Shirley Johnson Prepost, Other, Observation measureNumber: 10 The pretest and the post test were identical so the results would be relevant. The results of the scores on the pretest and the post test show a substantial improvement. Most of the student's scores increased from 10 to 30 points. The range was relevant to attendance and dedication in the class. Those that showed the most improvement in the class were dedicated and spent more hours in the lab and worked more independently. Under the new CCCNS, Computerized Accounting was changed from two credits to three credits. This will allow more time and I will require a major project that will culminate the information learned in all chapters. Through observation I know how much time is required to complete the assigned projects and will set the due dates on the syllabus accordingly. In this class the answer key for the assignments are available in the lab at all times. This has helped students develop problem solving skills and helped them to know where to go in QuickBooks to correct their mistakes. If they were unable to find their mistakes, I sit with them and explain the computerized accounting process and where to look to find their mistakes. I have found that after a few times of explanation, students are able to work more independently and find and correct their mistakes.

Monica Falk Prepost: Prepost Both tests are online standard Cisco exams. The pre-test consisted of 40 multiple choice questions. The post-test consisted of 53 multiple choice single answer questions. Both exams consisted of material covered throughout the course. The pre-test median of 40% compares to the overall Cisco median of 50%. The post-test median of 76.4% compares to the overall Cisco median of 83%. Average improvement from pre- to post-test was 56%. Two proposed changes are: (1) review curriculum from previous Cisco courses more often to re-enforce the concepts; and (2) include more timed hands-on labs to encourage students to experience a more realistic work environment. All aspects - lecture, hands-on labs, online curriculum and textbooks - contributed to the students successfully learning the course material.

Patti Newman Prepost, Essay, Other, Student survey The students with limited prior experience have a harder time absorbing all of the information we cover about young children. Offer an extra time for discussion with these students. I added a new book on major Early Childhood theorists. The students really liked it, so it will remain on the syllabus.

Patti Newman Prepost, , , : Portfolio, Other, Student survey I revised my instructions for the Portfolio assignment this semester. They were more specific and in general, the quality of the portfolios improved. Keep refining the instructions, maybe give them an example. The Portfolio project allows the student to follow a child all semester.

Tressa Sadie Burns Prepost: Prepost This course explores guidance theories, applications, goals, techniques and factors that influence expectations, classroom management issues and prosocial skills. It addresses the ages birth through age 8. A total of thirteen students were enrolled in this course. Twelve completed the course, with one student receiving an Incomplete grade due to health problems. Both pre- and post-assessments were completed by the twelve students. The course consisted on lectures accompanied by Power Point presentations incorporating group completion of activities, small group and large group discussions, six video presentations consisting of a 30 minute teaching video followed by a 30 minute practice video enabling students to apply the information and strategies learned, student presentations, student led participation activities, and guided observations and applications of guidance principles and strategies in an early childhood classroom. The results of the pre-assessment ranged from a low of 1% to a high of 9% correct responses. The class average was 4.58% correct responses. All students showed improvement in their knowledge of guidance principles and strategies, with the class average being an 82% increase. Proposed changes include changing the due date for student presentations to the third week of class to allow students to use their presentation materials in the classroom earlier, introducing the teaching and practice videos earlier as students applied the strategies in their own workplace or classroom, and using PowerPoint presentations accompanied by small group discussion of application problems for each chapter of the text. The textbooks currently being used have proven to be useful to the students, as well as very understandable; therefore, I will continue to use both texts. For this semester I added a textbook containing activities for children having attachment problems and a textbook containing prosocial development activities. The students found having these two inexpensive activity books facilitated their using the activities in their classrooms and requested that I keep them on the required text list.

Patti Newman Prepost, Other, Monitoring students performance on various assignments. Pre-test average was 18.7, range 0-51 Post-test average was 92, range 68-100 Pre/post data shows that students do acquire the expected knowledge during the semester. However, students have difficulty with two of the assignments-a research paper and a budget/business plan. I will spend more time preparing the students in order for these assignments to be completed more successfully. Group projects to apply the information as it will be used in the workplace. Using guest speakers from agencies they will need to work with in the future. I believe this helps personalize the information and improves their problem-solving ability. For example, if as a director they had a concern about regulations, they would know how to contact the Licensing consultant since she had been a speaker in class.

Joe Ribaudo Prepost, Interview: Interview Pre test provides instructor and student with information on the level of competencies students are currently able to perform. The Post test measures gain in each of the areas and is helpful in assessing areas where students will need extra help or reteaching of any part of the course. Interview assessment is very valuable in determinining student comprehension of presented material. Most sstudents are more comfortable in discussing subjects and providing information verbally than they are writing information. I will investigate other ways of assessing students that may be more user friendly and provide better information on the students in order for me to maximize my support in thier learning. Reteaching any and all materials that students do not pass successfully with 77%. Presentation of testing materials written, orally, or with hands on application to a minimum of 77%

Joe Ribaudo Prepost, Interview The data taken from the post test illustrates an average increase of knowledge and skill level of 85% above the scores of the pre test. The students demonstrated profficient gains in all areas. I would like to implement one or two other methods of assesment next time. Reading text book material and completing the review questions, lecture and review of chapter material and chapter exams are very helpful to students in this class when learning the nomenclature and terminology of course content.

Genia Rasmussen Prepost, Prepost For the 16 students that enrolled in the course, the class average on the Pretest was 72.5%. Most students made a substantial improvement on the Posttests. The Posttest class average was 95.71%. Most of the students' math abilities were above average and they demonstrated their best efforts. For a few of the students, the geometry and algebra sections were their first experiences with these topics. They took to these concepts very well. Overall I was pleased with the students' results. Something that I tried differently this semester was teaching with different colored markers when teaching Algebra. This seemed to help the students keeping the various steps separate as we completed the problems. This approach seems to have assisted most students for the Algebra section especially. With math, the more concrete the concept can be presented, the more understanding that takes place. By using the different pen colors to demonstrate the problem steps will help students in their learning.

TECKENBROCK Interview: Interview measureNumber: 3 PROVIDED BASIC AND NEW TECHNICAL FUNDIMENTALS THESE ARE NEEDED REQUIREMENTS FOR JOB PLACEMENT WITH ADDITION OF NEW CNC MACHINES TO STAY UP WITH TODAYS WORKFORCE AND TECHNOLOGY THE STUDENTS WERE PLACED IN THE WORK FORCE AFTER COMPLETION OF THE CERTIFICATE PROGRAM,BY SMALL CHANGES IN THE SYLLABUS,WITH ADDITION TO NEW TECHNOLOGY