Veltri, S. Students were given an evaluative packet that is comprehensive in nature. The student must be able to complete the accounting cycle. This includes identification of economic events in a business, recording and journalizing of those economic events, posting to appropriate journals, completing a worksheet, financial statements, adjusting and closing entries, and completing a post-closing trial balance. Twenty students were enrolled in the course and all but one completed the capstone project. Following is a breakdown of the scores earned. 10 scored 90%-100%, 6 scored 80%-89%, 2 scored 60-69%, 2 scored below 60% but these two did not return assessment packat. As a result of the last assessment, collected in May 2001, more time was spent on adjusting and closing entries. The data reflects that there seemed to be understanding and comprehension in these specific areas. One of the scores in the 60's range was the result of the student not completing the packet. The student is an above average student, but he confessed that he let other activities take away from the priority of this assessment packet and as a result did not complete it. Extra time needs to be allotted for adjusting and closing entries and students need to understand the relevance of the assessment packet. It is a comprehensive device that ties the whole semester together. One student explained that the whole packet "made the light bulb" go on for her. It wasn't until she completed the packet and saw how everything was interrelated that she understood the relevance and importance of accounting to a business. Instructor slowed down her presentation and used more team or peer tutoring in the class. She would present the topic, present an example of the lesson, and give the students an in-class assignment that they worked on in groups. The groups would then explain the concept to the other students. This was model of teaching was favored by all of the students. Scores on adjusting and closing entries were much better than the previous class as a result of the changes made in class.

Veltri, S. Capstone project which requires to complete the following: Instructions: You want to open a business in your hometown. You have already gathered market research and know that the business of your choice should be successful. Your tasks will be to: * complete an Income Statement and Balance Sheet for the first year of business, the third and fifth year of business. * produce a cost analysis of all products or services you plan on selling. * estimate and justify reasoning for mark-up % you select. * estimate how many clients/products will need to be served/sold on a monthly basis to break-even or make a profit. * prepare a master budget for the first year of operation. (Some items to include: Rent/Mortgage Payment, Liability Insurance, Utilities, Telephone, Labor, Materials, Supplies, what else might you include?) * be prepared to justify your answers to me or any other stakeholders. Students were given the opportunity to work in groups. Data is the financial part of a business plan. Hopefully, students can take all of the information and learning from Principles of Accounting I and Principles of Accounting II and apply to a real business situation. While they have the basic concepts, some still lack the ability to tie in all of the pieces and explain how every aspect of accounting is relative and vital to a business. Some areas that were questionable were budget forecasts. It is hoped that as students progress through the accounting courses, these concepts will be clarified. Instructor reviewed MicroSoft Excel with the students. Students were required to complete their data with Excel and so the instructor took a couple of class sessions to work with students on the expectations. As a result, reports were generated in a professional manner and there were no mathematical errors. Instructor also slowed down and reviewed some aspects which had confused many past students - for example, cash flows statements and financial analysis. N/A

Nash, C. Questions and answers covering the 'key' subject areas of the course. Pre-course test scores = 28% while end-of-course test scores = 84% Students gained knowledge in the 'key' subject areas of the course Have emphasized the 'key' areas of the course in lectures, assigned course material, and tests. N/A

Carter, K. Correct answers from the mid-term exam and from the final exam were totaled by course objective. The percentage of correct answers was calculated for each objective. An analysis of the two lowest scores and of the two highest scores was made. Objective 2: Demonstrate an understanding of how the Internet and the World Wide Web work. Demonstrate an understanding of the uses of the Internet and the World Wide Web. Identify terminology associated with the Internet and the World Wide Web. 90% answered correctly Objective 12: Identify and demonstrate an understanding of various types of security risks. Recognize how to safeguard a computer. 91% answered correctly Objective 1: Define the term computer and identify the various components of the computer. Demonstrate an understanding of the importance of computer literacy and of why the computer is an important tool. Demonstrate an understanding of the difference between hardware and software. Identify terminology for the following: hardware, software, networks, computers, and computer users. Recognize the milestones in computer history. 66% answered correctly Objective 11: Demonstrate an understanding of how computers are used in the following areas: education, entertainment, finance, government, health care, home science, publishing, and travel. Demonstrate an understanding of how to design a workplace ergonomically. Demonstrate an understanding of social and ethical issues surrounding computer use. 65% answered correctly For objective #2, students entering college generally have a great deal of knowledge of and familiarity with the Internet and the World Wide Web. For objective #12, we had a lab closure for several days because of a security risk (computer virus). During this time we covered the corresponding topic. The relevancy of the material probably created a favorable learning experience. For objective #1, review of material needs to be increased. The material relating to this objective is an overview of the remaining material and the score should be much better. For objective #11, material needs to be more relevant. Also, most of the material in the book is accompanied by labs, but this material does not have an accompanying lab. A lab needs to be created, but this task needs a large amount of time to accomplish. We need to increase the amount of review of material corresponding to objective #1 and #11. Hands-on experience increases familiarity with the material. We need to increase the amount of hands-on experience and upgrade existing material. Time is needed to accomplish this items. Objectives were changed so that they could be measured by available test items. Review of material was increased before the mid-term and the final exams.

Duran, C. At the beginning of the semester, the students are given a comprehensive project in the related subject to complete. The students are also given a multiple-choice quiz (100 questions) that covers the same material. Upon completion of the course, the same multiple-choice test and project is administered again. The quiz and project are included in the student's grade so that the student's efforts will be genuine. At the beginning of the semester, students score very low on the multiple-choice exam and attempt basic parts of the project. When the test and project are presented again at the end of the semester, scores show great improvement. Multiple-choice tests show an average of 71% improvement, but nothing that measures student differences. The projects show a 79% improvement as the students can now apply creativity and critical thinking to complete the projects. Students spend about one hour completing the multiple-choice test. As with all multiple-choice tests, an element of luck is present in selecting the correct answer. On the other hand, the students spend an average of one week working on the project. Students are allowed to use their textbooks and on-line help, when necessary. An atmosphere of competition develops as students try to "out do" each other. Student attitudes show that the multiple-choice tests are annoying at best, but they find the projects stimulating. I tried this quiz/project approach in one course (CIS 118) last spring. The multiple-choice tests are easy to administer and grade. The projects are much more difficult to grade, but show real learning. I am in the process of adding the project component to all of my classes.

Mincic, M. Each 1st semester student in the Surveying 1 Class were given a multiple choice test related to basic vertical measurement techniques. The students were also given a set of incomplete field data notes to analyze and critique according to the criterion expected of the surveying profession. The exact same questions and field notes were given were to each student during the final exams for the semester. The results of the multiple choice questions were: The average of 10% was the pretest score for 8 students The average of 82.38% was the final test results for the same 8 students. In conclusion the results yielded a definate increase in the retention of the specific results. The pretest exam was given at differing times due to absences. This allowed some students exposure to the material that others did not have. The final results show that the students missed the questions that related to the topics covered in the early semester. Long-term retention seems to be a problem. I would like to integrate some periodic days for review to try to increase the long-term retention. I will also make it an effort to adminster exams when all studtns are present. N/A

Harris, L. See Attached * The extent of very low pre-test scores indicates that CNT students entered the program with very little knowledge of the curriculum material. * Some students are very knowledgable due to their 'enthusiasm' for computing and are mostly self-taught. * Self paced courses do not show much increase. * The fact that entering students do not know much of technical aspects of computing not a big surprize due to the advanced technical nature of our material and the background of entering students. * Most of my first year courses are not extensively related to each other so you don't gain much knowledge from one course that will offer you an advantage in another course. * A students are not as much challenged by the standard curriculum as I would like. * Self paced course material is not being utilized appropriately. * I plan on spending more time at the beginning of each course reinforcing the background of my students. * I will try harder to relate the curriculum of the course to the overall program and its practical application in the job market. * I plan on implementing more attractive and challenging material as an option to the advanced students. * More structure is needed in the self-paced course. Purchase more relative material to stimulate interest.

Boepple, R. The pre test shows that the vast majority of the students came into each class with very little knowledge of criminal justice or the law (average 29%). Post -test average was 64%, a 47% improvement. The classes have increased the knowledge of the students in the varying aspects of the law. The students are then better prepared to enter the work force as law enforcement officers. 1. Evaluate the student at the beginning of each class. 2. Evaluate the student at regular intervals throughout the class. 3. Evaluate the student at the end of the class. 4. Work with any student that is having problems throughout the class. There has been a dramatic increase in the post-test results since implementing this program.

Carlisl, K. Pre-Post-test with definitions, multiple choice, essays, practical application and true-false questions. data indicates that the majority of the students were able to show demonstrable increases in their post-test scores. Most students did very well on the practical application of the material. As usual there was some problem with the theories and theorists. I struggle to make that material relevant. There were also some problems with identifying developmentally appropriate practice. I will spend more time relating the theorists to practical examples in the classroom. I will also require more practical discussions of developmentally appropriate practice. I put more emphasis on the theorists and by-and-large, the students did much better with the theorists than they had previously.

Hawk, E.J. Students had science/math project video-taped. Students ability/skills/techniques in presenting science/math concept to preschoolers. Instructor note/critique students use of divergent/open ended questions and responses to children's questions/comments. Students will do (1-2) practice sessions before final taping. Students will view video of master teacher presenting math/science concepts to children. N/A

Carlisl, K. Pre-Post-test with definitions, multiple choice, essays, practical application and true-false questions. data indicates that the majority of the students were able to show demonstrable increases in their post-test scores. There were some problems with the theorists and definitions with some of the students. Several had trouble with practical application. I will try and relate the theorists to more practical aspects of language and cognition. I will create more experiences with the necessary vocabulary words. (I find that vocabulary in general is very hard for many of my students.) I put more emphasis on the theorists and by-and-large, the students did much better with the theorists than they had previously. I also tried to integrate vocabulary with class discussions and written work. It is difficult to get them to learn the specialized vocabulary of language.

Schneider, K. Pre-tests, written test, assigned projects, instructor observation, written assignments That multimedia is the culmination of the written word, spoken word, graphics, film, Students, in order to complete projects, gain additional education due to the nature of Practical training skills and craftmanship are combined with theoretical inquiry t Final projects are the result of the integration and understanding of all the elements In general, the more you produce the better you get. N/A