Follow Up COMPUTER TECHNOLOGIES DEPARTMENT/CIS 103 – Applied Computer Technologies Computer Technologies Department-CIS 103 Learning Outcome Assessment Form Fall 2013, CRN 41651 , Sect 074, Naylor, Najah Assessment Data (% of those who completed the course who achieved each outcome) Outcome How did you address this outcome? How did you assess this outcome? success rate Word Processing Lecture. Students modified and created several documents using MS Word application completed an online quiz based on vocabulary and a group project, which began as a google document, and was later transferred to MS Word. Students were also given a final project that incorporated the use of features and skills developed throughout the course. The assignments were assessed using an online grading system, rubric and peer feedback. 90% Electronic Spreadsheets Lecture. Students modified several MS Excel worksheets using features such as charts, tables and formulas to organize data. The students were also assigned a vocabulary quiz, independent budget project and group assignment using the application to support the numeric or financial aspect about a choice topic. The assignments were assessed using an online grading system, rubric and peer feedback. 90%
Intervention: Augmented the lecture to address the specific misunderstanding. Results: When question 2 was presented to the students in class (verbally) the students gave the correct answer. (In unison!) Moving forward: Embed relevant questions in the final examination to obtain quantifiable results. The Physics Department plans to revise its Assessment Procedure using Pretests and Posttests to achieve a consistent methodology in student learning outcome assessment. Courses will be reassessed (as required) using the revised procedures along a specified timeline. SOCIAL SCIENCE DEPARTMENT/EASC 111-Environmental Conservation Responsible person(s): Deirdre Garrity-Benjamin, Christopher Murphy, Margaret Stephens Data collection semester: Fall 2011 Data analysis and action plan development semester: Spring 2012 Outcome Assessment Strategies Expected Benchmark Results (data) Action Plan Demonstrate an understanding of the nature of the environment, its basic components, flows, cycles and interrelationship Describe the techniques and tools you used to assess student learning including, but not limited to: Describe the techniques and tools you used to assess student learning including, but not limited to: EASC 111 is an elective for the Community College of Philadelphia student population. A total of 9 sections were assessed in the Fall 2011 semester with a total of 229 students assessed. The assessment tool that was used was a Case Study followed by 14 multiple choice questions. Assessment attached (Article 1). This case study is a direct qualitative assessment. Describe your expectations for student accomplishment of the outcome. Some students may struggle with the reading comprehension involved in the case study as well as interpretation of graphs, but we expect at least 70% of students to answer Question # 6, Question #8, Question After tabulating the data 66% of students answered Question #6 correctly, 74% of students answered Question #8 correctly, 62% of students answered Question #10 correctly and 79% of students answered How will the faculty address the results of assessment? What changes will be made to try to improve student learning? Students seemed to struggle with Question #6 and Question #10. After reflection, these two questions need to be reconstructed for future
a sustainable way. The assessment tool that was used was a Case followed by 14 multiple choice questions. Assessment attached (Article 1). This case study is a direct qualitative assessment. 3 full-time faculty members conducted the assessment. The assessment was given during the final examination. Two professors gave the assessment in class (in paper format) and one professor gave the assessment in an online format (electronically). Of the 14 multiple choice questions, Question # 7 and Question #9 addressed this specific learning outcome. comprehension involved in the case but we expect at least 70% of students to answer Question #7 and Question #9 correctly. answered Question #9 correctly. Students seemed to struggle with Question #9. After reflection, this questions need to be reconstructed for future assessment. We will continue to use the same methods of assessment (with modification to question #9) on average students demonstrate competence in this learning objective. No action is needed. We will continue to use current strategies and assessment tools. We will reassess this learning objective in 5 years. Social Science Department/EASC 111
6. Which of the following is the least likely environmental effect of the increase in deer population? A. More deer will attract other native species and increase biodiversity in the area. B. Deer will outcompete other species for resources and reduce food supplies available for other species. C. Exceeding the carrying capacity will lead to destruction of native species and reduces biodiversity. D. Destruction of native vegetation will lead to growth or spread of invasive species. 7. of the following is the least likely to happen as a result of the increase in the deer population? A. Deer will consume or destroy food crops and other vegetation planted by humans. B. All stakeholders, including local residents, scientists, park officials and business people will agree on how deer populations should be controlled. C. There will be an increase in automobile accidents from deer crossing roads. D. There will be a higher incidence of diseases, such as Lyme Disease, carried by deer ticks. 8. Which is the most likely explanation for the decline in wild animal species described in the article? A. Deer browsing reduces new plant growth and availability of habitat for other species. B. As other sources of food become more scarce, deer feed on wild animals. C. As omnivores, deer prey on wild animal species. D. Deer transmit pathogens and pests that spread disease and destruction of wild animal species. 9. Which of the following is not an anthropogenic factor that has contributed to an increase in deer populations? A. natural variation in populations of predator species B. clearing land to build houses and to plant gardens and lawns C. urban/suburban development (sprawl) D. extirpation of native predator species 10. Using the image below , which of the following best represents the population growth pattern expected as the population of deer grows, exceeds the carrying capacity of the area, and then reaches a stable replacement level? A. J curve, exponential growth B. S curve
SOCIAL SCIENCE DEPARTMENT/GIS 101-Introduction to Geographic Information Systems Responsible person(s): Luis Oliveri – Instructor Deirdre Garrity-Benjamin - Report writer Data collection semester: Spring 2013 Data analysis and action plan development semester: Summer 2013 Outcome Assessment Strategies Expected Benchmark Results (data) Action Plan Use a system of GIS software such as ARC GIS to manipulate and analyze data Describe the techniques and you used to assess student learning including, but not limited to: The assessment tools used were a Final Project as well as dependent and independent exercises given throughout the semester 1 part-time faculty member conducted the assessment. There were a total of 12 students enrolled in the class. The final project required students to design a map from concept to completion which included the gathering manipulating and analyzing of data. The Final project including grading rubric is attached. Dependent and independent exercises given throughout the semester, which consisted of tutorial exercises. Describe your expectations for student accomplishment of the outcome. 75% of students will achieve good performance on this evaluation metric, earning a grade of 80% or higher on the final exam. After grading the final projects, 80% of the students received a B or better. Throughout the semester 80% students on average received a B or better on the dependent and independent exercises How will the faculty address the results of assessment? Students met this learning objective Assessment of this learning objective will take place again in 2 years since a revision of this course and addition of learning objectives will take place in the Fall of 2014.
SOCIAL SCIENCE DEPARTMENT/GIS 104- Principles of Computer Cartography and Visualization Responsible person(s): Geri Miller - Instructor Deirdre Garrity-Benjamin - Report writer Data collection semester: Spring 2013 Data analysis and action plan development semester: Summer 2013 Outcome Assessment Strategies Expected Benchmark Results (data) Action Plan Demonstrate in writing understanding of terms related to computer cartography Describe the techniques and tools you used to assess student learning including, but not limited to: The assessment tools used were a mid-term exam and a final project. A series of multiple choice and answer questions were given on the midterm and a final project which included a writing portion was given during the final exam period. 1 part-time faculty member conducted the assessment. A total of 10 students were enrolled in this course All of the students in this course did not have GIS 102 before taking GIS 104. Describe your expectations for student accomplishment of the outcome. It is anticipated that 75% of our students will master this evaluation metric. After grading the mid-term, 50% of students received a C but 80% of the students received a B or better on the Final Project. Our expected benchmark was not achieved. How will the faculty address the results of assessment? What changes will be made to try to improve student learning? Although not a course prerequisite, taking GIS 102 before GIS 104 may better prepare the students for success. This learning objective will be reassessed when the course is offered again in 2014. Social Science Department/GIS 104 Responsible person(s): Geri Miller – Instructor Deirdre Garrity-Benjamin - Report writer
Data collection semester: Fall 2011 Data analysis and action plan development semester: Spring 2012 Outcome Assessment Strategies Expected Benchmark Results (data) Action Plan Sociology 101, Outcome 1: Describe how sociologists seek to understand the social world and human social behavior, as contrasted with other disciplinary attempts to understand it. Each full-time faculty member used the assessment in his/her 101 classes. Students were asked to respond to the assessment question in essay form. The assessment was given during the last two weeks of the semester both in and outside of class. Data was collected from one class from each full-time faculty member. From each class, one third of the student work was assessed (every third paper, from randomly collected work). Full-time faculty assessed the work a common rubric, where students received scores from 0-3. 70% of students will score a 2 or 3 on each indicator. (See attached chart) 84% of students scored a 2 or 3 on perspective 80% of students scored a 2 or 3 on vocabulary 80% of students scored a 2 or 3 on accuracy Standardize response type: going forward, all students will respond to the assessment question in the same manner (e.g., in or out of class) Reword the assessment question: remove “sociological perspective” and use “sociological imagination” Further standardize scoring system among faculty (i.e., more discussion about what constitutes a score of 1, 2, or 3) SOC 101: Outcome 1, Fall 2011 Scores by Indicator