READING ASSESSMENT (Meet one) (Alternate measurement) COURSE ENROLLMENT ACT Reading COMPASS Reading ACCUPLACER Reading High Scholl GPA ACT Reading and High School GPA College-Level Courses (No remediation required) 19+ 81+ 90+ None required 17-18 and 3.00+ HIST 1483/1493 American History and ENGL 0111 Fast Track Reading Lab 16-18 73-80 70-89 3.00+ … ENGL 0113 Intro to College Reading (Remediation required) 0-15 0-72 0-69 Below 3.00 … MATHEMATICS ASSESSMENT (Meet one placement score AND high school GPA AND high school math core classes) COURSE ENROLLMENT ACT Math COMPASS Pre-Algebra Algebra ACCUPLACER Arithmetic Elem Algebra High School GPA Successful Completion of High School Math Classes MATH 1513 College Algebra (No remediation required) 19+ 58+ (PA) 35 (A) 103+ (A) 97+ (EA) None required None required MATH 1513 College Algebra (No remediation required) 17-18 43-57 (PA) 27-34 (A) 79-102 (A) 63-96 (EA) 3.00+ Algebra I, Algebra II, & Geometry MATH 1513 College Algebra and MATH 0111 Fast Math Lab 16-18 36-57 (PA) 23-34 (A) 59-102 (A) 43-96 (EA) None required None required MATH 1513 College Algebra and MATH 0111 Fast Track Math Lab 13-15 19-35 (PA) 16-22 (A) 30-58 (A) 28-42 (EA) 3.00+ Algebra I, Algebra II, & Geometry MATH 0123 Intermediate Algebra (Remediation required) 13-15 19-35 (PA) 16-22 (A) 30-58 (A) 28-42 (EA) Below 3.00 None required MATH 0113 Developmental Math (Remediation required) 0-12 0-18 (PA) 0-15 (A) 0-29 (A) 0-27 (EA) Below 3.00 None required
education requirements will allow CASC to assure each standard is being addressed sufficiently and identify strengths and weaknesses. Common measures and targets for each SLO are being designed by faculty for consistency of academic quality, standards, and expectations. Once measures are implemented in the classroom faculty enter their findings into the WEAVE software. Findings are used to identify any instanced where CASC students are not meeting the desired targets of the faculty. CASC will run a cycle of assessment each spring and fall semester. The courses to be assessed will vary each semester. Assessment Cycle Components include: Write expected student learning outcomes. Establish targets for success. Assess performance using measures. View and analyze assessment results. Development and implement action where required. Repeat. SYLLABI A syllabi template has been developed to encompass SLOs and general education standards to offer clarity to students and faculty to assure SLOs are being taught in the classroom. Section III – Program Outcomes ACADEMIC PROGRAM REVIEWS The Academic Program Review Committee is to review and evaluate academic programs and degrees. The purpose is to the development, improvement, or deletion of academic programs and degrees to ensure successful and appropriate utilization of college resources. The committee will evaluate programs and degrees every five years in coordination with Oklahoma State Regents for Higher Education required review process (OSRHE 3.7.4). The program review will serve as an external review committee with the purpose evaluating programs and degrees within the institution and outside of
Response Rate 54% 63% 66% 58% 54% 52% Overall teaching ability 5 2 3.5 3 3 Learned in this course 3.7 4.4 4.3 3.8 3.9 Instructor Effectiveness 3.6 4.4 4.5 4 4 Timely feedback 3.9 4.7 4.6 4.4 4.5 Effectively responded to students’ questions 4.1 4.7 4.7 4.4 4.6 Used instructor feedback to improve work 3.2 3.7 3.7 3.4 3.5 Would recommend to other students 3 4.5 4.5 3.8 4 Spring 2016 course evaluations results by division. Division Academic Affairs Allied Health Business and Technology Communication and Fine Arts Math and Science Social and Behavioral Sciences Response Rate 66% 51% 50% 56% 58% 48% Overall teaching ability 4.7 3.7 3.8 3.2 3.3 Learned in this course 3.9 4.4 4.2 4.2 4.1 4.2 Instructor Effectiveness 4.1 4.4 4.3 4.3 4.1 4.2 Timely feedback 4.4 4.5 4.5 4.4 4.4 4.4 Effectively responded to students’ questions 4.5 4.7 4.6 4.7 4.5 4.6 Used instructor 3.6 3.8 3.6 3.6 3.5 3.5