Kim Croll 09F TI
MGD-164-001
pre-post-Test
Analysis:
Without sitting at the computer with Final Cut Pro 6 booted up, they could not verbalize the obvious skill that they had aquired during the course of the semester.
Results:
Except for the simplest of questions the students had a hard time with the post test yet I am certain that they had a almost complete grasp of what the test was asking them.
Changes:
I should change the wording of the test or come up with another meathod of proving their aquired skills using this very diverse computer program.
Continuance:
I believe the Final Cut pro 6 text is very good but they are no longer being published. I hope to find another good text or track down more copies of the same.
Results of Prior Assessment:
N/A
Date-Time:
12/18/2008 8:40:22 PM
David Barrack 09F TI
MGD-112-001
Interview & Observe
Analysis:
I need to find a way to observe the students closer.
Results:
The data collection method is effective with a group of this size and age.
Changes:
I have made arrangement for a program that will let me observe the students from my workstation.
Continuance:
The current methods allow students to work at their own speed. I encurage them to come in and work on projects.
Results of Prior Assessment:
First time.
Date-Time:
12/17/2008 10:11:14 AM
David Barrack 09F UK
MGD-213-001
Interview & Observat
Analysis:
I need to redesign this class.
Results:
The data collection method is effective with a group of this age and size.
Changes:
I did not like the text. I found a new one during the semester, but it was too late to change. We have had ongoing computer and network issues. The lab was move and a new operating system was put in place. The normal and expect start up problems happened and continued into the semester. IT is working on the project. I will design more projects for the students.
Continuance:
This class was so small and the students had such diverse skill sets that I had to react on a daily basis. This turned out to be positive. When I am redesign the class I will rely on this experience.
Results of Prior Assessment:
This is the first time I have assessed this class.
Date-Time:
12/16/2008 9:13:23 AM
David Barrack 09F TI
MGD-113-001
Interview and Obser.
Analysis:
First, a class with two students is very hard to teach.
Second, the moving of the lab along with the introduction of a new operating system caused a dificult startup.
Results:
The students learned about the program and design and layout.The students had some sugestions about improving the program.
Changes:
I have obtained a suggest course study outling from Quark. I will analyse it and adapt. I will try to find a better text. I will give them more projects.
Continuance:
Projects, lectures and working one on one the the students as time allows.
Results of Prior Assessment:
First assessment
Date-Time:
12/16/2008 8:56:52 AM
Mike Salbato 08F TI
MGD-164-050
pre-test/post-test
Analysis:
Most of the class material came across well. Some areas (namely the ones they failed in the post test) need more focus time in the class. The questions that were from areas that were repeated throughout the semester were easily answered by all students where-as the specialty questions seemed to give the most problems.
Results:
Students scored very low on the pre-test - an average of about 15%. On the post-test they scored an average of 73%. All of the Students show vast improvement.
Changes:
I feel that covering the material more quickly and following that up with some hands on work might help the less covered topics sink in more
Continuance:
The new book and CD were very useful and were a great resource for the students. The projects seem to cement the main concepts of the class.
Results of Prior Assessment:
This was a new book and a new version of the class software. I liked the book and followed it very closely throughout the semester. I felt the students made great strides because of this.
Date-Time:
12/17/2007 1:48:00 PM
Story, W 06S TB
MGD-141-050
pre-post-test, course satisfaction survey
Analysis:
Every student, who completed this course, was able to reach the goal of
being able to successfully demonstrate the ability to satisfactorily use
Macromedia Dreamweaver and Macromedia Flash to create Websites.
Results:
Those students who performed poorly on the pre-test were able to perform
satisfactorily on the post-test. Every form of assessment indicated the
students had improved over the course of the semester.
Changes:
Initially, I was presenting material in a lecture/hands-on manner. However,
by the end of the semester, most of the material was lecture and lessons
from the book. This seemed to work best for struggling students. In the
future, based on feedback and observation of student frustration levels,
I will try to do a better job of adjusting presentations to better fit the
individual needs of students.
Continuance:
I will continue to utilize the above listed assessment techniques to enhance
and improve this course.
Results of Prior Assessment:
See changes.
Date-Time:
8/21/2006 9:17:58 AM
Story, W 06S TB
MGD-233-001
pre-post-test, pre-post breaking the rules (design principles), projects, presentations, portfolios
Analysis:
Having successfully learned the basic design principles in MGD 133, the
students were asked to break these same rules at the beginning of this
course. Near the conclusion of the course, students were successfully
able to correct the broken rules by applying recently learned sub/minor
design principles.
Results:
Based on the information gathered and evaluated, I have come to the
conclusion, by the end of the semester every student was able to
satisfactorily comprehend and demonstrate the course goals and
competencies.
Changes:
This group of students continue to respond best, when presented with
hands-on lecture/demonstrations. Therefore, with this particular group
of students, most of my presentations will continue to be hands-on
demonstrations.
Continuance:
I will continue to utilize the above listed assessment and teaching techniques.
Results of Prior Assessment:
NA
Date-Time:
8/21/2006 9:11:28 AM
Pisciotte, D 06S TB
MGD-246-C11
Capstone Project
Analysis:
The students in this course were well-motivated to learn as much as they could about training, since all of them are actively working in the safety profession. Many had never thought about how to make a good presentation, apply it to adults and make it interesting. Of the six students, four demonstrated a mastery of the subject matter as evidenced by their presentations. One requested an incomplete so I have yet to see how her presentation will play out. The remaining student was new to the safety field and to being an adult learner, and didn`t grasp the material as well. He is the first student who has ever earned below a C in the five semesters I have taught this course.
Results:
I used a rubric of key points throughout the course and then made sure they were highlighted in the students` final project - a power point presentation encompassing all they had learned as applied to their field. The presentation also included two evaluations and a training checklist.
Changes:
I would like to incorporate an audio or video component to the course so that visual and aural learners can benefit as well as the kinesthetic learners.
Continuance:
The application of adult learning styles. As well as being part of the curriculum, it is also part of how the class is administered. Taking each student`s learning style into consideration is important, and I took this in account when evaluating the students.
Results of Prior Assessment:
This class really seemed to take the lessons on keeping training interesting to a new level. One student came up with Safety Jeopardy, a fully functioning interactive game. Ingenious!
Date-Time:
5/7/2006 8:25:52 PM
Story, W 06F TB
MGD-141-001
Pre-post-test, projects, skills testing, standard testing, oral course satisfaction survey
Analysis:
Every student, who completed this course, was able to reach the goal of being able to successfully demonstrate the ability to satisfactorily use Macromedia Dreamweaver and Macromedia Flash.
Results:
Those students who performed poorly on the pre-test were able to perform satisfactorily on the post-test. Every form of assessment indicated the students had improved, over the course of the semester.
Changes:
This course was primarily a book/book project/lecture course. In the future, thanks in large part to class feedback, I will experiment with less bookwork and rely more on lecture/self created Websites.
Continuance:
I will continue to utilize the above listed assessment techniques to enhance and improve this course.
Results of Prior Assessment:
Date-Time:
12/20/2005 11:24:39 AM
Story, W 06F TB
MGD-112-001
Pre-post-test, projects, skills testing, standard testing
Analysis:
Every student, who completed this course, was able to reach the goal of being able to successfully demonstrate the ability to satisfactorily use Adobe Illustrator.
Results:
Those students who performed poorly on the pre-test were able to perform satisfactorily on the post-test. Every form of assessment indicated the students had improved, over the course of the semester.
Changes:
This course was primarily a book/book project/lecture course. In the future, I will experiment with working less with the book and have the students rely more on lecture/self created projects.
Continuance:
I will continue to utilize the above listed assessment techniques to enhance and improve this course.
Results of Prior Assessment:
Date-Time:
12/20/2005 11:21:43 AM
Story, W 06F TB
MGD-111-050
Pre-post-test, projects, skills testing, standard testing
Analysis:
Every student, who completed this course, was able to reach the goal of being able to successfully demonstrate the ability to satisfactorily use Adobe Photoshop.
Results:
Those students who performed poorly on the pre-test were able to perform satisfactorily on the post-test. Every form of assessment indicated the students had improved, over the course of the semester.
Changes:
This course was primarily a book/book project/lecture course. In the future, I will experiment with having the students work less with the book and rely more on lecture/self created projects.
Continuance:
I will continue to utilize the above listed assessment techniques to enhance and improve this course.
Results of Prior Assessment:
Date-Time:
12/20/2005 11:16:05 AM
Story, W 06F TB
MGD-111-001
Pre-post-test, projects, skills testing, standard testing
Analysis:
Every student, who completed this course, was able to reach the goal of being able to successfully demonstrate the ability to satisfactorily use Adobe Illustrator.
Results:
Those students who performed poorly on the pre-test were able to perform satisfactorily on the post-test. Every form of assessment indicated the students had improved, over the course of the semester.
Changes:
This course was primarily a book/book project/lecture course. In the future, I will experiment with working less with the book and have the students rely more on lecture/self created projects.
Continuance:
I will continue to utilize the above listed assessment techniques to enhance and improve this course.
Results of Prior Assessment:
Date-Time:
12/20/2005 11:09:38 AM
Story, W 06F TB
MGD-133-001
Pre-post-test (right brain test), pre-post-layout test, projects, presentations, portfolios
Analysis:
Based primarily on the outcome of having the students prepare and present an ad layout during the second week of class (pre-layout-test) and then repeating a similar ad layout project the on last day of the semester (post-layout-test), it is obvious that every student, over the course of the semester, was able to acquire and is now capable of demonstrating the main layout design principles.
Results:
Based on the information gathered, I have come to the conclusion that every student was able to reach the goal of obtaining improved design skills and abilities. Therefore, each of these students is qualified to advance to the next level of graphic design course work.
Changes:
This group of students seemed to respond best, when I presented hands-on lecture/demonstrations. Some students would not fully engage when the majority of the lecture was mainly a PowerPoint presentation. Therefore, with this particular group of students, most of my presentations will be centered around hands-on activities.
Continuance:
I will continue to utilize the above listed assessment techniques to enhance and improve this course.
Results of Prior Assessment:
Date-Time:
12/20/2005 11:04:49 AM
Story, W 06F TB
MGD-101-001
Pre-post-test, projects, skills testing, course satisfaction survey, standard testing
Analysis:
Every student, who completed this course, was able to reach the goal of being able to successfully demonstrate the ability to satisfactorily use the popular multimedia (computer graphics) applications that were presented to them in class.
Results:
Those students who performed poorly on the pre-test were able to perform satisfactorily on the post-test. The course satisfaction survey results indicated a general positive approval of the course. However, some expressed the desire to learn a 3-D program.
Changes:
A 3-D program will be added to the curriculum (LightWave).
Continuance:
I will continue to utilize the above listed assessment techniques to enhance and improve this course.
Results of Prior Assessment:
Date-Time:
12/20/2005 10:46:48 AM
McKinney, K 05S TB
MGD-102-001
Pre-post-Test
Analysis:
I compared all the answer that were wrong. What I found was the answers that were answered wrong were the questions with the answers, all the above or A and C.
Results:
The pretest results were naturally low. After comparing the final to the pretest, the students improved by an average of 23 points.
Changes:
I will illuminate the questions with multiple answers.
Continuance:
I will implement more hands on material. If I teach a lecture class I will try and have some kind of hands on examples. In my short time teaching I have observed that when you have some type of hands on examples the students really get into the class.
Results of Prior Assessment:
N/A
Date-Time:
5/18/2005 9:35:11 AM
Pisciotte, D 05F TB
MGD-112-001
Pre-Test, Capstone Project
Analysis:
There is one tool in the software that scares everyone - the pen tool. I found a way to teach it so that it is simplified. Once the students felt comfortable with the pen tool, it was just a matter of haning their skills - they created maps (to get really at home with the tool), organic and inorganic computer illustrations to further sharpen their skills.
Results:
This class, Illustrator, has a steep learning curve. The students knew very little coming in, but most really picked up the skills very well and had fun with it.
Changes:
Better management of deadlines. I had this course planned out so that there would be one project per week. Meeting just once a week made this difficult, as retention would suffer. As a result we missed two projects - one I think they would have enjoyed the most. Next year I plan to make this a twice-a-week class and stick closer to deadlines.
Continuance:
The Adobe Classroom in a Book is an excellent skill builder and assessor. I do the lessons with them for the first few weeks and then as they become more confident they begin to take on the lessons themselves, and until midterms the class becomes self-paced in this manner. This really seems to work and also allows me to up the one-on-one time with each student.
Results of Prior Assessment:
Date-Time:
12/17/2004 2:27:51 PM
Pisciotte, D 05F TB
MGD-111-001
Pre-Test, Capstone Project
Analysis:
Students had to produce a final composition using all the skills they had acquired so far. They were also required to hang at least one of their pieces in the Art Show - this public exhbition does tend to wake something up in their motivation.
Results:
Every student posted impressive results from the pretest on. Some knew more coming in but all came out having learned quite a bit.
Changes:
Photoshop is such a deep program - this class espcially proved that everyone has a different way of using it. This class had several nontraditional students who took it for interest - everyone had such different methods that it really opened my eyes that I had been using the program in my way for 15 years and hadn`t really considered the other uses, other than intellectually. I may incorporate more projects next year that have to do with these other methods.
Continuance:
The Adobe Classroom in a Book is an excellent skill builder and assessor. I do the lessons with them for the first few weeks and then as they become more confident they begin to take on the lessons themselves, and until midterms the class becomes self-paced in this manner. This really seems to work and also allows me to up the one-on-one time with each student.
Results of Prior Assessment:
I`ve been stricter about deadlines this year and about grading more timely. This seems to help the students as they react positively to structure and feedback.
Date-Time:
12/17/2004 2:19:47 PM
Pisciotte, D 05F TB
MGD-141-001
Pre-Test, Capstone Project
Analysis:
This class (web design) was so difficult in that the skill levels ranged from "How do I turn this thing on?" to students who were professional web designers and one who hosted his own gaming forum. Unfortunately, as I have found with most of these technical classes, you wind up moving at the slower pace, and that`s unfortunate for the more advanced students. When I`m trying to move on to the next chapter or skill set, the one who doesn`t get it usually paces the rest of the class. I have tried to keep this under control - with one student last year it got really out of control. In this class, I had one or two students who just couldn`t grasp the concepts of web design no matter how basic I made it. I am looking for ways to make this difficult subject matter more accessible.
Results:
This was probably the most mixed group of skill levels I have ever had. Some came in knowing most everything already. Others came in lacking in skills and didn`t get what they should have out of the class. All improved at least 50 points but I think with some it was rote.
Changes:
I had planned on going through chapter tutorials in a book that had built-in assessments, but after the first chapter it was evident that some students weren`t grasping even the most basic concepts. I found myself catering to them while the more self-sufficient ones didn`t get as much attention. This is only the second time I have taught this class, so I am still working out strategies.
One solution is to make prerequisites mandatory. I realize with the emphasis on enrollment we are not supposed to discourage anyone. But the fact remains that I am spending valuable time showing basic skills that should be mastered before they get to this level. I have had no luck in getting prerequisites instituted.
Continuance:
Show and tell. I spent a lot of time in the beginning going over theories of good web design, showing what a good site is and why, and then vice versa. As attention spans grow shorter with each new incoming class, I think it`s more and more important to make a connection with why the students are doing what they are doing. I think the tutorial method is also useful, although I didn`t have the opportunity to use that as much in this class this time.
Results of Prior Assessment:
I spent more time explaining the components of web design - graphics, databases, hosting, urls, etc., - and built this into the course rather than as an afterthought the first time I taught this course.
Date-Time:
12/17/2004 2:10:46 PM
Pisciotte, D 05F TB
MGD-116-001
Pre-Post Test
Analysis:
They knew next to nothing at the start of the class. This is a relatively obscure subject matter to the rest of the world but vital to any graphic design curriculum. So most students coming in knowing very little. They left knowing a lot more than when they came in.
Results:
The students were given a ten-question pretest and a final exam worth 100 points. The pretest questions were all built into the final exam. Every student posted at least a 50-point jump - one a 90-point improvement.
Changes:
This term I did not give a midterm exam, but instead I instituted a midterm project. When it came time for the final exam, some of the earliest material we covered was harder for the students to remember. During the review they were reminded of the material and did well on the test. One student was capable of scoring much higher than he did on the final exam but had recently started a graveyard job before and didn`t do well. Since this was such a small class, his performace affected the results and I think skewed the truth of how much they really learned.
One setback was I never received the exam copies of the books from the publisher and there were only so many at the bookstore for the students by the time I knew. So I had to alter some of my lesson plans but mostly I had vowed to bring more structure and reading to my classes and by not having a book this was more difficult to do.
Continuance:
My current structure is to lecture about a particular skill set or learning module and then the students do a project using that skill. This seems to work, as building a bridge between WHY they are learning something and actually DOING it helps them to understand that I`m not just piling needless work on them.
Results of Prior Assessment:
I instituted part of the class on blackboard, and I think it helps the students to learn some self-sufficiency. The lecture notes, handouts, assignments and their grades are all online and I encourage them to use those resources. One problem I see over and over again in students is an unwillingness to solve their own problems - blackboard helps to address some of this.
Date-Time:
12/17/2004 1:53:00 PM
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