31
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

Assessment of Student Learning

  • Upload
    digizen

  • View
    6.211

  • Download
    0

Embed Size (px)

Citation preview

Page 1: Assessment of Student Learning

Assessment of Student Learning College of Arts and Sciences

Progress Report

March, 2008Assessment and Continuous Improvement Office

(A+ Office)Dr. Vivian NavasDr. Eddie MarreroDr. Mario Núñez

Page 2: Assessment of Student Learning

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

Page 3: Assessment of Student Learning

Arts and Sciences Assessment Office (A+)

Structure

Page 4: Assessment of Student Learning

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

Page 5: Assessment of Student Learning

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

Page 6: Assessment of Student Learning

Monthly meetings to coordinate activities and follow-up Assessment training for coordinators Continuous mentoring to department coordinators

Arts and Sciences assessment strategy and methodology

Page 7: Assessment of Student Learning

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

Page 8: Assessment of Student Learning

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

Page 9: Assessment of Student Learning

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

Page 10: Assessment of 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)

Page 11: Assessment of Student Learning

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.

Page 12: Assessment of Student Learning

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?

Preintervention

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?

Postintervention

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?

Assessment cycle template

Page 13: Assessment of Student Learning

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.

Page 14: Assessment of Student Learning
Page 15: Assessment of Student Learning

Assessment achievements in the Departments of the

College of Arts & Sciences

Page 16: Assessment of Student Learning

DepartmentLearningAssessmentPlan

Loop 1 Presentation

Loop 1Final report

Loop 2 Presentation

Loop 2Final 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

Page 17: Assessment of Student Learning

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

Sample

Page 18: Assessment of Student Learning

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)

Page 19: Assessment of Student Learning

•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

Page 20: Assessment of Student Learning

In progress

Third assessment loop project implementation Presentation (may 08) Final report

Publication Department assessment plan revision Departmental workshops to increase faculty

involvement

Page 21: Assessment of Student Learning

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

Page 22: Assessment of Student Learning

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

Page 23: Assessment of Student Learning

College of Arts and Sciences Dissemination Strategies

Page 24: Assessment of Student Learning

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

Page 25: Assessment of Student Learning

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

Page 26: Assessment of Student Learning

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 meetingProject was presented at Arts and Sciences activity

Page 27: Assessment of Student Learning

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

Page 28: Assessment of Student Learning

Summary

Page 29: Assessment of Student Learning

A+ Team

Page 30: Assessment of Student Learning

Available Resources

PowerPoint presentation Avalúo Plus Journal (both editions) College of Arts and Science

Progress report (submitted on May 2007)

Page 31: Assessment of Student Learning

QUESTIONS?