Embed Size (px)
Citation preview
1
General Education Goals Task Force
3/28/2014: SCAA meeting, the Standardized Testing Sub-Committee submitted a motion to have the Faculty Senate ask the Vice President for Instruction (VPI) to take a request to the Board to look at the general education goals and learning outcomes. The motion carried.
4/04/2014: Faculty Senate meeting a motion was made by the Chair of the SCAA to ask the Vice President for Instruction to take a request to the Board to look at the general education goals and learning outcomes. The motion carried. The Chair of the SCAA forwarded the request to the VPI.
4/25/2014 SCAA meeting, the Standardized Testing Sub-Committee reported that the VPI spoke to President Elbe and others and determined that we do not need Board approval to revise the General Education goals but should keep the Board informed about our efforts.
5/19/ 2014 Meeting with VPI, President of the Faculty Senate, Chair of the SCAA, and Institutional Researcher to discuss plans for setting up the General Education Goals Task Force to coordinate the process of reviewing and revising the current general education goals.
5/21/2014 Meeting with Dean of Arts and Sciences, Institutional Researcher and Chair of SCAA to draft a statement of the purpose for the General Education Goals Task Force as follows:
The purpose of the General Education Goals task force is to establish general educations goals as they apply to all associate degrees, general education course requirements, and student learning outcomes.
8/25/2014: Meeting to set up Task Force, recruit members and discuss the process and timeline
9/16/14: Task Force planning meeting:
2
Locate resources regarding best practices for general education goals
Research HLC and ICCB requirements Research what goals and outcomes are used at other
two-year and four-year institutions Discussed having General Education Goals workshop on
May Assessment Day
10/30/14 Gen Ed Task Force Resource books on reserve in JWCC Library:
Assessment Clear and Simple: A Practical Guide for
Institutions, Departments, and General Education by Barbara Walvoord and Trudy Banta
Assessing Student Learning in General Education: Good
Practice Case Studies by Bresciani Integrated General Education by Wehlburg Assessing Student Learning: A Common Sense Guide by
Suskie The Art and Science of Assessing General Education
Outcomes by Leskes and Wright (AAC&U)
10/31/14 Task Force meeting:
Discussed books on reserve in the JWCC Library. Discussed research on goals and outcomes at other
similar institutions. Proposed five new goals Mapped proposed general education goals to ICCB
general education requirements.
12/02/2014 Task Force meeting:
Josh reported that HLC does not specify any guidelines for general education. Josh provided a handout from the ICCB program manual showing what they require for the transfer degrees that an institution can offer. These are requirements for all IAI participating institutions.
3
JWCC’s general education requirements line up with ICCB general education requirements in order to ensure that our classes will transfer to IAI participating institutions. The general education requirements are:
o Communications
o Mathematics
o Physical and Life Sciences
o Humanities and Fine Arts
o Social and Behavioral Science
We also have an “Other” category that includes:
o Working knowledge and understanding of Computer Literacy
o International awareness
Discussion regarding whether Computer Literacy should be a separate goal or should be a learning outcome of another goal
Next step: define each of the five ICCB required goals, then work with faculty experts to fine-tune the goal definitions and identify/define the learning outcomes along with a way to measure and assess those outcomes.
Decided to request for Brown Bag session in Spring Semester to discuss goals and findings
Began planning for General Education Goals workshop on May Assessment Day
2/12/2015 Task Force Meeting:
Discussion regarding research and books on reserve. Planning for the March 6th Brown Bag Planning for the May 19, 2015 General Education Goals
Workshop o Invite all full-time faculty who teach general
education courses to participate
4
o Ask department chairs to identify associate faculty who should be invited
o Divide the faculty into groups with each group working on a specific goal to develop learning outcomes.
o Determine if certain outcomes, such as technology and critical thinking, should be incorporated into every goal.
3/6/2015 Brown Bag Discussion:
1) Brief introduction about why the Task Force was formed. Problems that we experienced. Explain and own the problems
a. Goals and outcomes are difficult to assess
b. Artificial assignments created just for the assessment
c. Difficulty identifying courses that align with a given goal
d. Some courses are assessed all the time and others are never assessed
e. Problems with the matrix
2) Brief discussion of what general education requirements and goals (Josh will provide this)
3) Discussion of how general education goals will be used – goals are top level, they break down into learning outcomes that must be measurable, usually using rubrics and student artifacts – assessment process
4) Present our suggestion of the goals that align with the general education requirements in the course catalog
a. Align general education requirements to general education goals that will be assessed
5) Discussion about having the goals that we assess align with the general education components of the degrees as listed in the course catalog
5
6) Explain that faculty will be the driving force in future assessments – Questionnaire to see whether we need a morning session, afternoon session or both
5/19/15 Assessment Day - General Education Goals Workshop:
Departments participating included Language, Literature and Humanities, Natural Sciences, Mathematics, Computer Science, Social and Behavioral Science
12/15/15 Assessment Day - General Education Goals Workshop:
Departments participating included Language, Literature and Humanities, Natural Sciences, Mathematics, Computer Science, Social and Behavioral Science – including Business Department for Economics
2/05/16 Gen Ed Task Force - Brown Bag discussion
Update faculty on results of the two workshops, to discuss the need for an Information Literacy goal, to discuss the timeline for future assessments, and the review the steps remaining to complete the process.
3/04/16 Faculty Senate Meeting Discuss results of workshop
3/04/16 Proposed new goals sent to VP for Instruction for approval
5/17/16 Assessment Day
Assessment of new GEG 6.2.2 – Computer Software – Spreadsheets
9/19/16 Meeting with VP for Instruction
Finalize new general education goals and move forward with incorporating them into the course catalog and all general education course syllabi.
General Education Goals General Education Goal 1: Communication
This area of study will help the student become proficient in developing, evaluating, and analyzing written, oral, and visual messages appropriate to the situation, purpose, and audience.
General Education Goal 2: Humanities and Fine Arts
This area of study will help the student develop an understanding of the human condition through investigation, appreciation, and evaluation of the humanities.
General Education Goal 3: Social and Behavioral Science (Includes Psychology, Sociology, History, Economics, and Politics
This area of study will help the student to develop an understanding of the self, others and the world in which he or she lives through investigation of social, cultural, economic, political, and historic influences on human thought, values, and behaviors.
General Education Goal 4: Mathematics
This area of study will help the student to use abstract and deductive reasoning to interpret and critically evaluate data and to effectively solve problems.
General Education Goal 5: Physical and Life Sciences
This area of study will train the student to comprehend and apply the basic principles of science and methods of scientific inquiry.
General Education Goal 6: Information Literacy
This area of study will help the student to develop the skills and knowledge necessary to use information effectively through appropriate technology and media.
2015% ! %!
General'Education'Assessment'–'2015''May,'2015:'%On%May%19,%2015,%faculty%gathered%to%collaborate%on%the%new%general%education%goals%and%develop%the%learning%outcomes.%Two%sessions%were%provided%to%accommodate%those%faculty%teaching%during%the%interim%session.%%Faculty%and%associate%faculty%from%each%department%worked%on%the%goal(s)%associated%with%their%general%education%classes.%%%December,'2015:'%On%December%15,%2015,%faculty%gathered%to%collaborate%on%the%new%general%education%goals%and%develop%the%learning%outcomes.%Two%sessions%were%provided%to%accommodate%those%faculty%teaching%during%the%interim%session.%%Faculty%and%associate%faculty%from%each%department%worked%on%the%goal(s)%associated%with%their%general%education%classes.%%%NOTE:%%The%following%goals%and%learning%outcomes%are%the%result%of%these%two%workshops.%In%some%cases,%they%are%drafts%that%will%be%completed%and%tested%during%the%next%regularly%scheduled%assessment%of%each%specific%goal.%
General Education Goal: Communication
This area of study will help students become proficient in
developing, evaluating, and analyzing written, oral, and visual
messages appropriate to the situation, purpose, and audience.
Competencies:
(1) Communicate using appropriate written messages
(2) Communicate using appropriate oral messages
(3) Communicate using appropriate visual messages
Student Learning Outcomes: Communication
1 The student will be able to develop written messages appropriate to
the situation, purpose, and audience.
1.1 Content – The student will be able produce written
messages.
Development (student’s own writing)
1. Topic selection & focus
2. Purpose
3. Thesis statement
4. Main Ideas/Points
5. Support for main points either through:
a. Personal experience (i.e. – ENG 101)
b. Researching credible sources & representing researched
information credibly (i.e. – ENG 102)
6. Word choice/language
a. Appropriate for the assignment
b. Appropriate for the audience
Evaluation (the writing of others)
1. Read critically to understand the purpose, point-of-view, tone,
support, evidence, organization, etc.
2. Objectively and respectfully respond to others’ writing
1.2 Organization - the student will be able to organize written
messages.
Logical organizational pattern
Logical paragraph structure
Transitions between points and sub-points
1.3 Delivery - the student will be able to deliver written
messages.
Use Microsoft Word to properly format papers
Adequate attention to proper grammar/mechanics
2 The student will be able to develop oral messages appropriate to the
situation, purpose, and audience.
2.1 Content
Development (student’s own oral presentation)
1. Topic selection & focus
2. Purpose
3. Thesis statement/Central Idea
4. Main Ideas/Points
5. Support for main points either through:
a. Personal experience
b. Researching credible sources & representing researched
information credibly
6. Word choice/language
a. Appropriate for the assignment
b. Appropriate for the audience
Evaluation (the writing of others)
1. Listen critically to understand the purpose, point-of-view, tone,
support, evidence, organization, etc.
2. Objectively and respectfully respond to others’ presentations
2.2 Organization
Logical organizational pattern
Transitions between points and subpoints
2.3 Delivery
Vocal variety
Eye contact
Appropriate posture, movements, gestures
Conversational quality
Proper use of note cards
3 The student will be able to develop visual messages appropriate to
the situation, purpose, and audience.
3.1 Content
Supports the general purpose
Key ideas & terms; limited wording
Effective use of design
Effective use of graphics, transitions, and animations
3.2 Organization
Coincides with oral/written presentation
Smooth transition from one part to the next
3.3 Delivery
Builds interest & clarity for the audience
General Education Goal: Humanities
Develop an understanding of the human condition through investigation, appreciation, and evaluation of the humanities.
Competencies
(1) To learn about influential works relevant to the discipline.
(2) To learn how the arts affect and are affected by the culture and
time period for which they are created.
(3) Apply concepts from the course in oral or written discussion
(4) Identify techniques and strategies employed in the creation of
art.
Student Learning Outcomes: Humanities
1. To learn about influential works relevant to the discipline.
1.1 The student will be able to
1.2
2. To learn how the arts affect and are affected by the culture and
time period for which they are created.
2.1 The student will be able to
3. Apply concepts from the course in oral or written discussion.
3.1 The student will be able to
4. Identify techniques and strategies employed in the creation of art.
4.1 The student will be able to
General Education Goal: Social and Behavioral Science
This area of study will help the student to develop an understanding
of the self, others and the world in which they live.
Competencies for Psychology:
1 The student will understand the various theories and historical
influences of the discipline.
2 The student will be able to compare and contrast stages of
development
3 The student will be able to analyze mental illness issues along with
effective treatment
4 The student will be able to evaluate influences of family and
environment on one’s self
Competencies for Sociology:
1 The student will develop their sociological imagination by gaining a
basic understanding of history as well as the various social
institutions and the impact on society and individuals.
2 The student will appreciate the commonalities and the differences
among cultures.
3 The student will understand the basics of the sociological
perspectives and be able to apply them to current events.
4 The student will increase their ability to withhold judgment and
think about everyday interactions as well as societal events through
a viewpoint other than their own.
Student Learning Outcomes: Psychology
1 The student will understand the various theories and historical
influences of the discipline.
1.1 The student will
2 The student will be able to compare and contrast stages of
development
2.1 The student will
3 The student will be able to analyze mental illness issues along with
effective treatment
3.1 The student will
4 The student will be able to evaluate influences of family and
environment on one’s self
4.1 The student will
Student Learning Outcomes: Sociology
1 The student will develop their sociological imagination by gaining a
basic understanding of history as well as the various social
institutions and the impact on society and individuals.
1.1 The student will
2 The student will appreciate the commonalities and the differences
among cultures.
2.1
3 The student will understand the basics of the sociological
perspectives and be able to apply them to current events.
3.1
4 The student will increase their ability to withhold judgment and
think about everyday interactions as well as societal events through
a viewpoint other than their own.
4.1
General Education Goal: Social and Behavioral Science
Subgoal: Economics
This area of study will help the student to develop a deeper
understanding of the relation of self to the world through
investigation of the influence of social, cultural, economic, and
political institutions in shaping human thought, value, and behavior.
Competencies:
(1) The student will understand monetary policy.
(2) The student will understand fiscal policy.
(3) The student will know the major sectors of the economy
(4) The student will understand price elasticity of demand
Student Learning Outcomes: Economics
1 The student will understand monetary policy.
1.1 The student will be able to define monetary policy.
1.2 The student will be able to name the tools of monetary
policy.
1.3 The student will be able to explain how each tool is used to
change the money supply.
2 The student will understand fiscal policy.
2.1 The student will be able to define fiscal policy.
2.2 The student will be able to explain how fiscal policy impacts
aggregate demand.
2.3 The student will be able to name three automatic
stabilizers.
3 The student will know the major sectors of the economy.
3.1 The student will be able to name the sectors of the
economy.
3.2 The student will be able to explain the role of each sector.
3.3 The student will be able to discuss the spending done by
each sector.
Student Learning Outcomes: Economics
4 The student will understand price elasticity of demand.
4.1 The student will be able to calculate price elasticity of
demand using the point formula.
4.2 The student will be able to explain what price elasticity of
demand measures.
4.3 The student will be able to calculate price elasticity of
demand using the midpoint method
General Education Goal: Mathematics Submitted by Shari Harris
This area of study will help the student to use abstract and deductive reasoning to interpret and critically evaluate data and to effectively problem solve. Competencies
1. Demonstrate proficiency in arithmetic, algebra, and geometry. 2. Construct and interpret algebraic and statistical graphs, diagrams, and formulas. 3. Model phenomena by formulating and solving equations and inequalities. 4. Demonstrate Calculus proficiency in using differentiation and integration to solve problems.
Student Learning Outcomes/Components:
1. Demonstrate proficiency in arithmetic, algebra, and geometry. 1.1 Arithmetic
1.11 Mathematical Readiness (ALEKS MAT109) 1.2 Algebra
1.21 Algebra and Geometry Review (ALEKS MAT 113) 1.3 Geometry
1.31 Geometry (ALEKS MAT100) 1.32 Graphs and Functions: Distance and Midpoint Formulas, Circles (ALEKS MAT113)
2. Construct and interpret algebraic and statistical graphs, diagrams, and formulas. 2.1 Descriptive Statistics (MAT 109 ALEKS)
2.11 Graphical Displays (MAT109 ALEKS) 2.12 Descriptive Measures (MAT109 ALEKS
2.2 Graphs and Functions (MAT 113 ALEKS) 2.21 Graphs of Equations (MAT113 ALEKS) 2.22 Functions (MAT113 ALEKS) 2.23 Graphs of Functions (MAT113 ALEKS)
3. Model phenomena by formulating and solving equations and inequalities. (Equations and Inequalities, ALEKS MAT113) 3.1 Equations and Inequalities (ALEKS MAT 113) Set up and solve linear equations.
3.11 Linear Equations and Applications (ALEKS MAT113) 3.2 Equations and Inequalities (ALEKS MAT 113) Set up and solve linear inequalities.
3.12 Linear Inequalities and Applications (ALEKS MAT113)
4. Demonstrate Calculus proficiency in using differentiation and integration to model applications. 4.1 Implement differentiation in applications.
4.11 Use differentiation in applications such as marginal profit (MAT234) and optimization (MAT 220).
4.12 Find intervals of increasing/decreasing, relative extrema, and inflection points to graph a function.
4.2 Utilize integration in applications. 4.21 Use integration to find the area under a curve.
General Education Goal: Physical and Life Sciences
This area of study will train the student to comprehend and apply the basic principles of science and methods of scientific inquiry.
Goal competencies:
(1) Demonstrate a practical understanding of scientific concepts.
(2) Develop a scientific process for solving problems.
(3) Conduct research on questions of scientific interest.
(4) Design and perform experiments to test scientific theories, models, and
hypotheses.
(5) Communicate results from research or experiments in a presentable format.
Student learning outcomes:
1 Demonstrate a practical understanding of scientific concepts.
1.1 Acquire a meaningful knowledge base.
1.2 Show an awareness of how ideas in science evolve over time.
1.3 Organize and express in their own words scientific concepts.
1.4 Exchange scientific ideas and information with other students.
2 Develop a scientific process for solving problems.
2.1 Make observations and measurements.
2.2 Formulate hypotheses and models.
2.3 Evaluate possible solutions based on scientific theories.
3 Conduct research on questions of scientific interest.
3.1 Read and comprehend scientific literature.
3.2 Discuss and evaluate the information acquired.
3.3 Relate scientific knowledge to real world issues.
3.4 Base conclusions on credible scientific sources.
4 Design and perform experiments to test scientific theories, models, and
hypotheses.
4.1 Generate a hypothesis and design an experiment to test that
hypothesis.
4.2 Demonstrate practical laboratory skills.
4.3 Evaluate the reliability and validity of measurements.
4.4 Judge the adequacy of evidence supporting a hypothesis.
4.5 Develop alternative interpretations of the data.
5 Communicate results from research or experiments in a presentable format.
5.1 Articulate knowledge of scientific concepts.
5.2 Organize content in a logical fashion.
5.3 Analyze results and draw conclusions.
5.4 Deliver content in an oral or written report.
General Education Goal: Information Technology
The students will develop the skills and knowledge to use
information through appropriate technology and media.
Competencies
1. Define common and fundamental terminology and concepts
related to digital devices
2. Create electronic documents
3. Communicate information electronically
4. Develop web-based research skills
5. Recognize the use and impact of electronic information on society
Student Learning Outcomes: Information Technology
1 The student will be able to define common and fundamental
terminology and concepts related to digital devices
1.1 Computer system components and functions
1.2 Input, Output and Storage Devices
1.3 Systems software
1.4 Application software
2 The student should be able to create electronic documents.
2.1 Word processing
2.2 Spreadsheets
2.3 Presentations
3 The student should be able to communicate information
electronically.
3.1 Email
3.2 Social Media
4 The student should be able to develop web-based research skills.
4.1 Search Engines
4.2 Subject Directories
5 Recognize the use and impact of electronic information on society
5.1 Identify the risks of electronic information and explain
their impact on society
5.1.1 Wikis, blogs, privacy, identity theft, copyright issues,
malware
5.2 Identify the benefits of information technology and explain
their impact on society
5.2.1 Connectivity, sharing, collaboration, online learning
March&03,&2017!
Senate&Committee&on&Academic&Assessment&Timeline&for&Assessing&the&General&Education&Goals&(GEGs)&
&
May,&2016&GEG&6:&&Information&Literacy&
&
December,&2016&GEG&6:&&Information&Literacy&
&
May,&2017&GEG&4:&&Mathematics&
&
December,&2017&GEG&5:&Physical&and&Life&Sciences&
&
May,&2018&GEG&4:&&Mathematics&
&
December,&2018&GEG&5:&Physical&and&Life&Sciences&
&
May,&2019&GEG&2:&&Humanities&and&Fine&Arts&
&
December,&2019&GEG&3:&Social&and&Behavioral&Sciences&–&Psychology,&Sociology,&History,&Economics&
and&Politics&
&
May,&2020&GEG&2:&&Humanities&and&Fine&Arts&
&
December,&2020&GEG&3:&Social&and&Behavioral&Sciences&–&Psychology,&Sociology,&History,&Economics&
and&Politics&
&
May,&2021&GEG&1:&&Communication&–&Written&and&Oral&
&
December,&2021&GEG&6:&&Information&Literacy&
&
May,&2022&GEG&1:&&Communication&–&Written&and&Oral&
&
December,&2022&GEG&6:&&Information&Literacy&
&
Note:&&This&timeline&will&be&reviewed®ularly&and&adjustments&will&be&made&as&needed&in&order&to&assess&all&General&Education&Goals&quickly&and&effectively.& &
2016%–%May% ! %!
General'Education'Assessment'–'2016''May,'2016:'%On%May%17,%2016,%faculty%gathered%to%assess%General%Education%Goal%6%–%Information%Literacy.%Classroom%artifacts%were%used%for%the%assessment.%The%specific%learning%outcome%was%GEG%6.2%E%The%student%will%be%able%to%create%electronic%documents:%%spreadsheets.%%Each%team%of%two%was%responsible%for%scoring%the%assigned%classroom%artifacts%which%consisted%of%artifacts%from%CSC%106.%Using%rubrics%created%by%JWCC%Faculty,%each%team%member%scored%the%artifacts%in%a%twoEstep%process,%1)%read%and%score%the%artifact%individually%and%record%the%score%on%the%individual%score%sheetO%%2)%compare%the%scores%of%each%team%member%and%record%a%consensus%score%on%the%combined%score%sheet.%%%%%%%%%%
Rev. 5/12/16
JOHN WOOD COMMUNITY COLLEGE General Education Assessment
Learning Outcome 6.2.2: The student will be able to utilize current computer software – spreadsheet software
1 Developing
2 Acceptable
3 Excellent
Enter, edit and format: values and labels; apply formatting (bold, italic, currency);
Enter data correctly; no attempt to apply formatting or applied/changed incorrectly
Enter data correctly; one or less errors with the following: apply formatting
Enter data correctly; formatting applied correctly;
Create simple formulas (containing only one mathematical operator)
No use of formulas or one or more formulas incorrect
Create simple formula with correct calculation and mathematical operator but cell references missing
Create simple formula with correct calculation and mathematical operator and correct cell references
Use functions
No functions used or used incorrectly or range incorrect
Missing one of the following commonly used functions:
SUM, AVERAGE, MIN, MAX
Correct use of all of the following functions: SUM, AVERAGE, MIN, MAX
Create chart and add elements (title, legend, data labels)
Incorrect range Correct range; missing one of the following elements: chart title, legend, data labels)
Correct range and contains all of the following elements: chart title, legend, data labels
Assessment of General Education Goal 6.2.2
Results of the May 2016 Assessment
Josh Welker, Director of Institutional Effectiveness
August 25, 2016
General Education Goal 6: Demonstrate the ability to evaluate and apply information technology.
Outcome 2.2: The student will be able to utilize current computer software – spreadsheet software.
A total of 123 student artifacts were collected from CSC 106 courses for the GEG 6.2.2 assessment.
There were 102 demographic sheets collected with the artifacts. Each artifact was scored by a team
consisting of two faculty readers. Each faculty reader scored the artifacts independently, and then a
final consensus rating was given. The artifacts were scored according to the attached rubric on four
components: Enter, edit and format (Format), Create simple formulas (Formulas), Use functions
(Functions), and Create chart and add elements (Create).
The table below (Table 1) displays the student scores– the percentage represents the percentage of
students that received that score. The mean scores for all components were above the Acceptable
rating – more students scored Excellent than Developing. The mean score for the Format component
was also relatively high compared to other assessments. Even though the mean scores were all at a
relatively acceptable and comparable rate to other assessments, there were an abnormally high
frequency of artifacts that were scored as Developing for the Formulas, Functions, and Create
components. The frequencies for these three components indicate, for the most part, students either
understood and did very well, or did not understand at all and did very poorly.
Table 1: Student Scores
Format Formulas Functions Create
1 (Developing) 14% 42% 36% 37%
2 (Acceptable) 28% 1% 15% 10%
3 (Excellent) 59% 58% 49% 53%
Mean 2.45 2.16 2.13 2.15
As a way to measure the reliability of the assessment, inter-rater reliability data was measured and is
displayed in Table 2 below. The measure compares how often the two faculty readers scored an artifact
the same (Agree), had a difference in score by 1 (Differ by 1), or had a difference in score by 2 (Differ by
2). All components had inter-rater reliability that were very high and should be considered well above
the acceptable rate. This generally indicates that the training and/or the rubric were satisfactory.
Table 2: Inter-Rater Reliability
Format Formulas Functions Create
Agree 74% 85% 90% 89%
Differ by 1 22% 7% 5% 7%
Differ by 2 3% 7% 5% 3%
An analysis was also done to examine scoring differences among the different categories of the variables
collected from the demographic sheets (see Table 3 below). The only statistically significant differences
found were in the FT/PT status and age categories. The data showed that full-time students tended to
score higher in the Formulas mean than part-time students. Also, non-traditional students tended to
score higher in the Formulas mean.
Table 3: Demographics
Variable Category n Format Mean
Formulas Mean
Functions Mean
Create Mean
Year at JWCC
1st 73 2.356 2.137 2.082 2.151
2nd 21 2.619 2.429 2.190 2.095
3rd or more 7 2.571 2.143 2.143 2.571
Program Type
Transfer Degree 48 2.479 2.417 2.125 2.063
AAS 11 2.364 2.273 1.727 2.545
Certificate 3 2.333 2.333 2.000 1.667
Don’t Know/Other 38 2.368 1.974 2.263 2.316
FT/PT Status Part-time 26 2.500 2.577* 2.192 2.077
Full-time 97 2.433 2.052* 2.113 2.175
Age Traditional (<=24) 102 2.431 2.069* 2.127 2.157
Non-traditional 21 2.524 2.619* 2.143 2.143
Gender Female 60 2.383 2.217 2.200 2.167
Male 41 2.488 2.171 2.024 2.195
Structured 48 2.500 2.104 2.125 2.104
Delivery Type
Concurrent Enrollment 2 2.000 2.000
3.000
1.000
OLC 13 2.308 2.385 2.231 2.692
Online 24 2.458 2.417 2.125 2.042
Blended 7 2.429 2.143 1.571 2.286
Don’t Know/Other 8 2.250 2.000 2.125 2.375
Transfer Student
Yes 17 2.647 2.412 2.176 2.176
No 78 2.397 2.167 2.090 2.244
John Wood Community College Assessment of Student Learning
General Education Assessment Implementation Form Department: Computer Science Date: 9/12/16 Degree: AA, AS, AFA, AGA, AAS, AES Person Completing Form: Barb Stoll
Goal and Student Learning Outcome Assessment Activity Assessment Results Use of Results
Program Goal #6: The students will develop the skills and knowledge to use information through appropriate technology and media.
Learning Outcome 6.2.2: The student will be able to create electronic documents: spreadsheets
Student Final Projects – Part 3 from CSC 106 will be assessed for the following: enter, edit and format text
and numbers in a spreadsheet
create simple formulas create functions create and enhance charts An average score of 2.0 or better will be considered acceptable.
123 student Final Projects – Part 3 from CSC 106 will be assessed. Student score averages were as followed: Enter/Edit/Format: 2.4 Create formulas: 2.2 Create functions: 2.1 Create charts: 2.1
Although results were within the acceptable range, concern was expressed about creating functions and creating charts. Problems with charts included using the incorrect range and missing chart title and axis titles. Additional information will be provided to students to clarify these areas. The rubric will also be adjusted based on feedback from the scorers.
Evaluation of Assessment Process
Assessment for General Education Goal # 6.2.2 - May 17, 2016 Reponses to the following questions: 1. In what ways was the rubric hard to use?
•! Some of the categories were vague, needs more specific examples. •! Hard to get a score of 2 for formulas & functions; need to give students credit for
formulas → 2 or less formulas incorrect functions → missing 2 or more or used incorrectly.
•! Did not account for some things. •! Revise to include no either/or situations in Simple Formula Category.
2. In what ways was the rubric easy to use?
•! It gave 3 choices … which is good. Too many choices makes it difficult to choose. •! Very well laid out. Knew what I was looking for. •! Charts. •! Well laid out visually. •! 1 & 3 were clearly explained and easy to score.
3. How can we improve the rubric so that it would be more effective in assessing this General Education Goal?
•! Needs to address if something is skipped or forgotten. •! Formula vs. function, if range wrong but get right answer. •! Hard to get a score of 2 for formulas & functions; need to give students credit for
formulas → 2 or less formulas incorrect functions → missing 2 or more or used incorrectly.
•! Row 1 – needs to account for some data not being entered state whether formatting only for numbers or also for column width & font size. Row 2 – if 1 formula off, students scored 1, perhaps allow 1 error for a 2 (so use or condition in column 2). Row 3 – Same as above but with range being incorrect.
•! Broaden 2 score to give students some credit for applying some concepts.
4. What factor(s) about the artifacts made them difficult to assess? •! I was in PDF format so not able to check formulas & functions & some didn’t have
students full names in them. •! Row 1 – needs to account for some data not being entered state whether formatting
only for numbers or also for column width & font size. Row 2 – if 1 formula off, students scored 1, perhaps allow 1 error for a 2 (so use or condition in column 2). Row 3 – Same as above but with range being incorrect.
•! No problems. 5. What factor(s) about the artifacts made them easy to assess?
•! They were objective. •! On USB Drive. •! Nice that they were on computer.
6. How can we improve the process for assessment that we have used today?
•! The process is fine. •! Adjust rubric in spots. •! It was good. •! No issues.
Comments:
2016%–%May% ! %!
General'Education'Assessment'–'2016''December,'2016:'%On%December%20,%2016,%faculty%gathered%to%assess%General%Education%Goal%6%–%Information%Literacy.%Classroom%artifacts%were%used%for%the%assessment.%The%specific%learning%outcome%was%GEG%6.2%F%The%student%will%be%able%to%create%electronic%documents:%%spreadsheets.%%Each%team%of%two%was%responsible%for%scoring%the%assigned%classroom%artifacts%which%consisted%of%artifacts%from%CSC%106.%Using%rubrics%created%by%JWCC%Faculty,%each%team%member%scored%the%artifacts%in%a%twoFstep%process,%1)%read%and%score%the%artifact%individually%and%record%the%score%on%the%individual%score%sheetO%%2)%compare%the%scores%of%each%team%member%and%record%a%consensus%score%on%the%combined%score%sheet.%%%%%%%%%%
Rev. 12/15/16
JOHN WOOD COMMUNITY COLLEGE General Education Assessment
Learning Outcome 6.2.2: The student will be able to utilize current computer software – spreadsheet software
1 Developing
2 Acceptable
3 Excellent
Enter and edit data correctly: on Payroll sheet only
Two or more data entry errors
One data entry error All data entered correctly
Format: values - apply formatting (accounting, currency or comma);
No attempt to apply formatting or two or more errors in formatting
One error in formatting All formatting applied correctly
Create simple formulas: (containing only one mathematical operator)
No use of formulas Create simple formula with correct calculation and mathematical operator but cell references missing, or incorrect use of function in a formula
All formulas correct, with correct cell references
Use functions:
SUM, AVG, MIN, MAX required
No functions used Missing one or more of the required functions, or errors in arguments
Correct arguments used for all of the required functions
Create column chart: any chart type including 2-D and 3-D, clustered and stacked
Missing chart or incorrect range*
* Correct range should be A4:E7
Correct range but incorrect chart type
Correct range and correct chart type
Add elements to the Chart:
Title and legend required
Missing or incorrect legend
Correct legend, but Title missing.
Correct title and legend.
Assessment of General Education Goal 6.2
Results of the December 2016 Assessment
Josh Welker, Dean of Business Services and Institutional Effectiveness
January 31, 2017
General Education Goal 6: Demonstrate the ability to evaluate and apply information technology.
Outcome 6.2.2: The student will be able to utilize current computer software – spreadsheet software.
A total of 173 student artifacts were collected from CSC 106 courses for the GEG 6.2.2 assessment.
There were 163 demographic sheets collected with the artifacts. Each artifact was scored by a team
consisting of two faculty readers. Each faculty reader scored the artifacts independently, and then a
final consensus rating was given. The artifacts were scored according to the attached rubric on six
components: Enter and edit data correctly (EnterEdit), Format (Format), Create simple formulas
(Formulas), Use functions (Functions), Create column chart (Create), and Add elements to the chart
(Add).
The table below (Table 1) displays the student scores– the percentage represents the percentage of
students that received that score. The mean scores for all components were above the Acceptable
rating with more students scored Excellent than Developing. When compared to the May 2016
assessment, the Create and Formulas components both showed improvement. The Create component
mean score increased from 2.15 to 2.32 while the Formulas mean score increased from 2.16 to 2.61.
However, the Format and Functions components mean scores went down slightly. The Format
component mean score decreased from 2.45 to 2.21 while the Functions component decreased from
2.13 to 2.09. Overall, the frequency distributions were very good with very few artifacts being scored as
Developing.
Table 1: Student Scores
EnterEdit Format Formulas Functions Create Add
1 (Developing) 2% 22% 8% 17% 30% 12%
2 (Acceptable) 15% 35% 23% 57% 8% 11%
3 (Excellent) 84% 43% 69% 26% 62% 78%
Mean 2.82 2.21 2.61 2.09 2.32 2.66
As a way to measure the reliability of the assessment, inter-rater reliability data was measured and is
displayed in Table 2 below. The measure compares how often the two faculty readers scored an artifact
the same (Agree), had a difference in score by 1 (Differ by 1), or had a difference in score by 2 (Differ by
2). All components had inter-rater reliability that were very high and should be considered well above
the acceptable rate. This generally indicates that the training and/or the rubric were satisfactory. In this
case, it also likely due to the very objective nature of the components and rubric.
Table 2: Inter-Rater Reliability
EnterEdit Format Formulas Functions Create Add
Agree 98% 94% 99% 99% 98% 99%
Differ by 1 2% 5% 1% 1% 1% 1%
Differ by 2 0% 2% 1% 0% 1% 0%
An analysis was also done to examine scoring differences among the different categories of the variables
collected from the demographic sheets (see Table 3 below). There were five sets of statistically
significant differences found. There were significant differences between student artifacts taken from
students based on their year at JWCC in the Functions component with students in their first year at
JWCC scoring higher. Non-traditional students tended to score higher in the Add component than
traditional students. There were also significant differences in the EnterEdit and Format components
with students in structured courses scoring higher than OLC or online and students in online scoring
higher than those in OLC. Finally, students who transferred into JWCC tended to score higher in the Add
component than native JWCC students.
Table 3: Demographics
Variable Category N EnterEdit
Mean Format Mean
Formulas Mean
Functions Mean
Create Mean
Add Mean
Year at JWCC
1st 108 2.82 2.24 2.69 2.19* 2.38 2.68
2nd 39 2.79 2.23 2.51 1.87* 2.21 2.62
3rd or more 15 3.00 2.07 2.67 1.93* 2.47 2.73
FT/PT Status
Full-time 120 2.83 2.28 2.64 2.12 2.34 2.65
Part-time 40 2.85 2.10 2.63 2.05 2.33 2.73
Age Traditional (<=24) 128 2.84 2.23 2.65 2.08 2.30 2.63*
Non-traditional 34 2.82 2.21 2.62 2.15 2.53 2.82*
Gender Female 82 2.83 2.18 2.62 2.02 2.32 2.62
Male 78 2.83 2.26 2.65 2.14 2.36 2.71
OLC 26 2.54* 1.85* 2.62 2.15 2.38 2.69
Delivery Online 51 2.80* 2.12* 2.69 1.96 2.22 2.65
Structured 86 2.92* 2.40* 2.62 2.15 2.42 2.67
Transfer Student
Yes 15 2.87 2.40 2.67 2.33 2.40 3.00*
No 136 2.82 2.21 2.63 2.06 2.35 2.65*
John Wood Community College Assessment of Student Learning
General Education Assessment Implementation Form Department: Computer Science Date: 2/15/17 Degree: AA, AS, AFA, AGA, AAS, AES Person Completing Form: Barb Stoll
Goal and Student Learning Outcome Assessment Activity Assessment Results Use of Results
Program Goal #6: The students will develop the skills and knowledge to use information through appropriate technology and media.
Learning Outcome 6.2.2: The student will be able to create electronic documents: spreadsheets
Student Final Projects – Part 3 from CSC 106 will be assessed for the following: enter, edit text format numbers create simple formulas create functions create charts enhance charts An average score of 2.0 or better will be considered acceptable.
173 student Final Projects – Part 3 from CSC 106 will be assessed. Student score averages were as followed: Enter/Edit: 2.8 Format numbers: 2.2 Create formulas: 2.6 Create functions: 2.1 Create charts: 2.3 Enhance charts: 2.6
Although results were within the acceptable range, concern was expressed that creating functions was still low even though additional information about functions was provided. We will look at this element by delivery method to determine if there is an issue. Additional practice with functions may be added for the Fall 2017 semester. With revisions, the rubric worked well.
