ࡱ> [ 2ebjbj ΐΐ\)))8aT)+VUUUUUUU$CXZUUUUUjOT5Q)*jQ2UU0+VQJk[*|k[dTk[TUU +Vk[ : IDENTIFICATION OF ASSESSMENT EXEMPLARS purpose: The WASC Academic Quality team would like to highlight specific examples of excellence in assessment and the use of evidence to improve academic quality in the AQ essay for our self-study. Directions: We ask each school or college to identify three to five assessment activities, results of which contributed produced a change in degree programs, teaching methods or pedagogy. The AQ team suggests that the units AAC and/or faculty generate a list of recommendations, and then agree on 3-5 to present. Once the assessment activities have been identified, we ask the Dean/Ex. Director to identify activities that are outstanding examples of using assessment to improve academic quality. Please provide the list of 3-5 in the table below. An example is provided for your assistance. CNAS Assessment Committee Assessment Activities Submitted by: Dr. Henry J. Taijeron ASSESSMENT ACTIVITY  PROGRAM SUMMARY OF OUTCOMES AND CHANGESCNAS Assessment Committee (chaired by Dr. Henry J. Taijeron) met monthly beginning fall 2004 and worked diligently with program faculties on facilitating, presenting, discussing, etc. assessment activities especially those that are WASC mandated and to prepare for the WASC visits in spring 2005, spring 2007, and spring 2009. The following subcommittees representing CNAS degree programs were formed to accomplish its goal: AG/CFS: Agriculture & Consumer and Family Sciences Degree Programs (Current Member: Dr. Prem Singh); Biology: Biology Degree Program (Current Members: Dr. Frank Camacho and Dr. Maria Schefter); Chemistry: Chemistry Degree Program (Current Member: Dr. Maika Vuki) CS/CIS: Computer Science & Computer Information Systems Degree Programs (Current Members: Dr. Fenglien Lee and Dr. Carl Swanson); Math: Mathematics Degree Program (Current Members: Dr. Alicia Aguon, Prof. Han Tower Chen, Dr. Anatole Grishin and Dr. Grazyna Badowski). AgricultureProgram-level WASC-required assessment being conducted (presented assessment plan @ WASC poster session held in spring 2007 and to be completed fall 2008); Class-level assessments being conducted in AG101, AG102 and AG281; College-wide Presentation/Workshop of updates on assessment activities in spring 2008; Finalized Program Goals and Objectives spring 2008 (now listed in UOG 2008-2009 Catalog); Insertion of defined SLOs in course outlines and Curricular Mappings (CMs) summer 2008 (To be completed fall 2008 and posted at CNAS website);2. Activities described in 1. Above plus activities being conducted from grants such as RISE;Biologya. Biology was already ahead of other CNAS degree program faculty in conducting program-level/class-level assessment activities, establishing biology program goals and objectives, etc.; Program-level WASC-required assessment being conducted (presented assessment plan @ WASC poster session held in spring 2007); Faculty currently conducting assessments in multiple section classes and their support program in nursing using BI124/125; Jan 07 Biology sponsored workshop on student-centered Problem Based Learning (PBL); Presenters are: Dr. George Watson, a physicist and Dean of Arts and Sciences at U. Delaware; Dr. Mark Serva, Computer Scientist @ U. Delaware; PBL is a flexible, student-centered, and researched way to guide university student learning; College-wide Presentation/Workshop of updates on assessment activities in fall 2007; Insertion of defined SLOs in course outlines and Curricular Mappings (CMs) spring 2008 (To be completed Fall 2008 and posted at CNAS website); Activities described in 1. Above.ChemistryProgram-level WASC-required assessment being conducted (presented assessment plan @ WASC poster session held in spring 2007 and to be completed fall 2008); Pre- and Post tests assessments being conducted in CH102 and CH10 to analysis quantitative skills; Lab assessment rubrics - being conducted in CH100, CH102, CH310; Dr. Maika Vuki with Dr. Fenglien Lee attended the WASC-AAHE Assessment conference @ Cal Poly Pomona fall 2007; College-wide Presentation/Workshop of updates on assessment activities in spring 2008; Finalized Program Goals and Objectives Spring 2008 (now listed in UOG 2008-2009 Catalog); Insertion of defined SLOs in course outlines and Curricular Mappings (CMs) Summer 2008 (To be completed Fall 2008 and posted at CNAS website); Activities described in 1. AboveConsumer and Family SciencesProgram-level WASC-required assessment being conducted (presented assessment plan @ WASC poster session held in spring 2007 and to be completed fall 2008); Pre-test administered spring 2008 to freshman- and sophomore- level students enrolled in CF120 and CF140. The post-test was administered to graduating students enrolled in CF491; College-wide Presentation/Workshop of updates on assessment activities in spring 2008; Finalized Program Goals and Objectives Spring 2008 (now listed in UOG 2008-2009 Catalog); Insertion of defined SLOs in course outlines and Curricular Mappings (CMs) Summer 2008 (To be completed Fall 2008 and posted at CNAS website);Activities described in 1. AboveComputer Science and Computer Information SystemsProgram-level WASC-required assessment being conducted (presented assessment plan @ WASC poster session held in spring 2007 and to be completed fall 2008); Dr. Fenglien Lee with Dr. Maika Vuki attended the WASC-AAHE Assessment Conference @ Cal Poly Pomona fall 2007; Class-level assessments conducted spring 2008; College-wide Presentation/Workshop of updates on assessment activities in spring 2008; Finalized Program Goals and Objectives Spring 2008 (now listed in UOG 2008-2009 Catalog); Insertion of defined SLOs in course outlines and Curricular Mappings (CMs) Summer 2008 (To be completed Fall 2008 and posted at CNAS website);Activities described in 1. AboveMathematicsProgram-level assessment being conducted (presented assessment plan @ WASC poster session held in spring 2007 and to be completed fall 2008); Dr. Anatole Grishin, Dr. Hideo Nagahashi, & Dr. Henry Taijeron attended the Developmental Math assessment conference held @ U. Texas, Austin, summer 2007; MA422/MA411 now being used as capstone courses for program-level assessments; Math GE conducted spring 2008 using MA110 and report sent to university-wide GERC; Developmental Math assessment using MA085 conducted spring 2008; College-wide Presentation/Workshop of updates on assessment activities in spring 2008; Math Day Conference conducted by Dr. Alicia Aguon & Dr. Grazyna Badowski for high school teachers and students; Finalized Program Goals and Objectives Spring 2008 (now listed in UOG 2008-2009 Catalog); Insertion of defined SLOs in course outlines and Curricular Mappings (CMs) spring 2008 (To be completed Fall 2008 and posted at CNAS website); Agriculture Degree Program Assessment Activities Submitted by: Dr. Prem Singh ASSESSMENT ACTIVITYPROGRAM SUMMARY OF OUTCOMES AND CHANGES1. Pre- and Post-Test assessment were conducted in AG101, AG102 and AG281Bachelor of Science in Tropical Agricultural ScienceAssessment results indicated that there were areas in course contents that would need revision or need changes in teaching methods. Often students do not have enough knowledge to understand basic sciences that should be taught in K-12.2. Observation of student activity by a supervisor and report submission to instructor by the supervisor to the teaching faculty (AG498 intern program)Bachelor of Science in Tropical Agricultural ScienceSuccess of the intern program is the good communication among the supervisor, student and instructor. Faculty use these results to adjust / change /select the collaborative institution where they would accept our students as interns.3. Observation of student participation in lab and field work AG 102Bachelor of Science in Tropical Agricultural ScienceAssessment data becomes essential to adjust and change lab and field work in AG courses.  Biology Degree Program Assessment Activities Submitted by: Dr. Maria Schefter ASSESSMENT ACTIVITYPROGRAM SUMMARY OF OUTCOMES AND CHANGES1. MA 394 (Biostatistics) - Because of student difficulties in the required BI 412 Biometrics, Math faculty conducted pre-test of students at start of course to assess preparedness. Biology and MathematicsResults showed that a statistics course tailored to biology would better prepare students for BI4than the present requirement of MA394 Statistics. Results were used to support a successful grant application; course development of the course is underway by Prof. Tower Chen; course will be piloted in Spring 2009. 2. Bi 124 125 (Anatomy & Physiology)- Evaluation of multiple-section lecture and lab classes in BI 124 and BI 124L - structure, content, and student evaluation / grading Program Support in BiologyUniformity in structure, content, and evaluation, was needed across all sections. Staffing was inadequate to the demand for the class. Changesan adjunct instructor and 2 graduate students were hired to run the 6 lab sections. A single instructor teaches the lectures and coordinates all the lab sections. Enrollment issues (class overrides, etc.) were solved by a single instructor, to ensure that all labs and lectures are approximately equal in size to ensure student-to-instructor ratios. A common syllabus, timetable, and SLOs were prepared, and given to the students. Weekly lab meetings among all instructors ensure consistency among sections. A single instructor writes all the quizzes, tests, and examples, with multiple versions within and between sections. Common lab exams (5) are administered in a single day, to all students in the lab. Staffing continues to be inadequate to the demand for the class, as well as the projected future enrollments.3. Bi 124 125 (A&P) Pre- and post-test assessments were conducted for 91 students in BI 124 in Fall 2007; Pre- and post-test assessments were conducted for 86 students in BI 125 in Spring 2008Program Support in BiologyData input and analysis is not complete. Projected outcomes and changesIt may be necessary to change the amount of time spent on particular sections that the students find especially difficult.4. Bi 124 125 (A & P) Pre-test assessments were conducted for 147 students in BI 124 in Fall 2008Program Support in BiologyAssessment of student post-tests in December 2008. Projected outcomes and changesstudents may need more instructional time, therefore begin to move some evaluation to web-based systems. Students may have difficulty making the transition from memorization to critically thinking about the subject matter. It may be necessary to build in a critical thinking module.5. BI310 (Evolution) - Students do a critical review of a research articles with the application of knowledge from the course and with the application of a scoring rubric.Biology Assessment data used to focus instruction and exams on problem-solving and hypothesis testing. 6. BI 120 Scientific Prose, 320 Biodiversity Photomicroscopy, 321 Scientific Arguments (also called SciComm 1, 2, and 3) Various measures and anecdotal reports from science faculty revealed student need for increased skills in reading and writing science.Biology (and Education if Ed majors take the new courses)Three required one-credit science communication courses were developed under an ED MSEIP federal grant; based on assessment and new learning by faculty, structured critical thinking and responsible conduct of scientific research are being integrated under a UOG NIH RISE grant.  Chemistry Degree Program Assessment Activities Submitted by: Dr. Maika Vuki ASSESSMENT ACTIVITYPROGRAM SUMMARY OF OUTCOMES AND CHANGES1. CH102 and CH103: Pre- and Post test; Normal Test analysis using a rubric adapted to assess the quantitative skills. ChemistryAssessment results show students difficulty in integrating two or more concepts for solving quantitative problems. We emphasize on quizzes as one area to re-enforce their learning skills. The frequency of spot quizzes was increased together with its weighting in the overall assessment.. Test results from Fall 2008 show some marked improvement in student overall performance. Student participation in class has also increased as these problem solving exercises are discussed. Exam were also split to two parts ( mid-term and end of semester final) to enable students to prepare well.2. CH100, CH102, CH103, CH310 Laboratories. Assessment rubrics for some laboratory exercises and in the laboratory practical exam were issued before the task ChemistryStudents had a very clear expectation under the categories listed. The level of competence in conducting experimental exercise was better. The supervision effort was less demanding for the faculty. However the calculation based on theoretical quantitative problems show some deficiencies. A similar approach based increase emphasis on spot quizzes is currently tested. 3. Chemistry Program student learning outcomesChemistryAll chemistry courses student learning outcomes have been revised. The involvement of all faculty members has helped in identifying the major focus of the assessment activity. 4. Chemistry Program assessment seminarChemistryChemistry faculty presented results of assessment to the college. Some feed back on data analysis and interpretation was considered for improvement. 5. Chemistry Program GoalsChemistryThe program goals have been revised and linked to the SLO and is presently used for assessment and course revision. 6. Chemistry Student Seminar Introduced to two courses ChemistryOne area that became obviously lacking from the revised SLO was on the communication and research skills. Students seminar presentation was included in two courses and is currently monitored. 7. CH101 and CH101L A 4 credit course with lecture and labChemistryThis course was separated to 3 + 1 credit hours to clearly project the laboratory and lecture components. Faculty teaching load are clearly defined and less confusion on students for class timetable8. American Chemical Society standardized examChemistryThese exams have been used in some of our courses for a number of years. Data analyses on the results show some high and low performance which was attributed to the cohort of students at those periods. The overall results compares well to the national average. Computer Science/Computer Information Systems (CS/CIS) Degree Programs: Submitted by: Dr. Fenglien Lee ASSESSMENT ACTIVITYPROGRAM SUMMARY OF OUTCOMES AND CHANGESAssessment for CS315 (Database Management Systems) by Dr. Fenglien Lee: Using the Microsoft Access to design a simple business database system to assess student learning outcomes (SLO) in this course. To reach the goal, students should be able to achieve the following objectives: Data collection, organization and understanding; Using collected data to create and normalize tables; Using normalized tables to create, test and implement the database; Database management and customer training.Computer Science, Computer Information SystemsFrom the assessment results, we found that Most students are able to reach objectives 1 and 3 successfully; For objective 2, Dr. Lee had to emphasize both theoretical and practical aspects on table normalization; For objective 4, Dr. Lee had to give students more time to develop database management and user training skills. Dr. Lee will continue to do similar assessments for CS315 to improve SLOs if necessary.  Consumer and Family Sciences (CFS) Degree Program Assessment Activities Submitted by: Dr. Rachael Leon Guerrero ASSESSMENT ACTIVITYPROGRAM SUMMARY OF OUTCOMES AND CHANGES1. Pre- and Post-test assessments were among CFS students in the Spring, 2008. Questions for the Pre- and Post-Test were based on the 16 CFS Degree Program Learning Objectives. For each of the 16 objectives, at least 3 objective questions were developed. Questions came from actual exams in CFS courses. The pre-test was administered to freshman- and sophomore- level students enrolled in CF120 and CF140. The post-test was administered to graduating students enrolled in CF491. Consumer & Family Science Assessment results showed strong retention of the material covered in CFS courses. Graduating seniors had significantly higher post-test scores compared to pre-test scores of freshmen and sophomore students. The following is a comparison of the scores: Mean Mean Pre-test scores Post-test scores Nutrition/food questions 6.4 /11 10/11 Textile questions 1.7/4 3.6/4 Family Res questions 11/20 19/20 Total Score 19.25/35 32/35 Graduating seniors scored well in all areas within CFS. Pre-test scores indicate that freshmen and sophomore students have some base knowledge of finances/family resources and nutrition, but very little clothing/textile knowledge. Mathematics Degree Program Assessment Activities Submitted by: Dr. Grazyna Badowski ASSESSMENT ACTIVITYPROGRAM SUMMARY OF OUTCOMES AND CHANGES1. Exit Test conducted in MA085 in Fall, 2006 MathematicsAssessment results showed weak retention of the material covered and inadequate preparation of the students for the MA161/165 courses. Changes: introduced level I and II exit tests in MA085 to give students opportunity to review material, started MA088, Intermediate Algebra Class for science majors to provide students better preparation before taking MA161/1652. Pre- and Post-Test assessments were conducted in MA165 in the Spring 2007 MathematicsResults showed that students have very weak algebra skills coming in the class and they do not improve them in the end. Also students have weak problem solving skills. Changes: again the assessment results confirmed the need for Intermediate Algebra Class, MA088 to be required before taking MA165. Introduced workshop component modeled on Emerging Scholars Program started by Uri Treisman at Berkeley. In the workshops, students work in cooperative groups on challenging problems assisted by both an instructor and an undergraduate student assistant. Submitted by: Dr. Henry J. Taijeron ASSESSMENT ACTIVITYPROGRAM SUMMARY OF OUTCOMES AND CHANGES1. MA085/MA110 assessments: Class-level assessments using Pre-test done with 2-3 math faculty initiated by Prof. Chen showed that students placed in MA110 via math placement test performed better than those who exited MA085 (Same results in Study stated in 2 below); Significant % of students taking MA085 who were surveyed indicated that they would like a lecture-type class instead of self-paced; Other assessment studies in math and concerns from faculty not only math but from other disciplines plus and also from students contributed to outcomes and changes here.MathematicsThe offering of MA084a-b, lecture-type format in teaching developmental math; Exit exams now being conducted in the Developmental Math Program;Study on Student Success/Failure Rates in Mathematics for Fall 2004, Spring 2005, Fall 2005 and Spring 2006 showed that about 68% of students placed in MA161a via our math placement test passed with Cs or better, while only 48% who exited MA110(prerequisite for MA161a) passed with Cs or better. Similarly, this study showed that about 82% of students placed in MA165 via our math placement test passed with Cs or better, while only 47% who exited MA110 (prerequisite for MA165) passed with Cs or better. Other assessment studies in math and NS also contributed to outcomes and changes here. MathematicsMA088 (A more intense course in intermediate algebra), now being proposed as MA115, replaced MA110 (will replace MA110) as the prerequisite for MA161a/MA1654. The study in 2 was motivated during the spring 2005 semester by the Registrars report that a significant % of students who enrolled in MA085 for the first time exited MA085 within one semester.MathematicsChanged math placement cutoff(s) score: Math Placement into MA110 or higher changed from >17 out of 25 correct answers down to >14 out of 25 correct answers. Assessment studies and the study in 2, showed concerns in the success/failure rates of students especially students exiting our math prerequisite courses as compared to students being placed in our math courses.MathematicsThe ESP Method of teaching is currently being conducted in MA161a/M165 (The ESP method is based on the "Workshop" concept developed by Dr. Uri Treisman at UC Berkeley, and now is run at many universities where the truly exceptional academic success of students in these courses is shown and well documented.CNAS Assessment Committees recommendations on WASC-required assessments: MA422/MA411 now being used as capstone courses for program-level assessments; Math GE conducted spring 2008 using MA110; Developmental Math assessment using MA085 conducted spring 2008.Mathematics Closing the Loop report to be completed fall 2008; Report sent to university-wide GERC; Exit exam now required by students before exiting developmental math programBecause of student difficulties in the required BI 412-Biometrics, Math faculty conducted pre-test of students at start of course to assess preparedness. Mathematics, BiologyResults showed that a statistics course tailored to biology would better prepare students for BI412-than the current MA161a prerequisite. Results were used to support a successful grant application and development of the course is underway by Prof. Tower Chen. Course will be piloted in Spring 2009. Social Work Degree Program Assessment Activities Submitted by: Dr. Gerhard Schwab ASSESSMENT ACTIVITYPROGRAM SUMMARY OF OUTCOMES AND CHANGES1. Annual one-day long retreat of faculty and students to attend to curricular program matters (e.g. focus groups to assess the linkages between GE courses and the social work curriculum). Bachelor of Social WorkAs a result, faculty changed program requirements (e.g. addition of BA110 Principles of Economics and deletion of PS101 Introduction to Government and Politics), developed a new course (SW408 Advocacy in Professional Practice), and implemented faculty training for academic advisement.2. Annual survey of BSW graduates: students rate their achievement levels of educational objectives of BSW Program.Bachelor of Social WorkResults of surveys are discussed and interpreted by faculty. Faculty use these results to adjust / change course materials and teaching methods.3. Field observation: Social work students demonstrate specific practice skills in real-life human services settings. Student performances are observed and assessed by professional field instructors. Bachelor of Social WorkAssessment data becomes content of field instruction related seminars, is discussed and analyzed with students, and used to adjust / change course materials and teaching methods.      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