 2 Score = 1 Score = 0 Exceptional Meets the standards Needs Improvement Does not meet standards Source evidence is significantly related to and supportive of the topic. Source evidence has minor weaknesses in relativity to and support of the topic. Source evidence has major weaknesses in relativity to and support of the topic. Source evidence was non- supportive, unrelated to the topic. DATE: NAME: Intended Outcome: The student will succesfully complete a research activity. Performance Area Literature Review Introduction: Problem, Significance and Purpose The problem, significance and purpose are clearly connected to the sources. The purpose flows logically from the introduction. Identifies a relevant research issue. Connections established with the literature. Score Prepared in correct format with no errors; includes all required sources. The problem is too broad or the description fails to establish the importance of the problem. Relevance to the sources are unclear or insignificant. Bibliography Prepared in correct format with some errors; includes a majority of required sources. Comments: Prepared incorrectly and/or contains many errors; lacks required sources. Few sources are cited properly and/or documented in the correct format. All sources are cited properly and are documented in correct format with no errors. Citation Prepared in correct format with few errors; includes all required sources. Source citations are missing or contain multiple errors. Title and Abstract Title and abstract are informative and offer specific details about the research and proposed methods of study. Title and abstract are relevant, offering adequate details about the proposed research study. Title or abstract lacks relevance or fails to offer appropriate details or methods of study. Title or abstract were omitted or inappropriate for the problem, research, questions and method. All sources are cited properly and are documented in correct format with few errors. Statement of the problem, significance, and purpose or definitions of constructs and variables were omitted or inappropriate. TECHNOLOGY SKILLS RUBRIC Assessment of Effective Use of Technology COURSE: Score = 3 Score = 2 Score = 1 Score = 0 Exceptional Meets the standards Needs Improvement Does Not Meet Standards Demonstrates a basic ability to navigate the internet and locate information weakly related to the task. Demonstrates a limited ability to navigate the internet and locate information that is not relevant to the task. Cannot navigate the internet to successfully locate information related to a specific topic. COMMENTS: Performance Area Use of a variety of electronic resources to advance professional or personal life. Basic Computer Literacy Accurately uses appropriate computer/internet terminology. Demonstrates the ability to identify, open and close the appropriate program to utilize for a task, and efficiently store/retrieve files from multiple storage devices. Uses appropriate computer/internet terminology. Demonstrates the ability to locate and open/close a specific program but cannot store/retrieve files from external storage devices. Use of electronic or online communication tools. Effectively uses email or other electronic tools to communicate with others, including the use of attachments. Frequently utilizes electronic course tools, such as registration or course management programs. Uses email or other electronic tools to communicate with others, but cannot open/include attachments. Occasionally uses electronic course tools, such as registration or course management programs. Use of electronic or online resources to retrieve information Demonstrates an ability to use multiple tools to navigate the internet to locate information relevant to the task. NAME: DATE: Demonstrates an initiative to use and develop new technology skills to complete assignments or improve skills. Independently demonstrates the ability to use multiple types of hardware or software. Demonstrates an ability to use technology to complete assignments or improve skills, upon instruction. Demonstrates an understanding of how to use technology to assist in completion of assignments but does not use technology to complete assignments. Cannot use technology to complete assignments. Does not understand how to use technology to assist in completion of assignments. Intended Outcome: The student will clearly demonstrate the ability to use a variety of electronic resources and methods. Score Uses computer/internet terminology inconsistently. Demonstrates the ability to open/close specific programs but cannot store/retrieve files. Does not demonstrate an understanding of computer/internet terminology. Cannot locate or utilize specific programs. Cannot store/retrieve files. Uses email but does not use any other electronic communication or course tools. Cannot use any electronic communication or course tools. RUBRICS Multiculturalism Self-Assessment Multiculturalism: G5 – The student will recognize the existence of a multicultural society and demonstrate an appreciation of multiple perspectives. 1. Reflect on your current understanding of culture and cultural groups, and rank your level of agreement. ¡ Student ¡ Faculty ¡ Staff ¡ Administration 2. I am completing this survey as part of a class that addresses issues of multiculturalism. 3. What class are you registered in? (Course name and number.) 4. Please choose your level of agreement for each statement. Strongly Disagree Disagree Agree Strongly Agree South Suburban College is a culturally diverse Community. ¡ ¡ ¡ ¡ When on Campus, I predominantly socialize with others who share my cultural background. ¡ ¡ ¡ ¡ I enjoy learning about the traditions of cultures other than my own. ¡ ¡ ¡ ¡ A person’s culture is not determined only by their family’s country of origin. ¡ ¡ ¡ ¡ Stereotypes are harmful. A stereotype is “a fixed, over generalized belief about a particular group or class of people. (Cardwell, 1996). Stereotyping can be used as a mental shortcut to quickly and easily process information. ¡ ¡ ¡ ¡ For more information on multiculturalism and stereotypes: https://www.britannica.com/topic/multiculturalism http://www.simplypsychology.org/katz-braly.html http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1043&context=orpc http://scholar.harvard.edu/files/shleifer/files/stereotypes_june_6.pdf?m=1433176515 References Cardwell, M. (1996). Dictionary of Psychology. Chicago IL: Fitzroy Dearborn. COURSES Assessment Participation: Weigh More Options UPDATED 1/22/18 Outcomes Assessment will include all faculty this year with 3 options. Contact your department chair/program coordinator to find out how you will participate. 1) Instructors teaching written communication or critical thinking in class will use Live Text rubrics. 2) A departmental or course assessment, possibly through the annual update, may be used with any Live Text rubric. 3) Individuals or departments/programs will develop a class/course assessment using one of the 6 Live Text rubrics. SO WHAT’S MY ROLE? ALL INSTRUCTORS WILL USE A LIVE TEXT RUBRIC TO EVALUATE STUDENT PERFORMANCE ON AN ASSIGNMENT IN AT LEAST ONE OF THEIR CLASSES. Check with your program coordinator/department chair. SSC’s Outcomes Assessment Strategic Plan for General Education: The Five Steps 1. Choose a class activity/assignment to evaluate using a rubric. 2. Fill out the OA Pre-Assessment Plan form or complete it through the e-mail request and send it to your dean. Please keep track of your anticipated outcome numbers, for you will need them for step 5. The OA Pre-Assessment Plan is due when midterm grades are due. NOTE: If your department is conducting an activity as a group, the department chair should submit one form to cover all participating instructors. 3. Assess the activity/assignment using the Live Text rubric. 4. Enter the rubric data onto Live Text at http://www.livetext.com This data is due when final grades are due. 5. Results: Click on the OA Post-Assessment Analysis link Spring 2018: https://www.research.net/r/RS326DY NOTE: All instructors must complete questions 1 – 12. This information is due when final grades are due. OUTCOMES ASSESSMENT QUESTIONS LIVE TEXT LOGIN HELP Zac Hughes x2225 ǀ Kevin Riordan x5715 UNIT COORDINATORS Lakesha Jefferson x2529: English, communications, legal studies, and humanities Jack Kirkpatrick x2300: art, social sciences, library, and counseling Shari McGovern x2634: nursing and allied health Jennifer Medlen X2424: STEM, music, business, and career programs COURSE ASSESSMENT COURSES OA Pre-Assessment Plan Please return this form to your dean when midterm grades are due. 1. Term/Date: Fall2017 2. First Name: 3. Last Name: 4. Dean: 5. Course & Section Numbers (XXX-###-###): 6. Assessment Activity/Assignment: 7. Rubric: 8. Anticipated Outcome (Ex: 70% of the students will earn a score of 10 or higher): After the assessment, instructors answer questions 9 – 12. 9)Write one sentence, using numbers set for the anticipated outcome, to describe the results. (Ex: 40% of students received a score of 10 or higher, with the average score being 6.4.) 10) Did the results of this activity meet the expectations? 11) What can be done to improve the assessment activity? (Ex: Change the 4thquestion, too vague, and the 5th question, answered correctly by everyone.) 12) What can be done to increase student achievement with respect to the student learning objectives set? (Ex: To increase students’ proficiency with exponents, section 5.1 should be covered in 2 days.) CHANGES INSTITUTION Implementing Change by Analyzing the Data Gathered from the Critical Thinking and Written Communication Rubrics by Jennifer Medlen Math Department Fall 2017 In the 2016 – 2017 school year the OA unit coordinators, under the leadership of Shari McGovern, asked departments and programs to complete the implementation worksheet shown at the end of this article. Results were received from MUS, SOC, CHM, MTH, OTA, ECH, MRI, and RAD. Below you can see the types of things that departments learned from this type of analysis. Now that SSC is in the second cycle of general education assessment, the OA Committee is looking to improve upon the efforts made in the last cycle. Each department will get as much out of the assessment process as they put into it by analyzing the data to get information about how our students learn. The OA Committee will continue to ask for departmental and program participation. For this second assessment cycle, department chairs and program coordinators will be asked to play a pivotal role in improving the analysis of data and implementation of change by asking the Office of Institutional Effectiveness to supply the data that would be worthwhile departmentally. The OA unit coordinators will continue to look at college-wide general education data. Thank you in advance for your continued participation. WHAT IS WORKING • Review theoretical principles. • Demonstrate the principles by steps (the step-by-step approach) • Illustrate the principles by musical examples. • Spending more time on Stoichiometry and other challenging topics. • Increasing the amount of in class assignments and examples. • Allowing the students to solve problems in groups. • Teaching students why things work versus just saying it does. • The MTH 095 assignment is a great review of Chapter 3 graphing concepts. • Some of the best students do very well on the assignment. • Working in pairs helps weaker students to be more resourceful. • The activity allows the students to see a very practical example of the application of algebra and the importance of studying for exams, the application in question. • These varied from using technology to oral communication, but overall one can see that those who struggle in math can have an aptitude for these other things. • Extra tutoring in hands-on skills is needed to help students improve. • It has been noted, that changing the self-reporting method to an online survey has not significantly increased the amount of responses received from program graduates. • Analysis of data indicates that the Radiologic Technology department has set high standards. • Results indicate that students have met set standards. • Results indicate that student pass rates on the ARRT examination have declined. • The Radiologic Technology program is accredited by HLC. Assessment measures meet set standards. CHANGES TO BE IMPLEMENTED • Incorporate the theoretical principles into aural skills, keyboard harmony and applied lessons. • Attend concerts to reinforce the application of the principles. • Partitioning the critical thinking assessment question so that we can clearly pinpoint where the break down in learning occurs. • Looking into possibly switching the order of certain topics. • The directions on one problem were changed to ask students to “use numbers to describe the slope”, because students did not do that. • Instructors will continue to emphasize the “reasonableness” of answers. • Students will be instructed to use proper English when stating their responses. • Students will be asked to read the directions carefully so that their answers are in proper form i.e. function notation. • Students can be given other avenues like oral communication and technology within mathematics to both improve math skills and gen. ed. skills. • Student writing will be assessed Departmentally using the writing rubric • Formal writing assignments will comply to APA writing and research • More tutoring hours and more one-on- one help. • Faculty will work to develop a more user-friendly, efficient tool or technique to gather data from program graduates. This matter will be discussed at our annual board meeting • MRI simulators have been purchased; this will enable students to apply textbook theory to simulated clinical situations. • I-pad compatibility with the classroom smart board now enables animated MRI apps to be seen during class to enhance understanding of MRI concepts for visual learners. • Lastly, an orientation will take place prior to the start of classes. This will give accepted applicants a comprehensive overview of the program and allow for questions from the student to ensure full understanding of the program requirements. • The hire of a new adjunct instructor will give students another avenue to seek additional help with understanding MRI concepts. • With the implementation of the new adjunct, the Program Coordinator will be able to more closely monitor individual progress throughout the program to ensure the retention of students. • MRI has implemented the use of “real-time” simulators in the classroom. This allows students to have a clinical experience in the classroom, thus enhancing their scanning skills. • Continued improvement is needed for student pass rates. Additional lectures times have been added and will remain in place for RAD235 - Review Seminar. Additional lectures will provide students with the means necessary to improve test scores. In addition, “mock” registry examinations have been purchased in order to prepare graduating students for national examination. FALL 2016 OUTCOMES ASSESSMENT DEPARTMENTAL ANALYSIS FOR IMPLEMENTATION OF REFORMS Please engage in this discussion with the entire department so that all instructors can benefit from this discourse and together increase student learning. “What is working” can include but is not limited to the assessment instrument and student proficiency with given student learning outcomes. “Changes to be implemented” can include but is not limited to the assessment instrument and instructional delivery or content with given student learning outcomes. Please submit the answers electronically to [email protected]. Thank you. 1. Did you complete a departmental assessment with the general education objectives of written communication or critical thinking? If so, please describe your findings using bullets to describe what is working and what changes should be implemented. 2. Did you complete a departmental assessment with general education objectives other than written communication or critical thinking? If so, please describe your findings using bullets to describe what is working and what changes should be implemented. 3. Did you complete other varied and individual assessments with the general education objectives? If so, please describe your findings using bullets to describe what is working and what changes should be implemented. WHAT IS WORKING CHANGES TO BE IMPLEMENTED WHAT IS WORKING CHANGES TO BE IMPLEMENTED CHANGES TO BE IMPLEMENTED WHAT IS WORKING
Transcript of SOUTH SUBURBAN COLLEGE OUTCOMES ASSESSMENT: THE … › overview › ... · G4. The student will...
SOUTH SUBURBAN COLLEGE OUTCOMES ASSESSMENT: THE GRAND PLANPart 1: DeveloPing the Plan
A team of three faculty and one administrator attended the HLC Academy to form a general education assessment plan. The plan developed would showcase how SSC meets its goals of matriculating students who effectively communicate in both written and oral forms, critically think, use technology, conduct research, and embrace multiculturalism.
Part 2: tools for assessmentThe rubrics for the six general institution objectives were developed by the entire faculty through representation on the Outcomes Assessment Committee, the course assessment survey form and 5-Step process by the OA unit coordinators, and the departmental annual update form and checklist by leadership on the Outcomes Assessment Committee.
Part 3: institution: assess, analyze, anD institute ChangesThe OA unit coordinators had to determine how to analyze the data. Given the questionable reliability and validity of the data, the committee decided to do gap analysis and allow the natural questions that came to the surface to be asked. The changes instituted came from departments using the implementation form soliciting their input. This is the result of that teamwork.
South Suburban College Strategic Plan for Assessment of General Education
Year 1 Year 2 Year 3 Year 4 *Year 5* Year 6
2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
Assess
Written Communication
(W)
Critical Thinking
(CT)
Oral Communication
(OC)
Research Skills (RS)
Cultural Diversity
(CD)
Technology (T)
Written Communication
(W)
Critical Thinking
(CT)
Oral Communication
(OC)
Research Skills (RS)
Cultural Diversity
(CD)
Technology (T)
Analyze
Written Communication
(W)
Critical Thinking
(CT)
Oral Communication
(OC)
Research Skills (RS)
Cultural Diversity
(CD)
Technology (T)
Written Communication
(W)
Critical Thinking
(CT)
Oral Communication
(OC)
Research Skills (RS)
Institute Changes
Written Communication
(W)
Critical Thinking
(CT)
Oral Communication
(OC)
Research Skills (RS)
Cultural Diversity
(CD)
Technology (T)
Written Communication
(W)
Critical Thinking
(CT)
CYCLE OF ASSESSMENT
South Suburban College General Institutional Objectives
G1. The student will demonstrate critical thinking through written, oral or skill-based activities.
G2. The student will argue with insight, intelligence, eloquence and responsibility.
G3. The student will express oneself with discipline and creativity.
G4. The student will demonstrate an understanding of discipline specific material and how it interrelates with other subjects.
G5. The student will recognize the existence of a multi-cultural society and demonstrate an appreciation of multiple perspectives.
G6. The student will evaluate the impact of science and technology on the individual, society and the natural world.
GENERAL EDUCATION OBJECTIVES
1. COMMUNICATION
C1. Students will compose written English in a grammatically correct, well-organized and coherent manner for a variety of purposes.
C2. Students will compose, develop and deliver effective, English, language-based oral presentations for a variety of purposes.
C3. Students will demonstrate an understanding of the various forms of rhetoric.
C4. Students will integrate library/research skills into various areas of study.
2. MATHEMATICS
M1. Students will demonstrate analytical, quantitative, and problem-solving skills.
M2. Students will integrate mathematical relationships with other fields of study.
3. HUMANITES
H1. Students will identify and analyze ideas, movements, civilizations and cultures.
H2. Students will critically assess and express ideas about cultural diversity and individual roles in society.
4. FINE ARTS
FA1. Students will apply aesthetic reasoning for the expression, analysis, and interpretation of art forms.
FA2. Students will express themselves by creating or performing works of verbal or non-verbal Art.
5. SOCIAL AND BEHAVIORAL SCIENCES
SB1. Students will examine human thought processes and behaviors in diverse populations, cultures and settings.
SB2. Students will use the principles of Social and Behavioral Science to analyze and interpret individual and world issues.
6. PHYSICAL AND LIFE SCIENCE
PS1. Students will demonstrate an ability to effectively use scientific terminology.
PS2. Students will apply fundamental scientific conceptual frameworks for understanding and evaluating natural phenomena and their causes and effects.
7. TECHNOLOGY
T1. Students will demonstrate the use of a variety of forms of technology as fundamental tools.
T2. Students will demonstrate the effective application of current computers and software to a particular field of study.
GENERAL EDUCATION OBJECTIVES
Subj-Crs Sect D/G/C G1 G2 G3 G4 G5 G6 T1 T2 C1 C2 C3 C4 H1 H2 FA1 FA2 SB1 SB2 M1 M2 PS1 PS2
ENG-097 001 D I I I
ENG-099 012 D I I I I I I
MTH-085 630 D I I
MTH-091 014 D I I I
MTH-095 101 D D D D
MTH-100 630 D D D D
RDG-080 001 D I I I
RDG-081 001 D I I I
RDG-082 631 D I I I
SSK-100 662 D I I
ART-105 001 G I I
AST-101 101 G D D D I I I
AST-101 102 G D D D I I I
BIO-103 001 G I I I I I I
BIO-105 001 G I I I I I I I I
BIO-105 002 G I I I I I I I I
BIO-105 401 G I I I I I I I I
CHM-101 001 G
CHM-111 001 G D D D I I D D
CHM-113 001 G D D D I I D D
CHM-113 002 G D D D I I D D
CHM-113 003 G D D D I I D D
ENG-101 001 G I I I I I I I I
ENG-102 560 G D D D D D D D D
ENG-111 301 G I I I I I I I I I I I I
ENG-111 430 G I I I I I I I I I I I I
ENG-121 001 G I I I I I I I I
ENG-202 001 G I I I I I I I I I
ENG-204 001 G I I I I I I I I
ENG-208 001 G I I I I I I I I I I I I
SPE-108 601 G I I I I I I I I I I I I I I
ADN-150 001 C I I I I I I I I I I I I
ART-109 001 C I I
RAD-104 001 C I I I I I I I I I
SPN-101 003 C I I I I I I I I I
SPN-203 1 C I I I I I I I
CURRICULUM MAP
SOUTH SUBURBAN COLLEGE OUTCOMES ASSESSMENT – ANNUAL UPDATE REPORT
Department: Contact Person(s): Date of Submission:
Program:
SSC Mission Statement
Our mission is to serve our students and the community through lifelong learning.
Department/Program Goals
Assessment Methods
Direct Measures of Assessment (check all that apply)
Pre/Post Tests Capstone Project Performance Standardized Exam Portfolio Essay Test Question Research Paper Departmental Exam Multiple-choice Test Question Professional Certification Other: Please Specify
Indirect Measures of Assessment
Focus Group
Grad Survey/Interview
Employer/Faculty Survey
Other
A. Department/Program Assessment Plan
Intended Student Learning Objectives Identify each objective to be measured in this plan.
Expected Outcomes For each objective identify the criteria for success
B. Assessment Results and Action Plan
Summary of Results and Analysis of Data What were the results of the assessment activity?
What was learned from the results?
Action Plan
How are the results of this assessment plan going to be used by the faculty on this discipline/department? How was the action plan and data shared with the department or program?
Program/Discipline Annual Update Checklist Program/Discipine
Section Criteria for Evaluation Y N Notes
Top Is all of the basic information listed and correct?
Program Mission Is the program mission statement clearly listed?
Discipline Goals Are the educational goals of the discipline clearly outlined?
Lead Instructor(s)/ Coordinators
Is it clear who will lead the assessment process for each outcome listed?
Intended Student Learning Outcomes
1. Are the outcomes clearly defined?
2. Are the outcomes measurable?
Assessment Process
1. Is it clear what performance or task will be used to measure student learning?
2. Is the rationale for selecting this process clearly stated?
3. Will the process lead to results that are measurable and evaluated uniformly against a designated standard?
4. Is it clear who will analyze the measurable results?
5. If the process is to be applied to multiple courses will it be applied consistently?
Criteria for Student Success
1. Are the benchmarks realistic? That is, would meeting or exceeding the benchmarks indicate program success?
2. Does the percentage include all students who attempted the course/program or only those who successfully completed?
Summary of Results and Analysis of Data Collected
1. Are the listed results quantifiable?
2. Are the results analyzed and interpreted in ways consistent with the overall plan?
3. Is it clear what was learned from the assessment process?
Action Plan Based on Results and Analysis
1. Is it clear what steps will be taken to improve student learning based on the reported results?
2. Is it clear how the plan results were shared with other faculty in the department/program?
Overall Recommendation:
Please resubmit Annual Updates including missing items noted above to by October 15th.
DEPARTMENT/PROGRAM ASSESSMENT
DATA
DEVELOPMENTAL ED WC DEVELOPMENTAL ED CT
GENERAL ED WC GENERAL ED CT
INSTITUTIONANALYZING2014-2015CRITICALTHINKING&WRITTENCOMMUNICATIONDATADevelopmentalCriticalThinkingResultsWhyarethesenumberssohighwhenthepassratesindevelopmentalclassesaresolow?Whyistheresuchagreatimbalanceinnumbersbetweenfallandspring-394downto140?Ifweswitchedtoadifferentrubricfromfalltospring,doesourabilitytointerpretdatachange?Canwegetholdofthesegrades,ordoweneedtorelyonanecdotaldatainpresentingthisquestion?Followuptothepreviousquestions:Whattypeofcollaborationcanweinstitutewithdepartmentchairsinordertoascertainhowviabletheseresultsare—numbershigherthanthepassrates?Howisitpossiblethatstudentsaremoreproficientatdevelopingaplan(75%)thanatdefiningtheproblem?Whatcanbedonetohelpstudentsimproveincommunicatingtheresults?Gen.Ed.CriticalThinkingResultsHowdowenarrowthediscrepancybetweengraders’scores?Asafollowuptothepreviousquestion:Inanefforttomakethisdatabeneficialtoourstudents,canitbeusedtohelpcounselinginadvising?Thismaybeawaytonarrowthediscrepancies.Isthereanysortofcontrolovertheitemsbeingassessed?Therewillalwaysbeacertainpercentageofstudentswhofallintothe“0–DoesNotMeetStandard”category(7–10%inFall,7–15%inSpring).Isitunrealistictobelievethatwecanchangethis?Whatisanacceptablemarginoffailure?DevelopmentalWrittenCommunicationResultsWithdevelopmentalstudents,howdoyouworktoimprovemechanicswithoutsacrificingtheflowofthecontent?Gen.Ed.WrittenCommunicationResultsIsgradinginthisareaconsistentcampuswide?Ifso,dothescoresvarybecausestudentsarewritingmoreconscientiouslyinEnglishcoursesbecauseofanexpectationofmoremeticulousgrading?Isthisdataconsistentwithothercommunitycolleges’withsimilardemographic/psychographiccharacteristicsasSSC?Itisimportantthatourresultsareauthenticandusefulininstitutingcollegewidechangesthatbenefitourstudentpopulation.Doesthisdataappeartoaccuratelyrepresentthewritinginstructorsseeinclass?Myownexperiencedoesnothavearateof>75%ofstudentswritingataproficientorbetterlevel.Couldtheassessmentscoresbeinflated?
ANALYSIS
ORAL COMMUNICATION SKILLS RUBRICAssessment of Effective Communication and Self Expression
COURSE: NAME: DATE:Intended Outcome: The student will clearly and effectively communicate his/her message
Score = 3 ExceptionalScore = 2 Meets Standards
Score = 1 Needs Improvement
Score = 0 Does not meet standards Total: Overall:
StructureWork has clear and appropriate beginning, development, and conclusion. Transitions are also clear and appropriate.
Work has adequate beginning, development, and conclusion. Transitions are also adequate.
Work has weak beginning, development, and conclusion. Transitions are also deficient.
Organizational structure is seriously flawed. Transitions were not utilized.
Content
The length and breadth of the work provides in-‐depth coverage of the topic, and assertions are clearly supported by evidence that is orally cited.
The length and breadth of the work is sufficient to cover the topic, and at least some assertions are supported by evidence that is orally cited.
Work does not do an adequate job of covering the assigned topic, and assertions are weakly supported by evidence that is orally cited.
Work does not cover the assigned topic, and assertions are not supported by evidence that is orally cited.
Delivery: Vocal
Delivery has a high level of vocal expression and variety and engages the audience.
Delivery has an adequate level of vocal expression and variety and engages the audience.
Delivery is vocally ineffective and fails to engage the audience.
Delivery reflects a minimal use of vocal expression and variety and barely engages the audience.
Delivery: Physical
Delivery has a high level of physical involvement with strong eye contact.
Delivery has an adequate level of physical involvement with satisfactory eye contact.
Delivery has a minimal level of physical involvement with very little eye contact.
Delivery is physically ineffective and fails to engage the audience.
Comments: Overall Score (optional):
WRITTEN COMMUNICATION SKILLS RUBRICAssessment of Effective Written Communication and Self Expression
COURSE: NAME: DATE:Intended Outcome: The student will clearly and effectively communicate his/her message
Score = 3 ExceptionalScore = 2 Meets Standards
Score = 1 Needs Improvement
Score = 0 Does not meet standards Total: Overall:
Structure
Written work has clear and appropriate beginning, development, and conclusion. Paragraphing and transitions are also clear and appropriate.
Written work has an adequate beginning, development, and conclusion. Paragraphing and transitions are also adequate
Written work has weak beginning, development, and conclusion. Paragraphing and transitions are also deficient.
Organizational structure (and paragraphing) have serious and persistent errors.
Content
The length and breadth of the written work provides in-‐depth coverage of the topic, and assertions are fully supported by evidence.
The length and breadth of the written work is sufficient to cover the topic, and assertions are adequately supported by evidence.
Written work does not do an adequate job of covering the assigned topic, and assertions are weakly supported by evidence.
Written work does not cover the assigned topic, and assertions are not supported by evidence.
Mechanics
Written work has no major errors in word selection and use (and sentence structure, spelling, punctuation, and capitalization).
Written work is relatively free of errors in word selection and use (and sentence structure, spelling, punctuation, and capitalization).
Written work has several major errors in word selection and use (and sentence structure, spelling, punctuation, and capitalization).
Written work has serious and persistent errors in word selection and use (and sentence structure, spelling, punctuation, and capitalization).
Comments:
Problem-Solving Skills RubricAssessment of Effective Use of Critical Thinking Skills
COURSE:
Score = 3 Score = 2 Score = 1 Score = 0
Exceptional Meets the standards Needs Improvement Does not meet standards
Thoroughly collects reliable, relevant and sufficient information.
Accurately and creatively interprets evidence, data
and questions.
Collects reliable, relevant and sufficient information.
Accurately interprets evidence, data and
questions.
Inadequately collects reliable, relevant and
sufficient information. Inaccurately interprets information, data and
questions.
Collects unreliable, irrelevant and/or
insufficient information. Does not interpret evidence, data and
questions.
Comments:
Lacks the concepts, procedures or strategies to
solve the problem.
DATE:NAME:
Intended Outcome: The student will demonstrate critical thinking through written/oral/skill-based activities.
Performance Area
Conclusions are generally correct, but vague or
ambiguous. Weak evidence is presented.
No explanation for conclusions or unrelated to
problem. Vague, ambiguous data; details
absent.
Score
Conclusions are clearly, effectively and persuasively
stated along with strong evidence.
Conclusions are clearly and effectively stated with
adequate evidence.
No evidence of reasoning or reasoning does not support conclusion.
Definition of the Problem
Clearly defines the problem and considers all relevant aspects of the problem.
Adequately defines the problem and considers all
relevant aspects of the problem.
Inadequately defines the problem or fails to consider all relevant aspects of the
problem.
Unable to define the problem or defines the
problem incorrectly.
Uses sound reasoning to accurately reach a valid
conclusion.
Selects inappropriate concepts, procedures or strategies to solve the
problem.
Some reasoning exists, but student fails to reach a
conclusion.
Uses sound reasoning throughout in an accurate and creative manner to reach a valid conclusion.
Communicates the results
Collects and analyzes appropriate information
Develops a plan to solve the problem
Selects appropriate concepts, procedures and
strategies to solve the problem.
Lacks some of the concepts, procedures and
strategies to solve the problem.
Interprets findings to determine plausible
solutions.
Effective Research Methods and Skills Rubric
COURSE:
Score = 3 Score = 2 Score = 1 Score = 0
Exceptional Meets the standards Needs Improvement Does not meet standards
Source evidence is significantly related to and
supportive of the topic.
Source evidence has minor weaknesses in relativity to and support of the topic.
Source evidence has major weaknesses in relativity to and support of the topic.
Source evidence was non-supportive, unrelated to
the topic.
DATE:NAME:
Intended Outcome: The student will succesfully complete a research activity.
Performance Area
Literature Review
Introduction: Problem, Significance
and Purpose
The problem, significance and purpose are clearly
connected to the sources. The purpose flows logically
from the introduction.
Identifies a relevant research issue.
Connections established with the literature.
Score
Prepared in correct format with no errors; includes all
required sources.
The problem is too broad or the description fails to
establish the importance of the problem. Relevance to the sources are unclear or
insignificant.
Bibliography
Prepared in correct format with some errors; includes
a majority of required sources.
Comments:
Prepared incorrectly and/or contains many errors; lacks required
sources.
Few sources are cited properly and/or
documented in the correct format.
All sources are cited properly and are
documented in correct format with no errors.
Citation
Prepared in correct format with few errors; includes all
required sources.
Source citations are missing or contain multiple errors.
Title and Abstract
Title and abstract are informative and offer
specific details about the research and proposed
methods of study.
Title and abstract are relevant, offering adequate details about the proposed
research study.
Title or abstract lacks relevance or fails to offer
appropriate details or methods of study.
Title or abstract were omitted or inappropriate
for the problem, research, questions and method.
All sources are cited properly and are
documented in correct format with few errors.
Statement of the problem, significance, and purpose
or definitions of constructs and variables were omitted
or inappropriate.
TECHNOLOGY SKILLS RUBRIC Assessment of Effective Use of Technology
COURSE:
Score = 3 Score = 2 Score = 1 Score = 0Exceptional Meets the standards Needs Improvement Does Not
Meet Standards
Demonstrates a basic ability to navigate the internet and locate information weakly related to the
task.
Demonstrates a limited ability to navigate the internet and locate information that is not relevant
to the task.
Cannot navigate the internet to successfully locate information
related to a specific topic.
COMMENTS:
Performance Area
Use of a variety of electronic resources to
advance professional or personal life.
Basic Computer Literacy
Accurately uses appropriate computer/internet terminology.
Demonstrates the ability to identify, open and close the
appropriate program to utilize for a task, and efficiently
store/retrieve files from multiple storage devices.
Uses appropriate computer/internet terminology.
Demonstrates the ability to locate and open/close a specific
program but cannot store/retrieve files from external
storage devices.
Use of electronic or
online communication
tools.
Effectively uses email or other electronic tools to communicate with others, including the use of attachments. Frequently utilizes electronic course tools, such as
registration or course management programs.
Uses email or other electronic tools to communicate with
others, but cannot open/include attachments. Occasionally uses electronic course tools, such as
registration or course management programs.
Use of electronic or
online resources to
retrieve information
Demonstrates an ability to use multiple tools to navigate the internet to locate information
relevant to the task.
NAME: DATE:
Demonstrates an initiative to use and develop new
technology skills to complete assignments or improve skills.
Independently demonstrates the ability to use multiple types of
hardware or software.
Demonstrates an ability to use technology to complete
assignments or improve skills, upon instruction.
Demonstrates an understanding of how to use technology to
assist in completion of assignments but does not use
technology to complete assignments.
Cannot use technology to complete assignments. Does
not understand how to use technology to assist in
completion of assignments.
Intended Outcome: The student will clearly demonstrate the ability to use a variety of electronic resources and methods.
Score
Uses computer/internet terminology inconsistently. Demonstrates the ability to
open/close specific programs but cannot store/retrieve files.
Does not demonstrate an understanding of
computer/internet terminology. Cannot locate or utilize specific
programs. Cannot store/retrieve files.
Uses email but does not use any other electronic
communication or course tools.
Cannot use any electronic communication or course tools.
RUBRICSMulticulturalism Self-Assessment Multiculturalism: G5 – The student will recognize the existence of a multicultural society and demonstrate an appreciation of multiple perspectives.
1. Reflect on your current understanding of culture and cultural groups, and rank your level of agreement. ¡ Student
¡ Faculty
¡ Staff
¡ Administration
2. I am completing this survey as part of a class that addresses issues of multiculturalism.
3. What class are you registered in? (Course name and number.)
4. Please choose your level of agreement for each statement.
Strongly Disagree Disagree Agree Strongly Agree South Suburban College is a culturally diverse Community. ¡ ¡ ¡ ¡
When on Campus, I predominantly socialize with others who share my cultural background. ¡ ¡ ¡ ¡
I enjoy learning about the traditions of cultures other than my own. ¡ ¡ ¡ ¡
A person’s culture is not determined only by their family’s country of origin. ¡ ¡ ¡ ¡
Stereotypes are harmful. A stereotype is “a fixed, over generalized belief about a particular group or class of people. (Cardwell, 1996). Stereotyping can be
used as a mental shortcut to quickly and easily process information. ¡ ¡ ¡ ¡
For more information on multiculturalism and stereotypes: https://www.britannica.com/topic/multiculturalism http://www.simplypsychology.org/katz-braly.html http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1043&context=orpc http://scholar.harvard.edu/files/shleifer/files/stereotypes_june_6.pdf?m=1433176515 References Cardwell, M. (1996). Dictionary of Psychology. Chicago IL: Fitzroy Dearborn.
COURSES
Assessment Participation: Weigh More Options UPDATED 1/22/18 Outcomes Assessment will include all faculty this year with 3 options. Contact your department chair/program coordinator to find out how you will participate. 1) Instructors teaching written communication or critical thinking in class will use Live Text rubrics. 2) A departmental or course assessment, possibly through the annual update, may be used with any Live Text rubric. 3) Individuals or departments/programs will develop a class/course assessment using one of the 6 Live Text rubrics. SO WHAT’S MY ROLE? ALL INSTRUCTORS WILL USE A LIVE TEXT RUBRIC TO EVALUATE STUDENT PERFORMANCE ON AN ASSIGNMENT IN AT LEAST ONE OF THEIR CLASSES. Check with your program coordinator/department chair. SSC’s Outcomes Assessment Strategic Plan for General Education: The Five Steps 1. Choose a class activity/assignment to evaluate using a rubric. 2. Fill out the OA Pre-Assessment Plan form or complete it through the e-mail request and send it to your dean. Please keep track of your anticipated outcome numbers, for you will need them for step 5. The OA Pre-Assessment Plan is due when midterm grades are due. NOTE: If your department is conducting an activity as a group, the department chair should submit one form to cover all participating instructors. 3. Assess the activity/assignment using the Live Text rubric. 4. Enter the rubric data onto Live Text at http://www.livetext.com This data is due when final grades are due. 5. Results: Click on the OA Post-Assessment Analysis link
Spring2018:https://www.research.net/r/RS326DY
NOTE: All instructors must complete questions 1 – 12. This information is due when final grades are due. OUTCOMES ASSESSMENT QUESTIONS LIVE TEXT LOGIN HELP Zac Hughes x2225 ǀ Kevin Riordan x5715 UNIT COORDINATORS Lakesha Jefferson x2529: English, communications, legal studies, and humanities Jack Kirkpatrick x2300: art, social sciences, library, and counseling Shari McGovern x2634: nursing and allied health Jennifer Medlen X2424: STEM, music, business, and career programs
COURSE ASSESSMENT
COURSES OA Pre-Assessment Plan Please return this form to your dean when midterm grades are due.
1. Term/Date: Fall2017
2. First Name:
3. Last Name:
4. Dean:
5. Course & Section Numbers (XXX-###-###):
6. Assessment Activity/Assignment:
7. Rubric:
8. Anticipated Outcome (Ex: 70% of the students will earn a score of 10 or higher): After the assessment, instructors answer questions 9 – 12.
9)Write one sentence, using numbers set for the anticipated outcome, to describe the results. (Ex: 40% of students received a score of 10 or higher, with the average score being 6.4.) 10) Did the results of this activity meet the expectations? 11) What can be done to improve the assessment activity? (Ex: Change the 4thquestion, too vague, and the 5th question, answered correctly by everyone.) 12) What can be done to increase student achievement with respect to the student learning objectives set? (Ex: To increase students’ proficiency with exponents, section 5.1 should be covered in 2 days.)
CHANGESINSTITUTION
ImplementingChangebyAnalyzingtheDataGatheredfromtheCriticalThinkingandWrittenCommunicationRubrics
byJenniferMedlenMathDepartmentFall2017Inthe2016–2017schoolyeartheOAunitcoordinators,undertheleadershipofShariMcGovern,askeddepartmentsandprogramstocompletetheimplementationworksheetshownattheendofthisarticle.ResultswerereceivedfromMUS,SOC,CHM,MTH,OTA,ECH,MRI,andRAD.Belowyoucanseethetypesofthingsthatdepartmentslearnedfromthistypeofanalysis.NowthatSSCisinthesecondcycleofgeneraleducationassessment,theOACommitteeislookingtoimproveupontheeffortsmadeinthelastcycle.Eachdepartmentwillgetasmuchoutoftheassessmentprocessastheyputintoitbyanalyzingthedatatogetinformationabouthowourstudentslearn.TheOACommitteewillcontinuetoaskfordepartmentalandprogramparticipation.Forthissecondassessmentcycle,departmentchairsandprogramcoordinatorswillbeaskedtoplayapivotalroleinimprovingtheanalysisofdataandimplementationofchangebyaskingtheOfficeofInstitutionalEffectivenesstosupplythedatathatwouldbeworthwhiledepartmentally.TheOAunitcoordinatorswillcontinuetolookatcollege-widegeneraleducationdata.Thankyouinadvanceforyourcontinuedparticipation.WHATISWORKING
• Reviewtheoreticalprinciples.• Demonstratetheprinciplesbysteps(thestep-by-stepapproach)• Illustratetheprinciplesbymusicalexamples.• SpendingmoretimeonStoichiometryandotherchallengingtopics.• Increasingtheamountofinclassassignmentsandexamples.• Allowingthestudentstosolveproblemsingroups.• Teachingstudentswhythingsworkversusjustsayingitdoes.• TheMTH095assignmentisagreatreviewofChapter3graphingconcepts.• Someofthebeststudentsdoverywellontheassignment.• Workinginpairshelpsweakerstudentstobemoreresourceful.• Theactivityallowsthestudentstoseeaverypracticalexampleoftheapplicationofalgebraandtheimportanceofstudyingforexams,theapplicationinquestion.• Thesevariedfromusingtechnologytooralcommunication,butoverallonecanseethatthosewhostruggleinmathcanhaveanaptitudefortheseotherthings.• Extratutoringinhands-onskillsisneededtohelpstudentsimprove.• Ithasbeennoted,thatchangingtheself-reportingmethodtoanonlinesurveyhasnotsignificantlyincreasedtheamountofresponsesreceivedfromprogramgraduates.• AnalysisofdataindicatesthattheRadiologicTechnologydepartmenthassethighstandards.• Resultsindicatethatstudentshavemetsetstandards.• ResultsindicatethatstudentpassratesontheARRTexaminationhavedeclined.• TheRadiologicTechnologyprogramisaccreditedbyHLC.Assessmentmeasuresmeetsetstandards.
CHANGESTOBEIMPLEMENTED
• Incorporatethetheoreticalprinciplesintoauralskills,keyboardharmonyandappliedlessons.• Attendconcertstoreinforcetheapplicationoftheprinciples.• Partitioningthecriticalthinkingassessmentquestionsothatwecanclearlypinpointwherethebreakdowninlearningoccurs.• Lookingintopossiblyswitchingtheorderofcertaintopics.• Thedirectionsononeproblemwerechangedtoaskstudentsto“usenumberstodescribetheslope”,becausestudentsdidnotdothat.• Instructorswillcontinuetoemphasizethe“reasonableness”ofanswers.• StudentswillbeinstructedtouseproperEnglishwhenstatingtheirresponses.• Studentswillbeaskedtoreadthedirectionscarefullysothattheiranswersareinproperformi.e.functionnotation.• Studentscanbegivenotheravenueslikeoralcommunicationandtechnologywithinmathematicstobothimprovemathskillsandgen.ed.skills.• StudentwritingwillbeassessedDepartmentallyusingthewritingrubric• FormalwritingassignmentswillcomplytoAPAwritingandresearch• Moretutoringhoursandmoreone-on-onehelp.• Facultywillworktodevelopamoreuser-friendly,efficienttoolortechniquetogatherdatafromprogramgraduates.Thismatterwillbediscussedatourannualboardmeeting• MRIsimulatorshavebeenpurchased;thiswillenablestudentstoapplytextbooktheorytosimulatedclinicalsituations.• I-padcompatibilitywiththeclassroomsmartboardnowenablesanimatedMRIappstobeseenduringclasstoenhanceunderstandingofMRIconceptsforvisuallearners.• Lastly,anorientationwilltakeplacepriortothestartofclasses.Thiswillgiveacceptedapplicantsacomprehensiveoverviewoftheprogramandallowforquestionsfromthestudenttoensurefull
understandingoftheprogramrequirements.• ThehireofanewadjunctinstructorwillgivestudentsanotheravenuetoseekadditionalhelpwithunderstandingMRIconcepts.• Withtheimplementationofthenewadjunct,theProgramCoordinatorwillbeabletomorecloselymonitorindividualprogressthroughouttheprogramtoensuretheretentionofstudents.
• MRIhasimplementedtheuseof“real-time”simulatorsintheclassroom.Thisallowsstudentstohaveaclinicalexperienceintheclassroom,thusenhancingtheirscanningskills.• Continuedimprovementisneededforstudentpassrates.AdditionallecturestimeshavebeenaddedandwillremaininplaceforRAD235-ReviewSeminar.Additionallectureswillprovidestudentswiththe
meansnecessarytoimprovetestscores.Inaddition,“mock”registryexaminationshavebeenpurchasedinordertopreparegraduatingstudentsfornationalexamination. FALL2016OUTCOMESASSESSMENT DEPARTMENTALANALYSISFORIMPLEMENTATIONOFREFORMSPleaseengageinthisdiscussionwiththeentiredepartmentsothatallinstructorscanbenefitfromthisdiscourseandtogetherincreasestudentlearning.“Whatisworking”canincludebutisnotlimitedtotheassessmentinstrumentandstudentproficiencywithgivenstudentlearningoutcomes.“Changestobeimplemented”canincludebutisnotlimitedtotheassessmentinstrumentandinstructionaldeliveryorcontentwithgivenstudentlearningoutcomes.Pleasesubmittheanswerselectronicallytosmcgovern@ssc.edu.Thankyou.
1. Didyoucompleteadepartmentalassessmentwiththegeneraleducationobjectivesofwrittencommunicationorcriticalthinking?Ifso,pleasedescribeyourfindingsusingbulletstodescribewhatisworkingandwhatchangesshouldbeimplemented.
2. Didyoucompleteadepartmentalassessmentwithgeneraleducationobjectivesotherthanwrittencommunicationorcriticalthinking?Ifso,pleasedescribeyourfindingsusingbulletstodescribewhatisworkingandwhatchangesshouldbeimplemented.
3. Didyoucompleteothervariedandindividualassessmentswiththegeneraleducationobjectives?Ifso,pleasedescribeyourfindingsusingbulletstodescribewhatisworkingandwhatchangesshouldbeimplemented.
WHATISWORKING
CHANGESTOBEIMPLEMENTED
WHATISWORKING
CHANGESTOBEIMPLEMENTED
CHANGESTOBEIMPLEMENTED
WHATISWORKING
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