Griffis 09F HSS
PHI-112-0xx
pre-post test
Analysis:
Those who study the textbook and the powerpoint materials on the student drive and on TSJC Online (a comprehensive collection from me and from students in previous semesters) did remarkably well in demonstrating their learning. A few also went to the publisher`s website and expanded their learning with links to contemporary literature about issues that were not even in the published text.
Results:
Much improvement in grasping of basic ethics theories using the currently chosen textbook from that of the previous three years the Ethics class was taught.
Changes:
I will add a unit on genetic engineering and genetic screening, since that topic is missing from the currently chosen textbook and the students will run into the social issue of genetic engineering increasingly.
Continuance:
Having the course now fully established in powerpoint form with TSJC Online presence, I will allow volunteer selection of research topics by students in each of 8 conceptual areas so students do some of the teaching tro fellow students while I superintend.
Results of Prior Assessment:
The more weblinks and jazzy text formatting, the more attractive, while the requiremtn to be responsible for spelling punctuation, grammatical accuraqcy and organization aided the students in the accumulation of thinking process.
Date-Time:
12/19/2008 4:33:43 PM
Shirley Johnson 08F TB
ACC-121-200
pre-post /capstone
Analysis:
Students showed a significant increase in scores on the posttest. The capstone projects included everything covered in the first 12 chapters of the accounting book. This includes journalizing, posting, preparing financial statements, adjusting and closing entries, petty cash, change fund, payroll, etc.
Results:
Seven students completed the course and on the pre-post test scores increased from 16 points to 65 points. All seven students completed the capstone project with a 92 or higher grade.
Changes:
Having only seven students complete the class allowed me more time to work one-on-one with them and explain what they were having problems with.
Continuance:
I lecture every chapter then have the students do the assigned problems. The following day I show the answers on the smart board and allow the students to check their work. A quiz and assessment is given for every chapter. An achievement test is given after every two chapters which allows students to apply the skills learned.
Results of Prior Assessment:
Since accounting concepts build on each other, I feel it is important to give assessments on each chapter. It would be nice to have a testing center so class time would not be used for testing.
Date-Time:
1/7/2008 10:54:30 AM
Pat Robbins 08F TB
BUS-115-200
Pre/Post Test
Analysis:
Students as a class did increase their knowledge of the business environment by 37%. The most improved student scored 40% on the pretest and 95% on the posttest. The least improved student scored 23% on the pretest and 65% on the posttest.
Results:
Students were given the final exam as a pretest on the first day of class and then given the same test as a posttest on the last day of class. The class average on the pretest was 42%, and the class average on the posttest was 79%.
Changes:
I will keep all of the assessments for the class; however, I will make a comparison to include the midterm exam.
Continuance:
See above
Results of Prior Assessment:
None
Date-Time:
12/13/2007 9:31:16 AM
Robbins, P 07S TB
BUS-115-200
Pre-Post Test
Analysis:
Students obviously increased their knowledge of business throughout the semester.
Results:
Average pretest score for the class was 41%. Average posttest score for the class was 85%.
Changes:
Assessments measures will remain the same; however, a new edition of the text book will be used next semester. I will no longer provide handouts for the students; they will have to use WebCT to obtain information.
Continuance:
Continue all teaching methods and assignments, but emphasize the utilization of WebCT resources rather than a hard copy study guide.
Results of Prior Assessment:
None.
Date-Time:
5/9/2007 2:52:47 PM
Nash, C 06F TB
BUS-216-1
pre-post-Test
Analysis:
Overall, most of the students were learning the concepts
Results:
Pre test = 35.2 average weigthed score
Post test = 83.1 average weighted score
Changes:
Some additional focus is required for assisting some of the students --
Continuance:
Emphasis on the big picture of the legal enviornment of business - How it really does have a significant impact in the business world.
Results of Prior Assessment:
Date-Time:
12/22/2005 10:36:33 AM
Meyerholz, D 06F TB
BUS-217-200
pre-post-Test, and submitted papers comparison
Analysis:
This was the smallest class size that I`ve taught in this subject. It was very difficult to engage students in class discussions because this group was quiet and reserved. The result was, when we worked on fundamental concepts the students would participate if the information was presented as questions, therefore, the scores on the written exams improved. The individual writing projects did not seem to improve as much as I`d like, primarily because students were not sharing insights with one and another.
Results:
Pre-test results averaged 40% on a written exam. The post test results averaged 70% score on the exam. This is an improvement of 75%. The results of the written submission was an average of 70%. The final paper averaged a score of 85%. This was an improved score of 21% on spelling, grammar, sentence structure, purpose, and attitude.
Changes:
Activities that presented a challenge and forced group interaction seemed to be more effective than any lectures or individual work. Having a small class presented it`s own challenges - especially in a class where interaction is important.
Continuance:
I increased the number of assignments from the textbook this semester - as a means of helping students to comprehend the information. This seemed to be effective. Students accepted the questions they would need to research and so I believe it contributed to an improved understanding of the importance of good business communication.
Results of Prior Assessment:
I mentioned above that one of the changes was an increased number of assignments. The assignments were questions that covered the information contained in the textbook. The test scores improved over previous semesters.
Date-Time:
12/16/2005 2:08:16 PM
Johnson, S 06F TB
ACC-245-2xx
Pre-post-test and capstone project
Analysis:
Students who work hard at classes are successful. It is great to have students complete the course and be successful. Having answer keys available for students to check their work also helps them learn problem-solving skills. The capstone project utilizes the skills and concepts learned throughout the class.
Results:
The students` scores increased 19 to 47 points with an average increase of 30 points. Most of the students had Principles of Accounting prior to taking this class which assisted them on the posttest. The capstone project involves setting up a company and going through the complete accounting cycle for this company.
Changes:
None
Continuance:
Students who chek their problems with the answer keys do better in the class. If they don`t check their work, the errors carry forward in the next problem. The students try to find and correct their errors then ask for assistance.
Results of Prior Assessment:
Date-Time:
12/16/2005 2:01:31 PM
Johnson, S 06F TB
ACC-121-200
pre-post test and capstone project
Analysis:
I allowed an additional day for students to complete the capstone project and I feel this enabled them to complete the project. Most of the students that completed the class were high-achievers and would do well with whatever requirements I set.
Results:
The pre-post test results showed an average increase in score of 49.6 points. The pre and post test were the same test so this showed great improvement. There were 13 students that completed both the pre and posttest. The capstone project was completed by 13 students and their scores ranged from 80 percent to 100 percent. This project covered everything learned in the first twelve chapters of accounting including journalizing and posting transactions, completing financial reports, payroll, payroll reports and all the transactions to complete the accounting cycle.
Changes:
I like the pre-post test and the capstone project. They both really show what the students have learned during the semester
Continuance:
I lecture every chapter and test over every chapter. This allows students to focus on chapters covered and also to build on every chapter. Every concept learned in Chapter 1 is utilized in every additional chapter.
Results of Prior Assessment:
I plan on continuing with the current methods of teaching. I do wish we had a testing center where students could take tests and not take up as much class time.
Date-Time:
12/16/2005 1:42:12 PM
Robbins, P 06F TB
BUS-216-200
pre/post test
Analysis:
The bell curve did not seem to exist in this class. After reviewing the individual students, I found that most of them were honor students who routinely receive A`s and B`s. I don`t believe the class delivery was any better than in the past; I just happened to have an excellent group of students this semester.
Results:
Pre and post test scores showed nearly a 50% improvement in percentage points. Classroom average for final grades was 94% (A average). This is the highest average for this class that I have ever had since I began teaching it 12 years ago!!
Changes:
None.
Continuance:
Keep all assignments, etc.
Results of Prior Assessment:
Date-Time:
12/15/2005 4:46:09 PM
Johnson, S 05S TB
ACC-245-2XX
Pre-Post Test, capstone project
Analysis:
Students benefit from having the answer keys available because they learn problem-solving skills by locating their mistakes. I assist when they need help resolving a problem.
Results:
Twelve students completed the course. On the pre-post tests the range in improvement was from 12 points to 34 points. The average improvement for all students was 21.25 points. The capstone project is very beneficial to students because they learn how to set up a company in QuickBooks and to enter transactions, prepare financial reports, prepare payroll, create W-2`s, W-3`s, 941 and 940 reports that apply to payroll accounting. They also learn how to do backups that are crucial to computerized accounting in business. I allow the students to check their projects with answer keys that are in sheet protectors and in 3-ring binders.
Changes:
Revise the syllabus to give less time for the beginning projects and more time at the end of class for the capstone project. Dates on the syllabus seem to motivate students to stay caught up.
Continuance:
The answer keys will be available and I will assist students one-on-one as they need it.
Results of Prior Assessment:
Most students carefully study the syllabus and try to keep up with it.
Date-Time:
7/8/2005 11:28:42 AM
Johnson, S 05S TB
ACC-121-200
Pre-Post Test & Capstone Project
Analysis:
Students that devoted sufficient time to the class assignments and especially the capstone project were very positive about what they had learned. Others were glad the class was over and they achieved a passing grade.
Results:
On the pre-post-tests the students improvement range was from 12 to 69 points with an average improvement of 38.2 points. The main reason for the wide range is because some students had some background in accounting and some had no background in accounting. Also, the student that only improved by 12 points was retaking the class. The Capstone Project covered principles that the students learned from the beginning of the class. It put all of the concepts together to help the students understand the nine steps of the accounting cycle. This included journalizing in special journals, posting to the general ledger and subsidiary ledgers, preparing worksheets, preparing financial reports, journalizing and posting adjusting and closing entries, and preparing the post-closing trial balance.
Changes:
Allow additional class time if possible for working on assignments. Students can get help as needed at this time.
Continuance:
I definitely feel that most students benefit from the lecture. Some students are able to work on their own, but most stress the importance of being in class for the lecture.
Results of Prior Assessment:
The capstone project proved beneficial for students to understand the whole process of accounting.
Date-Time:
6/3/2005 2:54:57 PM
Robbins, P 05F TB
BUS-115-200
pre-post test & survey
Analysis:
Obviously students have acquired valuable information regarding how business works. They seem to dislike writing papers but would like more group projects. Students enjoyed learning about the stock market and marketing concepts.
Results:
Scores on the post test were considerably higher than on the pre test. The survey results contained only positive comments and input.
Changes:
Will add another group project.
Continuance:
All other assignments will remain the same; nothing will be eliminated.
Results of Prior Assessment:
See above.
Date-Time:
12/16/2004 1:20:30 PM
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