General Education Assessment

A New Road Ahead Presentation

Professor Jennifer Jakob, EnglishProfessor Benita Hunter, Child Development

Dr. Keith M. McCoy, Vice President

August 15, 2013

AssessmentOverview

Spring 2013Assessment

Actions to be TakenFall 2013 Pilot Assessment

Assessment Plan

Assessment

Process by which we measure student achievement of learning outcomes or attainment of aptitude.

Assessment

Assessment can…

• Answer questions about the learning of individual students

• Be used to determine the effectiveness of a single course, program, or institution

Association of American Colleges and University. (2005). Levels of Assessment: From the Student to the Institution.

AssessmentOverview

Spring 2013Assessment

Actions to be TakenFall 2013 Pilot Assessment

Assessment Plan

General Education Outcomes

1. Communicate using Standard American English.

2. Evaluate the moral, ideological, or intellectual viewpoints of diverse peoples or institutions. (Human Diversity Outcome)

3. Prepare a document using digital technologies, such as a word processor, spreadsheet, or presentation display software (e.g. PowerPoint).

4. Evaluate a proposed solution to a local, national, or global issue.

5. Produce an original piece of work demonstrating creativity.

Developed October 2011

Daley Program Assessment PlanCycle Planning 1 2 3 4

Assessment Stage Description Spring 2012 Fall 2012 Spring 2013 Fall 2013

Spring 2014 Fall 2014

Spring 2015 Fall 2015

Spring 2016

Research and Design

Determine the type of data needed to address research questions, the assessment instrument(s) needed, and the types of analyses required. Determine the minimum number of students (sample size) necessary for statistical significance (power).

SLO 1/ 2 SLO 1/ 2 SLO 3/ 4 SLO 5 SLO 1/ 2

Pilot Assessment Instrument

Provide a random sample, if possible, and pilot instrument. At this stage, check reliability or validity.

SLO 1/ 2 SLO 1/ 2 SLO 3/ 4 SLO 5 SLO 1/ 2

Administer Assessment Instrument

Select course sections and students for whom the assessment should be given.

SLO 1/ 2 SLO 3/ 4 SLO 5 SLO 1/ 2

Data Analysis (Summer)

Analyze the data obtained from the assessment.

SLO 1/ 2 SLO 3/ 4 SLO 5 SLO 1/ 2

Results, Discussion & Next Steps

(Fall – Faculty Dev. Week)

Based on the research questions, determine the format in which the data will be displayed (e.g., graphs, tables, etc.). Present the results to stakeholders (e.g., students, faculty, and administration). Obtain feedback and recommendations from stake holders. Based on feedback from stakeholders provide recommendations for change that are supported by the data collected and analysis provided.

SLO 1/ 2 SLO 3/ 4 SLO 5

Implementation (Beginning of Term)

Based on a feasibility study or budget analysis, begin the implementation process for recommended changes. For those changes that cannot be immediately implemented, provide a rationale. Implementation strategies may change based on end-of-term evaluations.

SLO 1/ 2 SLO 1/ 2 SLO 3/ 4 SLO 3/ 4 SLO 5 SLO 5

SLO 1/ 2 SLO 1/ 2 SLO 3/ 4 SLO 3/ 4

Evaluation (End of Term)

In this stage, you design the evaluation plan to be used for the next implementation of each SLO. This plan should address the expected outcomes desired as a result of the implemented changes. Implementation strategies should be evaluated at the end of each term.

SLO 1/ 2 SLO 1/ 2 SLO 3/ 4 SLO 3/ 4 SLO 5 SLO 5

SLO 1/ 2 SLO 1/ 2 SLO 3/ 4 SLO 3/ 4

AssessmentOverview

Spring 2013Assessment

Actions to be TakenFall 2013 Pilot Assessment

Assessment Plan

Spring 2013 Program Assessment

• Assessed:

– Communicate using Standard American English.

– Evaluate the moral, ideological, or intellectual viewpoints of diverse peoples or institutions.

Spring 2012 – Planned and PilotedFall 2012 – Administered 2nd Pilot

Spring 2013 Assessment Characteristics

• Administered Monday, April 22, 2013– During Graduation Orientation

– Students completing assessment promised a free transcript

– Volunteered proctors from faculty including: Jennifer Jakob, Benita Hunter, Alicja Haptas, Bozena Janiszewska, Tatiana Sazanova, Younker Chyu, Milton Wright (Honorary Faculty)

– Students assessed in CIS computer labs

• Sample: (1) Convenience Sample, (2) Potential Spring 2013 Graduates, (3) Varying Associate Degree Completers, and (4) N=109 (out of 294 Potential Completers)

Spring 2013 Assessment Instrument

• Housed in Blackboard Shell

• Administered using a video prompt (thanks Professor Russo!!)

• Asked questions to elicit responses that could be used to measure student achievement of program outcomes (SLO1 & 2)

• Used a rubric (checklist) to evaluate student responses.

Spring 2013 Assessment Instrument

Spring 2013 Assessment Instrument

Question 1

 Click the following link, "Texas Teacher Fired," watch the video, and then respond to the request below. Please address the following scenario using complete sentences and correct grammar.

Pretend you are a judge. You are hearing the case between the defendant, Heritage Christian Academy, and the plaintiff, Cathy Samford. The case concerns the legality of the Heritage Christian Academy terminating the employment of Ms. Cathy Samford.

1.In a written response:Describe briefly the plaintiff's (Heritage Christian Academy's) argument, based on the video.

2.As a judge, evaluate using complete sentences the plaintiff's argument.

3.Describe briefly the defendant's (Cathy Samford's) argument.

4.As a judge, evaluate using complete sentences the defendant's argument.

5.Finally, as a judge, based on the two argument's above, state your final decision and rationale using complete sentences.

Spring 2013 Assessment Rubric

SLO1 Rubric - Communicate using Standard American English (1 - 8) SLO2 Rubric - Evaluate the moral, ideological, or intellectual viewpoints of diverse peoples or institutions (9 – 17)

1.Use end punctuation, such as periods, question marks, and exclamation points, correctly?

2.Use commas correctly?

3.Use apostrophes correctly?

4.Avoid fragments?

5.Avoid run-ons?

6.Avoid confused diction?

7.Use correct capitalization?

8.Use correct spelling?

YES NO

YES NO

YES NO

YES NO

YES NO

YES NO

YES NO

YES NO

Spring 2013 Assessment Rubric

SLO1 Rubric - Communicate using Standard American English (1 - 8) SLO2 Rubric - Evaluate the moral, ideological, or intellectual viewpoints of diverse peoples or institutions (9 – 17)

9.Identify the defendant?

10.Identify the Plaintiff?

11.Summarize the defendant's viewpoint?

12.Summarize the plaintiff's viewpoint?

13.Form an opinion about the defendant's viewpoint?

14.Form an opinion about the plaintiff's viewpoint?

15.Reach a decision between two viewpoints?

16.Provide support for their final decision?

17.Organize their statement in a logical and coherent manner? YES NO

YES NO

YES NO

YES NO

YES NO

YES NO

YES NO

YES NO

YES NO

Spring 2013 Assessment Rubric EvaluationBenchmark: 75% Achieve Task

Absent Number

0.00

13% 102

0.00

73% 1030.0046% 950.0022% 104

0.0047% 1040.0068% 104

0.0019% 1020.0061% 1040.0052% 1040.0047% 104

0.0019% 1040.0016% 1040.0018% 104

0.0018% 104

0.008% 104

0.0013% 1040.0038% 10463%

Organize their statement in a logical and coherent manner? Points 1.0088%

92%

Provide support for their final decision? Points 1.00

Reach a decision between two viewpoints? Points 1.00

82%

82%

Form an opinion about the plaintiff's viewpoint? Points 1.00

Form an opinion about the defendant's viewpoint? Points 1.0084%

81%Summarize the plaintiff's viewpoint? Points 1.00

Summarize the defendant's viewpoint? Points 1.00

53%

48%Identify the Plaintiff? Points 1.00

Identify the defendant? Points 1.0039%

81%Use correct spelling? Points 1.00

Use correct capitalization? Points 1.00

32%

53%Avoid confused diction? Points 1.00

Avoid run-ons? Points 1.00

78%

54%Avoid fragments? Points 1.00

Use apostrophes correctly? Points 1.0027%

87%

Use commas correctly? Points 1.00

Use end punctuation, such as periods, question marks, and exclamation points, correctly?

Points 1.00

PresentCriteria

Spring 2013 Assessment Student Example

The plantiff's who is the Heritage Christian Academy argues that fiering Cathy Samford who was a teacher at the Academy was the right thing to do. Samford had to be removed from the Academy because she was not seeing as a "Christian role model". The plantiff argues that they can not have an unmarried pregnant teacher ,because its a bad example for the students. As a judge, my evaluation on the plantiff's argument it is that they have taken that action towards Samford because they are looking out for the students . Both religious and educational future of the students.They dont want to confuse the students based on what the religion states which it states that women must be married before getting pregnant.

In addition, Cathy Samford ex-teacher of the Heritage Christian Academy states that it was an unfair act against her. She declares that their is nothing wrong with her getting pregnant before marriage. She also states that everyone has differnt opinions and actions against their own lifes. As a judge ,after evaluting the defandent's argument it is clear to me that everyone dose have their own opinion and action towards their life. It also seems like an act of discrimination towards her for getting pregnant before marriage.As a Christian Academy that it is, they should also remember that you should not judge someone for theirf acts because that is another act that might confuse students.

Based on the above arguments my finale decision is that the defendant should be place at another Christian school and the plantiff to apologize to Samford for their act towards her. As well pay her time that she was fired till present time or until she has a been place in another school. They should both realize they did wrong because of the fact that they were not following the Christian beliefs properly.Both had the fault in this problem.

Spring 2013 Assessment Student Example

In the case of Texas Teacher Fired, Cathy Samford's was accused by the plantiff (Heritage Christian Academy) that she was not providing an example as a  "Christian Role Model". As she has became pregant out without being married. The plantiff makes a good argument that Ms. Samford is not being a role model based on their religion. Since this is a Christian school, it is a sin to have a baby out of wedlock. The school is just looking in the best intrest of the students at the school. Ms. Samford argument is that you can't descriminate against somebody because they commited adultery. It is against the law to discriminate in any way shape or form, Ms. Samford should have not been fired. In this sistuation I believe that it was not up to the school to fire Ms. Samford, because this is a christian school yes they try to show students values of the bible, but Ms. Samford as to face the consequenes of her sins with her faith and what she believe in. I hear find the Plantiff guilty.

Departmental Breakout

• How can our department address the problems identified by the Spring 2013 program-level assessment results?

– What interventions can the department take to improve student learning based on the weaknesses identified by the Spring 2013 assessment?

– Are there any curriculum changes that should be made in any courses to address the discovered weaknesses, particularly within any General Education courses?

– How will the department document that this intervention is being carried out appropriately by departmental full-time or adjunct instructors?

– How can the department use existing resources to deliver the intervention?

– What support services for faculty or students may the department need in order to assist in providing the intervention(s)?

Departmental Breakout

Department Assessment Committee & Strategies

•Who is on our departmental assessment committee?

•Who are the lead faculty, if any?

•Who will attend, aside from the Department Chair, college-wide assessment and program review committee meetings during the fall 2013 semester?

•Does the department have an assessment plan or timeline for its courses? If so, what is it? If not, how can one be developed?

•What tools, measures, rubrics, and grading strategies are we currently using?

AssessmentOverview

Spring 2013Assessment

Actions to be TakenFall 2013 Pilot Assessment

Assessment Plan

Departmental Strategies

• Report Out

• Submit Action Plans

• Devise Evaluation Plan for Intervention

• Provide Follow-up Mechanisms for Implemented Interventions or Strategies

• Craft a Professional Development Plan for Faculty around Strategies to meet Intervention Goals

Next Steps

AssessmentOverview

Spring 2013Assessment

Actions to be TakenFall 2013 Pilot Assessment

Assessment Plan

Fall 2013 Pilot Assessment

Assess student learning outcomes 3 & 4:3. Prepare a document using digital

technologies, such as a word processor, spreadsheet, or presentation display software (e.g. PowerPoint).

4. Evaluate a proposed solution to a local, national, or global issue.

Fall 2013 Pilot Assessment

• Determine the type of data needed to address the SLO(s).

• Identify the assessment instrument(s) needed, and the types of analyses required.

• Pilot assessment(s) during Fall 2013.

Fall 2013 Pilot Assessment

• Assessment linked to fall degree completers.– Assessment week during November.

• Assessment meetings linked to Department Chair meetings in September and November.– Department Chair meetings every second

Thursday of the month at 3pm. Assessment Meeting convenes from 4-5pm.

THANK YOU

Daley on the move!