proficiency in employable Mass Communication skills. desired mass communication competencies as shown by individual portfolios, when assessed by representatives from industry, as reported on MC Portfolio Evaluation form. industry representatives indicate that MC student's portfolio assessment ranked 4 (on a scale of 1 to being the highest score). Suggestions were to include more Web site graphics into curriculum. program revised to include more experience in Web site graphics. Students designed graphics for current MC home page and links. 2. Students will demonstrate learning the basic concepts necessary to perform satisfactorily in Mass Communications entry-level jobs. 2. When surveyed Parkland College Student Occupational Follow-Up Survey, graduates will describe satisfaction with their Mass Communication knowledge to recall, analyze, evaluate, and utilize basic concepts. 2. Feedback from employers and students strongly indicated that Visual Arts program option had become obsolete; preference is given to graduates with Desktop Publishing skills. 2. Visual Arts program option shelved. 3. Students in the Mass Communication A.A. program will have the knowledge to successfully complete a Bachelors degree in Mass Communication. 3. Four-year institutions will report of a 75 percent acceptance rate into Mass Communication programs. 3. U of I Coordinator of Transfer Articulation reported that out of 29 applicants from schools to Graphics a Mass Com student was the only admit. 3. Continue to gather/monitor data. Investigate how many Parkland Graphics students applied. Activity 9 – Creating Program SLO Statements and Performing a Program Audit With a group of faculty from your discipline, write a set of Program SLOs for a degree or certificate in your area. Assemble the outlines of record for the required courses for a degree or certificate in your discipline. List the course objectives for all of these courses, preferably after having revised them to “robust” objectives/student learning outcomes as described previously. Identify which course objectives match with each Program SLO statement. Present the results in a table format like that above. You may wish to categorize each course objective by the extent to which is moves students toward mastery of the Program SLO. Summary of Program Level SLO Assessment Strategies Indirect: implies that SLOs are achieved Transfer Program completion Job placement Employer surveys Student exit surveys Direct: students assessed on SLOs while in program Capstone strategies: Capstone course or project Standardized test: commercial or local, sampled or comprehensive Internship/clinical workplace evaluation five
Style/Voice Engaging and individualized voice appropriate to the audience/purpose Consistency of Refreshing and revealing word choice Varied and interesting sentence structure Voice appropriate to the audience/purpose, though it may be somewhat generic or predictable in places Consistency of Interesting and varied word choice Some creative sentence variety Voice adequate to audience/purpose, but often is predictable May be slight inconsistencies of tone Predictable word choice; low range of synonyms employed Sentences mechanically sound but lack in variety generally hard to characterize because of frequent mechanical problems Phrasing problems, garbled sentence structure noticeable in several places Overall lack of control/confidence of writing not possible due to severe mechanical problems Mechanics Full variety of sentence structures used correctly Accurate and precise diction and phrasing Very few grammatical and punctuation errors Variety of sentence structure used correctly Accurate diction and phrasing Infrequent grammatical and mechanical errors that rarely disrupt flow or clarity Frequent sentence structure problems Diction/phrasing often inaccurate Frequent and varied grammatical, punctuation, and mechanical errors that interfere with clarity Sentences often simplistic or incoherent Frequent misuse of common words and phrases Many major grammatical, punctuation, and mechanical errors that interfere with some reader’s understanding of the text Simplistic or incoherent sentences outweigh intelligible sentences Diction often inaccurate or severely limited vocabulary Mechanical errors predominate
Instructor Analysis: I handed out the trait scale to students on the first day of class, but I am not sure they consulted it; upon my inquiring whether they had a copy near the end of the course, few students were able to locate it in their notebooks. This taught me that I should refer to the scale more explicitly in class. I anticipated that it would be easy for students to give an analysis but difficult for them to identify concrete support for their ideas. However, I discovered that students found it easier to point to specific places in the movies that gave them ideas than to articulate those ideas. Therefore, I will revise the scale for the next course to reflect the relative challenges of these skills. Assessment Report Example #2xiv PARKLAND COLLEGE ACADEMIC ASSESSMENT (Excerpts) DEPARTMENT: Fine and Applied Arts PROGRAM: Mass Communication Methods: Indirect Assessment Measures Intended Outcomes (Objectives) Assessment Criteria & Methods (Expected Results) Actual Results Analysis & Action 1. Students will demonstrate proficiency in employable Mass Communication skills. 1. Students will demonstrate desired mass communication competencies as shown by individual portfolios, when assessed by representatives from industry, as reported on MC Portfolio Evaluation form. 1. Written comments from industry representatives indicate that MC student's portfolio assessment ranked 4 (on a of 1 to being the highest score). Suggestions were to include more Web site graphics into curriculum. 1. Desktop Graphics program revised to include more experience in Web site graphics. Students designed graphics for current MC home page and links. 2. Students will demonstrate learning the concepts necessary to perform satisfactorily in Mass Communications entry-level jobs. 2. When surveyed using Parkland College Student Occupational Follow-Up Survey, graduates will describe satisfaction with their Mass Communication knowledge to recall, analyze, evaluate, and utilize basic concepts. 2. Feedback from employers and students strongly indicated that Visual Arts program option had become obsolete; preference is given to graduates with Desktop Publishing skills. 2. Visual Arts program option shelved. 3. Students in the Mass Communication A.A. program will have the knowledge to successfully complete a Bachelors degree in Mass Communication. 3. Four-year institutions will report of a 75 percent acceptance rate into Mass Communication programs. 3. U of I Coordinator of Transfer Articulation reported that out of 29 applicants from other schools to Graphics a Mass Com student 3. Continue to gather/monitor data. Investigate how many Parkland Graphics students applied.
West Virginia State Community and Technical College GENERAL EDUCATION CORE-AUDIT GRID B. GENERAL EDUCATION LEARNING OUTCOMES General Education Courses (listed in required sequence for student progression through program) 1. Written and/or Oral Communications 3. Mathematics 4. Natural Science General Education Learning Outcomes COLL 101 ENGL 101 ENGL 102 ENGL 112 ENGL 160 ENGL 204 BST 230 COMM 100 MATH 100 MATH 101 MATH 102 MATH 121 BST 104 CHEM 101 CHEM 130 PHYS 103 PHYS 110 PHYS 120 PHYS 170 PHYS 191 & 203 PHYS 201 & 203 BIO 101 BIO 102 BIO 210 B.1 Communicate articulately in speech and writing I I E E R E R E R R A R I E I E I I E R A I A A I A I A I E I E B.2 Think critically about issues, theory, and application I E I E R E R R E E E E E I E I I I I R I E E E A I I I B.3 Use effective human relationship skills to work in a diverse society I E I R A A I E A I E B.4 Function effectively and positively in a team environment I I E I E I E E R E I R I E A I I A I A I A I E A I B.5 Use library print and electronic resources for literature research I I I E I E R A A I I E R A I I I A I A I I B.6 Use computational skills to solve problems, manipulate and interpret numerical data, and communicate data in a logical manner I R A R A R A R A R A I E I I E I I E R A I E R A I E R I E R I I E B.7 Employ fundamental principles of science, the scientific method of inquiry, and skills for applying scientific knowledge to practical situations I E I I E R A I I I E R A I E R A I E R A I E I E B.8 Use computer technology to organize, access, and communicate information I I E I E I E E R A E A I A E I I
GENERAL EDUCATION CORE-AUDIT GRID-CONTINUED 5. 6. Social Science 7. Information Skills General Education Learning Outcomes 101 SOCL 101 POSC 100 POSC 101 PSYC 151 HIST 207 HIST 208 ECON 201 ECON 202 ET 112 CS 106 BST 240 ITEC 101 B.1 Communicate articulately in speech and writing A A A A A I I A E A A B.2 critically about issues, theory, and application I A I A A A E E E I A I A A I I I B.3 Use effective relationship skills to work in a diverse society E R E R E E E R R B.4 Function effectively and positively in a team environment A A I B.5 Use library print and electronic resources for literature research A A A A I E E R R R A R A B.6 Use computational skills to solve problems, manipulate and interpret numerical data, and communicate data in a logical manner I I E R E R E E A E B.7 Employ fundamental principles of science, the scientific method of inquiry, and skills for applying scientific knowledge to practical situations I A I I R E E A B.8 Use computer technology to organize, access, and communicate information A A A A A A A R A R E E R A R