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Student Learning Outcomes Assessments

2017 Spring Quarter

Item: 4938 Department: ABE Course: 016Title: Foundational ELA Instructor: Hoane M Level: PREType: Transitional Outcome: Critical Thinking

Outcome Distribution

Not Met = 0 Partially Met = 1 Met = 2 Exceeded = 327.3% .0% 72.7% .0%

Number of students assessed: 11 Mean Score: 1.45

Analysis

Teacher observation of whole-class (large group) discussion on 5-17-2017.

Summary

Those that did not meet this particular critical thinking piece were absent from class that day.


2017 Spring Quarter

Item: 4964 Department: ABE Course: 017Title: Basic ELA Instructor: Schneider V Level: PREType: Transitional Outcome: Critical Thinking


Not Met = 0 Partially Met = 1 Met = 2 Exceeded = 36.7% 13.3% 66.7% 13.3%


Analysis

Out of 14 students, 2 exceeded expectations, 11 varied but were within 90 percentile, 2 partially met expectations, and 1 was not able to comprehend the story enough to pass the quiz.

Summary

Student who did not meet expectations is incredibly shy and I suspect a learning disability. The student often guesses at answers.


2017 Spring Quarter

Item: 4998 Department: ABE Course: 040Title: Basic ABE Math Instructor: McGregor E Level: PREType: Transitional Outcome: Critical Thinking ABE 40




Analysis

Exceeded: students set up and solved direct proportions in multiple ways with 95% or greater accuracy

Met: students set up and solved direct proportions with ratio method with 80% accuracy.

Partially Met: students either set up the problem incorrectly o

Summary

Overall, students showed understanding of real-world problems involving direct proportions. Two students are in progress, and one student needs additional direction and practice.


2017 Spring Quarter

Item: 5014 Department: ABE Course: 041Title: Interm ABE Math Instructor: Henning L Level: PREType: Transitional Outcome: Critical Thinking


Not Met = 0 Partially Met = 1 Met = 2 Exceeded = 3 .0% 100.0% .0% .0%


Analysis

Without assistance, most students:

1a. were unable to draw a picture of a rectangle.

1b. could not represent numerical information with a variable

2. could not organize information in a table.

3. could not evaluate an expression.

4. did not understand qua

Summary

This was the first exercise of the year, and was unfamiliar to all students in the class.


2017 Spring Quarter

Item: 5008 Department: ABE Course: 041Title: Interm ABE Math Instructor: McGregor E Level: PREType: Transitional Outcome: ABE 41 Spring 2017 - Critical Thinking




Analysis

Teacher had students work in class on the assignment. Students worked independently to show they could compare and contrast different methods of graphing a line in two variables. Teacher made a formative assessment of student understanding by walking thro

Summary

2 Students demonstrated understanding beyond the expectation of the three different methods of graphing a linear equation in two variables. They understood that there is a better method for a given equation compared to another method.

10 students graphe


2017 Spring Quarter

Item: 5018 Department: ABE Course: 042Title: Adv ABE Math Instructor: Anderson K Level: PREType: Transitional Outcome: Critical Thinking


Not Met = 0 Partially Met = 1 Met = 2 Exceeded = 333.3% .0% .0% 66.7%


Analysis

Students were given opportunities to learn and build critical thinking skills to solve real-life applications problems with lecture, video, practice problems, and a practice test before taking the online assessment test on this skill in EdReady.

Summary

Overall, I am pleased with the results. Students who did not pass this assessment had issues with poor attendance. Those three students who failed to meet the outcome did not take the assessment.


2017 Spring Quarter

Item: 5044 Department: ABE Course: 077Title: ABE SPEED Instructor: Anderson K Level: PREType: Transitional Outcome: Critical Thinking


Not Met = 0 Partially Met = 1 Met = 2 Exceeded = 3 .0% .0% .0% 100.0%


Analysis

Students requiring lab credit for high school must perform 8 labs which each include critical thinking questions regarding data and conclusions in lab reports. Three students only in the class attempted these labs as part of their individualized educati

Summary

See above.


2017 Spring Quarter

Item: 5050 Department: ABE Course: 077Title: ABE SPEED Instructor: Anderson K Level: PREType: Transitional Outcome: Critical Thinking


Not Met = 0 Partially Met = 1 Met = 2 Exceeded = 3 .0% 9.1% 18.2% 72.7%


Analysis

Eight students scored 90% or better on this assessment.

Two students met the standard by scoring between 80%-89%.

One student partially met the standard with a score of 77%.

Student scores ranged from 77%-100% on this assessment.

For this assessment, stu

Summary

This was a very challenging assessment because it required both critical thinking and understanding of the scientific method. Overall students did well on this assignment.


2017 Spring Quarter

Item: 9044 Department: ABE Course: 077Title: ABE SPEED Instructor: Brantner A Level: PREType: Transitional Outcome: Critical Thinking


Not Met = 0 Partially Met = 1 Met = 2 Exceeded = 3 .0% .0% 46.7% 53.3%


Analysis

Outcome H4.3.1: Analysis and interprets historical materials from a variety of perspectives in Washington State and U.S.

Rubric evaluates critical thinking in the assignment by using evidence from the videos and articles that are read and assessed to co

Summary

Students complete the assignment if they receive 80% or higher to earn credit toward their diploma.

80%-89% = met critical thinking expectations

90-100%= exceeded critical thinking expectations


2017 Spring Quarter

Item: 5058 Department: ABE Course: 077Title: ABE SPEED Instructor: Escobedo U Level: PREType: Transitional Outcome: Critical Thinking




Analysis

Summary


2017 Spring Quarter

Item: 0104 Department: ACCT Course: 103Title: Prac Acct II Instructor: Martin N Level: 100Type: Workforce Outcome: Critical Thinking


Not Met = 0 Partially Met = 1 Met = 2 Exceeded = 3 .0% 50.0% .0% 50.0%


Analysis

Exam structured similar to the assigned homework.

Summary


2017 Spring Quarter

Item: 0114 Department: ACCT Course: 105Title: Payroll/Tax Acct Instructor: Martin N Level: 100Type: Workforce Outcome: Critical Thinking




Analysis

Given raw payroll data the student was required data and organize it in the appropriate scheme to correctly complete the report.

Summary


2017 Spring Quarter

Item: 0134 Department: ACCT Course: 202Title: Prin of Acctg II Instructor: Choman M Level: 200Type: Academic Outcome: Critical Thinking




Analysis

The assessment had students do a detailed ratio analysis on Starbucks Corporation for the 2016 and 2015 fiscal periods. Students did common-size income statements and balance sheets and then wrote a written analysis of the results. They also computed mu

Summary


2017 Spring Quarter

Item: 8004 Department: ACCT Course: 202Title: Prin of Acctg II Instructor: Hill Y Level: 200Type: Academic Outcome: Case Study Chapter 7


Not Met = 0 Partially Met = 1 Met = 2 Exceeded = 3 .0% 12.5% 87.5% .0%


Analysis

Students were required to discuss in class the findings related to their chosen company. Students speculate as to the effectiveness of their companies policies.

Summary

Students don't like sharing out loud but they usually rise to the challenge and contribute to the conversation. Having them form an opinion of the company's effectiveness in the area and seeing the results from the other companies provides a solid exampl


2017 Spring Quarter

Item: 0144 Department: ACCT Course: 203Title: Prin of Acctg III Instructor: Choman M Level: 200Type: Academic Outcome: Cost Analysis


Not Met = 0 Partially Met = 1 Met = 2 Exceeded = 38.3% 8.3% 83.3% .0%


Analysis

Students were presented with cost data and then given cost reduction scenarios. They were asked to make a decision on the cost reduction scenarios and to give numerical support on the data.

Summary


2017 Spring Quarter

Item: 0154 Department: ACCT Course: 203Title: Prin of Acctg III Instructor: Choman M Level: 200Type: Academic Outcome: Cost analysis exercise




Analysis

Students were presented with cost data and given cost reduction scenarios. They were asked to make a decision on the cost reduction scenarios and to show numerical support.

Summary


2017 Spring Quarter

Item: 5114 Department: ACCT Course: 203Title: Prin of Acctg III Instructor: Choman M Level: 200Type: Academic Outcome: Cost, Volume, Profit Analysis




Analysis

Students were given initial data and then various scenarios changing the cost, volume, profit analysis. They were required to choose various outcomes and to show numerical support.

Summary


2017 Spring Quarter

Item: 8024 Department: ACCT Course: 203Title: Prin of Acctg III Instructor: Rodgers J Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Analysis of accounting problem part 7 variances

Summary

Four students achieved a perfect score, 2 more than 2/3 correct, 2 attempted but did not finish and two did not submit. This reflects who was able to complete the critical thinking portion of this assignment.


2017 Spring Quarter

Item: 0194 Department: AGRI Course: 196Title: Coop Work Experience Instructor: Mitchell R Level: 100Type: Workforce Outcome: Critical Thinking


Not Met = 0 Partially Met = 1 Met = 2 Exceeded = 3 .0% .0% 100.0% .0%


Analysis

On-site visit with supervisor and student. Asked open ended questions to gather feedback and elicit self reflection.

Summary

Template used for open ended questions. Student provides feedback on experience. Supervisor provides feedback on student performance strengths and opportunities for growth.


2017 Spring Quarter

Item: 0224 Department: AGRI Course: 296Title: Coop Work Exp Instructor: Mitchell R Level: 200Type: Workforce Outcome: Critical Thinking




Analysis


Summary



2017 Spring Quarter

Item: 0234 Department: ANTH Course: 100Title: Survey of Anthr Instructor: Taub A Level: 100Type: Academic Outcome: Critical Thinking




Analysis

To exceed the expectations students should earn 90% or higher. This also indicates that they have re-evaluated their understanding of "simple" societies based on their experience.

To meet expectations a student should earn 80%-89%. This can also indicat

Summary

This is a consistent distribution for students taking this class and doing this activity.


2017 Spring Quarter

Item: 0244 Department: ANTH Course: 204Title: Archaeology Instructor: Taub A Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Exceeded expectations: Presented class with an an analysis consistent with all five artifacts presented along with a reasonable explanation for their context or the physical relationships between the finds .

Met: Presented class with an an analysis consis

Summary

This class has some very strong students in it and they are working to not only help themselves but to help others.


2017 Spring Quarter

Item: 0344 Department: ART Course: 131Title: Graphic Design Tech II Instructor: Elvikis A Level: 100Type: Academic Outcome: Creative Thinking




Analysis

Evaluated the Digital photo collages assembled by each student and assessed their success according to the predefined rubric via Canvas. Out of 25 points, I considered 23+ to Exceed, 18-22 points to have Met, and 15-17 Partially Met, and 14 or lower to n

Summary

The digital collage project continues to be a great project for demonstrating creative AND technical aptitude... the students can grasp the aesthetics and tangibility of paper collages and apply digital techniques to replicate the effect. They also are c


2017 Spring Quarter

Item: 0344 Department: ART Course: 131Title: Graphic Design Tech II Instructor: Elvikis A Level: 100Type: Academic Outcome: Critical Thinking




Analysis

30-27 points: exceeded

26-24 points: met

23-20 points: partially met

19 or lower, Not Met

Summary

Majority of students were able to determine which tools and software they needed to solve design challenges and lay out information in an understandable way via Adobe software.


2017 Spring Quarter

Item: 0394 Department: ART Course: 150Title: Ceramics I Instructor: Allan R Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Summary

Preference for aesthetic and quality of art work.

Describe in art terms and how it can affect how you view with something that you may hot like.


2017 Spring Quarter

Item: 0404 Department: ART Course: 150Title: Ceramics I Instructor: Allan R Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Preference for aesthetic and quality of art work.

Describe in art terms and how it can affect how you view with something that you may hot like.

Summary


2017 Spring Quarter

Item: 5164 Department: ASL Course: 122Title: Am Sign Language II Instructor: Mugg P Level: 100Type: Academic Outcome: Critical Thinking




Analysis

20-25 points met, 15-19 partially met and 14 and below not met

Summary

Students who did not meet expectations struggled to understand the material


2017 Spring Quarter

Item: 5168 Department: ASL Course: 123Title: Amer Sign Lang III Instructor: Mugg P Level: 100Type: Academic Outcome: Critical Thinking




Analysis

13-15 Met, 12-12 Partially met and 10 and below not met.

Summary

The students that dod not meet the standard did not turn in the assignment. Partially met did not have full understanding of the translation.


2017 Spring Quarter

Item: 5174 Department: ASTR Course: 101Title: Intro to Astronomy Instructor: Dawes R Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Students will observe the height of the sun above the horizon at solar noon and use their measurement of that angle and the time at which it occurred to determine what time solar noon occurred and at what latitude they are located on earth. This requires

Summary

Successfully built gnomon insrument and made and recorded measurements of times and gnomon shadow length: 85%

Successfully made measurements with proper use of units and precision: 65%

Successfully performed arithmetic and geometry to derive latitude fr


2017 Spring Quarter

Item: 5178 Department: ASTR Course: 101Title: Intro to Astronomy Instructor: Dawes R Level: 100Type: Academic Outcome: Gnomon




Analysis

Successfully built gnomon insrument and made and recorded measurements of times and gnomon shadow length: 85%

Successfully made measurements with proper use of units and precision: 65%

Successfully performed arithmetic and geometry to derive latitude fr

Summary

I need to change the approach of the project, so that I can instruct students on how to make measurements and write them down so that the correct precision and unis are recorded and shown. I also need to find a way to tutor them in how to use a calculator


2017 Spring Quarter

Item: 0654 Department: AUTO Course: 296Title: Coop Work Exper Instructor: Mitchell R Level: 200Type: Workforce Outcome: Critical Thinking




Analysis


Summary



2017 Spring Quarter

Item: 5238 Department: BCT Course: 105Title: Computer Applications Instructor: McIvor M Level: 100Type: Workforce Outcome: Critical Thinking: BCT 105




Analysis

Each assessment required students to perform tasks in Microsoft Office suite software. There were four assessments, one each on Word, Excel, Access, and PowerPoint.

Summary

Four students successfully completed all four assessments with a score of 80% or better.

One student missed one assessment, but scored above 80% on the other three.

One student scored less than 80% on one assessment, but scored above 80% on the other th


2017 Spring Quarter

Item: 8074 Department: BCT Course: 105Title: Computer Applications Instructor: McIvor M Level: 100Type: Workforce Outcome: Critical Thinking: BCT 105




Analysis

Each assessment required students to perform tasks in Microsoft Office suite software. There were four assessments, one each on Word, Excel, Access, and PowerPoint.

Summary

Two students successfully completed all four assessments with a score of 80% or better.

Two students scored less than 80% on one assessment, but scored above 80% on the other three. One student scored less than 80% on all four assessments. One student di


2017 Spring Quarter

Item: 0714 Department: BCT Course: 116Title: Prof Work Relations Instructor: Boyd C Level: 100Type: Workforce Outcome: Critical Thinking




Analysis

small group engagement,discussion and report out

Summary

students met all expectations that class, though some might be a little shy


2017 Spring Quarter

Item: 0704 Department: BCT Course: 116Title: Prof Work Relations Instructor: Luckensmeyer Level: 100Type: Workforce Outcome: Critical Thinking re: motivation in the workplace




Analysis

The assessment provided four real-world scenarios for students to detail, in essay format, how they would respond to and handle the situation while creating a successful outcome for themselves and the parties involved, considering multiple aspects of indi

Summary

Students always have their own ideas for how to work with people in challenging situations, but they lack the ability to substantiate why those ideas are good, better, or best. Through developing that, they upgrade their original ideas from just benefiti


2017 Spring Quarter

Item: 8084 Department: BCT Course: 116Title: Prof Work Relations Instructor: Turner V Level: 100Type: Workforce Outcome: Critical Thinking




Analysis

journaling, tests, observation

Summary


2017 Spring Quarter

Item: 5254 Department: BCT Course: 130Title: Spreadsheets Instructor: McIvor M Level: 100Type: Workforce Outcome: Critical Thinking: BCT 130




Analysis

1. Develop a workbook that details the expenses youâ€™ve incurred during this past year. Create four worksheets, one for each quarter of the year and enter your expenses by month. For example, the Quarter 1 sheet will contain expense information for

Summary

The majority of students (16/19) successfully completed the assessment with a score of 80% or better. One student received a score below 80%. Of the two that did not meet the outcome, one student had not participated all quarter, and the other student did


2017 Spring Quarter

Item: 5294 Department: BCT Course: 275Title: Software Integrations Instructor: McIvor M Level: 200Type: Workforce Outcome: Critical Thinking: BCT 275




Analysis

Final Project Description

Your task for this final project is to create original files that will allow you to share information between all four Office 2016 applications.

Use your knowledge of integrating applications to share data between each of the fo

Summary

Four students successfully completed the final project with a score above 80%. In fact, all 4 scored above 90%. Two students scored below 80%, and two students did not submit a final project.


2017 Spring Quarter

Item: 5184 Department: BIOL Course: 106Title: Marine Biology Instructor: Fitch R Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Written 50 question exam over material from first unit in class.

Summary

Class average was above average.


2017 Spring Quarter

Item: 0804 Department: BIOL Course: 211Title: Majors Cell Instructor: Fitch R Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Students followed report rubric as described in lab manual.

Summary

Students working in groups increased overall understanding and quality of report.


2017 Spring Quarter

Item: 0814 Department: BIOL Course: 211Title: Majors Cell Instructor: Fitch R Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Students followed rubric for report format as described in lab manual.

Summary

Students working in groups improved the quality and overall score in this report.


2017 Spring Quarter

Item: 0864 Department: BIOL Course: 213Title: Majors Animals Instructor: Stephens D Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Analyzed their work (math) as well as the final answer. Looked for understanding of population genetics concepts and use of the Hardy-Weinberg equations.

Summary

Most students met expectations, however several (1/4 of class) did not (failed).


2017 Spring Quarter

Item: 0868 Department: BIOL Course: 241Title: Human A & P 1 Instructor: Fitch R Level: 200Type: Workforce Outcome: Critical Thinking - Skeletal System




Analysis

Class average was 70%.

Summary

Skeletal system exam result was as expected.


2017 Spring Quarter

Item: 0869 Department: BIOL Course: 241Title: Human A & P 1 Instructor: Fitch R Level: 200Type: Workforce Outcome: Critical Thinking




Analysis

Class average 70%

Summary

Results as expected for this material.


2017 Spring Quarter

Item: 5194 Department: BIOL Course: 242Title: Human A & P 2 Instructor: Crowe E Level: 200Type: Workforce Outcome: Critical Thinking


Not Met = 0 Partially Met = 1 Met = 2 Exceeded = 316.7% .0% 20.8% 62.5%


Analysis

I compared the results of each student's Module I Exam to their participation in the weekly discussions, which I used as an extra study tool for them. I also went back and reviewed which students took advantage of communicating with me and asked questions

Summary

I was able to determine that the students that exceeded the outcome were the students that took advantage of the discussions, and contacted me with follow up questions.

The students that met the outcome participated in the discussions, but did not follow


2017 Spring Quarter

Item: 8144 Department: BIOL Course: 242Title: Human A & P 2 Instructor: Dykes J Level: 200Type: Workforce Outcome: Critical Thinking




Analysis

Students were to create and present posters representing the endocrine system. This includes the endocrine glands and the hormones.

Summary

Students created the posters and did extremely well in relating comprehension of the endocrine system and its function


2017 Spring Quarter

Item: 8154 Department: BIOL Course: 260Title: Microbiology Instructor: Dykes J Level: 200Type: Workforce Outcome: Critical Thinking




Analysis

Students were given a mixture of unknown bacteria (known to instructor). They were tasked with using microbiology techniques to separate the bacteria and identify the genus and species of at least one of the bacteria.

Summary

Students were able to go through the process of identifying the bacteria.


2017 Spring Quarter

Item: 8164 Department: BUS Course: 146Title: Business Ethics Instructor: Rodgers J Level: 100Type: Workforce Outcome: Critical Thinking




Analysis

Students were required to analyze business ethics cases, follow the instructions for analysis, input to canvas, and provide feedback to other students.

Summary

Student results varied from non participation to following the instructions admirably and providing an excellent analysis. Others may not have completed all sections of the assignment so scored less than 100%.


2017 Spring Quarter

Item: 0924 Department: BUS Course: 196Title: Work Experience Instructor: Mitchell R Level: 100Type: Workforce Outcome: Critical Thinking




Analysis


Summary



2017 Spring Quarter

Item: 8184 Department: BUS Course: 245Title: Small Business Mgmt Instructor: Rodgers J Level: 200Type: Workforce Outcome: Critical Thinking




Analysis

Mission statement preparation and analysis of others

Summary

Some students failed to complete the requirements, which is not necessarily an indicator of critical thinking.


2017 Spring Quarter

Item: 0944 Department: BUS Course: 296Title: Work Experience Instructor: Mitchell R Level: 200Type: Workforce Outcome: Critical Thinking




Analysis


Summary



2017 Spring Quarter

Item: 8234 Department: CHEM Course: 121Title: Intro to Chem Instructor: Dykes J Level: 100Type: Workforce Outcome: Critical Thinking




Analysis

Students took a multiple choice exam covering the metric system and conversion factors.

Summary

About 90% of the students received greater than a 70% score on the test.


2017 Spring Quarter

Item: 1204 Department: CMST Course: 101Title: Intro to Comm Instructor: Alman K Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Summary


2017 Spring Quarter

Item: 1214 Department: CMST Course: 210Title: Interpersonal Comm Instructor: Alman K Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Summary


2017 Spring Quarter

Item: 1254 Department: CMST Course: 220Title: Public Speaking Instructor: Alman K Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Summary


2017 Spring Quarter

Item: 8304 Department: CMST Course: 220Title: Public Speaking Instructor: Turner V Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Summary


2017 Spring Quarter

Item: 1514 Department: ECON Course: 201Title: Micro Econ Instructor: Martin N Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Students assigned to read an article on current technological changes in the English steel industry. Apply economic analysis using the market model or models of their choice and justify their conclusions using economic theory at the introductory level.

S

Summary

"Not met" group failed to submit a paper.

Providing a rubric guided the students' discussions on the topics I felt important.


2017 Spring Quarter

Item: 8414 Department: ECON Course: 202Title: Macro Econ Instructor: Rodgers J Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Analyze a children's book in terms of economic concepts

Summary

Students did well on this assignment. Providing an example and rubric beforehand helped.


2017 Spring Quarter

Item: 1534 Department: EDUC Course: 200Title: Intro Education Instructor: Lawless T Level: 200Type: Academic Outcome: Critical Thinking




Analysis

This is the way the assignment was set up:

I am very interested in "Great Educators" in history. What did they do, what made them great, what impact did their lives have on the Education profession? Why did you choose this particular Educator?

1) I w

Summary

Students did an amazing job. They had to present their information in a creative way that would imprint the information on our brains. Most of them did a marvelous job. All of them met the basic requirements.


2017 Spring Quarter

Item: 1584 Department: ELTRO Course: 196Title: Work Experience I Instructor: Mitchell R Level: 100Type: Workforce Outcome: Critical Thinking




Analysis


Summary



2017 Spring Quarter

Item: 1624 Department: ELTRO Course: 296Title: Work Experience II Instructor: Mitchell R Level: 200Type: Workforce Outcome: Critical Thinking




Analysis


Summary



2017 Spring Quarter

Item: 1684 Department: ENGL Course: 097Title: Comp: Paragraph Instructor: Kottmeier L Level: PREType: Developmental Outcome: Critical Thinking




Analysis

I used a criteria sheet to inform my decisions regarding whether students met the objectives of the assignment.

Summary

The three students who did not meet the objectives did not turn in the assignment.


2017 Spring Quarter

Item: 8484 Department: ENGL Course: 101Title: Composition: General Instructor: Bacon C Level: 100Type: Academic Outcome: Creative process




Analysis

Summary


2017 Spring Quarter

Item: 8484 Department: ENGL Course: 101Title: Composition: General Instructor: Bacon C Level: 100Type: Academic Outcome: Creative Writing




Analysis

Summary


2017 Spring Quarter

Item: 8484 Department: ENGL Course: 101Title: Composition: General Instructor: Bacon C Level: 100Type: Academic Outcome: Critical thinking




Analysis

Students were assigned to write an essay analyzing their use of the writing process and using scholarly sources for support.

Summary

11/16 registered students completed the assignment, and all either met or exceeded the outcome.


2017 Spring Quarter

Item: 8484 Department: ENGL Course: 101Title: Composition: General Instructor: Bacon C Level: 100Type: Academic Outcome: Generate Ideas




Analysis

Summary


2017 Spring Quarter

Item: 1824 Department: ENGL Course: 101Title: Composition: General Instructor: Carlson A Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Think Book Rubric

5 thorough; thoughtful; complex (goes beyond/digs deep); asks thin, thick & gooey questions; begs a conversation

4 thorough; thoughtful; complex; asks thin and thick questions; invites conversation

3 superficial; benign; simple; asks

Summary

I am trying to create a questioning habit of mind and am pleased with most of the results. All of the 'not met' = zeros from not passing in the assignment or lower scores due to turning in the assignment late.


2017 Spring Quarter

Item: 1874 Department: ENGL Course: 101Title: Composition: General Instructor: Carlson A Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Think Book Rubric

5 thorough; thoughtful; complex (goes beyond/digs deep); asks thin, thick & gooey questions; begs a conversation

4 thorough; thoughtful; complex; asks thin and thick questions; invites conversation

3 superficial; benign; simple; asks

Summary

I am trying to create a questioning habit of mind and am pleased with most of the results. All of the 'not met' = zeros from not passing in the assignment.


2017 Spring Quarter

Item: 1904 Department: ENGL Course: 101Title: Composition: General Instructor: Fristad E Level: 100Type: Academic Outcome: Critical Thinking




Analysis

A rubric was used based on the following criteria: providing contextual and historical background; summary of sources; student engagement with sources; essay mechanics; grammar/MLA formatting; demonstration of improved thinking and effort between drafts.

Summary

Researched essay project successfully develops students as researchers and academic writers. It also offers two opportunities for peer feedback and develops skills in thoughtful critiquing. Their end of quarter feedback reflects this to be one of their f


2017 Spring Quarter

Item: 1854 Department: ENGL Course: 101Title: Composition: General Instructor: Henderson D Level: 100Type: Academic Outcome: Creative thinking




Analysis

Summary


2017 Spring Quarter

Item: 1834 Department: ENGL Course: 101Title: Composition: General Instructor: Stewart N Level: 100Type: Academic Outcome: Write Creatively




Analysis

Summary


2017 Spring Quarter

Item: 1884 Department: ENGL Course: 101Title: Composition: General Instructor: Taylor T Level: 100Type: Academic Outcome: Critical Thinking




Analysis

I use this essay to teach students more about expression--how to use active verbs and avoid passive voice, how to apply figurative language to enhance the idea, and how to manipulate sentence structure to enhance the idea. They also visit the MAC Gallery,

Summary

I give a presentation about passive voice and "to be" verbs, and we discuss intentional fragments vs. fragments as errors, but I think I need to create a practice in which students look up and apply active verbs to example sentences and work to recognize


2017 Spring Quarter

Item: 1914 Department: ENGL Course: 111Title: Intro to Literature Instructor: Sheffield D Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Summary


2017 Spring Quarter

Item: 1924 Department: ENGL Course: 111Title: Intro to Literature Instructor: Tiffany G Level: 100Type: Academic Outcome: Strategies




Analysis

Summary


2017 Spring Quarter

Item: 1934 Department: ENGL Course: 112Title: Intro to Fiction Instructor: Ryan H Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Summary


2017 Spring Quarter

Item: 1928 Department: ENGL Course: 112Title: Intro to Fiction Instructor: Tiffany G Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Summary


2017 Spring Quarter

Item: 1954 Department: ENGL Course: 113Title: Intro to Poetry Instructor: Johnson J A Level: 100Type: Academic Outcome: Argument and Exposition




Analysis

Summary


2017 Spring Quarter

Item: 1954 Department: ENGL Course: 113Title: Intro to Poetry Instructor: Johnson J A Level: 100Type: Academic Outcome: Critical Thinking




Analysis

The students needed to thoroughly explicate a poem in order to reveal one of its major themes. This had to be done using sound reasoning, correct format, and clear writing.

Summary

I was very pleased with how well the students did on this assignment. I think the students benefited from reading the poem to the class and briefly discussing what the poem is saying. Also, peer reviewing was helpful.


2017 Spring Quarter

Item: 1944 Department: ENGL Course: 113Title: Intro to Poetry Instructor: Tiffany G Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Summary


2017 Spring Quarter

Item: 1714 Department: ENGL Course: 135Title: Creative Writing Instructor: Sheffield D Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Summary


2017 Spring Quarter

Item: 5359 Department: ENGL Course: 201Title: Comp:Adv Essay Instructor: Fristad E Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Rubric criteria include: student engagement with topic and sources; research skills and summaries of sources; critical thinking; essay mechanics; grammar/MLA formatting; expanded thinking and effort between drafts.

Summary

I WANT TO KNOW MORE! (Researched Essay) offered students the opportunity to more deeply understand and provide a critical analysis of one of the topics addressed in class materials and discussions. In addition to research and writing skill development, s


2017 Spring Quarter

Item: 1747 Department: ENGL Course: 201Title: Comp: Adv Essay Instructor: Hargrove R Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Analysis is based on the sections of "Idea" and "Development" in ENGL 201 rubric. Idea is defined as the "quality of the idea/point of the essay, how well it is worded, how well it works for the point, purpose, and audience--the insight [past the surface

Summary

I found than the students who were engaged in the step-by-step process taught in class met the standards and some exceed them as well. Those who exceeded worked at making a stronger connection between the two ideas and used extensive evidence to support t


2017 Spring Quarter

Item: 5358 Department: ENGL Course: 201Title: Comp:Adv Essay Instructor: Hargrove R Level: 200Type: Academic Outcome: Critical Thinking




Analysis

I used the Idea and Development section of the ENGL 201 writing rubric and the instructions of the Science Analogy Essay to determine the success of each student's critical thinking results.

Summary

The students who were able to address the prompt best with an appropriately complex topic and engaging analogy preformed the best. Those who used quality sources did as well. Those students who only partially met the qualifications spent needed to more th


2017 Spring Quarter

Item: 1724 Department: ENGL Course: 201Title: Comp: Adv Essay Instructor: Ryan H Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Summary


2017 Spring Quarter

Item: 1734 Department: ENGL Course: 201Title: Comp: Adv Essay Instructor: Ryan H Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Essays read and commented on based on the rubric.

Summary


2017 Spring Quarter

Item: 1744 Department: ENGL Course: 201Title: Comp: Adv Essay Instructor: Taylor T Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Students' citation and expression scores were lower in this assignment. I reviewed the students' first drafts and am under the impression that many of them started the essay late, which did not leave them time to revise their grammar and expression. We al

Summary

I need to take some more time to cover MLA 8 documentation with students, particularly in-text citations and signal phrases. Having them review their peers' sources during the peer review process may also be beneficial. I also feel that it would be helpfu


2017 Spring Quarter

Item: 8464 Department: ENGL Course: 202Title: Comp:Critical Analysis Instructor: Bacon C Level: 200Type: Academic Outcome: Critical Thinking




Analysis

This final essay in the course Critical Analysis asked students to combine a variety of critical perspectives to analyze the novel The Antelope Wife by Louise Erdrich.

Summary

Those who did not meet the outcome are those who did not complete the assignment. Of the 22 enrolled, 15 met or exceeded the outcome.


2017 Spring Quarter

Item: 1774 Department: ENGL Course: 202Title: Comp:Critical Analysis Instructor: Hargrove R Level: 200Type: Academic Outcome: Critical Thinking




Analysis

I based my analysis of the quality of the critical thinking on the idea and development sections of the English Department rubric for 201. I also based this on the particular assignment in which the students had to analyse a text to find archetypes based

Summary

The students who attended class regularly and participated in preparatory activities did well. Also, those who selected a quality text that wasn't too shallow did best.


2017 Spring Quarter

Item: 1754 Department: ENGL Course: 202Title: Comp:Critical Analysis Instructor: Johnson J A Level: 200Type: Academic Outcome: Critical Thinking




Analysis

The assignment was to analyze a short story and explain how the author uses setting to help create character and how this develops a particular theme.

Summary

This was an early assignment so the students were just getting used to analyzing literature. Generally most of the student performed well. Those who didn't meet or only partially met the outcome had trouble expressing their thoughts clearly in writing.


2017 Spring Quarter

Item: 1764 Department: ENGL Course: 202Title: Comp:Critical Analysis Instructor: Tiffany G Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Summary


2017 Spring Quarter

Item: 1784 Department: ENGL Course: 203Title: Comp:Research Instructor: Shank A Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Summary


2017 Spring Quarter

Item: 1814 Department: ENGL Course: 240Title: World Literature Instructor: Shank A Level: 200Type: Academic Outcome: Critical Thinking


Not Met = 0 Partially Met = 1 Met = 2 Exceeded = 314.3% 7.1% .0% 78.6%


Analysis

Summary


2017 Spring Quarter

Item: 5374 Department: ENGL Course: 250Title: Survey American Lit Instructor: Shank A Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Summary


2017 Spring Quarter

Item: 2004 Department: ESRT Course: 130Title: Air Cond and Heat Pumps

Instructor: Jourdan G Level: 100

Type: Workforce Outcome: Critical Thinking




Analysis

Each student has to demonstrate and measure airflow and refrigerant charge level on at least 5 different heat pumps and air conditioners.

Summary

Most students satisfied my expectations


2017 Spring Quarter

Item: 2014 Department: ESRT Course: 196Title: Work Experience Instructor: Mitchell R Level: 100Type: Workforce Outcome: Critical thinking




Analysis


Summary



2017 Spring Quarter

Item: 2024 Department: ESRT Course: 230Title: Indust Refr Mnt/Sfty Instructor: Jourdan G Level: 200Type: Workforce Outcome: Critical Thinking




Analysis

Students mastered the classroom exercises and provided evidence via their portfolios.

Summary

Most students were average, though a couple of students excelled. A couple of students were less ambitious.


2017 Spring Quarter

Item: 2034 Department: ESRT Course: 238Title: HVAC Comm, LEED & TAB

Instructor: Jourdan G Level: 200

Type: Workforce Outcome: Critical Thinking




Analysis

Practice proper diagnostic procedures to perform TAB on HVAC equipment.

Summary

Each student had to successfully demonstrate how to test ducts for leakage, mearus home pressurization for envelope leaks, and measure total energy usage.


2017 Spring Quarter

Item: 2044 Department: ESRT Course: 295Title: Capstone HVACR Proj Instructor: Jourdan G Level: 200Type: Workforce Outcome: Critical Thinking




Analysis

Students Identified and applied basic and advanced principles for commercial HVAC systems and equipment.

Summary

Reviewed each capstone portfolio for individual achievement.


2017 Spring Quarter

Item: 2054 Department: ESRT Course: 296Title: Work Experience Instructor: Mitchell R Level: 200Type: Workforce Outcome: Critical Thinking




Analysis


Summary



2017 Spring Quarter

Item: 2064 Department: GEOG Course: 100Title: Intro Geography Instructor: Qazi J Level: 100Type: Academic Outcome: Critical Thinking




Analysis

As part of their final exam, students were asked to make recommendations of the best development strategy for their chosen Sub-Saharan African country. In so doing, they had to discuss the advantages and disadvantages of this strategy. Then, they were re

Summary

The majority of students (19 or 33) met the critical thinking standard set as one of the student learning outcomes for this class. Three of those 19, exceeded the standard with creative answers that went beyond my expectations for critical thinking. Eig


2017 Spring Quarter

Item: 5384 Department: GEOG Course: 102Title: World Regional Geog Instructor: Qazi J Level: 100Type: Academic Outcome: Critical Thinking outcome for Geography




Analysis

Film discussion leadership rubric is posted in the Get Started Module. Four students per week are assigned one film each that they will lead discussion about. At the start of the week, students are reminded that they are leading film discussion that wee

Summary

11 of 27 students exceeded critical thinking standard in this assignment and 11 of 27 students met the critical thinking standard. The majority of students 81% met the critical thinking outcome or exceeded it. A handful of students (5 of 27) did not mee


2017 Spring Quarter

Item: 2074 Department: GEOL Course: 218Title: Enviro Geology Instructor: Stanton K Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Students were shown a photograph of a road cut. They were told that they are a county engineer or geologist and their field technician texted them the photo and asked if this road cut was a landslide hazard. Students had to use all the information from th

Summary

Students did great! Their essays were very professional and they clearly remembered what to look for to assess the potential hazard of a landslide. Many also pointed out that they needed to know more about the area (population, road size and how much it's


2017 Spring Quarter

Item: 8514 Department: HIST Course: 117Title: Wstn Civ II Instructor: Lindeblad D Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Summary


2017 Spring Quarter

Item: 2254 Department: HUM Course: 101Title: Intro to Humanities Instructor: Behler A Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Observation of group presentation and peer evaluation in groups.

Summary

The two students who did not meet standards were not present for presentation. The "partially met" student had low evaluation by peers.


2017 Spring Quarter

Item: 2394 Department: MATH Course: 090Title: Basic Mathematics Instructor: Hampton G Level: PREType: Developmental Outcome: Critical Thinking



Number of students assessed: 17 Mean Score: .65

Analysis

Summary

Chapter 7 test on unit analysis. Seven students showed up for the test. Two students who took the test failed to meet the outcomes. Ten students failed to show up for the exam at all.


2017 Spring Quarter

Item: 2454 Department: MATH Course: 093Title: Pre Algebra Instructor: Keys K Level: PREType: Developmental Outcome: Critical Thinking -- Word Problems




Analysis

Two linear word problems on End of Chapter 2 test. One was a consecutive integer problem and the other was a perimeter problem (could solve with or without a system of linear equations). Students needed to translate the language in the problems to equat

Summary

Data is polarized. About half met or exceeded the SLO, and half did not. Students do not have a firm grasp of translating words into linear equations.


2017 Spring Quarter

Item: 2444 Department: MATH Course: 093Title: Pre Algebra Instructor: Lemons K Level: PREType: Developmental Outcome: Critical Thinking




Analysis

The students were asked to graph a linear equation using four different methods. Then they were asked to explain why all of the graphs were the same and to give the benefits to graphing using each method.

Exceeded: Correctly graphed each line and had

Summary


2017 Spring Quarter

Item: 8564 Department: MATH Course: 093Title: Pre Algebra Instructor: Painter C Level: PREType: Developmental Outcome: Critical Thinking




Analysis

Students were expected to describe a situation utilizing a rate of change as a slope. Student create a display showing real-life scenario as a verbal description, as a graph, and as an equation.

Summary

Students performed as expected.


2017 Spring Quarter

Item: 2424 Department: MATH Course: 093Title: Pre Algebra Instructor: Ryan D Level: PREType: Developmental Outcome: Critical Thinking




Analysis

One aspect of critical thinking that is addressed on the chapter 3 test is how to determine a solution line for a given equation (or v.v.). The student chooses between randomly creating points, calculation x- and y- intercepts, or using a slope and interc

Summary

A number of students met the objective, but more did not. Quite often a strong association could be made between showing up to class and doing homework problems, an unfortunately common problem with math students especially in the lower developmental clas


2017 Spring Quarter

Item: 2464 Department: MATH Course: 093Title: Pre Algebra Instructor: Van Dyke B Level: PREType: Developmental Outcome: Critical Thinking




Analysis

Students were given problems simulating real world scenarios including revenue, lengths, and percents in which they needed to critically determine how to define a variable and set up a linear equation modeling that scenario. Questions were graded based u

Summary

Overall the students struggled pretty heavily with this topic. It looks like we need to spend some extra time on this topic in the future.


2017 Spring Quarter

Item: 2524 Department: MATH Course: 098Title: Elementary Algebra Instructor: Barnhill L Level: PREType: Developmental Outcome: Critical Thinking




Analysis

I think that central to the study of mathematics is the ability for the student to relate the new problem presented to the previous ones studied. The example that I would like to use is the relation of rational equations to simple linear equations. Giv

Summary

I checked for mastery of this concept by checking the answers to three problems on the final exam. 9 students got 3 out of 3, 7 got 2 out of 3, 10 got 1 out of 3, and 7 missed all 3. I blame the poor showing on lack of motivation and lack of attendance.


2017 Spring Quarter

Item: 2554 Department: MATH Course: 098Title: Elementary Algebra Instructor: Browning J Level: PREType: Developmental Outcome: Critical Thinking




Analysis

I tabulated the above numbers and determined that 61% of the class failed to meet expectations.

Summary

Students are not completing the assigned homework.


2017 Spring Quarter

Item: 5454 Department: MATH Course: 098Title: Elementary Algebra Instructor: Maher D Level: PREType: Developmental Outcome: Critical Thinking




Analysis

Students were assessed with a MyMathLabs test with partial credits given by me via review of scratch paper work.

Summary

Students who finished assigned homework usually meet achievement levels.


2017 Spring Quarter

Item: 8584 Department: MATH Course: 098Title: Elementary Algebra Instructor: Painter C Level: PREType: Developmental Outcome: Critical Thinking




Analysis

Students were asked to analyze coupon deals to determine:

a. equations to represent real-life scenarios

b. graph of each scenario

c. when prices of items were the same (systems of equations)

d. which amount of time will each deal be most beneficial.

Summary

Most students were at least proficient. Those who partially met criteria struggled mainly with representing each situation as an equation.


2017 Spring Quarter

Item: 2534 Department: MATH Course: 098Title: Elementary Algebra Instructor: Wysham D Level: PREType: Developmental Outcome: M98 S17 Critical Thinking




Analysis

Summary

The students found the problems to be challenging, but I thought that the few who did well really gained a lot of valuable experience. The others were at least able to see how factoring is related to real-world probems


2017 Spring Quarter

Item: 2634 Department: MATH Course: 099Title: Intermediate Algebra Instructor: Browning J Level: PREType: Developmental Outcome: Critical Thinking




Analysis

I calculated the percentage of the class that passed, excelled and failed the exam.

Summary

Less than 50% of the class passed the exam primarily due to a pervasive failure to do the assigned homework.


2017 Spring Quarter

Item: 2594 Department: MATH Course: 099Title: Intermediate Algebra Instructor: Hampton G Level: PREType: Developmental Outcome: Critical Thinking




Analysis

Summary

Open book, open note test on logarithms. Tested critical thinking problems on sections 12.1 thru 12.4. Two individuals choose not to submit exams.


2017 Spring Quarter

Item: 2584 Department: MATH Course: 099Title: Intermediate Algebra Instructor: Lemons K Level: PREType: Developmental Outcome: Critical Thinking




Analysis

The students were given a quadratic equation and asked to find the x intercepts using three different methods. (complete the square, factor, and the quadratic equation). After they found the x intercepts they were asked to discuss why those were the same,

Summary


2017 Spring Quarter

Item: 2624 Department: MATH Course: 099Title: Intermediate Algebra Instructor: Maher D Level: PREType: Developmental Outcome: Critical Thinking




Analysis

Students were assessed with a MyMathLabs test with partial credits given by me via review of scratch paper work.

Summary

Students who met the achievement levels finished all assigned homework.


2017 Spring Quarter

Item: 8604 Department: MATH Course: 099Title: Intermediate Algebra Instructor: Painter C Level: PREType: Developmental Outcome: Critical Thinking




Analysis

Students utilized quadratic equation to evaluate the height of a cliff based on the time it took for a falling object to reach the ground. Next they found the time it would like a stone to reach the ground given the height of a cliff. Students who neede

Summary

Students were very engaged and worked in partnerships to determine height of cliff and time. Fun project. Showed usefulness of mathematics specifically quadratic equations and solving using square roots.


2017 Spring Quarter

Item: 5464 Department: MATH Course: 099Title: Intermediate Algebra Instructor: Russell A Level: PREType: Developmental Outcome: Critical Thinking




Analysis

students were required to determine the logarithms without a calculator

Summary

students did great on the logarithms, but some of them struggled on graphing.


2017 Spring Quarter

Item: 2604 Department: MATH Course: 099Title: Intermediate Algebra Instructor: Ryan D Level: PREType: Developmental Outcome: Critical Thinking




Analysis

A particular skill I test for in the Chapter 11 test is whether the student can solve a quadratic equation, and numerous problems are given with this in mind. One of the foremost decision in doing so lies in critically thinking in determining a technique

Summary

An appreciable number of students were able to navigate this area of study successfully, with those who did poorly generally being those who I noticed had attendance problems, didn't take notes, or take advantage of my help or that of any type of tutor.


2017 Spring Quarter

Item: 2614 Department: MATH Course: 099Title: Intermediate Algebra Instructor: Wiest S Level: PREType: Developmental Outcome: Critical Thinking




Analysis

The 5 chapter exams included manipulating algebraic expressions, graphing equations and functions, solving, modeling, use of function notation and function language, and finding inverse functions. These techniques were applied to the different types of f

Summary

This class has had a large number of disappearing students as evidence by the number of students who have not met the achievement level for critical thinking. Some of these students shared the issues before they disappeared for the last time. One was ki


2017 Spring Quarter

Item: 2728 Department: MATH Course: 107Title: Math In Society Instructor: Keys K Level: 100Type: Academic Outcome: Critical Thinking - choosing a strategy




Analysis

Final Exam question asking students to use an Euler Diagram to determine the validity of the argument. All statements in the argument are factually true, but logically, the argument was not valid.

Summary

All students drew an Euler Diagram, but most drew one that represented the factual validity of each separate statement of the argument, not the argument itself. Less than half of students in the course were able to successfully draw a diagram to represen


2017 Spring Quarter

Item: 8614 Department: MATH Course: 107Title: Math In Society Instructor: Kraske W Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Four responses to a youth weight distribution problem were assess. If the student showed the skills necessary to provide four correct responses it was determined that they exceeded expectations for the outcome. 3 correct responses was recorded as meeting

Summary

The focus was on the skills necessary to result in a correct response. If the student made any mistake in the process the response was considered incorrect.


2017 Spring Quarter

Item: 2724 Department: MATH Course: 107Title: Math In Society Instructor: Lavinder M Level: 100Type: Academic Outcome: Critical Thinking




Analysis

The students did learn to do truth tables with lots of practice

Summary

repetition is extremely important. with sufficient repetition, students did master this materieal


2017 Spring Quarter

Item: 5473 Department: MATH Course: 107Title: Math In Society Instructor: Redmon A Level: 100Type: Academic Outcome: Critical Thinking




Analysis

This activity for my online students was a complex one involving watching three short videos of (1) a ball being thrown upwards, (2) a tree growing in elapsed time, and (3) depiction of rabbit population. I provided the data for each of these growth examp

Summary

All of the students in the 'not met' category did not submit an assignment. The class is online, and the due date was extended because of a Monday holiday, so it is possible that many students didn't submit because of the 3-day weekend and knowing that on


2017 Spring Quarter

Item: 5474 Department: MATH Course: 107Title: Math In Society Instructor: Redmon A Level: 100Type: Academic Outcome: Application of Calculus




Analysis

Summary


2017 Spring Quarter





Analysis


Summary



2017 Spring Quarter

Item: 2714 Department: MATH Course: 107Title: Math In Society Instructor: Wikman C Level: 100Type: Academic Outcome: Proper buy point in the stock market




Analysis

The item 57 on the final examination in Math &107 tested at the synthesis level of reasoning based on Bloom's Taxonomy. It required students to make a connection not made evident in the coursework nor in the presentations made by me. Instead, students had

Summary

This item had a strong correlation to success on the exam as a whole. The exam itself was highly consistent with a reliability level of >96%. This means students who did well on the exam as a whole also did well on the individual items. Both the item and


2017 Spring Quarter

Item: 2806 Department: MATH Course: 141Title: Precalc I Instructor: Keys K Level: 100Type: Academic Outcome: Critical Thinking - optimization


Not Met = 0 Partially Met = 1 Met = 2 Exceeded = 3100.0% .0% .0% .0%


Analysis

The problem on the final exam gave a quadratic function to model the height of a rocket at time t. He was asked to find the maximum height that the rocket reached and the time at which it was reached. He also was asked when the rocket was on the ground

Summary

This was only one student -- it was a directed study class. He did not interpret the function correctly, seemingly even did not put it into his graphing calculator correctly.


2017 Spring Quarter

Item: 2730 Department: MATH Course: 141Title: Precalc I Instructor: Lavinder M Level: 100Type: Academic Outcome: Critical Thinking




Analysis

The students who were successful could analyze the problem and create the steps to solve a complex problem.

Summary


2017 Spring Quarter

Item: 2744 Department: MATH Course: 142Title: Precalc II Instructor: Van Dyke B Level: 100Type: Academic Outcome: Critical Thinking




Analysis

A majority of students exceeded my expectations. There were only a few students that were still struggling and I was able to determine who needed further help on this topic.

Summary

Students were presented with an exam that required them to think critcally about which trigonometric identities to apply to problems that asked them to simplify expressions, compute trigonometric values, solve equations, and verify identities. Overall st


2017 Spring Quarter

Item: 8624 Department: MATH Course: 146Title: Intro to Stats Instructor: Kraske W Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Questions 4-8 of Exam 1 were considered.

5 correct: Exceeded

4 correct: Met

3 correct: Partially met

<3 correct: Not met

Summary

These questions were selected because they measured the students' ability to calculate measures of central tendency and variability. This is material covered at the beginning of the course and assessed early on. It forms part of the foundation for the rem


2017 Spring Quarter

Item: 2755 Department: MATH Course: 146Title: Intro to Stats Instructor: Redmon A Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Students worked in groups to create a survey, collect data, formulate a statistical hypothesis, then perform a statistical test. The final analysis included a discussion of possible hypothesis testing errors and bias in the sampling method, sample, and/o

Summary

I provided time in class for students to work within their groups and also to work with me. During this time, I found that students were able to formulate questions leading to a rich data set and formulate a statistical question based on the data. Howev


2017 Spring Quarter

Item: 2774 Department: MATH Course: 146Title: Intro to Stats Instructor: Russell A Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Students are required to perform various hypothesis tests using different formulas to calculate test values and different tables to obtain critical values. Students are required to distinguish the correct test to perform and then follow all hypothesis tes

Summary

The students did very well this year on this topic. Often there is a group that struggles to identify the variable being tested which causes them to use the wrong formula and wrong table.


2017 Spring Quarter

Item: 2754 Department: MATH Course: 146Title: Intro to Stats Instructor: Van Dyke B Level: 100Type: Academic Outcome: Critical Thinking




Analysis

This exam gave three hypothetical statistical studies and asked students to evaluate them statistically. They were required to determine the population, sample, parameter, and statistic for each study. Finally they performed a test of significance for e

Summary

Overall, the students performed very well on this exam. They were able to find the relevant information within the context of the study description and perform the required inference. There were a few computational problems, but the critical thinking wa


2017 Spring Quarter

Item: 2764 Department: MATH Course: 146Title: Intro to Stats Instructor: Wikman C Level: 100Type: Academic Outcome: The P-chart and Binomially Distributed Random

Variables




Analysis

The scores on this item #56 of a 60 item test were 10 of 17 correctly deduced there was a connection between two completely separate areas of statistics: p-charts, an area called statistical process control; the other was an area of theoretical statistics

Summary

Students were presented 8 items in this 60 item final examination which reflected either analysis, synthesis or both. All 8 were correlated with the other items and reflected a consistent test of the structure of knowledge presented.

A majority of the st


2017 Spring Quarter

Item: 8634 Department: MATH Course: 148Title: Bus Calculus Instructor: Kraske W Level: 100Type: Academic Outcome: Critical Thinking




Analysis

On Section 3 exam, problems 11 and 15.

24 points: exceeded

20 or more points: met

16 or more points: partially met

15 or less: did not meet

Summary


2017 Spring Quarter

Item: 2784 Department: MATH Course: 148Title: Bus Calculus Instructor: Wysham D Level: 100Type: Academic Outcome: M148 S17 Critical Thinking




Analysis

Summary

The students did very well. I suspect that a new method of lecture/material presentation was helpful


2017 Spring Quarter

Item: 2788 Department: MATH Course: 152Title: Calculus II Instructor: Lavinder M Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Create a word problem with many steps that need to be thought out and modeled symbolically

Summary

Some younger students need to be told what to do without much thought


2017 Spring Quarter

Item: 2794 Department: MATH Course: 153Title: Calculus III Instructor: Redmon A Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Students worked in groups to find temperature data for the Wenatchee area from a reputable source, plot the data, and recognize the sin pattern. The two primary goals were (1) create a trigonometric mathematical model that best fits the data and use the

Summary

As I worked with students through this project, many came to me with unexpected results. I directed them to understand the limitations of the model(s) they created. The analysis of the limitations and maximum error provided so much more insight and unde


2017 Spring Quarter

Item: 2804 Department: MATH Course: 153Title: Calculus III Instructor: Wysham D Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Summary

This was too much work for myself and the students. In the future, I will require less error analysis. However, I was amazed at the improvement the students showed in their understanding of power series once they had finished. Someone actually told me


2017 Spring Quarter

Item: 2808 Department: MATH Course: 171Title: Math for Elem Educ I Instructor: Cacciata C Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Students chose a manipulative item and taught a lesson to the class which incorporated said item.

Summary

Students did a great job modeling mathematics with manipulative items.


2017 Spring Quarter

Item: 2818 Department: MATH Course: 173Title: Math for Elem Educ III Instructor: Keys K Level: 100Type: Academic Outcome: Critical Thinking - delivering a lesson




Analysis

The students were expected to present a 10 minute lesson plan on a topic of their choice in probability or statistics to a grade level of their choice. They were to choose the topic and grade level in accordance with the Common Core State Standards for M

Summary

Many students did not take into account the Common Core State Standards when picking a grade level for their lesson. Most students incorporated teaching methods taught in the class and all but one student used accurate mathematics at an appropriate level


2017 Spring Quarter

Item: 2704 Department: MATH Course: 211Title: Linear Algebra Instructor: Wiest S Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Students were given an individualized project to: 1. Create a matrix in a new "similar" matrix to do the "transformation" (either projection onto or reflection across a line in 2 dimensional line) 2. Create a second coordinate system for the new basis tha

Summary

In Linear Algebra, students get numerical answers. These can be correct numbers, but students may not have any deep understanding of what these numbers represent. This project forces the students to develop a much deeper understanding of the power of th


2017 Spring Quarter

Item: 5475 Department: METR Course: 110Title: Climate Change Instructor: Stanton K Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Assignment:

The energy budget for Earth is the amount of energy "in" minus the amount of energy "out." This helps us determine the sources of energy that keep our planet warm (or cause it to warm more). Using the diagram in Dessler, pg. 91, as well as inf

Summary

Students were generally able to complete most of the diagram, however, there were some that did not include all aspects that were required and therefore were marked down.They were correct about the parts they did include but I've counted them as "partiall


2017 Spring Quarter

Item: 5476 Department: MLT Course: 100Title: Intro to MLT Instructor: Lantau K Level: 100Type: Workforce Outcome: Critical Thinking




Analysis

Students were to conduct research on the field of Medical Laboratory technology and the requirements to become a MLT. They were to then use what they learned to answer pointed questions about the field.

Summary

Most students exceeded expectations on the assignment with only 1 not meeting expectations.


2017 Spring Quarter

Item: 5477 Department: MLT Course: 102Title: Phleb Instructor: Lantau K Level: 100Type: Workforce Outcome: Critical Thinking




Analysis

The students had to use the knowledge they had learned to come up with the best way to handle different scenarios when drawing blood.

Summary

All of the students did well and were able to apply the knowledge they had learned.


2017 Spring Quarter

Item: 8654 Department: MLT Course: 230Title: Clinical Exp III Instructor: Lantau K Level: 200Type: Workforce Outcome: Critical Thinking




Analysis

Students were to call attention to significant QA, QC and patient results, recognize and act upon errors in pre-analytical, analytical and post-analytical testing.

Summary

All students showed satisfactory skills for this observation.


2017 Spring Quarter

Item: 2854 Department: MLT Course: 230Title: Clinical Exp III Instructor: Tracy P Level: 200Type: Workforce Outcome: Critical Thinking




Analysis

Summary


2017 Spring Quarter

Item: 2884 Department: MLT Course: 233Title: Cl Chem & UA Instructor: Lantau K Level: 200Type: Workforce Outcome: Critical Thinking




Analysis

Patient case studies where the student was to identify abnormal values and provide a diagnosis.

Summary

All students did well.


2017 Spring Quarter

Item: 8664 Department: MLT Course: 233Title: Cl Chem & UA Instructor: Lantau K Level: 200Type: Workforce Outcome: Critical Thinking




Analysis

Patient case studies where the student was to identify abnormal values and provide a diagnosis.

Summary

Most students did well and exceeded expectations. Two students was able to correctly diagnosis easier ailments but struggled with the more complex disease states.


2017 Spring Quarter

Item: 2894 Department: MLT Course: 234Title: Clinical Chem Lab Instructor: Tracy P Level: 200Type: Workforce Outcome: Critical Thinking




Analysis

Summary

This is unusual for this many students to not get full credit on this. The test questions are fine; I will need to do more thorough instruction next time.


2017 Spring Quarter

Item: 8674 Department: MLT Course: 234Title: Clinical Chem Lab Instructor: Tracy P Level: 200Type: Workforce Outcome: Critical Thinking




Analysis

Summary


2017 Spring Quarter

Item: 3134 Department: NATR Course: 296Title: Coop Work Experience Instructor: Mitchell R Level: 200Type: Workforce Outcome: Critical Thinking




Analysis


Summary



2017 Spring Quarter

Item: 8754 Department: NURS Course: 103Title: Nursing 103 Instructor: Cutchie T Level: 100Type: Workforce Outcome: Critical Thinking




Analysis

ATI PN Fundamentals Exam

Summary

ATI Fundamentals score of 3= Exceeded, 2= Met


2017 Spring Quarter

Item: 8764 Department: NURS Course: 103LTitle: Nursing 103 Lab Instructor: Cutchie T Level: 100Type: Workforce Outcome: Critical Thinking




Analysis

Clinical Evaluation Tool

Summary

Pass/Fail from Clinical Evaluation Tool (CET)- Pass= Met


2017 Spring Quarter

Item: 8784 Department: NURS Course: 203Title: Nursing 203 Instructor: Coghlan A Level: 200Type: Workforce Outcome: Critical Thinking




Analysis

This assessment predicts the likelihood of a student passing the National nursing licensure exam (NCLEX-RN) on the first attempt. 12 of 13 students met our program benchmark of Level 2. The one student who was not successful in meeting our benchmark dev

Summary

Analysis: as it stands our curriculum prepares students well for national licensure.


2017 Spring Quarter

Item: 8794 Department: NURS Course: 203LTitle: Nursing 203 Lab Instructor: Coghlan A Level: 200Type: Workforce Outcome: Critical Thinking




Analysis

Evaluation of clinical activities following each clinical experience by faculty liaison. This is based on Nursing program outcomes and students must be assessed as successful (P/F) based on:

*a weekly evaluation tool preceptor feedback form (preceptor c

Summary

All students completed this course successfully-all scoring Satisfactory on all components of the CET (clinical evaluation tool)


2017 Spring Quarter

Item: 5494 Department: NUTR Course: 101Title: Nutrition Instructor: Bennatt D Level: 100Type: Academic Outcome: Critical Thinking




Analysis

20 students exceeded requirements, 1 student met requirements, 1 student partially met requirements, 2 students did not submit assignment.

Summary

majority of students met or exceeded requirements


2017 Spring Quarter

Item: 3214 Department: OCED Course: 130Title: Indus Safety Instructor: Jacobson Z Level: 100Type: Workforce Outcome: Critical Thinking




Analysis

Stuff was piled on a pallet in a poor manner. Students were asked to move the pallet with a lift truck. The correct method was to re-stack the load and then move it. A few of them needed reminders. 30 persons actually took the test. Above only allows

Summary


2017 Spring Quarter

Item: 3394 Department: PEH Course: 119Title: Tai Chi Instructor: Erickson K Level: 100Type: Academic Outcome: Critical Thinking




Analysis

This is a 10-point quiz, and students who excel are showing a comprehensive understanding of the history and mechanics of tai chi. They are also sharing substantive accounts of their personal experiences with tai chi.

Summary


2017 Spring Quarter

Item: 3414 Department: PEH Course: 121Title: Pilates Instructor: Bleichner C Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Physical fitness test given at the beginning and end of the quarter gave students baseline information of their physical health & wellness to see how well they progressed in the course.

Summary

Students met expectations by completing the task. The information gained was for their own wellness journey and students had physical improvement during the quarter. This showed that the course was a success!


2017 Spring Quarter

Item: 3424 Department: PEH Course: 121Title: Pilates Instructor: Ploch A Level: 100Type: Academic Outcome: Critical Thinking


Not Met = 0 Partially Met = 1 Met = 2 Exceeded = 3100.0% .0% .0% .0%


Analysis

Class expectations, what will you gain from the class and why they took the class

Summary

Students had to attend class, added flexibility, core strength and mental clarity. Through reflection students were able to determine for themselves whether they reached their expectations or not.


2017 Spring Quarter

Item: 3434 Department: PEH Course: 122Title: Yoga Instructor: Jones A Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Yoga quiz matching the physical posture with the primary muscle group utilized.

Summary

Everyone exceeded expectations.


2017 Spring Quarter

Item: 3454 Department: PEH Course: 123Title: Yoga/Pilates Instructor: Bleichner C Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Yoga quiz that matches the physical posture with the primary muscle group used.

Summary

The majority of students exceeded expectations. Five students had missed class the previous week and were unable to attend the quiz review.


2017 Spring Quarter

Item: 3464 Department: PEH Course: 123Title: Yoga/Pilates Instructor: Ploch A Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Class expectations, what will you gain from the class and why they took the class

Summary

Students had to attend class, added flexibility, core strength and mental clarity. Through reflection students were able to determine for themselves whether they reached their expectations or not.


2017 Spring Quarter

Item: 3488 Department: PEH Course: 130Title: Beg Self Defense Instructor: Erickson K Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Students who excelled provided thoughtful responses to questions about how they would respond to potential assault scenarios and how they might reduce sexual assault.

Summary


2017 Spring Quarter

Item: 3574 Department: PEH Course: 161Title: Fitness Lab Instructor: Jones A Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Quiz on Fitness Principles

Summary

An online powerpoint is paired as a resource for this quiz. Every student that took the quiz met the expectations. Those who did not take it, did not meet the expectations. This is an intro PEH course so it sometimes takes students longer to figure out


2017 Spring Quarter

Item: 3584 Department: PEH Course: 162Title: Fitness Lab Instructor: Jones A Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Fitness Measurements and wellness goal reflection.

Summary

This is the last quiz in the class and unless a student has the appropriate visitations (participation) the quizzes don't count towards the grade so many people simply did not take the quiz.


2017 Spring Quarter

Item: 3594 Department: PEH Course: 180Title: Personal Wellness Instructor: Long E Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Students who exceeded or met expectations, received As and Bs, respectively. Partially met = C, and Not Met = D/F

Summary


2017 Spring Quarter

Item: 3628 Department: PEH Course: 250Title: Personal Trainer Instructor: Blair S Level: 200Type: Academic Outcome: Critical Thinking


Not Met = 0 Partially Met = 1 Met = 2 Exceeded = 3 .0% 100.0% .0% .0%


Analysis

The students who partially met expectations earned a C on the exam.

Summary


2017 Spring Quarter

Item: 3684 Department: PEH Course: 286Title: Exerc Physiology Instructor: Long E Level: 200Type: Academic Outcome: Critical Thinking




Analysis

The results are from an exam that covered the content taught in the first 5 weeks of the course. This exam included a scan tron component and a short answer portion.

Summary

Students that prepared properly successfully earned an above average grade.


2017 Spring Quarter

Item: 3714 Department: PHIL Course: 101Title: Intro to Philosophy Instructor: Johnson J A Level: 100Type: Academic Outcome: Critical Thinking




Analysis

This was an early assignment designed to see how well students can critically and perceptively read a difficult philosophical argument, in this case Plato's dialogue Euthyphro. Students needed to demonstrate that they can understand the dialogue's crux,

Summary

Many students worked hard on this assignment and did well. Others demonstrated they understood parts of the argument but not all. Most of those who didn't meet the outcome either didn't do the assignment, didn't follow directions, or didn't put in the n


2017 Spring Quarter

Item: 8864 Department: PHIL Course: 101Title: Intro to Philosophy Instructor: Lindeblad D Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Observations during class discussions.

Summary

Participation in philosophical discussions.


2017 Spring Quarter

Item: 3724 Department: PHIL Course: 101Title: Intro to Philosophy Instructor: VanderHart C Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Multiple assessment quiz including multiple choice, fill in the blank, and short answer

Summary


2017 Spring Quarter





Analysis


Summary


2017 Spring Quarter

Item: 3734 Department: PHIL Course: 120Title: Symbolic Logic Instructor: VanderHart C Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Exam covering propositional logic translations, truth tables, etc.

Summary


2017 Spring Quarter





Analysis

Exam with problems from categorical logic. Included translation exercises, conversion, obversion, contraposition, square of opposition, immediate inferences, and syllogistic reasoning (argument forms, mood, figure, distribution).

Summary


2017 Spring Quarter





Analysis

Natural deduction exam using the rules of inference, standard, conditional and indirect proofs

Summary

Students who normally perform well did not do so well


2017 Spring Quarter





Analysis


Summary


2017 Spring Quarter

Item: 3704 Department: PHIL Course: 210Title: Phil of Religion Instructor: VanderHart C Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Critical review assignment

Summary

All students were able to grasp the point of the reading, but only about half were able to critically evaluate it at the level of mastery.


2017 Spring Quarter





Analysis

Critical review assignment identifying strengths and weaknesses of an argument

Summary

Half of the class was able to identify the premise and conclusion of the reading as well as offer a critical evaluation, half were only able to identify the argument, not evaluate it at the level of mastery.


2017 Spring Quarter





Analysis

The exam tested knowledge of concepts and arguments from the first half of the quarter.

Summary


2017 Spring Quarter





Analysis


Summary



2017 Spring Quarter

Item: 3744 Department: PHYS Course: 100Title: Physics Non-Sci Instructor: Unger B Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Homework relating to the assessment was gone over in class and collected to make sure that students completed their work. Testing on the ideas took place several weeks later as part of a major unit test. Certain questions were targeted to provide input

Summary

Even after multiple class discussions and assignments many students still struggle with the differences between velocity and acceleration. Our intuition about recognizable terms is often incorrect and is difficult to relearn. Students with the highest l


2017 Spring Quarter

Item: 3764 Department: PHYS Course: 116Title: Physics III w/Lab Instructor: Unger B Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Individual lab reports were graded according to the anticipated results

Summary

Only one student failed to correctly calculated the combinations for series and parallel resistances, the rest of the class had values within 5% of the expected values. This variation was usually due to round-off errors.


2017 Spring Quarter

Item: 3774 Department: PHYS Course: 223Title: Engr Physics III Instructor: Unger B Level: 200Type: Academic Outcome: Critical Thinking




Analysis

The solution to their take home problem was graded based on a clear explanation of the process as well as the correct numerical results

Summary

Most of the students achieved the correct numerical results but had difficulty providing a clear explanation of their process. A couple students were not using the correct process and didn't get anywhere close to the correct results.


2017 Spring Quarter

Item: 3804 Department: POLS Course: 101Title: Intro Pol Sc Instructor: Minharo J Level: 100Type: Academic Outcome: Critical Thinking




Analysis

NEW YORK TIMES ASSIGNMENT: SUBMIT BY 6/9/2017 (11:55 p.m.) â€“ CANVAS DROPBOX

20 points (10 for the written summary, and 10 for the oral presentation)

1. Pick a partner to work with.

2. Together select a topic reported by the New York Times.

3. Sel

Summary

In addition to an oral presentation, students (groups of two) will also take a test based on each presentation, and submit a written summary of one of the NYT articles on CANVAS via a Drop Box. Each group will follow through the NYT a specific story/issue


2017 Spring Quarter

Item: 5564 Department: POLS Course: 202Title: Amer Govt Instructor: Minharo J Level: 200Type: Academic Outcome: Critical Thinking




Analysis

After watching a Power Point Presentation or a video/documentary related to the chapter being discussed, the student will participate on an online discussion based on a question posed by the instructor. The students will be expected to provide a paragraph

Summary

Students will be graded based on the answer to the questions and their thoughts on the essays from their classmates.


2017 Spring Quarter

Item: 8874 Department: POLS Course: 203Title: Intern'l Relations Instructor: Lindeblad D Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Evaluative critque of a significant professional journal article.

Summary


2017 Spring Quarter

Item: 3814 Department: POLS Course: 203Title: Intern'l Relations Instructor: Minharo J Level: 200Type: Academic Outcome: Critical Thinking




Analysis





3. Sel

Summary

In addition to an oral presentation, students (groups of two) will also take a test based on each presentation, and submit a written summary of one of the NYT articles on CANVAS via a Drop Box. Each group will follow through the NYT a specific story/issue


2017 Spring Quarter

Item: 3784 Department: POLS Course: 206Title: State & Local Govt Instructor: Minharo J Level: 200Type: Academic Outcome: Critical Thinking




Analysis





3. Sel

Summary

1. In addition to a twenty minute presentation of five of the most recent articles from the New York Times, focusing on one issue/story, the students (groups of two) will electronically submit on a Drop Box (CANVAS) a written summary of the most recent ar


2017 Spring Quarter





Analysis





3. Sel

Summary

In addition to an oral presentation in groups of two, the students will also submit an written assignment on CANVAS Drop Box


2017 Spring Quarter





Analysis





3. Sel

Summary

1. In addition to a twenty minute presentation of five of the most recent articles from the New York Times, focusing on one issue/story, the students (groups of two) will electronically submit on a Drop Box (CANVAS) a written summary of the most recent ar


2017 Spring Quarter





Analysis





3. Sel

Summary

In addition to an oral presentation in groups of two, the students will also submit an written assignment on CANVAS Drop Box


2017 Spring Quarter

Item: 3944 Department: RADT Course: 121Title: Prin of Exposure I Instructor: Zimmerman S Level: 100Type: Workforce Outcome: Critical Thinking




Analysis

Students created a lab, in writing, on a topic they were having trouble with. Instructor reviewed and approved before performance. Written summary of the lab results were reviewed and discussed with each student.

Summary

During performance of the lab each student applied safe radiation protection concepts. During the summary of results four students had difficulty with terminology (written and verbal) associated with the image evaluation.


2017 Spring Quarter

Item: 3994 Department: SDS Course: 101Title: Study Skills Instructor: Kottmeier L Level: 100Type: Academic Outcome: Critical Thinking




Analysis

I used a specific assignment sheet which called for critical thinking and a score sheet reflecting execution of the assignment.

Summary


2017 Spring Quarter

Item: 4004 Department: SDS Course: 101Title: Study Skills Instructor: Kottmeier L Level: 100Type: Academic Outcome: Critical Thinking




Analysis

I used a specific assignment sheet and a score sheet based on the assignment sheet.

Summary


2017 Spring Quarter

Item: 8904 Department: SDS Course: 101Title: Study Skills Instructor: Turner V Level: 100Type: Academic Outcome: Critical Thinking




Analysis

test on logical fallacies; group discussion of case studies

Summary

Students demonstrated knowledge of logical fallacies and how to incorporate critical and creative thinking into their personal and academic lives.


2017 Spring Quarter

Item: 4124 Department: SOC Course: 101Title: Intro to Soc Instructor: Brinkman R Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Summary


2017 Spring Quarter





Analysis

Students needed to demonstrate an understanding of how the structure of American society strongly influences the individual experience. As C. Wright Mills put it, to have the ability to place 'personal troubles' into a much broader social and historical

Summary

Students were required to write an essay on how their Sociological Imagination developed this quarter and how they would use it in their futures.


2017 Spring Quarter





Analysis

Summary


2017 Spring Quarter





Analysis


Summary



2017 Spring Quarter

Item: 8924 Department: SOC Course: 151Title: Soc of Race Instructor: Millard L Level: 100Type: Academic Outcome: Critical Thinking




Analysis

The midterm was an open book covering the first three chapters of the text book and other areas of race and ethnicity in the lectures.

Summary

All students completed the mid term. One student submitted the assessment late which caused her to have a lower score. Students gained an understanding of the material covered in class based on their achievement and score assessment of this test.


2017 Spring Quarter

Item: 4104 Department: SOC Course: 203Title: Sociology of Sport Instructor: Brinkman R Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Students, in their presentations, needed to demonstrate a critical view of sport in American society.

Summary

Students gave end of quarter group presentations.


2017 Spring Quarter

Item: 4114 Department: SOC Course: 225Title: Soc of Family Instructor: Brinkman R Level: 200Type: Academic Outcome: Critical Thinking




Analysis


Summary

Students were asked to write about what they learned from a documentary, specifically how the structure of American society largely determines individual outcomes. If students answered a different essay question on the exam, they were evaluated on their


2017 Spring Quarter

Item: 4164 Department: SPAN Course: 121Title: Spanish I Instructor: Reyes M Level: 100Type: Academic Outcome: Critical Thinking




Analysis

I choose a Latino person that has been prominent in their country that has the same nationality as

Spain, Mexico, Colombia and the United States. A power point presentation was done featuring a biography featuring their achievements . A short power point

Summary

The effort that was put into their research, presentation and the content separated the exceeded from met.


2017 Spring Quarter

Item: 4184 Department: SPAN Course: 122Title: Spanish II Instructor: Baca R Level: 100Type: Academic Outcome: Ser vs. Estar




Analysis

Summary

7 students exceeded the outcome of the expectation. Out of the 7 all were able to figure out contextually when to use Ser vs Estar, however, there were minor orthographical errors. Only 1 student met the outcome; this student understood how to distingui


2017 Spring Quarter

Item: 4204 Department: SPAN Course: 123Title: Spanish III Instructor: Baca R Level: 100Type: Academic Outcome: Critical Thinking




Analysis

Spanish uses two different structures to talk about past events, and these structures are distinct and used intuitively by the native speaker. My goal is to help my students to gain sort of a meta-lingual understanding of when the imperfect tense is used

Summary

11 students exceeded the expectation of this outcome. Those 11 understood and were able to differentiate between the two tenses in Spanish, however I did notice orthographic errors within their conjugations. There were 7 students who did not meet the ex


2017 Spring Quarter

Item: 4158 Department: SPAN Course: 231Title: Span Heritage I Instructor: Baca R Level: 200Type: Academic Outcome: Critical Thinking




Analysis

Students had to distinguish one-syllable words that are part of a homophone pair from each other by marking the one that is stressed (tÃ³nica) with an accent mark based on the context. This a grammar feature particular to heritage learners that can at ti

Summary

More than half exceeded the expectations. Those who met and partially met the expectations are able to disambiguate the language to a certain extent, but perhaps require more practice.

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