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Assessmentt Report A&C To Msche Final

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Information about Assessmentt Report A&C To Msche Final

Published on June 14, 2008

Author: orengomoises

Source: slideshare.net

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Assessment of Student Learning College of Arts and Sciences Progress Report March, 2008 Assessment and Continuous Improvement Office (A+ Office) Dr. Vivian Navas Dr. Eddie Marrero Dr. Mario Núñez

Objectives Describe the Arts and Sciences (A&S) Assessment and Continuous Improvement Office (A+) structure Present the model used by A&S to assess student learning Discuss assessment achievements in A&S Present A&S dissemination strategies

Describe the Arts and Sciences (A&S) Assessment and Continuous Improvement Office (A+) structure

Present the model used by A&S to assess student learning

Discuss assessment achievements in A&S

Present A&S dissemination strategies

Arts and Sciences Assessment Office (A+) Structure

A+ Office The Office for Assessment and Continuous Improvement (A+ Office) was created in 2004 to coordinate assessment activities in A&S Office Staff: Director - Dr. Mario Núñez-Molina, Associate Dean of Assessment and Learning Technologies Two assessment consultants Vivian Navas and Eddie Marrero An assessment coordinator for each of the 13 departments

The Office for Assessment and Continuous Improvement (A+ Office) was created in 2004 to coordinate assessment activities in A&S

Office Staff:

Director - Dr. Mario Núñez-Molina, Associate Dean of Assessment and Learning Technologies

Two assessment consultants

Vivian Navas and Eddie Marrero

An assessment coordinator for each of the 13 departments

College of A&S department coordinators Biology: Dra. Vivian Navas Marine Sciences: Dra. Nilda Aponte Social Sciences: Dra. Luisa Guillemard Hispanic Studies: Dr.  Víctor Rivera Economy: Dr. Eduardo Kicinski Physical Education: Dra. Diana Rodríguez Nursing: Prof. Elba Vargas Physics: Dr. Raúl Portuondo Geology: Dr. Fernando Gilbes Humanities: Dr. Christopher Powers English: Dra. Judith Casey Math: Dr. Pedro Vásquez Chemistry: Dr. Francis Patrón and Nairmen Mina

Biology: Dra. Vivian Navas

Marine Sciences: Dra. Nilda Aponte

Social Sciences: Dra. Luisa Guillemard

Hispanic Studies: Dr.  Víctor Rivera

Economy: Dr. Eduardo Kicinski

Physical Education: Dra. Diana Rodríguez

Nursing: Prof. Elba Vargas

Physics: Dr. Raúl Portuondo

Geology: Dr. Fernando Gilbes

Humanities: Dr. Christopher Powers

English: Dra. Judith Casey

Math: Dr. Pedro Vásquez

Chemistry: Dr. Francis Patrón and Nairmen Mina

Arts and Sciences assessment strategy and methodology Monthly meetings to coordinate activities and follow-up Assessment training for coordinators Continuous mentoring to department coordinators

Monthly meetings to coordinate activities and follow-up

Assessment training for coordinators

Continuous mentoring to department coordinators

Department coordinator tasks Coordinate the development of a departmental student learning assessment plan Do one learning assessment cycle (loop) per year Present results and actions taken to other faculty, coordinators and university officials Submit a report

Coordinate the development of a departmental student learning assessment plan

Do one learning assessment cycle (loop) per year

Present results and actions taken to other faculty, coordinators and university officials

Submit a report

Participation incentives 3 credits release time for department coordinator Professional enhancement education credits (CEP Center) for faculty participants Seed money to conduct learning assessment research Opportunity to publish in Avalúo Plus Journal

3 credits release time for department coordinator

Professional enhancement education credits (CEP Center) for faculty participants

Seed money to conduct learning assessment research

Opportunity to publish in Avalúo Plus Journal

Model used by College of A&S to assess student learning

MSCHE recommendation- June, 2005 “ Each program should complete at least one significant assessment project during the next academic year on a topic of importance to that program.”(MSCHE Report, 2005, p.20 )

“ Each program should complete at least one significant assessment project during the next academic year on a topic of importance to that program.”(MSCHE Report, 2005, p.20 )

Assessment strategy A template with the fundamental elements in an assessment project was designed. The template serves as a guide for designing, implementing and reporting the assessment cycle.

A template with the fundamental elements in an assessment project was designed.

The template serves as a guide for designing, implementing and reporting the assessment cycle.

Assessment cycle template Assessed criteria What was assessed – skill or content? Justification Why focus on the selected item? Participants Numbers of students and faculty members impacted by the project? Pre intervention What was done to determine the student’s status on the chosen skill or content before the intervention? Intervention What activities were implemented to improve student performance in the chosen skill or content? Post intervention How was the effectiveness of the intervention determined? Results& discussion What results were obtained? Why? Course of Action Results Dissemination What actions were taken based on these results? Where did you present the results?

Emphasis in closing the loop We continuously emphasized that the assessment of student learning should be viewed as a cycle. Assessment is not completed unless actions are taken based on the results, allowing for continuous improvement of student learning.

We continuously emphasized that the assessment of student learning should be viewed as a cycle. Assessment is not completed unless actions are taken based on the results, allowing for continuous improvement of student learning.

 

Assessment achievements in the Departments of the College of Arts & Sciences

Department Learning Assessment Plan Loop 1 Presentation Loop 1 Final report Loop 2 Presentation Loop 2 Final Report Published in A+ Journal 1.Biology X X X X X   2. Marine sciences X X X X X   3. Social Sciences X X X X X X 4. Economy X X X X X X 5. Nursing X X X X X X 6. Physical Education X X X X X   7. Hispanic Studies X X X X X X 8. Physic X X X X X   9. Geology X X X X X X 10. Humanities X X X X X   11. English X X X X X   12. Math X X X X X X 13. Chemistry X X X X X  

Sample Department Learning Assessment Loop I – August 2006 Learning Assessment Loop II – January 2007 Partiipants Assessed Criteria Participants Assessed Criteria   Faculty Students   Faculty Students   Biology 3 429 Learning in the Introductory Biology II course. 4 279 Learning in the Introductory Biology I course. English 6 250 Written Communication skills 2 60 Written Communication skills Hispanic Studies 5 111 Technological skills 2 57 Writing skills Humanities   118 Critical thinking 8 25 Critical thinking Physical Education 1 21 Sports teaching skills 2 10 Sports teaching skills

Achievements Course improvement: Misconceptions were identified and clarified (Biol) Important concepts and concepts not well learned in previous courses were identified and re-taught (Biol, Econ, Math, Geol, Physics) Student awareness on contemporary issues increased (Marine Sciences)

Course improvement:

Misconceptions were identified and clarified (Biol)

Important concepts and concepts not well learned in previous courses were identified and re-taught (Biol, Econ, Math, Geol, Physics)

Student awareness on contemporary issues increased (Marine Sciences)

Skills development improvement: Student’s methodology for teaching a sport (Phy Ed) Faculty use of technology in the classroom (Social sciences) Thesis statement writing skills (English) Specialized electronic resources (Hispanic Studies) Written (Hispanic Studies) and oral communication (Marine sciences) skills Critical thinking skills (Humanities) Medical report writing skills (Nursing) Lab report writing skills (Chem) Achievements

Skills development improvement:

Student’s methodology for teaching a sport (Phy Ed)

Faculty use of technology in the classroom (Social sciences)

Thesis statement writing skills (English)

Specialized electronic resources (Hispanic Studies)

Written (Hispanic Studies) and oral communication (Marine sciences) skills

Critical thinking skills (Humanities)

Medical report writing skills (Nursing)

Lab report writing skills (Chem)

In progress Third assessment loop project implementation Presentation (may 08) Final report Publication Department assessment plan revision Departmental workshops to increase faculty involvement

Third assessment loop project implementation

Presentation (may 08)

Final report

Publication

Department assessment plan revision

Departmental workshops to increase faculty involvement

Department Loop 3 Assessed Criteria Biology Contemporary scientific issues Social Sciences Technological skills Economy Content Nursing Basic concepts knowledge Humanities Social bookmarking in teaching English Written Communication skills Math Math learning in advance course

Next semester Coordinator will become department assessment facilitator (consultant) Faculty will conduct student learning assessment in their particular courses. Coordinator will mentor them. Coordinator has been empowered Objective: Involve more faculty in assessment

Coordinator will become department assessment facilitator (consultant)

Faculty will conduct student learning assessment in their particular courses. Coordinator will mentor them.

Coordinator has been empowered

Objective: Involve more faculty in assessment

College of Arts and Sciences Dissemination Strategies

Office Weblogs: (http://www.uprm.info/avaluo )

http://uprm.info/avaluo/cierres/

Assessed criteria Assess learning of basic biology concepts and identify misconceptions in General Biology I course Justification Course introduces important concepts necessary for advanced courses. Many course topics are comprised within the Department learning outcomes Impacted population Pre test - 279 students, Post test – 174 students, 2 faculty members Pre- Pretest - first day of class. Int Conventional lectures, laboratory exercises, small group diagnostic test discussion Post- Post test near end of the semester. Results and discussion Students improved performance. Course of Action Incoming and persisting misconceptions as well as missed concepts were identified and re-taught. Faculty was made aware of the misconceptions Results Dissemination Project was summarized at department meeting Project was presented at Arts and Sciences activity

Course introduces important concepts necessary for advanced courses.

Many course topics are comprised within the Department learning outcomes

Pre test - 279 students, Post test – 174 students, 2 faculty members

Pretest - first day of class.

Conventional lectures, laboratory exercises, small group diagnostic test discussion

Post test near end of the semester.

Students improved performance.

Incoming and persisting misconceptions as well as missed concepts were identified and re-taught.

Faculty was made aware of the misconceptions

Project was summarized at department meeting

Project was presented at Arts and Sciences activity

Avalúo Plus: Learning Assessment Journal (http://uprm.info/avaluoplus/ )

Summary

A+ Team

Available Resources PowerPoint presentation Avalúo Plus Journal (both editions) College of Arts and Science Progress report (submitted on May 2007)

PowerPoint presentation

Avalúo Plus Journal (both editions)

College of Arts and Science Progress report (submitted on May 2007)

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