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8/2/2019 Appendix 18 Assessment Implementation and Transforming Actions by Department
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Implementation Status byDepartment {assessment
Matrix} a selection of rubrics}S 0, assessment repor s)
Transforming Actions
8/2/2019 Appendix 18 Assessment Implementation and Transforming Actions by Department
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Implementation Status CIBI(assessment Matrix, a selection
of rubrics, SLO, assessmentreports) Transforming Actions
8/2/2019 Appendix 18 Assessment Implementation and Transforming Actions by Department
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DepartmentofBiologicalScience1
Courses:CIBI:
3005,3006,3015,3016
3025,3026,3028
Department
SelectedCompetency
ScientificReasoningand
ResearchSkills
InformationCompetency
1.StudentLearning
Objectives(SLO)developed
byCourse
X X
2.SLOapprovedby
CurriculumCommitteeX X
3.Officialsyllabusmodifiedor
systematized,SLOintegrated,
andinplaceintheDept.Web
Page
X X
4.LearningActivities explicit
anddocumented
in
syllabus
allsections
Laboratoryexperiences. Foreach
labexperiencestudentssubmita
reportcovering6criteria.Courses Studentsubmit labreportoronindependentresearchfindings.
Performbibliographicresearch.integrateavarietyofinstructional
strategiessuchas,oralreports,
researchprojectsandpaper,lab
reports,groupwork,useof
computertechnology,analysisof
moviesandtexts.
5.Rubricorappropriate
scoringinstrumentorpre
posttestsprepared
XX
6.Learning Activities
Implemented
24sections,
290
students
X
X
7.LearningActivities
Implemented and
assessmentdatacollected
from apilotproject
X
ta
Assessmentda gatheredfrom
11sections,177studentsduring
firstsemest 2012.
Ass st
testsecondcy (December,
2011);%metexpectedoutcome
(
Pilotproject: 4sections,CIBI
3016and3026 0students. %
meteachcriteria:Needfor
information %),Search
Strategies(97%),Multiple
E
(
ref of
cita
C
er2011
essmentresultsshowinpo
cle
ineachofthecriteria:
Observation(71.8%),Data
gathering(93.2%)
Criterianotmet:Problem
Statement(55.4%),DataAnalysis
(66.5%),FormulateHypothesis
69.3%),Conclusion(50.8%).
,9
(87
Sources database(81%),
MultipleSourcesjournals(70%),
thicaluse listofreferences
80%),Ethicaluse informing
erences(78%).
Ethicaluse
tionsintext(56%),ethicaluse
ofinformation (66%)
riteria70%ormoreofstudents
1Assessmentmatrixsuppliedbythedepartmentincludescourseobjectives, assessmentactivities,expected
outcomesandassessmentinstrument.
8/2/2019 Appendix 18 Assessment Implementation and Transforming Actions by Department
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Courses:CIBI:
3005,3006,3015,3016
3025,3026,3028
Department
SelectedCompetency
ScientificReasoningand
ResearchSkills
InformationCompetency
Criteria:
70%or
more
of
students
achiev ellent
levels
meetexpectedresults
esatisfactoryorexc
8.ResultsandTransforming
Actions
Thedepartment intheirsecond
cy
which
evaluateformakingcomparisons
acrosssemesters. Areasof
datain2010; weremade
Learn sby
criteriaarebeingdiscussed.
incl
competencylearningobjectives.
Experiencetobeextendedto
moresectionsandcoursesina
systematicway.
Faculty participationon
workshopsonassessment.
is
cleofassessment, andthe
processisunderrevision. The
numberofcoursesincludedhas
beenexpandedaslistedabove,
generatessomeissuesto
improvementhavebeen
identifiedbasedonassessment
revisions
tothelabexperiences basedon
2010assessmentresults.
Coordinatorappointed.
ingassessementresult
Sylabihasbeenmodifiedto
udeorrewordinformation
8/2/2019 Appendix 18 Assessment Implementation and Transforming Actions by Department
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UniversityofPuertoRico
RioPiedrasCampusGeneralEducationAssessmentMatrix
Course3026,3016
Allsections
CampusGeneral
EducationGoals
(Selected
Competencies)
Certification46,
20052006AS
LearningObjectives
(measurable)
LearningOpportunities
(suchas
essays,
oral
presentations,research
papers,etc.)
AssessmentInstruments
E
Outco
ScientificReasoning
andResearch
Studentswillhave
acquiredthe
necessary
competenciesfor
scientificreasoning
andresearch.
Studentswilldevelop
competenciesin
scientificreasoningand
researchinthefollowing
areas:identifying
problems,inductiveand
deductivereasoning,
generatinghypotheses,
experimentation,
collectingandpresenting
data,interpretingresults,
writingconclusions,and
makingcritical
evaluations.
Basedontwolaboratory
exercises,studentswill
writeonereportper
exercisetobeevaluatedfor
assessmentpurposes.
*1stactivity:
HowtoexplainNatural
Selection(applicationof
scientificmethod)
*discussionoftheactivity
2nd
activity:
Microevolution
(applicationofscientific
method)
Fourlevelrubric,rangingfrom
excellent(4)todeficient(1),for
evaluatinglaboratoryreports
basedonthefollowingcriteria:
(1)identifyingproblems
(2)inductiveanddeductive
reasoning
(3)generatinghypotheses
(4)experimentation,collecting
andpresentingdata
(5)interpretingresults
(6)writingconclusions
(7)makingcriticalevaluations.
Atleast7
students
theactiv
obtaina
(75%orh
oftheru
therespe
Preparedby: Dr.LuisG.QuionesLaFuente
Revised
by:
Dr.
Lizzette
Crdova
Santiago
Dr.AuroraLlopartGijn
8/2/2019 Appendix 18 Assessment Implementation and Transforming Actions by Department
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UniversityofPuertoRico
RioPiedrasCampusGeneralEducationAssessmentMatrix
PilotProjectDepartmentofBiologicalSciences1st
sem201112;Courses:3005,3006,3015,3016,30
InformationCompetencies
CampusGeneral
EducationGoals
(SelectedCompetencies)
Certification46,2005
2006AS
LearningObjectives
(measurable)2
LearningOpportunities
(suchasessays,oral
presentations,research
papers,etc.)
AssessmentInstruments Expecte
Outcom
Persons graduating with
bachelor's degrees from
theRoPiedrasCampus:
Will have developed the
necessary competencies
for the search for,
effectivemanagementof,
and ethical use of
information,
as
well
asfortheuseoftechnology
as a tool to create,
manage, and apply
knowledge.1
Students will be able to
recognize and define
their need for
information.
Students will be able to
design and implement a
strategy for finding
information.
Students will be able to
locate information from
multiplesources.
Students will be able to
grasp the ethical, legal,
and social concerns
related to the use of
information.
Writing the introduction
to a laboratory exercise
carried out during the
semester, following the
proper format for
scientific writing, or
writing a short essay
following instructions
provided by the
professor.
Assessment exercise for
informationcompetencies.
Rubric for assessment of
information competencies as
seen inthe finalproductofthe
assigned work. Categories of
therubric:
1. NeedsImprovement2. Satisfactory3. Proficient
Seventy
student
the
assessed
categor
or Satis
rubric.
1Profileofgraduateswithbachelor'sdegreesasstatedinCertification46(20052006)oftheAcademicSenate.
2InformationcompetencylearningobjectivesoftheInformationCompetencyprojectoftheLibrarySystem,UPRRP,fornewstud
8/2/2019 Appendix 18 Assessment Implementation and Transforming Actions by Department
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University of Puerto RicoCollege of General Studies
Competencies Assessment Project in General Education
Department of BIOLOGICAL SCIENCESINFORMATION Competencies
Report on results of data collected in December, 2011
COURSES AND SECTIONS IMPACTED BY THIS ASSESSMENT
Courses inthe INFO-BISC study
Sectionsparticipatingin the study
Totalnumber ofsections persemesterper course
Percentage ofsectionsimpacted by theINFO-BISCstudy
Number ofstudents whoparticipated inthe assessmentpilot project
3016 108, 1023026 101, 180
Total:2 courses
Total:4 sections
Total: 90
RESULTS OF THE DATA - PILOT PROJECT December 2011
InformationCompetency
Proficient Satisfactory Needs Improvement
3N=90
% 2N=90
% 1N=90
.%
Need forinformation
61 67.77 17 18.88 12 13.33
Searchstrategies
77 85.55 10 11.11 3 3.33
Multiplesources A.
34 37.77 39 43.33 17 18.88
Multiplesources B.
44 48.88 19 21.11 27 30.00
Multiplesources A+B
Ethical use A. 40 44.44 32 35.55 18 20.00Ethical use B. 32 35.55 38 42.22 20 22.22Ethical use C. 16 17.77 34 37.77 40 44.44Ethical use D. 17 18.88 42 46.66 31 34.44Total ethicaluse
8/2/2019 Appendix 18 Assessment Implementation and Transforming Actions by Department
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2
ACHIEVEMENT OF EXPECTED RESULTS
Informationcompetencies
Less than 2 2 or more
N % N %
Need forinformation
12 13.33 78 86.66
Searchstrategies
3 3.33 87 96.66
Multiplesources A:Database
17 18.88 73 81.11
Multiplesources B:articles
27 30.00 63 70.00
Ethical use A:Reference list
18 20.00 72 80.00
Ethical use B:Writing refs.
20 22.22 70 77.77
Ethical use C:Citing in text
40 44.44 50 55.55
Ethical use D:Commonknowledge
31 34.44 59 65.55
The results indicate that the expected results were achieved in 6 of the 8 criteria
evaluated in this pilot project. The two criteria for ethical use for which the goals
stated in the rubric were not met were (4c) the specific manner of citing within a
text and (4d) differentiating between common knowledge and ideas that require
attribution. Both are advanced objectives.
Dr. Wilma V. Coln, representative for Information Competencies and CIBI
(Spanish acronym for Biological Sciences) is currently revising the rubric andplanning the expansion of the pilot project to other courses during the semester.
Progress report submitted by:Dr. Vanessa Irizarry, Coordinator, General Studies Assessment ProjectMs. Adriana Velozo Andrade, Teaching Assistant for the Project
8/2/2019 Appendix 18 Assessment Implementation and Transforming Actions by Department
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Faculty:GeneralStudy
Department:BiologicalSciences
Course ActivityModified Periodor
SemesterCiBI 3005
CiBI
3006
CiBI 3007
CiBI 3008
CiBi 3015
CiBI 3016
CiBI 3017
CiBI 3018
CiBi
3025
CiBi 3026
CiBi 3027
CiBI 3035
CiBI 3028
ReviewAssessmentToolsused
ReviewRubricused
Reviewandevaluatethedatacollected
Reviewthestatisticalanalysisused
Makenewstatisticalanalysisifnecessary
Reviewofpossibletransforming actionsmadeprocessing
Implementnewtransformativeactionsifnecessary
DesigninganewDevelopmentAssessmentifnecessary
Second
Semester
20112012
AcademicYear
8/2/2019 Appendix 18 Assessment Implementation and Transforming Actions by Department
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mp ementation Status CIFI(PHSC)(assessment Matr"x, aselecton of rubrcs J SLO Jassessment reports)Transforming Actions
8/2/2019 Appendix 18 Assessment Implementation and Transforming Actions by Department
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DepartmentofPhysicalScience1
Courses:CIFI:
3003,3005,3010,3013,3016
3026,3036,3037,3055
Department
SelectedCompetency:
ScientificReasoningand
ResearchSkills
InformationCompetency
1.StudentLearningObjectives
(SLO)developed byCourseX X
2.SLOapprovedbyCurriculum
CommitteeX X
3.Officialsyllabusmodifiedor
systematized,SLOintegrated,
andinplaceintheDept.Web
Page
X X
4.Learning
Activities
explicit
and
documentedinsyllabus
Scientificanalysisofacase
mod eos
Studentssubmit reporton
in .
study,laboratoryreport.
Otheractivitiessuchas:
Researchprojectsand
reports,oralreportsor
discussionforums,
ules,analysisofvid
dependentresearchfindings
Performbibliographicresearch.
5.Rubricorappropriatescoring
instrumentorpreposttests
prepared
X X
6.Learning Activities
Implemented
X
16sections, 0studentsX PilotProject
37
7.LearningActivities
Implemented and assessment
datacollected
from
apilot
project
X
Pilotproject 4sections59
students
exper blem
St ,
Criteria: oreof
studentsmeetexpected
results
Pilotproje I3037,17
(10 es
(
In l
Criteria:
70%or
ore
of
students
75%ormorestudents
achieved 3criteriainlab
ience:Pro
atement,Datagathering
Writingskills(posttest).
Criterianotmet:
formulatinghypothesis,
conclusionanddata
analysis.
70%orm
ct:1sectionCIF
students. %studentsmeteach
criteria:Needforinformation
0%),Identifyavarietyofsourc
(82.4%),Summarizemainideas
94.1%). Criterianotmet:Search
strategies(64.7%),Evaluationof
formationcriteria(47.1%),Ethica
andlegalaspects(29.4%)
mmeetexpectedresults
1Assessmentmatrixsuppliedbythedepartmentincludescoursestudentlearningobjectives,assessmentactivities,
expectedoutcomes,andassessmentinstruments.
8/2/2019 Appendix 18 Assessment Implementation and Transforming Actions by Department
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Courses:CIFI:
3003,3005,3010,3013,3016
3026,3036,3037,3055
Department
SelectedCompetency:
ScientificReasoningand
ResearchSkills
InformationCompetency
8.Results
and
Transforming
ActionsCurriculum
approvedtoextendtoall
Assessm ments
werevalidated.Learning
resultsarebe gdiscussed.
Adepartmentcoordinator
Learningresultsarebeingdiscussed.
Learningobjectives
integrated
to
syllabusanddisplayedonWEBpage.committee
coursesandsectionsthat
fulfillcorerequirement.
entinstru
in
wasappointed.
Thepilotprojectwillbeextendedto
othercorecoursesandsectionsin
secondsemester20112012. A
departmentcoordinatorwas
appointed.
8/2/2019 Appendix 18 Assessment Implementation and Transforming Actions by Department
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University of Puerto Rico-Ro Piedras Campus
Course: Equivalent required courses to fulfill the GE requirements in Physical Sciencesfor non-natural sciences majors; 2011-2012 first year students cohort
Sections1
End of first semester (12 weeks) assessment of the cohort for the selected
Selectedcompetencies
Learning Objectives LearningActivities(products)
AssessmentInstruments
ExOutcom
Scientificreasoningandresearch
The students will demonstratescientific reasoning and research
skills in the following areas:
1.The student identifies anddescribes the main problem thathe tried to solve by doing theexperiment
2. The student identifies orproposes a hypothesis to solvethe problem
3. The student produces andorganizes relevant data inappropriate tables
1. Scientificanalysis of acase study
2. Preparationof a laboratoryreport
Rubrics forassessment of
laboratoryreports andcase studies
70%studeSatis
better the 6 analyz
the a
116 sections of the following Physical Sciences courses, all coded as CIFI: 3003, 3005, 3010, 3013, 3016, 3026, 3036, 3037 o
2This document incorporates agreements between representatives of the Physical Sciences Department (DPS) and UPR-RP
23/09/2011 and 30/09/2011.3
Learning objectives translated by E. Ros. A rubric with objectives 1-5, was approved, as amended, by the Department of Pmeeting of 14/08/2009; objective 6 was approved, in 16/02/2010. In 05/10/2011, the DPS approved use of the modified rubricwell. The rubric was originally proposed by F Noriega for assessment of laboratory based research skills.
8/2/2019 Appendix 18 Assessment Implementation and Transforming Actions by Department
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UPR-RP-GE-Physical Sciences coursesAssessment of the 1st year cohortfor scientific reasoning and researchPage 2/2
Selectedcompetencies
Learning Objectives LearningActivities(products)
AssessmentInstruments
ExOutcom
4. The student analyzes dataobjectively, establishesrelationship and makes data-based inferences
5. The student states in his/herconclusion whether the data wasconsistent with the hypothesisunder consideration
6. The student presents his/her
ideas and arguments in a clear,coherent and logical way, usingscientific and epistemologylanguage coherently.
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UniversityofPuertoRico
RioPiedrasCampusGeneralEducationAssessmentMatrix
PilotProjectDepartmentofPhysicalSciences1st
sem201112;Courses:3037
CampusGeneral
EducationGoals
(SelectedCompetencies)
Certification46,2005
2006AS
LearningObjectives
(measurable)2
LearningOpportunities
(suchasessays,oral
presentations,research
papers,etc.)
AssessmentInstruments Expecte
Outcom
Persons graduating with
bachelor's degrees from
theRoPiedrasCampus:
Will have developed the
necessary competencies
for the search for,
effectivemanagementof,
and
ethical
use
ofinformation, as well as
fortheuseoftechnology
as a tool to create,
manage, and apply
knowledge.1
GeneralObjective:
Students will demonstrate
their ability to search
efficiently for information
and to use it effectively
andethically.
SpecificObjectives:
Studentsareabletodefine
and articulate their need
forinformation.
Students are able to
identify a wide variety of
types and formats of
potential sources of
information.
Students select those
research methods or
systems of information
retrieval that are best
ResearchSummary:
Each student writes a
summaryofthefindings
of his or her research,
carried out
independently but
guidedby
the
group
dynamic of the class.
Studentswereprovided
with an instruction
sheetandacopyofthe
rubric and were given
three weeks to
complete the summary
once the bibliographic
research had been
carriedoutfortheclass.
Rubric:
Rubric for evaluating
information competencies in
general in the research
summary.
Categoriesof
the
rubric:
0. Absent1. Deficient2. Satisfactory3. Excellent
Expecte
Seventy
student
research
assesse
categor
orSatis
rubric.
1Profileofgraduateswithbachelor'sdegreesasstatedinCertification46(20052006)oftheAcademicSenate.
2InformationcompetencylearningobjectivesfortheInformationCompetencyprojectoftheLibrarySystem,UPRRP,fornewstu
8/2/2019 Appendix 18 Assessment Implementation and Transforming Actions by Department
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suited to obtaining the
requiredinformation.
Students are able to
summarize themain ideas
to be drawn from the
information they have
gathered.
Students articulate and
apply basic criteria for
evaluating both the
information and the
sources.
Studentsgrasp theethical,
legal, and social issues
related to informationand
informationtechnologies.
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University of Puerto RicoFaculty of General Education
Assessment of General Education Competencies
Department PHYSICAL SCIENCECompetency SCIENTIFIC REASONING AND RESEARCH
Report of results data gathered Pre-Post August December 2011
COURSES AND SECTIONS INCLUIDED IN THIS STUDY
Courses Participantsections Totalsectionsinthe
semesterpercourse
PercentofsectionsparticipatingonCIBIassessment
Numberofstudents
participantsinthestudy
3036 8U1 1 100% 133055 106 8 13% 233065 702,802 2 100% 23
Total:3cursos Total:4secciones 11 59
RSULTS OF THE POST TEST DECEMBER 2011
Less than3
3 or more
N % N %Problem Statement 14 5 43 75Hypothesis 19 33 38 67
Data collection 13 23 44 77Data analysis 32 56 25 44Conclusion 23 40 34 60Writing 9 16 47 84
Participant professors: Rafael Ortiz Vega and Clarisa Cruz
The post data test indicates the students could reach the expected goals on three (3) ofthe six (6) evaluated criteria. Nonetheless, when we compare the post results with thepre results, we can observe that the students manage to achieve a high degree ofacademic performance or learning on all the criteria.
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Work submitted on February 8, 2012 by:Dr. Vanessa Irizarry, Assessment Project Coordinator College of General EducationMs. Adriana Velozo Andrade, Project Professor AssistantIn collaboration with William Estepar on the graphics.
(Prevs.Post) Barcharts:resultspercriteria(Prevs.Post) AssessmentResultsperTest:CriteriaProblemBlue:less than3 Red:morethan3
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AssessmentResultsperTest:Criteria:HyphothesisBlue:less than3 Red:3ormoremeetsthecriteria
AssessmentResultsperTest:Criteria:ProductionBlue:less than3 Red:3or moremeetsthecriteria
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AssessmentResultsperTest:Criteria:AnalysisBlue:less than3 Red:3ormore meetsthecriteria
AssessmentResultsperTest:Criteria:ConclusionBlue:less than3 Red:3ormore meetsthecriteria
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AssessmentResultsperTest:Criteria:WritingBlue:less than3 Red: 3ormoremeetsthecriteria
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II.Rawdata:resultspercriteria(Prevs.Post)1-PRE Problema
Frequency Percent Valid PercentCumulative
Percent
Valid 0 17 28.8 28.8 28.81 7 11.9 11.9 40.7
2 10 16.9 16.9 57.6
3 21 35.6 35.6 93.2
4 4 6.8 6.8 100.0
Total 59 100.0 100.0
1-POST Problema
Frequency Percent Valid PercentCumulative
Percent
Valid 0 5 8.5 8.8 8.8
1 3 5.1 5.3 14.0
2 6 10.2 10.5 24.6
3 27 45.8 47.4 71.9
4 16 27.1 28.1 100.0
Total 57 96.6 100.0
Missing System 2 3.4
Total 59 100.0
2-PRE Hiptesis
Frequency Percent Valid PercentCumulative
Percent
Valid 0 48 81.4 81.4 81.4
1 4 6.8 6.8 88.1
2 3 5.1 5.1 93.2
3 3 5.1 5.1 98.3
4 1 1.7 1.7 100.0
Total 59 100.0 100.0
2-POST Hiptesis
Frequency Percent Valid PercentCumulative
Percent
Valid 0 11 18.6 19.3 19.3
2 8 13.6 14.0 33.3
3 12 20.3 21.1 54.4
4 26 44.1 45.6 100.0
Total 57 96.6 100.0
Missing System 2 3.4
Total 59 100.0
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3-PRE Produccin
Frequency Percent Valid PercentCumulative
Percent
Valid 0 7 11.9 11.9 11.9
1 10 16.9 16.9 28.8
2 11 18.6 18.6 47.5
3 12 20.3 20.3 67.8
4 19 32.2 32.2 100.0
Total 59 100.0 100.0
3-POST Produccin
Frequency Percent Valid PercentCumulative
Percent
Valid 1 4 6.8 7.0 7.0
2 9 15.3 15.8 22.8
3 9 15.3 15.8 38.6
4 35 59.3 61.4 100.0
Total 57 96.6 100.0
Missing System 2 3.4
Total 59 100.0
4-PRE Anlisis
Frequency Percent Valid PercentCumulative
Percent
Valid 0 41 69.5 69.5 69.5
1 6 10.2 10.2 79.7
2 8 13.6 13.6 93.2
3 3 5.1 5.1 98.3
4 1 1.7 1.7 100.0
Total 59 100.0 100.0
4-POST Anlisis
Frequency Percent Valid PercentCumulative
Percent
Valid 0 13 22.0 22.8 22.8
1 5 8.5 8.8 31.6
2 14 23.7 24.6 56.1
3 14 23.7 24.6 80.7
4 11 18.6 19.3 100.0
Total 57 96.6 100.0
Missing System 2 3.4
Total 59 100.0
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5-PRE Conclusin
Frequency Percent Valid PercentCumulative
Percent
Valid 0 19 32.2 32.2 32.2
1 8 13.6 13.6 45.8
2 20 33.9 33.9 79.7
3 7 11.9 11.9 91.5
4 5 8.5 8.5 100.0
Total 59 100.0 100.0
5-POST Conclusin
Frequency Percent Valid PercentCumulative
Percent
Valid 0 6 10.2 10.5 10.5
1 3 5.1 5.3 15.8
2 14 23.7 24.6 40.4
3 19 32.2 33.3 73.7
4 15 25.4 26.3 100.0
Total 57 96.6 100.0
Missing System 2 3.4
Total 59 100.0
6-PRE Redaccin
Frequency Percent Valid PercentCumulative
Percent
Valid 0 9 15.3 15.5 15.5
1 8 13.6 13.8 29.3
2 12 20.3 20.7 50.0
3 29 49.2 50.0 100.0
Total 58 98.3 100.0
Missing System 1 1.7
Total 59 100.0
6-POST Redaccin
Frequency Percent Valid PercentCumulative
Percent
Valid 1 3 5.1 5.4 5.4
2 6 10.2 10.7 16.1
3 27 45.8 48.2 64.3
4 20 33.9 35.7 100.0
Total 56 94.9 100.0
Missing System 3 5.1
Total 59 100.0
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III.Recodeddata:resultspercriteria(Prevs.Post)Pre-Problema
Frequency Percent Valid PercentCumulative
Percent
Valid Menos de 3 34 57.6 57.6 57.6
3 o ms 25 42.4 42.4 100.0
Total 59 100.0 100.0
Post-Problema
Frequency Percent Valid PercentCumulative
Percent
Valid Menos de 3 14 23.7 24.6 24.6
3 o ms 43 72.9 75.4 100.0
Total 57 96.6 100.0
Missing System 2 3.4
Total 59 100.0
Pre-Hipotesis
Frequency Percent Valid PercentCumulative
Percent
Valid Menos de 3 55 93.2 93.2 93.2
3 o ms 4 6.8 6.8 100.0
Total 59 100.0 100.0
Post-Hipotesis
Frequency Percent Valid PercentCumulative
Percent
Valid Menos de 3 19 32.2 33.3 33.3
3 o ms 38 64.4 66.7 100.0
Total 57 96.6 100.0
Missing System 2 3.4
Total 59 100.0
Pre-Produccion
Frequency Percent Valid PercentCumulative
Percent
Valid Menos de 3 28 47.5 47.5 47.5
3 o ms 31 52.5 52.5 100.0
Total 59 100.0 100.0
Post-Produccion
Frequency Percent Valid PercentCumulative
Percent
Valid Menos de 3 13 22.0 22.8 22.8
3 o ms 44 74.6 77.2 100.0
Total 57 96.6 100.0
Missing System 2 3.4
Total 59 100.0
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Pre-Analisis
Frequency Percent Valid PercentCumulative
Percent
Valid Menos de 3 55 93.2 93.2 93.2
3 o ms 4 6.8 6.8 100.0
Total 59 100.0 100.0
Post-Analisis
Frequency Percent Valid PercentCumulative
Percent
Valid Menos de 3 32 54.2 56.1 56.1
3 o ms 25 42.4 43.9 100.0
Total 57 96.6 100.0
Missing System 2 3.4
Total 59 100.0
Pre-Conclusion
Frequency Percent Valid PercentCumulative
Percent
Valid Menos de 3 47 79.7 79.7 79.7
3 o ms 12 20.3 20.3 100.0
Total 59 100.0 100.0
Post-Conclusion
Frequency Percent Valid PercentCumulative
Percent
Valid Menos de 3 23 39.0 40.4 40.4
3 o ms 34 57.6 59.6 100.0
Total 57 96.6 100.0
Missing System 2 3.4
Total 59 100.0
Pre-Redaccion
Frequency Percent Valid PercentCumulative
Percent
Valid Menos de 3 29 49.2 50.0 50.0
3 o ms 29 49.2 50.0 100.0
Total 58 98.3 100.0
Missing System 1 1.7
Total 59 100.0
Post-Redaccion
Frequency Percent Valid PercentCumulative
Percent
Valid Menos de 3 9 15.3 16.1 16.1
3 o ms 47 79.7 83.9 100.0
Total 56 94.9 100.0
Missing System 3 5.1
Total 59 100.0
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University of Puerto RicoRo Piedras CampusCollege of General StudiesDepartment of Physical Sciences
Research Summary Exercise to Integrate Information Competencies into the
Physical Sciences Curriculum
Title: Summary of an independent research project guided by the group dynamic of the class.
Information Competencies (ACRL): 1.1, 1.2, 2.1, 3.1, 3.2, 5.1
Format for Citations: To be specified in class.
Due date: Three (3) weeks from the day the assignment was made.
Presentation: Summaries will be accepted only if submitted on paper, well presented, and on time.
General goal: Students will define their need for information, search a variety of sources, verify their
findings using criteria for reliability established in class, and create summaries of their research as an
academic product.
General objective: Students will learn to utilize diverse sources of information and will establish
criteria for evaluating those sources in order to prepare summaries of their research findings.
Tasks to be Performed:
Define your need for information based on a topic selected in class.
Establish a clear goal for your research and select key terms.
Search for information from at least six (6) different sources and document the quotations.
The sources should include at least one book, two articles from popular periodicals, and one peer-
reviewed article.
Systems consulted in the search for information may include:
o Library System (References, Catalog, Science Databases)
o Digital journals, both popular and peer-reviewed
o Interviews, Newspapers, Blogs, Forums, Digital Video and Audio Files
o Books, Encyclopedias, Magazines, Dictionaries, and Technical Documents
o Academic, Government, and Non-Government Websites
Evaluate the reliability of the sources consulted utilizing the criteria discussed in class.
Write a summary of your research findings (2 pages, Arial 12, 1 spaces)
Submit a bibliography of the sources consulted for your summary. (1 page)
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RUBRIC FOR EVALUATING SCIENTIFIC REASONING AND RESEARCH SK[BASED ON PHYSICAL SCIENCE LABORATORY EXPERIMENTS]
Department of Physical Sciences
Professor: Student ID Number:
Course: Section: Lab Experiment:
Element to
be evaluated
Excellent (4) Good (3) Satisfactory (2) Deficient (1) Abs
Primary problem
of the
experiment
The student identifies
and describes the
primary problem to be
solved in performing
the experiment.
The student identifies
the primary problem to
be solved, but does not
provide a full
description.
The student identifies
one of the problems
in the experiment, but
it is not the primary
one.
The student fails to
identify any problem
whatsoever in the
experiment, but does
indicate the intention ofdoing so.
The stude
mention an
express an
doing so.
Hypothesis of
the experiment
The student identifies
the hypothesis(es)
proposed in the
experiment or the
hypothesis he or she
proposes for solving
the identified problem.
The student proposes a
hypothesis in the
experiment that leads
to a partial solution of
the problem that he or
she identified.
The student proposes
a hypothesis, but it is
not the one that leads
to the solution of the
problem that he or
she identified,
although it is related.
The student fails to
propose a working
hypothesis, but does
indicate the intention of
doing so.
The stude
write any
the report
any intent
so.
Production and
organization of
data
The student produces
data from the
experiment and
organizes the pertinent
and relevant data in
appropriate tables.
The student produces
data from the
experiment and
organizes it in
appropriate tables, but
includes data that is not
pertinent or relevant.
The student produces
data from the
experiment, but fails
to organize it in
tables, or the tables
are not appropriate.
The student produces
only limited data from
the experiment, or data
that is irrelevant. The
data is not organized in
tables.
The stude
produce an
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Universidad de Puerto Rico
Departamento de Ciencias Fsicas
Facultad de Estudios Generales
Progress Report about the Assessment of the Competence of Scientific Reasoning and Research
for the First and Second Semester of 2011-2012 February 17, 2011
Dr. Mayra E. Lebrn Santos
Assessment Coordinator
Department of Physical Sciences
College of General Studies
1. Coordinators of the assessment:
Prof. Rafael Ortiz during the first semester of 2011-2012
Dr. Mayra E. Lebrn during the second semester 2011-2012
2. No new courses started these semesters.3. No modifications were done on the courses.4. No modifications were done on assignments.5. No changes on courses support materials or resources, but discussions on the topic already
started at the Department.
6. No official changes on the learning-instruction experiences.7. The syllabus are being systematized to clearly identify the objectives on each course that are
related to the competence of Scientific Reasoning and Research.
On October 2011, the Department approved the use of a modified rubric, previously used forlaboratory based assessment of Research competencies, for assessment of Scientific Reasoning
skills, as well.
During the First Semester of 2011-2012 a pilot assessment of the Scientific Reasoning and Research
was performed on a total of 4 session of the courses CIFI 3036, CIFI 3065 and CIFI 3055. The
results from these pilot are being analyzed and the outcome of the analysis will be used to plan for
new or modified assessment strategies. After the pilot project the assessment instrument and
activity was validated.
No modifications have been made on the general content of the courses at the Department becausethe assessment has not being performed on a representative sample.
During this semester all syllabus have been studied to identify in each of them the objectives that
are related to the competence of Scientific Reasoning and Research. The syllabus are being
systematized to clearly identify these objectives. Courses CIFI 4995 on Development of Chemistry
and CIFI 3055 have been completed, and the work continues on the other courses. Non of the
already systematized syllabus are on the web yet but all syllabus will be there as soon as the
systematization process is completed.
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During the Second Semester 2011-2012 a random sample of student's works from all first year
sections will be assessed using the same activity and assessment instrument as the previous
semester.
The result will be compared with the Department establish criteria to evaluate the student learning.
These results together with the results of the pilot assessments all together will be analyzed and
actions will be proposed for enhancing the learning-teaching strategies of our courses, and to plan
for new or modified assessment strategies for the next years.
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Implementation Status ESPA(SPAN) (assessment Matrix, aselection of rubrics, SLO,assessment reports)T ansforming Acfons
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Spanish Department1
Courses: ESPA: 3101,
3102(regular),3111,
3112(superior),3003,
3004(firstlevel)
Department
SelectedCompetency:
OralandWritten
Communication
InformationCompetency
1. StudentLearning
Objectives(SLO)
d
Alllev ication
insecondsemester20112012
X
eveloped byCourse
X
elsoral commun
2. SLOapprovedby
CurriculumCommitteeX X
3.Officialsyllabus
modifiedor
systematized,SLO
integrated, andin
pl baceintheDept.We
Page
X X
4.LearningActivities
explicitand
docume ntedinsyllabus
X
Oralpresentationsandclass
discussionsareevaluated.
Analysisandinterpretationof
assignedread s.Essaysand
Afirstexercisewasdeveloped byeach
faculty member todetermine
competencyadministeredafter
studentsparticipateinmodules;an
pa
ev d
eff ).
S
ing
reviewsdependingoncourse
level.
X
annotatedbibliographyis requiredas
rtofan Individual finalessay to
idence appropriatebibliographyan
ectiveuseofinformation(ESPA3111
ameexperience in onesectionofESPA
3101.Materialsarebeingadaptedto
30033004,
first
level
course,
to
apply
duringsecondsemester20112012.
5.Rubricor
appropriatescoring
instrumentorprepost
testsprepared
X X
6. Learning Activities
ImplementedX
X
Alreadyadopted ESPA3111and
underrevisiontoapplyin regularand
firstlevelSpanishinsecondsemester
in
2011 12.20
1Assessmentmatrixsuppliedbythedepartmentincludescourseobjectives,assessmentactivities,expected
outcomes,andassessmentinstruments.
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Courses: ESPA: 3101,
3102(regular),3111,
3112(superior),3003,
3004(firstlevel)
Department
SelectedCompetency:
OralandWritten
Communication
InformationCompetency
7.LearningActivities
Implemented and
assessmentdata
c ollectedfrom apilot
project
8.Resultsand
TransformingActionsAlllevelswi assessoral
communicati nin second
semester2011 Courses
3101 02and311112arebeing
reviewed. Facultyparticipatedin
assessment
Departmentcoordinatorsforthe
differentlevels appointed.
Assessmentdata llectedinapilot
projectof 6sectionsof3111(115
stu t
l
Pilotsprojectstobe plementedinfirst
levelSpanish,and xtendedtomore
C r
r
X
ll
o
2012.
workshops.
were
co
students) and1sectionof3101(19
dents).Atleast80%ofstudentsme
eachofthefollowingcriteriainESPA
3111: Needforinformation,Varietyin
typesandformats,SearchStrategies,
Summaryofmainideas,Evaluationof
sources,Ethicaluseofinformation
ESPA3101: All6criteria above were
metbymorethan70%ofstudents.
Extendedtomoresectionsandtofirst
evelSpanishinthesecondsemester.
im
e
sectionsofSuperiorandRegularlevels.
ourses,ESPA3111and3101,areunde
evision. SLOwereintegratedtosyllabus.
Facultyparticipatedinassessment
workshops. Anewassessmentactivity is
beingelaborated
for
information
competencies.Departmentcoordinator
wasappointed.
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Univers i t y o f Puer to R ico
Rio Piedras Cam pus Genera l Educa t ion Assessm ent Mat r i x
Span i s h Depa r t m en t
Co r e Ge n e r al Ed u c at i o n Co u r s e ( s ) ESPA 3 0 0 3 / 3 0 0 4 , 3 1 0 1 / 3 1 0 2 . 3
A l l sect ion s
Academic Year :
Campus
Genera l Educat ion
Goals ( Selected
Competenc ies )
Cer t i f i ca t ion 46 ,
2 0 0 5 - 2 0 0 6 A S
Learn ing Ob jec t i ves
( m e a s u r a b l e )
Learn ing
Ac t i v i t i es
( s uch as
essays, or a l
p res en t a t i ons ,
m o n o g r a p h s
a m o n g o t h e r s)
Assessment
I n s t r u m e n t s
Expe
Ou t c o
F ind
I n f o r m a t i o n
L i te racy
Goal 6
I n t e g r a t e
t ec hno logy and
i n f o r m a t i o n
s y st em s i n
l ea rn i ng ,
research , and
c rea t ion
Objec t i ves
2. Deve lop
techno log ica l
com peten c ies in
s t uden t s , f ac u l t y ,
and non - t each ing
pe rs onne l .
Studen ts capac i ty
t o :
Sh o w k n o w l e d gein t h e us e o f
b i b l i og raph i c a l
a n d i n f o r m a t i o n
resources .
Recognize andde f i ne t he i r
i n f o r m a t i o n
needs .
Des ign andin i t i a t e an
i n f o r m a t i o n
s ea rc h s t r a t egy .
B ib l iog raph ica l
search
as s ignmen t
I n f o r m a t i o n
Research
exerc ise us ing
MLA f o rm a t
Anno t a t ed
b ib l i og raphy
Monog raph
Rubr i c f o r t h e
assessm ent o f
B ib l iog raph ica l
search
as s ignmen t
Rub r i c f o r t h e
ass es sm en t o f t he
us e o f MLA f o rm a t
Rub r i c f o r t h e
ass es sm en t o f t he
Anno t a t ed
b ib l i og raphy
Rubr ic t o assess
speci f i c c r i t e r ia in
7 0 % o r
o f t he s
assesse
select ed
courses
m as t e r
i n f o r m a
l i t e racy
l ea rn i ng
ob jec t i vp e r f o r m
l ev e l o f
m o r e i n
c r i t e r i a
i n t he ru
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Campus
Genera l Educat ion
Goals ( Selected
Competenc ies )
Cer t i f i ca t ion 46 ,2 0 0 5 - 2 0 0 6 A S
Learn ing Ob jec t i ves
( m e a s u r a b l e )
Learn ing
Ac t i v i t i es
( s uch as
essays, or a l
p res en t a t i ons ,m o n o g r a p h s
a m o n g o t h e r s)
Assessment
I n s t r u m e n t s
Expe
Ou t c o
F ind
3 . St reng t hen
c o l l abo ra t i v e
e f f or t s w i t h t h e
L ib ra r y Sy s t em i n
o r d e r t o i m p r o v e
t he s uppo r t
serv ices fo r
s t uden t s and
f ac u l t y .
Ob ject i ve 6 o f t h e
5t h goa l s ta tes :
6. Co l labora t e
w i t h t h e Li b r a r y
Sy s t em t o
deve lop , in
s t uden t s and
f acu l t y , t h e
capaci t y t oaccess, eva luat e,
and us e
i n f o r m a t i o n
e th ica l l y .
Find t hei n f o r m a t i o n
des i re in
m u l t i p l e s ou rc es.
D et e r m i n e t h euse fu lness and
i n t e r p r e t t h e
i n f o r m a t i o n
f o u n d .
Repor t t h eres u l t s o f t he
i n f o r m a t i o n
research
process.
I d en t i f y t h ee th ica l , l ega l ,
and socia l i ssues
re l a t ed t o t heuse o f
i n f o r m a t i o n .
t he Monog raph
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Campus
Genera l Educat ion
Goals ( Selected
Competenc ies )
Cer t i f i ca t ion 46 ,2 0 0 5 - 2 0 0 6 A S
Learn ing Ob jec t i ves
( m e a s u r a b l e )
Learn ing
Ac t i v i t i es
( s uch as
essays, or a l
p res en t a t i ons ,m o n o g r a p h s
a m o n g o t h e r s)
Assessment
I n s t r u m e n t s
Expe
Ou t c o
F ind
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Campus
Genera l
Educa t ion
Goals ( Selec ted
Competenc ies )Cer t i f i ca t ion 46 ,
2 0 0 5 - 2 0 0 6 A S
Learn ing Ob jec t i ves
(meas u rab le )
Learn ing
Ac t i v i t i es
( s uch as
essays, or a lp res en t a t i ons ,
m o n o g r a p h s
a m o n g o t h e r s)
Assessment
I n s t r u m e n t s
Expe
Ou t c oF ind
Goal 3
Pr o m o t e t h e
ana lys is o f t h e
bases and
pr ocesses of
k n o w l e d g e
dev e lopmen t i n
na t u r a l sciences,
soc ia l sc iences,
hum an i t i es, and
techno log ies .
Ob jec t i ve
4. Deve lop
l ingu is t i c and
c r i t i ca l t h i nk i ng
competenc ies .
Studen ts capac i ty
t o :
Ana lyze , ands y n t he t i z e t he
Eng l i sh and
Span ish langu age
d iscourse .
Deve lop b roaderv oc abu la r y i n
bo t h l anguages,
( w r i t t e n a n d
o r a l l y ) .
Expresst hem s el v es i n a
c lear , coheren t
and l og i ca l w ay
( w r i t t e n a n do r a l l y ) .
Sum m ar i z e as en t enc e w i t h
c la r i t y and
p rec i si on as w e l l
as th e thes is
s t a t e m e n t .
Ora l
P res en t a t i ons
Rub r i c f o r t h e
assessm ent o f
o ra l
c o m m u n i c a t i o n
sk i l l s (deve loped
by Dr . Carm e lo
Santan a Mo j i ca , i n
c o l l abo ra t i on w i t h
Dr . Wanda
Ramos)
7 0 % o
o f t h e s
assesse
select e
courses
m a st
se le
l ea r
ob jec t i
p e r f o r
l ev el o f
m o r e
c r i t e r i a
i n t he r
These c
a re :
a) Discdeve
m e n
b) Lex ic
s eman t
m a s t e r y
c ) Morp
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Campus
Genera l
Educa t ion
Goals ( Selec ted
Competenc ies )Cer t i f i ca t ion 46 ,
2 0 0 5 - 2 0 0 6 A S
Learn ing Ob jec t i ves
(meas u rab le )
Learn ing
Ac t i v i t i es
( s uch as
essays, or a lp res en t a t i ons ,
m o n o g r a p h s
a m o n g o t h e r s)
Assessment
I n s t r u m e n t s
Expe
Ou t c oF ind
Use th ei n f o r m a t i o n
p rov ided t o
dev e lop and
s ust a i n t he m a in
idea .
Use phrases andw ords t o c onnect
ideas e f fect i ve ly .
W r i t e a ne f fec t i ve
conc lus ion .
Wr i t e c l ea r ,e f fec t i ve , and
c ohe ren t r epo r t s .
t ac t i c m
d )
A r g u m e
pro f i c ie
Revised March 1 3 t h , 2012
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University of Puerto RicoCollege of General Studies
Competency Assessment Project in General Education
SPANISH DepartmentINFORMATION competencies
Report on results of data collected in December, 2011
COURSESANDSECTIONSIMPACTEDBYTHISASSESSMENT
Coursesinthe
INFOSPAN
study
Sections
participatingin
thestudy
Totalnumber
ofsectionsby
course
Percentageof
sectionsimpacted
bytheINFOSPAN
assessment
Numberof
studentsinthe
study
3111 408,409,411,
417,422,
430
20 30% 115
3101 027 40 2.5% 19
Total:
2courses
Total:
7sections 60
Total:
124
RESULTS OF THE DATA SPAN 3111 PILOT PROJECT December 2011
InformationCompetency 8 % 7 % 6 % 5 % 4 % 3 % 2 % 1 %
Need forInformation 15 15 25 25 28 28 19 19 7 7 3 3 1 1 1 1
Variety oftypes andformats
20 18 32 28 28 25 19 17 9 8 3 3 1 1 1 1
Searchstrategies 21 19 18 16 32 29 29 26 8 7 1 1 2 2 1 1
Summary ofmain ideas 22 19 33 29 30 26 14 12 8 7 5 4 1 1 2 2
Evaluation ofsources 16 14 20 17 41 36 20 17 7 6 7 6 1 1 3 3
Ethical use 28 25 31 28 20 18 19 17 7 6 4 4 7 6 1 1
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2
ACHIEVEMENT OF EXPECTED RESULTS - SPAN 3111
Informationcompetency
Less than 5 5 or more
N= % N= %Need for
information 12 12 87 88
Variety of
types and
formats14 12 99 88
Search
strategies 12 11 100 89
Summary of
main ideas 16 14 99 86
Evaluation of
information
and sources18 16 97 84
Ethical use19 17 98 88
Professors participating in the study at the Advanced Spanish level: Maribel Ortiz,Coordinator for the Information Assessment in the Spanish Department, CarmeloSantana, Vanessa Vilches, Chiara Bollentini, Ada Fuentes, and Eugenio Ballou.
The results indicate that the expected results were achieved in the six criteriaevaluated in this pilot project.
Dr. Ortiz will analyze the results and present them to the department forappropriate action.
Progress report submitted on 8 February 2012 by:Dr. Vanessa Irizarry, Coordinator, General Studies Assessment ProjectMs. Adriana Velozo Andrade, Teaching Assistant for the Project
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3
RESULTS OF THE DATA: SPAN 3101 PILOT PROJECT
InformationCompetency 8 % 7 % 6 % 5 % 4 % 3 % 2 % 1 %
Variety oftypes andformats
15 79 3 16 0 0 0 0 0 0 0 0 0 0 0 0
Searchstrategies 18 95 1 5 0 0 0 0 0 0 0 0 0 0 0 0
Summary ofmain ideas 2 11 5 26 6 32 2 11 2 11 0 0 0 0 0 0
Evaluation ofinformation
and sources
4 21 9 47 3 16 2 11 0 0 0 0 0 0 0 0
Ethical use 6 32 4 21 5 26 2 11 1 5 2 0 1 5 0 0
ACHIEVEMENT OF EXPECTED RESULTS: SPAN 3101 PILOT PROJECT
Informationcompetency
Less than 5 5 or more
N= % N= %
Variety of
types andformats
0 0 18 95
Search
strategies 0 0 19 100
Summary of
main ideas 2 11 15 79
Evaluation of
information
and sources 0 0 18 95
Ethical use2 11 17 89
The results indicate that the expected results were achieved in the six criteriaevaluated in this pilot project.
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RubricforAnnotatedBibliographyDRAFT1 December2011Nameofprofessor_____________________________________________________________________
Nameofstudent_______________________________________________________________________
NOTEtotheProfessor:Pleasewritethecorrespondingnumberintheappropriatecategory.Iftheitemthatthestudentisnotpreparingaresearchpaper,pleasewriteN/A.
Category 87 65 43
Content
Definesandarticulatesthe
need
for
information.
Designsatopic
toresearch
andidentifies
thekey
concepts
relatedtothat
topic.
Designsatopictoresearch
butdoesnotidentifythe
keyconceptsrelatedto
thattopic.
Failstodesignaprecise
topictoresearchorto
identifykeyconcepts
relatedtothattopic.
Identifiesavarietyoftypes
andformatsofpotential
sourcesofinformation.
Identifies
reliable
heterogeneous
sources.
Identifiessourcesthatare
ofsimilarformats.
Identifiessourcesthat
maybeheterogeneous
orsimilarbutthatare
notreliableinthe
student'swork.
Selectsthemostappropriate
informationretrieval
systemsin
order
to
Access
therequiredinformation.
Theselected
information
retrieval
systemsare
ideallysuitedtothe
student's
work.
Theselectedinformation
systemsareadequate.
Theselected
informationsystemsare
notsuitedtothe
student'swork.
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Summarizesthemainideas
tobeextractedfromthe
collectedinformation.
Recognizes
and
summarizes
themainideas
ofthe
information.
Recognizesthemainideas
butfailstosummarize
themadequately.
Recognizesonlysomeof
themainideasandfails
tosummarizethem
adequately.
Articulatesandappliesinitial
criteriaforevaluatingthe
informationanditssources.
Articulatesand
appliesinitial
criteriathat
areidealfor
evaluatingthe
information
andits
sources.
Articulatesandapplies
initialcriteriathatare
adequateforevaluating
theinformationandits
sources.
Articulatesbutdoesnot
applyinitialcriteriafor
evaluatingthe
informationandits
sources.
Understandsthe
ethical,
legal,andsocialissues
relatedtotheuseof
information.
Fully
understandstheethical,
legal,and
socialissues
relatedtothe
useof
information.
Hasapartial
understandingof
the
ethical,legal,andsocial
issuesrelatedtotheuseof
information.
Understandstheissues
butis
inconsistent
in
applyingthem.
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SchoolofGeneralStudiesDepartment: Spanish
Course ActivityModified PeriodorSemester
ESPA3111 Information Competencies Objectives were included. ESPA3112
Information Competencies Objectives were included.
LITE(Codificationpending)
New Course: The Spanish Civil War in Literature
Information Competencies Objectives were included.
LITE(Codificationpending)
New Course: Literature and Cultural Nationalism in Puerto
Rico
Information Competencies Objectives were included.
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New release time assigned: Three credits were given in order to coordinate the work in thethree different Spanish courses levels. Most of the work to be done is related to the
Assessment Project.
Dr. Carmelo Santana Mojica (Oral and Written Communication skills assessmentCommittee). Dr. Santana Mojica has already worked on a rubric in order to assess the Oral
Communication skills. Oral Communications skills were the only ones selected to be
assessed.
Dra. Marisa Franco (Coordinator of ESPA 3101/3102 Level). She will be in charge of theAssessment Project at this level.
Dra. Maribel Ortiz Mrquez (Coordinator of ESPA 3111/3112, Honors Level). Beyond thework realized in the Curriculum Committee, Dra. Maribel Ortiz Marquez is the liaison
between the Library Committee (a committee part of the Information Competencies
Committee) and the Spanish Department.
Creation of New Courses: During the last semester, two new courses were approved:
Literature and Cultural Nationalism: the course was prepared by Dra. Catherine arsh.
This course included the Information Objectives required by the Information
Competencies Committee.
The Spanish Civil War in Literature: the course was prepared by Dra. Marisa Franco.
This course included the Information Objectives required by the Information
Competencies Committee.
Modifications to the courses: During this semester, the Information Competencies Objectiveswere included to the Spanish courses (ESPA 3111/3112). The revised syllabi were sent to the
Academic Affairs Office.NOTE: The course ESPA 3111/3112 is under revision.
Submitted by Dra. Maribel Ortiz Mrquez
Curriculum Committee Coordinator
March 12, 2012
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mp ementaton Status UMA(assessment Matrix} a selectionof rubrics, SLO, assessmentreports) TransformOng Acfons
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DepartmentofHumanities1
1
Courses:
Huma3101,3102,3106,3011,3012,
3013,3014,3034,3036,,3033,
3211,3210,3212
Competencyselected:
CriticalThinking
Information
Competency
1.StudentLearningObjectives(SLO)
developed byCourse
X X
2.SLOapprovedbyCurriculum
Committee
X X
3.Officialsyllabusmodifiedor
systematized,SLOintegrated, andin
placeintheDept.WebPage
X X
4.LearningActivities explicitand
documentedin
syllabus
Researchproposaland
project,
writtenreports,
essays,debatesonassigned
readings,groupwork,oral
presentations.
Testalignedto5criteria;
oralpresentations,and
reviews.
Researchproposaland
project,oral
presentations,
writtenreports,essays,
debates
5.Rubricorappropriatescoring
instrumentorpreposttestsprepared
X X
6.Learning ActivitiesImplemented Inallsections,36sections
comprising700
students
Inallsections, 36sections
comprising
700students
7.LearningActivities Implemented and
assessmentdatacollectedfrom apilot
project
Assessmentdatawillbe
collectedinapilo rojectof
4 sections,3courses during
t
20
Assessmentdatacollected
inapilotproje 12
sectionsofcoreGenEd
c
to 0
ar s
tp
hesecondsemester,2011
12.HUMA310107;3034
01,11;3114180
ctof
courses,24moresections
ollecteddataandareinthe
processoftabulating fora
talofapproximately 70
studentsreached. Initial
resultsshow thatthetwo
criteriaassessed,
1.
Need
forinformation, and2.
VarietyofTypesand
Formats weremet. An
additional22sections(506
students)ofliteratureand
tcoursesintegratedSLO
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an s.deducationalactivitie
8. ResultsandTransformingActions Pendinglearning results
sinceassessment datawill
becollectedduringsecond
semester20112012inthe
pilotproject.
However,
s
th
P
as n
Le
by y
p
w
duringtheprocess SLOs
werereviewedor
ystematizedandintegrated
tosyllabus,nowaccessible
roughdepartmentsWeb
age. Facultyworkshopson
sessmenthavebee
offeredandeducational
activitieshavebeen
diversified,asshowninlist
attached.
arningobjectivesrevised
orsystematized;a
departmentcoordinator
appointed. Instructional
activitieswere
diversified.
Seelistattachedsubmitted
department.Facult
articipatedinassessment
orkshops.Learningresults
willbeconsideredandpilot
projectextended
systematically.
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UniversityofPuertoRicoRoPiedrasCampusGeneralEducationAssessmentMatrix
Department:HUMANITIESCoreGeneralEducationCourse(s)HUMA3101,3102,3018,3013,3
3025,3113,3210,3211,3212,Academic Y
Campus
Genera l
Educa t ion
Goals ( Selec ted
Competenc ies )
Cer t i f i ca t ion 46 ,
2 0 0 5 - 2 0 0 6 A S
Learn ing
Ob jec t i ves
( m e a s u r a b l e )
Learn ing
Ac t i v i t i es (such
as essays, or a l
p res en t a t i ons ,
research papers ,
etc . )
Assessment
I n s t r u m e n t s
Expec t
Ou t c o m e s/
I n f o r m a t i o n
Competenc ies
Genera l :
The s tuden t
w i l l h a v e
deve loped and
in t eg ra t ed
c ompe t enc ies
in th e ef f i c ien t
search fo r and
t he e t h i c al us e
o f i n f o r m a t i o n .
Spec i f ic :
1 . De f ine and
a r t i c u l a t e t he
need f o r
i n f o r m a t i o n .
2 . I d e n t i f y a
Essays,
d iscuss ion
ques t i ons i n
ex ams ,
anno t a t ed
b ib l i og raphy ,
research paper ,
c r i t i ca l r ev i ew s ,
o ra l
p res en t a t i onsus ing
Pow erPoin t , e t c .
Check l is ts
Rubr ics
Ex ams
Seventy p er
t he s t uden t s
a ch i e v e 7 0 %
h ighe r ( acc e
a n d / o r ex c e
each o f t he c
1 . Need fo r
i n f o r m a t i o n
2 . Var ie t y o f
o f i n f o r m a t i o
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w i d e v ar i e t y o f
t y pes and
f o r m a t s o f
po t en t i a l
sources o fi n f o r m a t i o n .
3 . Se lect t h e
s y st em s o f
i n f o r m a t i o n
re t r i ev a l b est
s u it e d t o t h e
s t u d e n t ' s
needs .
4 . Sum m ar i z e
t he m a in i deas
o f th e co l lec ted
i n f o r m a t i o n .
5 . A r t i c u l a t e
and app l y
i n i t i a l c r i t e r i a
f o r ev a lua t i ng
t h e i n f o r m a t i o n
and i t s sour ces.
6 . Unde rs t and
t he e t h i c a l,
l ega l , and
soc ia l
imp l i c a t i onsre l a t ed t o t he
use o f
i n f o r m a t i o n .
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University of Puerto Rico - Ro Piedras CampusCollege of General Studies - Department of the Humanities Competen
Critical Thinking (This competency is being developed in all courses in Humanities see the July 20Assessment Pilot Project January-December 2012 in the following courses: HUMA 3101-07Campus
General
Education
Goals(Selected
Competencies)
Certification46,
20052006AS
Learning
Outcomes
(measurable)
Learning
Opportunities
(suchasessays,
oralpresentations,
researchpapers,
etc.)
Assessment
Instruments
Expected*
Thestudentwill
havedevelopeda
critical
understandingof
differentwaysof
thinking.
General:
Thestudentwilldemonstratehisor
herskillsincriticalthinkingbymeans
oftheanalysisofatext.
Specific:
1. Identifythe
central
idea.
2. Select the evidence thatsupportsthecentral idea(the
assumptions).
3. Relate the facts to theirartistic, philosophical, and
historicalcontext.
4. Establishavaluejudgmenton
theissues.
5. Presents a position,supporting it with evidence
prioritizedinalogicalorder.
Review
Takehome exam
developing the five
(5) specific
objectives.
Oralpresentation.
Rubric Seventy per
students
"Satisfactory"
the 5 object
applicationof
1.Centralide
2.Evidence
3. Context
4. Valuejudg
5. Reasons/p
Design: Dr. Marta Medina in consultation with Dr. Vanessa Irizarry, Coordinator of the FEG (College of
acronym) Assessment Committee (9 Nov. 2011)
Presented to and approved by the Academic Affairs Committee, FEG Department of the Humanities (16
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University of Puerto Rico - Ro Piedras CampusCollege of General Studies - Department of the Humanities Competen
Critical Thinking (This competency is being developed in all courses in Humanities see the July 20Assessment Pilot Project January-December 2012 in the following courses: HUMA 3101-07
Design: Dr. Marta Medina in consultation with Dr. Vanessa Irizarry, Coordinator of the FEG (College of
acronym) Assessment Committee (9 Nov. 2011)
Presented to and approved by the Academic Affairs Committee, FEG Department of the Humanities (16
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University of Puerto RicoCollege of General Studies
Assessment of Competencies College of General Education
Department of HUMANITIESINFORMATION Competencies Report
Assessment Data collected as of December, 2011
COURSES AND SECTIONS COLLECTING ASSESSMENT DATA
Courses Sectionsparticipating
Totalnumber of
sections percourse thissemester
Percentage ofsections
impacted by theHUMA
assessment
Number ofstudents in this
sections
3018 001,002,003,004 79
3013 005,006,007 723101 003,008,009 703033 011 203102 007 17
Total:5courses Total:12Sections* Total258students*
24additionalsectionsinprocessofanalysis**
additionalestimatedstudents:425**
Literatureandartcourses*** 22Sectionsnotincluded*** 506additionalstudents***
RESULTS December 2011
Informationcompetency
Beginning Developing Acceptable Excellent Total1
.% 2 % 3 % 4
.% N
Need forinformation 9 3.49 42 16.28 71 27.52 136 52.71 258Variety oftypes andformats
11 6.47 6 3.53 42 24.71 111 65.29 170
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2
The data that was analyzed was submitted to Dr. Carmen Campos, Coordinator for
Information Competency, by the following professors of the Department of the
Humanities: Arsenio Suarez, Irma Rivera, Everlidis Vargas, Mary Frances Gallart y
Victor Ruiz. There is still gathered data waiting to be computed /calculated by other
professors, as it will show further on in this report.
**Nonetheless, there is assessment data gathered for another 24 sections (425
estimated students) of another 10 professors. This data is still waiting to be
analyzed.
ACHIEVEMENT OF EXPECTED RESULTS
Informationcompetency
Less than 33 or more
Achieved expectedresults
N % N %
Need forinformation
51 19.77 207 80.23
Variety oftypes and
formats
17 10.00 153 90.00
According to the data above, the expected results were achieved in the two
criteria evaluated this semester. Dr. Brunilda Cotto will be expanding the
process to include additional objectives this semester.
**DATA NOT INCLUDED IN THIS REPORT
Courses inthe HUMA
study
Sectionsparticipating
in the study
Professor
3013 002 Brunilda Cotto3013 008 Brunilda Cotto3025 001 Carlos Prez Coffie3101 001 Javier Almeyda3101 007 Javier Almeyda3101 012 Lilliam Cordero3101 013 Jos Rafael Encarnacin
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33101 016 Mario Casaas3102 2U1 Sylvia Sol3113 180 Sylvia Sol3211 004 Mario Casaas3210 001 Eneida Vzquez
3212 004 Eneida Vzquez4 Sections? Jos Corrales
Total:8 courses
Total:17 Sections
Total of estimated additionalstudents: 425**
***ART LITERATURE AND OTHER COURSES
Other Humanities Department professors that implemented activities to develop
information competencies in art, literature and other courses and made some type
of assessment (evaluation) this semester:
1. Dr. Eda Burgos-4 sections
2. Prof. Carmen Campos-3 sections-Literature Component (assessment of the
6 competencies using a model activity)
3. Dr. Ivette Fred-2 sections-Art
4. Dr. Carlos Gil-2 sections of HUMA and 3 of Art
5. Dr. Denis P. Madrigal-4 sections. Worked with the ethical use of information.
6. Dr. Marta Medina-x sections of Art
7. Dr. Jaime Prez-2 sections
***Total of effected sections in these courses: 22
***Total of additional estimated students: 506
Progress report submitted on 8 February 2012 by:Dr. Vanessa Irizarry, Coordinator, General Studies Assessment ProjectMs. Adriana Velozo Andrade, Teaching Assistant for the Project
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Rubric for Evaluating Critical Thinking. For more information, contact [email protected]://www.aacu.org/value/rubrics/Spanish Version: Dr. Marta Medina (October 2011)Presented to and approved by the Academic Affairs Committee, FEG (College of General Studies; Spanish acronym) Dep2011).Design adaptation: Dept. C.F. (FEG)
RUBRIC FOR EVALUATING SKILLS IN CRITICAL THINKINGDepartment of the Humanities
Professor: _________________________________________ Student ID number: _____
Course: __________________________ Section: _____________ Date: ____________
DefinitionCritical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, art
accepting or formulating an opinion or a conclusion.
Element to beevaluated
Excellent (4) Good (3) Satisfactory (2) Deficient (1)
Explanation ofissues
Issue/problem to beconsidered criticallyis stated clearly anddescribedcomprehensively,delivering allrelevant information
necessary for fullunderstanding.
Issue/problem to beconsidered critically isstated, described,and clarified so thatunderstanding is notseriously impeded byomissions.
Issue/problem to beconsidered criticallyis stated butdescription leavessome termsundefined,ambiguities
unexplored,boundariesundetermined,and/or backgroundsunknown.
Issue/problem to beconsidered criticallyis stated withoutclarification ordescription.
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Element to beevaluated
Excellent (4) Good (3) Satisfactory (2) Deficient (1)
EvidenceSelecting andusing informationto investigate apoint of view orconclusion.
Information is takenfrom source(s) withenoughinterpretation/evaluation todevelop acomprehensive
analysis orsynthesis.Viewpoints ofexperts arequestionedthoroughly.
Information is takenfrom source(s) withenough interpretation/evaluation to developa coherent analysisor synthesis.Viewpoints of experts
are subject toquestioning.
Information is takenfrom source(s) withsome interpretation/evaluation but notenough to develop acoherent analysis orsynthesis.
Viewpoints ofexperts are taken asmostly fact, with littlequestioning.
Information is takenfrom source(s)without anyinterpretation/evaluation.Viewpoints of expertsare taken as fact,
without question.
Influence ofcontext andassumptions
Thoroughly(systematically andmethodically)analyzes own andothers' assumptionsand carefully
evaluates therelevance ofcontexts whenpresenting aposition.
Identifies own andothers' assumptionsand several relevantcontexts whenpresenting a position.
Questions someassumptions.Identifies severalrelevant contextswhen presenting aposition. May be
more aware ofothers' assumptionsof others than of hisor her own (or viceversa).
Shows an emergingawareness of presentassumptions(sometimes labelsassertions asassumptions).
Begins to identifysome contexts whenpresenting a position.
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Rubric for Evaluating Critical Thinking. For more information, contact [email protected]://www.aacu.org/value/rubrics/Spanish Version: Dr. Marta Medina (October 2011)Presented to and approved by the Academic Affairs Committee, FEG (College of General Studies; Spanish acronym) Dep2011).Design adaptation: Dept. C.F. (FEG)
Element to beevaluated
Excellent (4) Good (3) Satisfactory (2) Deficient (1)
Student'sposition(perspective,thesis/hypothesis)
Specific position(perspective,thesis/hypothesis) isimaginative, takinginto account thecomplexities of anissue.
Limits of position(perspective, thesis/hypothesis) areacknowledged.Others' points ofview aresynthesized withinposition(perspective,thesis/hypothesis).
Specific position(perspective,thesis/hypothesis)takes into account thecomplexities of anissue.Others' points of view
are acknowledgedwithin position(perspective,thesis/hypothesis).
Specific position(perspective,thesis/hypothesis)acknowledgesdifferent sides of anissue.
Specific position(perspective,thesis/hypothesis) isstated, but issimplistic andobvious.
Conclusions andrelated outcomes(implications andconsequences)
Conclusions andrelated outcomes
(consequences andimplications) arelogical and reflectstudent's informedevaluation andability to placeevidence andperspectivesdiscussed in priorityorder.
Conclusion islogically tied to a
range of information,including opposingviewpoints; relatedoutcomes(consequences andimplications) areidentified clearly.
Conclusion islogically tied to
information(becauseinformation ischosen to fit thedesired conclusion);some relatedoutcomes(consequences andimplications) areidentified clearly.
Conclusion isinconsistently tied to
some of theinformationdiscussed; relatedoutcomes(consequences andimplications) areoversimplified.
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TRANSFORMINGACTIONSASSOCIATEDWITH
ASSESSMENTOFGENERALEDUCATIONUPR
RIOPIEDRAS
CAMPUS
PeriodorSemester:InformationAssessment from August2011tofebruary2012Faculty:GeneralStudiesFaculty
Department:HumanitiesDepartment Preparedby:IrmaRiveraNieves,Ph.D
Courses Humanities3101,3201,3201,3018,3013,3033Arts3025,3017
ActivityModifiedorImproved ActivityModifiedorImproved1. meetingsandworkshopswithlibrarians
aboutinformationresourcesavailablefor
ourclasses;
9.invitationtolibrariansandexpertstotalkabout
plagiarism;informationethics;etc.
2. increased useoftechonologyinclass:applications,internetresearch,etc.;
10.journalwritingthatobligesthestudents
autoreflectionabouther/hislearning and
questioning capacitiesandawareness;
3. workshopsandtutorialsgivenbycolleagueswhohavemoreinformation
aboutinformationresourcesforthe
Humanities;
11.smallgroupstodiscussathemeandworkon
anincreaseddefinitionoftheproblemortheme
beingstudied;
4. assignmentsaboutveryparticularissuesorthemesthatrequiresincreasingfocus;
12.diversificationoftheclassscenario:
conference,seminars,oralpresentation, debates,
walktospecificplacesinCampusarea;
5. libraryresearchaboutresourcesavailableinCampusorthroughCampus(gettingto
knowtheLibrary);
13.virtualvisittothegreatmuseums and
collections;
6. specificresearchissuesthatlinksthetheme,essay,book,painting,
architecture,etc.beingstudiedwiththe
studentmajor
or
concentration;
14.invitationto visitourclassesto philosophers,
writers,artists,etc. whoseconferences,classesor
interviewsareavailableonInternet;
7. discussionofthenotionofpeerreviewandapplicationinspecificresearches;
15.promotionofworkshopsofferedbyspecialist
(CRET)abouttechnologyandInformation.
8. insistinthediscussionoftheproblemofplagiarism;
assessmentadria/anejosmonitoringreportabril2012/appendixIII/ESGEHUMAchangesincoursesassociatedwithassessmentfinal
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Implementation Sta us ING(ENGL) (assessment Matrix, aselection of rubrics, SLO,assessment reports)ransformang Actions
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EnglishDepartment1
Courses:ENGL:
310 2,1,3102,3161316
3123,3124
3103,3104,3011,3012
Department
SelectedCompetency
Oraland
Written cation
Communi
InformationCompetency
1.SstudentLearning
Objectives(SLO)
developed byCourse
X X
2.SLOapprovedby
CurriculumCommitteeX X
3.Officialsyllabus
modified,LOintegrated,
andinplaceintheDept.
WebPage
x x
4.LearningActivities
explicitand
documented
in
syllabus
X
Accordingtocourselevelinclude:film
analysis,computerassistance,group
work,oralpresentations,theuse
ofdictionaries,providingexercisesfor
X
Annotatedbibliographyto
supportreactionpapers,essays
practiceontheelementsoftheessay,
reactionpapers,outlining,
summarizing, movies,audio
recordings,researchpapers
conference,guestspeakers,journals
5.Rubricorappropriate
scoringinstrumentorpre
posttestsprepared
X
ForINGL3123,3124,3003,3004Inprocess
6.Learning
Activities
ImplementedX
X
7.LearningActivities
Implemented and
assessmentdatacollected
from apilotproject
Assessmentdatawillbecollected
duringsecond 0112012for
writtencommunication
Pilotproject: 4sections
41students
ENGL31233124(Intermediate)
secondsemester20112012
Morethan75% studentsmet
3criteria:
Var of
D
semester2
.
Tobeextendedtoalllevelsin
of
Needforinformation,
ietyof typesformatsand
ation,andSeinform arch
strategies.
idnotmeet: Summarizesmain
ideas(63%),Evaluationof
InformationandSources(48%),
Ethicaluseofinformation(52%).
1Anassessmentmatrixsuppliedbythedepartmentincludescourseobjectives, assessmentactivities,expected
outcomes,andassessmentinstruments.
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Courses:ENGL:
3101,3102,31613162,
3123,3124
3103,3104,3011,3012
Department
SelectedCompetency
Oraland
WrittenCommunication
InformationCompetency
8.Results
and
TransformingActions Syllabirevisedandapprovedwith
clearandmore tlearning
objectivesin allcourses.
Pilotprojectshave beenestablished
duringsecondsemester20112012for
writtencommunication atalllevels.
Arubricisbeingdevelopedforthis
competency. A sampleof100
studentsworkswillbeassessedin
ENGL31613162, firstlevel,3104,
intermediate,and3102regular
english, inMay2012. Thefinalexam
will evaluate writtencommunication.
AsampleofstudentworksinMay
2012willprovide ssessmentdata.
Coordinatorswere bylevels.
Criteria: 70%ormoreof
studentsmeet
expected
results
Learnin being
wi s
semester20112012.
explici
a
assigned
gresultsare
discussed. Allsyllabiacross
levelsintegratedinformation
competencies.Thepilotproject
llbeextendedtoallcourse
andmoresectionsinsecond
Coordinatorappointed.
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University of Puerto Rico
Rio Piedras Campus General Education Assessment Matrix
English Department (approved by Level 11-5-11)
Core General Education Course (s) INGL 3123 & 3124
All sections
Academic Year: 2011-2012
CampusGeneral
Education
Goals (Selected
Competencies)
Certification
46, 2005-2006
AS
Learning Objectives(measurable)
LearningActivities (such
as essays, oral
presentations,
monographs
among others)
AssessmentInstruments
Expected*Outcomes/
Findings
Transfor-ming
Actions
Information
Literacy
Students will
have the
necessary
competencies
for the search,
effective
management
and ethical use
of information.
General:
Students will
demonstrate theircapacity to
efficiently search
for information and
effectively and
ethically use and
manage
information.
Specific:
Students will define
and articulate theneed for
information.
Students will
identify a variety of
types and formats
of potential sources
of information.
Students will select
the mostappropriate
investigative
methods or
information
retrieval systems for
accessing the
needed information.
Annotated
Bibliographies(INGL 3123)
&
Research
Papers
(INGL 3124)
Rubric
The INGL 3123rubrics
criterion
include:
Correlation,
Variety,
Annotation
(Critical
Evaluation,
Main Idea,
Fluency and
structure) andDocumentation
INGL 3124
Rubric Pending
At least 70%
of the
students willreach a
performance
level of 5 or
more in each
of the 8-point
scale of the
rubrics
criterion.
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Students will
summarize the main
ideas to be
extracted from the
informationgathered.
Students will
articulate and apply
initial criteria for
evaluating both the
information and its
sources.
Students will
understand many ofthe ethical, legal
and socioeconomic
issues surrounding
information and
information
technology.
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Univers i t y o f Puer to R ico
Rio Piedras Cam pus Genera l Educa t ion Assessm ent Mat r i x
En g l i sh D e p ar t m e n t ( p r e l im i n a r y w o r k i n g d o c u m e n t 9 - 2 9 - 1
Core Gene ra l Educ a t i on Cou rs e ( s ) I NGL 3103 -3 104 & I NGL 3123
Al l sect ion s
Campus
Genera l Educat ionGoals ( Selec ted
Competenc ies )
Cer t i f i ca t ion 46 ,
2 0 0 5 - 2 0 0 6 A S
Learn ing
Ob jec t i ves(meas u rab le )
Learn ing Ac t i v i t i es
( such as essays,o ra l
p res en t a t i ons ,
m o n o g r a p h s
a m o n g o t h e r s)
Assessment
I n s t r u m e n t s
Ex
Ou t c o m
St ud en t s w i l l be
ab le t o
c o m m u n i c a t e
e f fec t i ve ly , o ra l l y
o r i n w r i t i n g , i nSpan ish an d in
Eng l ish as a
Second Langu age.
Genera l :
Compose essays
i n t e g r a t i n g
e f f ect i v e w r i t i ng
s k i l l s t ha t w i l lbe use fu l i n
o t he r c o ll ege
courses and in
persona l and
pro fessiona l l i f e .
Spec i f ic :
Organ ize and
expr ess ideas in
w r i t t e n fo r m
w i t h c la r i t y ,
p rec is ion ,coherence and
log i c usi ng t h e
w r i t i ng p roc ess .
Essays Checkl is t
Rubr ic
Th ec h eck l i st / r u b r i c s
c r i t e r i on i nc l ude :
c on t en t ,
o rgan i z a t i on ,
v oc abu la r y ,
langu age use and
mec han i c s
A t l ea s
s t uden t
pe r f o rm
7 0 % o
rub r i
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Univers i t y o f Puer to R ico
Rio Piedras Cam pus Genera l Educa t ion Assessm ent Mat r i x
En g l i sh D e p ar t m e n t ( p r e l im i n a r y w o r k i n g d o c u m e n t 9 - 2 9 - 1
Core Genera l Educa t ion Cour se (s ) I NGL 3123
Al l sect ion s
Campus
Genera l
Educa t ion
Goals ( Selected
Competenc ies )
Cer t i f i ca t ion 46 ,
2 0 0 5 - 2 0 0 6 A S
Learn ing
Ob jec t i ves
( m e a s u r a b l e )
Learn ing
Ac t i v i t i es (such
as essays, or a l
p res en t a t i ons ,
m o n o g r a p h s
a m o n g o t h e r s)
Assessment
I n s t r u m e n t s
E
Ou t c o
St ud en t s w i l lh a v e t h e
c ompe t enc ies
necessary fo r th e
search , e f fect i v e
m a n a g em e n t a n d
eth ica l use o f
i n f o r m a t i o n .
Genera l :Deve lop
e f fec t i ve
ev a lua t i on
c r i t e r i a f o r t he
us e o f on l i ne
sources o f
i n f o r m a t i o n .
I n t e g r a t e
spec i f ic
i n f o r m a t i o n
l i t e racy ,research ,
techno log ica l
sk i l ls .
Spec i f ic :
W r i t e a n
a n n o t a t e d
b ib l i og raphy
Anno t a t edB ib l i og raphy Check l is t
Rub r i c
Th e
ch e ck l i st / r u b r i c s
c r i t e r i on i nc lude :
Sour ces (Re levancy ,
Currency, Level ,
A u t h o r i t y )
Su m m a r y / A n n ot a t i on
( S t r u c t u r e / Fl u e n cy ,
Cont en t ) MLA or APAConv en t i ons
A t l ea ss t uden
a pe r f o
o f 70 %
t he rub
8/2/2019 Appendix 18 Assessment Implementation and Transforming Actions by Department
68/89
us ing MLA or
APA s ty le ,
w h i ch w i l l b e
us ed i n t he
in i t i a l stages o fa r esearch
pape r .
App l y