Assessment and Improvement of Student Learning
Annual Report 2006 – Analysis of Assessments
Summary
The
AISL Committee members read all assessments submitted each semester and wrote a
summary report. Trends from fall of 2005
indicate a need to clarify some things about the assessment process. Key problems with the assessment process were
identified, specifically the related to the purpose of “doing,” and reporting assessment.
Reminders to faculty include:
·
demonstrate that
students are learning through objective measures;
·
actively and
objectively analyze the results of those measures;
·
evaluate the
results to determine future actions regarding the instrument itself, the course
content, or some other aspect of the learning process;
·
demonstrate that changes helped.
Below are the specific questions and comments that came out
of this assessment report review.
Karen S. Carter
Analysis of Assessments from Math/Science, Fall, 2006
Comments from assessments originating from instructor’s
observations, tests, etc:
- Need
more than just more work on acceleration and force concepts. Perhaps
moving toward more lab-based rather than lecture would help. (Philbin, PHY
211)
- Does this require more
equipment? If so, this needs to be taken up with administration.
- Students
were given one test question and the answer for the final exam. Only one
student got the question correct indicating they were not really listening
in class. (Karen C, MAT 121)
- We need to look at why
students might not be listening and what we can do about it. Maybe we
need a workshop or some such thing.
Comments from assessments originating from student surveys:
- Students
have difficulty solving “word” problems (Judy M, MAT 201001).
- This problem has existed
for a long time in all math courses. Maybe we need to look at the reason
they are doing poorly. Is it their reading level, lack of practice in
previous courses, or something else? Maybe we need a workshop or some
such thing.
- Students
have difficulty using technology (Judy M, MAT 201001).
- Judy wants to have more
lab activities using Maple. That is a good idea, but may be difficult,
because we are losing computer lab resources. Maybe math people should to
talk to administration to see how we can have the resources we need.
- Students
would like to spend more time in class working on problems and going over
test problems (Judy M, MAT 201001).
- Good idea, but the amount
of material we need to cover in most math classes doesn’t leave much room
for more anything. I don’t think we can do much about this, because the
content is given to us.
Other Comments
- I
will try to have at least one weekly study session for students and a
review before a test. I will also stay in the classroom for an extra half
hour after class for individual help. (Judy M, MAT 201001).
- I don’t know where she
will find the time. Most of us teach more hours and have more
preparations than is commonly considered appropriate. Considering our
current economic situation, probably nothing can be done. But, this
really should be addressed at some time in the future.
- Require
the use of graphing calculators, if possible. (Judy M, MAT 121).
- This option needs to be
discussed in general by the math department. Do we need to require
graphing calculators in MAT 121 and higher level courses? What kind of
calculators?
- Toward
this end the texts will be upgraded in 2006 to narrow the gaps between 060
and 090 as well as between 090 and 121.
- Should
all instructors give student surveys?
- It appears that Judy
MacLaren gained a lot of insight from her student surveys. Maybe she
could share her surveys with us.
Analysis of Assessments (15 total) from Trinidad Campus
Technical Business, Fall, 2006
Lige F. Harris
Comments from assessments originating from instructor’s observations,
tests, etc:
- The
scores on multiple choice questions on the pre/post assessment improved.
Use of Blackboard practice
quizzes and chapter quizzes has helped students with concepts and test
taking skills. More hands-on learning activities in some areas-such as
music, sensory, cooking, outdoor, and math did enhance learning; students
reported learning from other student’s presentations.
- The
comprehensive problem gives students a chance to put all the steps
together, and apply the accounting cycle in a practical situation.
- The
Microsoft text provided appropriate emphasis and the labs reinforced the
topics.
- The
emphasis on current issues relative to Telecommunications motivates the
students.
- The
WWW based curriculum is
popular with the students.
- The
common (for today) areas of word processing and power point showed the
least improvement since they already know a great deal of this material.
The area of DB (Access) showed to have the least prior knowledge. The
post test showed some improvement in that area but it still is the most
difficult concept to grasp in the short time it is covered.
- Today`s
young students respond well to the WWW
based curriculum. I had my doubts but they managed the difficult
material well by utilizing group work outside of class.
- The
www based text provided
appropriate emphasis and the labs and online activities reinforced the
topics.
- The
practice of breaking the students up into small groups and having them come
up with definitions in their own words as well as examples of the
concepts has proven to be quite helpful to the class and will be
continued.
- I
will continue the use of Blackboard
as a support and a place to put the power points for each lecture. I will
continue the practice of having students
actually complete art projects.
- Students
prefer the computer simulated labs
despite my efforts to make the hands on labs more accessible and
practical.
- Students
enjoyed creating a personal web
page. Will spend more time on that.
- Today`s
young students respond well to the WWW
based multimedia curriculum.
- In
teaching this course for the 3rd time, I learned that students benefit
from the 2 texts I chose and I will continue using both. Adding the
student observation portfolio has enhanced student understanding of
Creative Curriculum’s format for observation, and I will continue to
require that observation portfolio.
- I
used the textbooks online
assignments/games/tests. The immediate feedback and grading was
beneficial.
My Comments and observations
*** I see a common factor of
students using WWW/BB tools to their
advantage. Students like using this technology over traditional classroom
settings. This is common across the country as I have observed in news articles.
Analysis of Assessments from Trinidad
Campus – Trades/Industry, Fall, 2006
Debbie Ulibarri
Travis D. Pearson 06F TI
(ENT-237-001)
·
This class
lends itself to physical demonstrations. For example, in class I was able to
lift one end of a desk and show the resisting force generated by friction. I
used several different items on the desk to explain the different coefficients
of friction. The class responded well to these "real world" displays
of the topics under discussion. "Real" working displays need to be
kept as part of the class. No
recommendation
Joe
Ribaudo 06F TI (HEM-110-200)
·
I may try
implementing more product specific type of training and testing if available. I’m
not sure if this would require purchasing training or testing materials. Recommend checking with the instructor.
Norm Williams 06F TI (WEL-12X-200)
·
Some day I
would like to see the program become longer. I feel that if some students have
that extra semester they would have the time to become beter
welders. Recommend checking
with the Dean to see if this is a possibility.
·
Continue with
the sign-off sheets. this lets students see thier progress in little steps. Maybe more hands on work on
projects in the shop. More freedom to work on their projects.
Bob
Lucas 06F TI (ASE-12x-Oxx)
·
questions updated on
pretest to prepare student for ASE exam(s) test scores went down on pretest
,remained the same on post test which would indicate that student(s)learned something while in the
program
·
pre/post test
was weak and did not reflect if any learning was taking place while in the
program. ??? Contradictory
·
Do as what is
done on ASE tests change questions with technology and test the test question
to refine the test which will better prepare the student to take the ASE exams
and prepare them to work in the field.?? No recommendation
06F
TI (COS-12X-OXX)
·
To find other
areas of education that would make an even bigger difference in the success of
our students. Also to give them even more on the job experience as a
student. No recommendation
Dave Nolan 06F TI (GUS-131-001)
·
Generally
things are in good order but I have a littel touble getting students to listen or pay during theory
conversations because they get a handout.
·
I`m going to
change the handouts so they have the lab procedures but not the theory lecture
notes. So students will hopfully engage the
conversation more. I know I will have to slow things down to give the students
the time to get all the info down but hopefully it will help them actually obsorb it more. No
recommendation
Dave Nolan 06F TI (GUS-All-001)
·
Changes in the
program sequence. has led to a better post test score
of graduating classes Loop closed
Kathleen DeCristino
06F TI (COS-150-001)
·
After reviewing
the data and comparing the scores that did not meet the criteria with the
scores of other lecture based courses, the students` performance was at 70% or
above when their attendance was good. This semester we had implemented an
attendance incentive program with the intent of improving attendance. For the
majority of the students (70%) attendance is not a problem and for those that
scored below the criteria marker the incentive program did not seem to help
improve their attendance.
·
Continue
stressing the importance of good attendance for successful completion of the
program. Implement more intervention/counseling sessions with students whose
attendance begins to slip. Recommend
(to the instructor) posting test results vs. attendance so students will “see”
the connection between attendance and success.
Kathleen DeCristino
06F TI (COS-160-001)
·
For this
course, 100% of the students enrolled performed at a 70% or above. No recommendation
Kathleen DeCristino
06F TI (COS-103-001)
·
100% of the
students that took this test scored at 89% or above.
·
This semester
we implemented a slightly different schedule. Manicuring/nail care was taught
all day Monday, this allowed for more concentration of the hairstyling skills
from Tuesday-Friday and seemed to better prepare the students by allowing for
more practice time on those hairstyling subjects as well as the concentration
of the manicuring procedures on Mondays.
Loop closed
Kathleen DeCristino
06F TI (COS-205-001)
·
The daily
practice of technique and applied knowledge throughout the course by means of
lab assignments, and simulated salon experience in the clinics on customers has
contributed to the learning process. No
recommendation
Kathleen DeCristino
06F TI (COS-207-001)
·
The completers
of the various certificate programs in cosmetology for the Fall 2005 semester
all showed a gain of at least 60 points or above when comparing their pre-test
scores to their post-test scores.
·
The students
have retained the knowledge and information that was taught during the course
of the program. No
recommendation
Gipson 06F TI (GUS-118-001)
·
The average
test score this semester was 84%. This is a nice improvement from last
semester`s average of 78%.
·
It appears that
class size has a definate impact on student
learning. I assume he talking about smaller
classes?? No recommendation, other than
to make assessment more clear for the reader.
Gipson 06F TI (GUS-148-001)
·
The average
test score is 79%. Interestingly enough this is the same as last semester.
·
Student
learning is still within the acceptable range.
·
I am thinking
of changing the order in which some of the units of instruction are presented.
This may allow better use of the time available for students to work on their
lab projects. No
recommendation
Gipson 06F TI (GUS-120-001)
·
The average
grade for student projects was 84%, somewhat higher than last year.
·
I will continue
to have students asses their own projects on the grading scale No
recommendation
Richard Olguin 06F TI (CAR-12x-001)
·
The NCCER books
and software work well with the program. The building of the house for Habitat
for Humanity is the perfect Lab for the students to learn theory and methods
in, not only lets the studentlearn the components and
construction of a house but lets them interact with others in the building
industry i.e. building inspectors, engineers,suppliers
and other trades people.
·
No changes from last assessment other then implementing more building
code facts and questions as
asked for by the students, which leads to good discussion in the class
room.
Loop closed
Story 06F TI (MGD-101-001)
·
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.
·
A 3-D program
will be added to the curriculum (LightWave). Loop
closed
Story 06F TI (-141-001)
·
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 Loop closed
Ted Smith 06F TI (AQT-101-200)
·
The current
Culture of Assessment includes a pre-test and post-test; Attendance and
participation; an approved project/research paper; a mid-term and final
examinations; applied experiential learning at various aquafarm
sites; visitation/guest lecture with industry and university; field trips and
general observation.
Ted Smith 06F TI (AQT-105-200)
·
The current
Culture of Assessment includes a pre-test and post-test; Attendance and
participation; quizzes (water sample analysis); a mid-term and final
examinations; applied experiential learning at various aquafarm
sites; visitation/guest lecture with industry and university; field trips and
general observation
Ted Smith 06F TI (AQT-102-200)
·
The current
Culture of Assessment includes a pre-test and post-test; Attendance and
participation; laboratory participation and quizzes; a mid-term and final
examinations; applied experiential learning at various aquafarm
sites; visitation/guest lecture with industry and university; field trips and
general observation.
Ted Smith 06F TI (MAT-107-205)
·
The current
Culture of Assessment includes a pre-test and post-test; Attendance and
participation; weekly quizzes; a mid-term and final examinations; applied
experiential learning at various aquafarm sites;
visitation/guest lecture with industry and university; field trips and general
observation. I liked this statement the
first time…some instructors definitely take a “cookie cutter” approach to
assessment. I recommend an assessment
workshop/article on keeping your audience in mind when writing assessments???
Boepple
06F TI (CRJ-10x-001)
·
Increase the
auto-visual content of the class. Daily quizzes to evaluate amount of information
obtained in class by the students. No
recommendation
Hofmeister 06F TI
(GUS-114-001)
·
More detailed
handout material. more demonstrations of specific
tech. needed to improve finished projects
No recommendation
Hofmeister 06F TI
(GUS-115-001)
·
more specific
handout material for parts fitting. No recommendation
Hofmeister 06F TI
(GUS-121-001)
·
Add basic
demonstration and detailed mill function use. No recommendation
06F TI (GUS-122-001)
·
Good running
class, Needs some more reaming detail No recommendation
Hofmeister 06F TI
(GUS-220-001)
·
Planning work
day for limited shop time has made for a more productive class period. need more emphasis on getting the reading out of the book
·
Make students
turn in most of there projects on the midterm class end date, to keep them
headed twords completing their projects
No recommendation
Hofmeister 06F TI
(GUS-221-001)
·
Getting better
than average projects, Good, happy! Why?
better instruction, better students, better class
management? I guess extremely brief
assessment reports are better than not reporting – again, maybe a
workshop/article on assessment would help.
·
more Handouts
needed No recommendation
Assessment
and Improvement of Student Learning
Math
and Science Fall 2005 (06F) Report
Submitted
by: Alicia Massarotti
Instructor Comments -
Changes to be made
- Need more than
just more work on acceleration and force concepts.
Perhaps moving
toward more lab-based rather than lecture would help.
- Separate the course from PHY211 - they are different
courses.
- Assignments should probably count more (15% rather
than 10%) of each chapters score. Pop quizzes should be given. In future
classes, students
will be given a pre-test to see if their preparation for the course
is adequate. In addition, assignments will be reviewed to see if they can be
improved.
- I will try to have at least
one weekly study session for students and a review before a test. I
will also stay in the classroom for an extra half hour after class for
individual help. Other changes will include adding more technology into
the course by having lab activities
using Maple and working more examples in class.
- Changes will be result of student
survey suggestions
- This is the
first time this course has been offered and so it is in its developmental
stages. I will increase the number of
demonstrations and lab activities
that demonstrate the chemistry principles being studied. I
intend to use the end of chapters’ questions in the text as an outline for
student to use to study the material. Test questions need to be broken
down into progressive steps.
- Changes will be result of student
survey suggestions
- Include more demonstrations in the lecture. Require more structured lab
reports.
- I will decrease time spent on the
review chapter material, adjust homework problems and provide some worksheets
with better examples of typical problems, and require use of graphing calculators if
possible.
- In trying to assist students to
visualize abstract problems it would be advantageous to provide tactile objects to
assist in their learning.
Instructor Comments -
Continuances and Results of Prior Assessments
- Students had
several review exercises throughout the course requiring them to calculate
basic statistical data such as mean and standard deviation. In addition,
more emphasis was placed on finding the critical value and the test
statistic and the difference between the two. More time was also spent on
recognizing outliers and drawing and labeling graphs. These items will be
continued.
- The
items listed under continuance above seem to have helped greatly in the
understanding and execution of hypothesis testing.
- Having students
work at the board works great and I didn’t do enough of it - acceleration
calculations, free body diagrams, etc.
- Did more work on force diagrams and
scores fell. Biggest change was that PHY111 and PHY211 met
simultaneously, making the whole program much tighter in terms of time.
- Continue
stressing the fundamentals: acceleration, forces, Newton’s laws.
- Allowing
more time for labs helps.
- Assigning more
exercises involving expressing a logarithmic expression as a single item.
- More
exercises were assigned involving expressing a logarithmic expression as
a single logarithm, and students did perform better on this item. More
exercises were also assigned on finding vertical and horizontal
asymptotes, but performance was about the same on this item.
- My course
requires a lot of verbal interaction between students and me both in the
lab and in the classroom.
- The use of a "cookbook" lab manual has helped
to structure the lab and reinforce course concepts.
- Interaction with
the students in the class and lab settings. The students actually did a
great deal of hands on activities and this will be maintained.
- New course – first assessment
- Allowing
students to retake a
test for a higher score seemed to offer motivation to study and learn
the material in more depth.
- First time course taught in a lecture
setting.
- The interaction with the
students during class is one of the best features of the class.
They are called upon to answer questions and encouraged to ask questions. Student work
days (students are allowed to work in groups on homework problems and I
help when asked) are beneficial to the students.
- Using multi-colored pens to present the various
steps of a problem.
This semester, students implemented this practice in completing their
homework. Most have felt this has been especially helpful.
TSJC Planning:
It seems that some funding is needed
for the above bolded changes to be
implemented and this would have to part of a future budget planning process of
TSJC.
For Mat 201 where extra time is
needed…it does not state if tutoring and SI have been used.
Overall continue to encourage all
instructors to comment on Results of
Prior Assessments. This helps to
know that the loop is attempting to be closed.
Review by Lori Holdread and Patti Nelson
Assessments from the Communications department, Fall
2006
T. Compton 06F CD
Assessment Committee review: Patti
Nelson and Lori Holdread
Loop closed. Concrete applications applied with successful and
measurable results.
Lab-all-all
Pre-test, final exam, portfolio, exit survey
Results:
Language Lab total number of students enrolled: 121. English
[ENG 030, 060, 090] 70 students enrolled. Required 100% of
ENG students to complete Writing Sample. Of the 70, 57% tested up or out
of Language Lab [45% tested up to next level, 12% tested out, 99% of ENG 030
tested into 060] 87% of ENG students who tested up (either into 060, 090, or
121) passed the course with "B" or better. Reading [030,060,090] 51
students enrolled. Required only those students who were
within 5 points of testing up in Accuplacer Cut Score
to take Guilded Silent Reading Test (GSRT) which was
45% of students tested [23 students]. Of the 45%, students who Accuplaced into 030: 25% remained in 030, 50% moved from
030 to 060, and 25% tested from 030 to No Reading Required. Of the REA 060
students tested, 1% reamined in 060, 49% tested into
090 and 49% tested No Reading Required. Of students who Accuplaced
into 090, 100% tested No Reading
Required. Of Reading students who tested up, 93% passed their course with
"B" or better. Exit survey`s indicated
students postive regard of both the Lab and the
instructor`s.
Analysis:
Accuplacer Cut scores are not
placing students in the correct class. They are 10 points too high. I plan to
keep testing and keep stats for two years to confirm conclusion.
Changes:
Test ALL REA students [as we do ENG students] regardless of Accuplacer score. Also, I began to schedule one instructor
for only one subject {not REA and ENG in the same hour) beginning S 06. By F
07, all instructor`s will teach one subject but multiple levels. I added
vocabulary component to augment current REA course requirement.
Continuance:
One-on-one, small groups, the opportunity
to complete the course early and/or complete more than one course.
Results of Prior
Assessments:
As a result of alternative reading and writing pre-testing
assessments, students were more accurately placed, thus eliminating unnecessary
courses.
Susan Harris 06F CD
Assessment Committee review: Patti
Nelson and Lori Holdread
At what point in the semester was exam
administered?
Give specifics about what concepts
exam is assessing, and make changes that will increase grasp of concepts
focused on…
Changes should be a result of what
is learned from assessment;
“Add more
experiential learning, although time constraints must be considered.”
does not appear to be a conclusion derived from the assessment.
Suggestion: Find a concept that the
exam revealed to not have been grasped adequately, make plans to change
teaching strategy to increase understanding of that concept.
SPE-125-001
application essay questions
Results:
Nine essay questions requiring both comprehension of
course/textbook concepts and personal application were given. All 20 students
completed the take-home exam. The average score was 86%. Only 5% of the class
earned less than 70% on the test (62%); 20% of the class earned between 70-79%;
25% of the class earned between 80-89%; and 50% of the class earned between
90-99%. The median grade was 92%.
Analysis:
The subject material of the course appears to be perfectly
suited to TSJC students due to their personal issues, their needs, and their
interests. A few students did not possess adequate capacity for abstract
conceptualization or written expression to be able to handle all of the course
material well. However, the exam accurately reflected the abilities, concept
retention, and personal conceptual application of all students.
Changes:
Add more experiential learning, although time constraints
must be considered.
Continuance:
Continue to emphasize personal application through
discussion, self assessments, and experiences. Continue to offer option of
presentation of final examination by tape recording to avoid punishing
learning/processing difficulties. Continue to utilize an application essay
exam.
Results of Prior
Assessments:
Submitted:
12/14/2005 11:11:35 AM
Ann Marie Rigdon 06F CD
Assessment Committee review: Patti
Nelson and Lori Holdread
Give specifics about what concepts exam
is assessing, and make changes that will increase grasp of concepts focused on…
Changes should be a result of what
is learned from assessment;
does not appear to be a conclusion derived from the assessment.
Suggestion: Find a concept that the
exam revealed to not have been grasped adequately, make plans to change content
delivery for that concept, to increase understanding.
BUS-217-001
Problem Solving Assessments
Assessment Committee review: Patti
Nelson and Lori Holdread
Give specifics about what concepts
exam is assessing, and make changes that will increase grasp of concepts
focused on…
Changes should be a result of what
is learned from assessment; “I plan on making using more "real
world" and outside projects to keep their attention”
does not appear to be a conclusion derived from the assessment.
Suggestion: Find a concept that the
exam revealed to not have been grasped adequately, make plans to change content
delivery for that concept, to increase understanding.
Results:
Students were given assignments that were poorly written.
Their assignments were to find as many as 50 mistakes in each document and
correct it. The students averaged 85% for correcting e-mails, memos, letters
and minutes of meetings. They averaged 95% writing formal reports and doing
oral presentations. Resume writing/cover letters/job interviewing was a success
with all students 7/8 students scoring with 90% or higher.
Analysis:
This was an HTA high school class of the top juniors and
seniors. The students enjoyed most of the class which showed in the scores. The
areas they got bored with were the lowest scoring areas.
Changes:
I plan on making using more "real world" and
outside projects to keep their attention.
Continuance: The job
search/interviewing techniques.
Results of Prior
Assessments:
Lexey Spencer 06F CD
Assessment Committee review: Patti
Nelson and Lori Holdread
Loop closed.
Suggestion: Include in analysis
details of action taken to prevent plagiarism specifically in assessment
description.
Eng-121-003
portfolio
Results:
All students improved their writing to an acceptable college
level for the portfolio.
Analysis:
The rewriting process works for all students and allows them
to recognize their accomplishments.
Changes:
Spend more time on note taking stategies,
reading strategies, and methods of documentation to avoid plagiarism.
Continuance:
Attendance policy, revision requirements, portfolio
Results of Prior
Assessments:
The number of inadvertant
plagiarism incidences were reduced to just two instances. Both were used
as learning experiences.
Lexey Spencer 06F CD
Assessment Committee review: Patti
Nelson and Lori Holdread
Loop closed.
Eng-122-003 portfolio
Results:
All but one student received an A. That lone student received
a B. Self critiques and class evaluation came up with the following
conclusions: It was refreshing for the students to be given the opportunity to
work independently as well as having to answer to peer review and critique.
They said they felt like anything was possible because of all the support from
their peers and the instructor. They felt compelled to do well. All said that
their idea of "audience" had been improved and they felt that the
controversies they examined were pertinent to their own lives. They learned so
much from each other and felt they were leaving the class with the ability to
examine controversy critically and in a scholarly manner. All said that they
felt more confident about expressing opinions and arguing for a point. They recognized
how these skills can be carried to other classes and into the community at
large.
Analysis:
The workshop, peer critiquing, and firm accountability of
this course allows the students to build their communication/writing skills and
to recognize how they can apply their learning to decision-making on every
level.
Changes: None.
Continuance: Peer critique, revision, group problem
solving.
Results of Prior
Assessments: N/A
Lexey Spencer 06F CD
Assessment Committee review: Patti
Nelson and Lori Holdread
Give specifics about what concepts
exam is assessing, and make changes that will increase grasp of concepts
focused on…
Changes should be a result of what
is learned from assessment; does not appear to be a conclusion derived from the
assessment.
Suggestion: How did she reach the
conclusion; Spend more time on research.?
LIT-115-0xx Exams, essays
Results:
All students could interpret literature and support their
ideas through proof and discussion.
Analysis:
Group discussions bring out all students. Brainstorming
creates a non-threatening learning environment. Students learn how to pull a
problem apart into manageable pieces, as well as learning to build on ideas and
refine those ideas.
Changes: Spend more time on research.
Continuance:
Group and whole class discussions, writing
essays, exams.
Results of Prior
Assessments:
Even though I spent more time on documentation, it was not
enough for some students. I continue to struggle with ways to get the idea of
avoiding plagiarism through documention through to
the students.
Mike Salbato 06F CD
FVT-160-001 (Video Post-production) pre-post-Test
Assessment Committee review: Patti
Nelson and Lori Holdread
Loop open, but ideas for changes make sense, and are derived from
the assessment.
Suggestion: Think about whether low
success rate may be effect of general reading problems…
Results:
I had nine students do both the pre and post tests (one
student was absent for both). They averaged 41 percent on the pre and 77
percent on the post test.
Analysis:
Two of the students decided not to complete all of the post test. If you exclude their scores the pre
was 43% and the post was 87%. Overall the class gained a good general
knowledge. The post test showed one of the questions was missed by 78% of the
students. Also the students were confused with a couple of the matching
questions.
Changes:
It most missed question dealt with where data is displayed
in Final Cut Pro. I believe we could cover the windows better to solve this
problem. The matching problem dealt with keyboard shortcuts which I hope to
cover more in the future.
Continuance:
Repetition of the core material seems to have aided the
students the most. They use the core processes in most projects and the
repetition helped them retain the basics.
Results of Prior
Assessments:
This was my first Assessment.
Assessment Review, Humanities-Social Science
Doug Holdread
I reviewed the assessment reports for Humanities and Social
Science with a view to what worked well and at what issues were identified as
challenges. I then analyzed the possible reasons for the positive and negative
issues addressed and made some general suggestions for changes based upon the
things that instructors said they intended to do differently.
What Worked:
Several instructors have observed that students seemed more
responsive and interested in works of visual and musical art more closely
identified with their own time. Students
also responded positively to demonstrations of visual and musical artistic
techniques, and to class discussions and other hands-on activities.
Challenges:
Several instructors noted that student entered
there course with weak, and sometimes inadequate background knowledge of the
subject as well as weak general skills in areas such as writing and geography.
Pre-post testing indicated improvement. It appears that
many students in the Humanities and Social Sciences lack the basic,
foundational grasp of concepts and vocabulary needed to progress in their
understanding of the topics. Instructors
also observed that many students have weak writing skills.
This seems to be a reality of life
at TSJC, and perhaps beyond. Instructors have to decide how much remediation
and backfilling is justified.
Instructors observed that students
seem to enjoy and benefit from class discussions and other participatory
learning activities. Several indicated an intention to increase the proportion
of these kinds of activities in their classes.
A few instructors also noted that
students seem to prefer content which more contemporary. History periods and
the events ideas associated with them often seem remote and inaccessible to our
students.
Analysis:
It would appear that we need to try to make the content of Humanities
course offerings relevant, immediate and experiential so that it becomes more
accessible.
Changes:
These issues above suggest that we should encourage students
to use of the Writing
Center. It is also
evident that we need to include unites designed to backfill with necessary
basic concepts and vocabulary.
Throughout the Humanities we should make an effort to relate material to
contemporary examples of art and challenge students to employ critical thinking
by comparing and contrasting the social context of past ages with the present.
As much as possible live demonstrations and performances should be incorporated
into the class so that the abstract subject matter can come alive. Students
should also be given opportunities to experiment with art media and musical
instruments. Field trips to museums and
concerts will also enrich their appreciation of the humanities. It would appear
that shorter writing assignments with earlier and more frequent feedback might
help to improve writing skills.