windward.hawaii.edu file · Web viewRead the following Results, Analysis and Action proposals and Use each to answer the following worksheets. There are 5 Scenarios indicated to the

Group #: 1 Reviewing of Results and Analysis and

Action Proposals of Some Course Assessments

Instructions:Read the following Results, Analysis and Action proposals and Use each to answer the following worksheets. There are 5 Scenarios indicated to the left as A, B, C, D, or E.

Scenario Results & analysis Actions Proposed

A

In the spring 2010 semester, 11 students completed the layout assessment and all passed. Of the 11, six earned A's and five earned B's. All 11 students were able to complete a "dummy layout" for the page and apply it to a digital version in InDesign. They also demonstrated that they could use the program and style sheet to choose appropriate fonts for headlines, bylines, captions, and photo credits. The major difference between those who earned A's and those who earned B's was in attention to detail -e.g. errors in proofreading, typos, column alignment, and omission of last steps to "finish off" the page, such as borders around photos, etc.

Overall I was pleased to see that the students seemed to grasp most of the basic skills we were testing for. However, the results of this assessment have reinforced the need to train students to pay attention to the small details that make the difference between a professional publication and one that appears more amateurish and sloppy. Most students haven't had the experience in attending to this level of accuracy in publication and need practice in a wide range of related skills - from grammar and mechanics and Hawaiian diacritical marks to thinking visually and making news judgments. My plan is to give the class more practice in identifying those kinds of errors. We'll be using page layouts that have embedded errors so they can develop their skills between issues. With the publication of four issues each semester, we often feel the pressure of deadlines with less time to practice basics. The challenge is to teach the whole range of skills used to produce a newspaper - from journalistic writing to photography and web research to page and graphic design - and still meet out publication deadlines.

B

Course SLO 1: 6% unsatisfactory. Crs SLO 2: 15% unsatisfactory. CSLO 3: 87% unsatisfactory. The assessment shows the SLO has been achieved successfully, and shows marked improvement over the previous assessment in all 3 SLOS. Over the last 2 assessments, the second outcome has scored the lowest and, although satisfactory, we believe it can be strengthened. Emphasis on sharing pedagogy (blue sheets) specific to the SLOs, via meetings & shared documents helped to achieve the satisfactory result.

A task force has been formed to explore using portfolios in all sections of ENG100 & to develop a rubric for a common portfolio assessment of ENG100, possibly in conjunction w/ an in-class final. A portfolio will better assess learning outcome 2, as the breadth of work in a portfolio & the lack of a 2 hour time constraint will allow students to better demonstrate development. A portfolio will also allow us to better assess the other SLOs for ENG100.

C

Students achieved 50%, which is below the benchmark. The correct response is irritability but most chose budding, which deal with asexual reproduction and has nothing to do with receiving and responding to stimuli. I feel that students lacked good quality studying

Students would benefit from reviewing material, forming study groups and asking questions. PowerPoint’s for all lectures are available on my website and students can download the slides for note taking in class and to use as a study guide. Not many brought them to lecture that suggest I need to make it mandatory.

D

Students were expected to attend classes and participate in the class discussion. Field trip reports and class presentation/Service Learning. Garden work and extracurricular activities (i.e. preparing dishes, etc.). 2 exams were given to test their knowledge of ethno botanical plants of HAP. 97-1005 of students has achieved this course level SLO. 85% of students received final grades of A or B. 4 Students out of 26 missed many classes, did not give class presentations. Because of that, three of them received C and one received D in their final grades.

This is a fun class with some hands-on assignments. It requires face-to-face interactions between students/instructor. Group study was encouraged. Students were also advised to have field trips on their own if they couldn't do it at the scheduled time. Late field trip reports were accepted. Course syllabi were available online before the start of the semester. Instructor's expectations were clearly announced in the beginning of the semester. Changes (self-motivations and time allotted for learning) are expected from absentees.

E

Students received an 80% as the final lab grade. Some of the labs were new and need small modifications. Overall, students were motivated to learn and the benchmark for the course was achieved.

I will extend the plant lab to include a GEO caching activity, mapping plants on campus. This lab extension will provide an opportunity for students to use GIS technology and provide the WCC community with a motivational way to learn campus plants and their historical significance.





A

26 of 31 items measuring SLO1 surpassed benchmark. Those needing improvement dealt with memorization of basic facts. Higher order thinking items all met or exceeded benchmarks. An issue faced is amount of time to analyze assessment data.

Instructors will work closely with SI so students will have techniques to memorize facts and understand chronology.

B

One question on the perception survey measured this SLO. At the end of the semester, for all classes, on average, student perception that they could meet SLO #2 by arranging significant events in world history in chronological order was 2.22. The number is extremely close to the 2.25 benchmark, and is also a great improvement from the 1.37 indicated at the beginning of the semester.

In order to deal with the 6 items that did not meet the benchmark, we have decided to follow-up with an instructional meeting of all instructors teaching HIST 151 during the week of Convocation in August 2011. At this meeting, individual instructors who had students whom perceived their ability at or above the benchmark on the six items will share their instructional strategies towards these 6 items.

C

Students were able to confirm their understanding of the material in the oral group quiz; however, they only succeeded 50% of the time in the written quiz. These questions were given during the first exam. Students' attendance was poor and the class average for the 1st quiz was 565. Students did improve on other quizzes

Attendance is already mandatory. I remind students that I have office hours and they should visit if they have questions. They can also email me & I respond within 24 hours or sooner. I have a review before each quiz, although few students ask questions. All the PowerPoint lectures are available on my website for students to access

D

The question identified students’ comprehension of the scientific method as well as distinguishing it from a scientific method as well as distinguishing it from a nonscientific approach. Students were successful answering question 2-5, 70% of the time. Students’ results are on target, but they could do better. Students are asked questions pertaining to the lecture. They appear to follow along and can answer questions; however, they do not spend enough time studying or asking questions during review time.

I have made a jeopardy game to use for exam review. My belief is that students are afraid to ask questions or that they put little time in studying. A game that tests their knowledge before an exam may get them to realize their deficiencies and to increase their study.

E

Students received 65% correct. This did not meet the benchmark. Student study habits need to be strengthened.

I have made a jeopardy game to use for exam review. My belief is that students are afraid to ask questions of that they put little time in studying. A game that tests their knowledge before an exam may get them to realize their deficiencies and to increase their study.





A

Papers and class production demonstrated power of experiential learning. Students who focused on technical theatre were a little lost. They demonstrated learning but it was not a smooth process.

Work for better coordination between theatre's technical manager and instructor.

B85% performed a simple solo with not more than 5 incorrect notes and no more than 3 timing breaks. Those who did not achieve this outcome missed 5 classes.

Hire one tutor during the last 4 weeks to provide assistance for non-attenders.$8 hour x 2 hours/week X 4 weeks = $64.00 / semester.

C

Since all five outcomes were more than 75%, there is no indication for change.

However, since some of the students were still slow in understanding the contents of two long stories, they need to increase their vocabulary and practice more skimming, scanning, and intensive reading in JPN 202.

D

*Six of the twelve students showed significant improvement in demonstrating both SLOs. Two showed moderate improvement, and three showed no improvement; however, one of these demonstrated excellent outcomes on her first performance, so there was no room for improvement. *Demonstration of the changes a character is a difficult concept for some students to grasp and needs to be reinforced repeatedly. *Notes given after the initial performances and exercises tailored towards helping the students understand the outcomes were effective in helping students achieve them

*If I were to teach this class again, I would make minorchanges such as focusing drills on how audiences perceive that a character has changed.

E

Ten students completed both exercises. Their vocabulary structure on the first dialog betrayed having forgotten some of the verbs and vocabulary over the break. The second dialog was much stronger, since they had been studying and reviewing the structures and vocabulary and had the model of the short DVD to work from. More conversational practice in class more exposure to real language samples, native language videos and visits of native speakers. Video relating to subject gave them a model, study of relevant vocabulary improved comprehensibility and fluency.

Use of more real documents, more short videos and texts, perhaps native speaker visits, to increase fluency andcomprehension. More practice in class, more comprehension exercises. More exposure to real contexts and native speakers will increase their ability to come close to real language structures, and not just English translated to Spanish.

Group #: 4Reviewing of Results and Analysis and




A

Beginning microscope users normally entertained themselves when they saw magnified moving objects, such as aphids or mites that they saw on the flower or leaf for the first time. They spent some time to look around the slide by moving the x/y axis knobs without realizing that they have actually been practicing to use the microscope. 97% of students have developed skills to operate a dissecting microscope.

There are not enough dissecting microscopes for a class of 30 students in a lab with 20 stations (20 microscopes). This is not an ideal situation, until we can lower the number of students per lab (maximum of 25 students) or offer 2 sections of BOT 160.

B

This exercise has sparked their interest in the subject. Students eagerly asked questions.

Weeds should not be too overgrown. Mulching should be done more frequently every semester since plants in the medicinal garden are grown organically. BOT 205 students were the main caretakers of the garden. But the course is offered only once a year.

C

Data results were observed, shared and discussed together in class. Students were expected to write their reports soon after research projects were completed. The report should be turned in the following week. Reports were graded. The best lab report was passed around in the class to show students what was expected in their writing and what things would need to be improved for the next time.

One student didn't write reports well because of not putting enough time to read materials other than what was given in the class. Students should read a lot more articles and search related articles themselves in order to be qualified as a researcher (many good articles are available on-line).

D

SLO 3. This is a more difficult area for students. They had a basic understanding of polarity, shapes, and bonding. They still have difficulty with ionic vs polar covalent. I have tried to use the computer to help students’ visualize the shape of the molecules. I will continue to try to find ways to make this topic more understandable. (56.8% retake 75% pass)

SLO 3. I would like to get MolyMod Models to use with the students because the ones we have now are older anddifficult to manipulate.

E

SLO 1,2,3 all surpass benchmarks. SLO 1: include diagrams of common organic lab techniques in lab manual. SLO 2: recommend department purchase an Infrared Spectrometer for students to analyze compounds they synthesize. SLO3: more sample calculations of relevant concepts.





A

SLO 1 Satisfactory 82.6% passed. The students were able to make a connection through several examples. A concept map was developed to teach this topic. I also provided at least one hour of face-to-face tutoring as well as two hours of online tutoring per week to attain this level of achievement.

To improve this, supplemental instruction by a peer tutor should be provided on top of the instructor's tutoring hours.

B

SLO5. Satisfactory. 73.9% passed. These topics are the last chapters in the semester, and yet, most of the students were able to relate the chemistry concepts to applications.

Develop summary concept maps to be used as resource and review materials.

C

SLO2. Satisfactory 82.6% passed. This was achieved through exercises, graded assignment and quizzes. I also provided at least one hour of face-to face tutoring as well as two hours of online tutoring per week to attain this level of achievement.

To improve this, supplemental instruction by a peer tutor should be provided on top of the instructor's tutoring hours.

D

SLO 3 Failed. 56.5% passed. Benchmark not met. Some of the students have a difficult time learning this. Either they lack math skills or have anxiety or difficulty with word problems. This is an entry-level course, and students have no math prerequisite. I already simplified the math operations to solve these problems and provided exercises. Only a few attended tutoring sessions.

TO improve this, SI by a peer tutor must be provided. A special worksheet will be developed and will be made a mandatory assignment.

E

SLO4 Satisfactory. 82.6% passed. The exercises at the end of the chapter helped integrate the topics together.

To improve this outcome, SI by a peer tutor should be provided.





ASLO5:75% pass. Those who did not pass were either absent for activity or not motivated to write reports.

Provide incentive to attend lab and submit formal report. Continue to provide formal report sample.

BSLO2: Midterm assessment 50% pass, retested final exam 91.7% passed. Review and re-review of concepts is crucial.

Individual molecular model kits should be purchased for students (no sharing).

C

SLO5. This topic is very difficult for students & comes late in the semester. It was only tested on the final exam this semester. In the spring semester, I put predicting the products in earlier along with balancing equations and covered it again later in the semester.

SLO 5. Ask the lab teacher to do the lab on predicting products. Teach it once in the beginning and re-teach in Ch.9

D

SLO3, This is a more difficult area for students. I have tried to use the computer to help students visualize the shapes involved. I will continue to try to find ways to make this topic more understandable.

SLO3 I would like to get MolyMod Models to use with the students because the ones we have now are older and difficult to manipulate.

E

SLO#2. 81.3%. Exceeds benchmark. SLO#3 91.7% success. SLO#5. 83.2% success.

A total of 6-12 recitation hours (outside regular class hours) continue to be held over the entire semester to cover topics in SLO#2. The lab and course instructors should arrange a schedule to coincide with the topics and include this in syllabus.





A

SLO#2. 81.3%. Exceeds benchmark. SLO#3 91.7% success. SLO#5. 83.2% success.

A total of 6-12 recitation hours (outside regular class hours) continue to be held over the entire semester to cover topics in SLO#2. The lab and course instructors should arrange a schedule to coincide with the topics and include this in syllabus.

B

SLO2,5,6 All surpass benchmark. To improve performance, SLO 2: 5 additional minutes dedicated to peer-to-peer problem solving on concepts. SLO5: more emphasis on homework problems targeting explanation of concepts. SLO 6: warm up questions targeting material in class.

C

SLO 1,2,3 all surpass benchmarks. SLO 1: include diagrams of common organic lab techniques in lab manual. SLO 2: recommend department purchase an Infrared Spectrometer for students to analyze compounds they synthesize. SLO3: more sample calculations of relevant concepts.

D

70% of the students who passed the course with a grade of “C” or better met this SLO. Truth tables proved stronger than graphing a quadratic equation. Lecture notes and in-class problems were provided when graphing quadratic functions. Group work was used when constructing truth tables, which proved effective.

Changes: Add group work when graphing quadratic functions. This will facilitate discussion among students.

E

48% of the students who passed the course with a grade of “C” or better met this SLO. Supplementary in-class problems were assigned when drawing a conclusion to an applied problem, which proved effective, but were not provided when solving applied problems with linear properties. Note: A Supplementary Instructor (SI) was provided for this course. Regular attendance was low (roughly 15% of the class).

1) Add In-class problems when solving applied problems with linear properties. This will allow the practice of difficult concepts, and enable instant feedback from the instructor.





A

SLO 1: 68% of students who passed with C or better achieved SLO. Strengths were Venn diagrams and truth tables (stats given). Strengthening needed in quadratic equations. Need to supplement MySubject Lab. SLO 3: 64% achievement. Strengthening needed in all areas...

(2) Offer Skype sessions to students. Skype sessions will give students immediate feedback on proper technique and process.

B

All students (n=16; 100%) earning at least a “C” grade for this course met at least 1of the 5 course SLOs at a 70% Mastery level or higher. 56.3% (9 out of 16) met all five course SLOs, and 81.5% (13 out of 16) met four out of five SLOs. 18.8% (3 out of 16) of the students passing the course with a “C” grade or higher met fewer than three of the five course SLOs.

Greater attention will be paid to the skills and competencies of SLO#2 and SLO#4. Problems addressing these concerns will be the focus of class activities where students work on a given problem and a review and discussion of their solutions are examined. Students will prepare posters to provide another opportunity to practice and demonstrate their work. Students will also be asked to present their work to the class. Worksheets utilizing Statement/Reason two-column proofs will be incorporated into class activities to further develop the skills and competencies of writing proofs. Flow charts may also be introduced to help students construct a flow of a logical sequence of statements.

C

100% met SLO1…One tool that produced good results is the classroom setup. It was easy to use simultaneously: the whiteboard for explanation, Smartboard for graphs or examples’ to view using TI calculator software and internet, and overhead projector for calculator. A lot of students developed a better understanding of the material when different visual examples & graphs were used. This led to a good result.

In order to keep good results, please maintain and upgrade software.

D

SLO2: Students were able to calculate the amount of chemicals needed to produce concentrations and follow protocols (93%).

As there will be 2 sections of this in FA 2011 and SP2012, more media will be required. Also, a lecture for one session/semester is required. More chemicals are needed and time is required for student assistant to prepare media.

E

85% discussed how “Groundhog Day” relates to Aristotle’s ethical theory. The 15% who did not achieve this outcome missed 2 segments of this video and did not review study materials adequately.

Make video available in the library and have students obtain a trio tutor.





A

SLO 1: Students received 50% correct. Below benchmark (75%). Assessment showed lack of understanding of concepts. Lecture breaks down concepts. Students need to spend more time reading. SLO 2: low score exam 4 on male reproduction may be due to students needing to spend more time reviewing hormone production & target cells. SLO4: 25% (below benchmark).

SLO1: Students need to map out the biochemical process of respiration as an assignment (successful accomplishment of task allows for misconceptions to be addressed). SLO2: Map out the male and female reproductive cycle. SLO4: Outline feedback systems and hormonal regulation as assignment.

BSLO II, III, IV, VI, VII, VIII, X surpassed benchmarks. SLOs I, V, IX, X needed improvement. Instructional methods emphasized SLOs that were noted as strengths, other SLOs were not emphasized nor developed.

Develop instructional techniques and materials for SLOs needing emphasis.

C

The results yield the level of competencies in each student in vocabulary and grammatical acquisition through both oral and written demonstration.

Students arrive in HAW 101 with little or no understanding of language and how it works. The comprehension of English grammar in particular is weak. Therefore, in enabling students to acquire the structures of Hawaiian through the medium of their English language background, the greatest challenge to the instructor is to make Hawaiian language instruction attainable, insightful, and even fun. My students who have stayed on through to HAW 202 emerge having completed 24 textbook chapters, plus numerous supplemental learning aids, and would be able to hold their own vs. HAW 202 from any other campus. Nevertheless, I am always on the look out for improvement in student learning, particularly in the area of oral proficiency, which requires hours of contact and practice. Can students spare the time that is required?

D

GEOG 102 was offered as a face-to-face class in FA 2010 and online in SP 2011. The results sharply showed the difference in 2 teaching methods. FA 2010 post survey easily surpassed the success criteria (68.9%) but SP 2011 was low (51.9%). Thus, assessment focuses on contrast. For SLO1 the contrast is likely because the Face-to-Face class used a globe wall map and atlas during every class& students got familiar with geographic info. Also, key concepts and ideas are regularly discussed in the classroom, but online students must study by themselves. For SLO2, in classroom discussion may connect abstract ideas to concrete examples. SLO3 had a more similar distribution for online and in class.

SLO1: effective strategies to monitor online students' use of maps through scanner or camera or cell phone could improve online outcomes. SLO2 weekly newspaper article search related to concepts and ideas with online discussion of findings could enhance understanding (rather than single topic, be more flexible). SLO3 self-motivation is an issue in distance ed.

E

100% scored 70% or higher. Students on the lower end of the curve had poor notes or missed some instruction.

Encourage students to seek help with tutors





A

SLO I, II, III, IV, VI, VII, IX were identified as strengths. SLOs V, VIII, X, III, IX needed improvement. Instructional methods emphasized SLOs that were noted as strengths, other SLOs were not emphasized nor developed.

Develop instructional techniques and materials for SLOs needing emphasis. Students in the class expressed a need for a physical facility where they could culture organisms Too difficult to do as a small-scale project at home, unsupervised. Need learning laboratory with tanks and pools for this course.

B

SLO 6, 8, 9 Students who are strong English readers and can quickly integrate new knowledge and skills for a highly precise/technical set of tasks excelled on (and enjoyed) Projects. Students who struggled to read and apply new information and skills for a highly precise/technical set of tasks quickly became overwhelmed by Projects. Verbal representation and demonstration of the same information broadened comprehension and improved overall performance. With eleven (11) ambitious, detailed Course Level SLOs, class lectures were often scheduled to present information in parallel to assigned reading rather than reiterate the information contained in the assigned reading.

Schedule (and/or record video) verbal presentations of the most crucial information that is also contained within their assigned reading – for reinforcement if not more thorough comprehension.

C

Students were successful at understanding the concepts in food webs and the role of a keystone species. They received 88%. Students received 5% on question 48 (krill consumption).

After writing a paper on krill, one would expect students to have a clear understanding of web relationships. I will include hand drawing of Antarctic food web in their paper.

D

48% of the students who passed the course with a grade of “C” or better met this SLO. Supplementary in-class problems were assigned when drawing a conclusion to an applied problem, which proved effective, but were not provided when solving applied problems with linear properties. Note: A Supplementary Instructor (SI) was provided for this course. Regular attendance was low (roughly 15% of the class).

Improve student attendance with SI by including sessions in the course grade or assign as extra credit. The SI will provide added assistance for students outside of scheduled class time.

E

SLO 1: 68% of students who passed with C or better achieved SLO. Strengths were Venn diagrams and truth tables (stats given). Strengthening needed in quadratic equations. Need to supplement MySubject Lab. SLO 3: 64% achievement. Strengthening needed in all areas...

1) Create supplementary PowerPoint presentations and/or video clips illustrating the steps to solving an applied problem. The added material will give students the tools to break down an applied problem into manageable pieces.

Group# _________Worksheet 1: Analysis of Assessment Results

In general, how did students do on the assessed activity?

What student needs and issues were revealed?

Were there any areas where student performance was outstanding?

Any areas where the results can be improved?

How can the analysis be improved so that the instructor can identify specific changes/modification in the course?

A:

B:

C:

D:

E:

Group# _________

Worksheet 2: Assessment Review of Actions ProposedNext Step in the CLASSROOM to Improve Student Learning:

SCENARIOSCheck all the items that could help the instructor address the needs and issues revealed by the assessment.

How might student performance be improved? A B C D EState goals or objectives of assignment/activity more explicitlyRevise content of assignment/activitiesRevise the amount of writing/oral/visual/clinical or similar workRevise activities leading up to and/or supporting assignment/activitiesIncrease in-class discussions and activitiesIncrease student collaboration and/or peer reviewProvide more frequent or more comprehensive feedback on student progressIncrease guidance for students as they work on assignmentsUse methods of questioning that encourage the competency you measuredState criteria for grading more explicitlyAs an instructor, increase your interaction with students outside of classAsk a colleague to critique assignments/activitiesCollect more dataAssessment indicates no improvement necessary; however the analysis includes what workedUsed the following Academic Support Lab and services: (List all that apply)

LC = Learning CommunitiesSC = Student ConferencesWL = Writing labLRS = Library Resources and Services

TR = TrioPM = Peer MentorsSL = Speech LabML = Math Lab

T = TutoringSI = Supplemental Instruction

Suggestions/ Comments

Worksheet 3: Department Dialogue to Improve Student LearningCheck all that the department feels would help them improve student learning SCENARIOS

A B C D EOffer/encourage attendance at seminars, workshops or discussion groups about teaching methodsConsult teaching and learning experts about teaching methodsEncourage faculty to share activities that foster competencyWrite collaborative grants to fund departmental projects to improve teachingPurchase articles/books on teaching about competencyVisit classrooms to provide feedback (mentoring)Create bibliography of resource materialHave a collections of sample assessments, rubrics, and resultsAnalyze course curriculum, so that the department can build a progression of skills as students advance through coursesAssessment indicates no improvement necessary; however the analysis includes what worked

Suggestions/ Comments

Group# _________

Worksheet 4: Campus Wide Dialogue to Improve Student LearningPriorities to Improve Student Learning: List the top 3-6 things from worksheet 3 that would most improve student learning(ie. Engage more students)

Implementation: Identify the actions the department will take to improve student learning(ie. Purchase a set of clickers)

Timeline for Implementation: Make a timeline for implementation of your top priorities based on short-term (1yr), mid-term (2yrs), and long-term (5yr)(ie. Request funding in the 2025 annual report)

Documents

windward.hawaii.edu file · Web viewRead the following Results, Analysis and Action proposals and Use each to answer the following worksheets. There are 5 Scenarios indicated to the