Upload
nguyenquynh
View
213
Download
0
Embed Size (px)
Citation preview
Standard A3 - Evidence & Organization
Well Organized Example. These screen shots show the contents of the A3 folder and Paired Assessments subfolder:
Note that the parent folder has only two files – the required coversheet which includes the description of the processes, and one additional piece of evidence – this college did a comprehensive study of student writing across its Composition course sections and included it as additional evidence. The Assessment folder includes one example from each of the 8 disciplines this college offers concurrent enrollment courses in. Note that the types of assessments included differed for different courses – exams, lab assignments, writing assignment rubrics, etc. Disciplines are consistent with the list provided in the Program Description (see example in A1) and used elsewhere in the application.
Note the commentary in the Accreditation Guide about using syllabi as evidence for A3. Before submitting syllabi, carefully review the syllabi to make sure they provide specific examples of comparable assessments assigned to students. Assessments (e.g. paper topics, writing methods, and page expectations) are sometimes sufficiently described in courses such as English or speech, but typically not for all courses.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- NACEP Training Materials
Assessment Standard A3
Page 1
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- NACEP Training Materials
Assessment Standard A3
Page 2
INTRO TO ACCOUNTING ACC-115
Community College
Spring 2010
Instructor Jane
@p .edu
Office: Room 129
Office hours are posted.
Required College Accounting 19th
ed. By Heintz & Parry
Materials Working papers and Study Guide that accompany textbook
Calculator (no cell phones please)
Course Basic accounting principles introduce beginning students to
Description fundamental accounting concepts. The accounting cycle of
journalizing transactions, posting, adjusting and closing entries,
along with the preparation of financial statements are emphasized
for service and merchandising businesses. Payroll topics will be
included in the semester.
Course 1. Describe the purpose and focus of accounting.
Objectives 2. Introduce the three types of business ownership and types of
businesses.
3. Analyze the accounting equation and the effects of business
transactions on it.
4. Use proper accounting techniques including journal entries,
posting and trial balances.
4. Prepare financial statements in proper form.
5. Describe and apply all ten steps of the accounting cycle.
6. Work with cash accounting by preparing bank reconciliations
and the accounting for a petty cash fund.
7. Describe and prepare payroll records for employees.
8. Describe and prepare payroll taxes and reports for employer.
9. Describe and prepare the special records for a professional
service business.
Grading 93-100% A 73-76 C Scale 90-92% A- 70-72 C-
87-89% B+ 67-69 D+ 83-88% B 63-66 D
80-82 B- 60-62 D- 77-79 C+ < 60 F
Course cont’d --2—
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- NACEP Training Materials
Assessment Standard A3
Page 3
Course Policies Class attendance is critical to the learning process and to your
success in the course. Your success also depends upon your
commitment to being an active participant in the class.
Homework assignments are very important in an accounting
class. This means the assigned textbook reading and problems
should be completed before class time. Some homework will
either be collected and graded or checked for completion in class.
Several unannounced homework checks will be used to assign
points to students in class on that day with the assigned homework
completed. You must be in class to earn these points, no make up
allowed.
Class work is also important to your learning success. It is
the practice of accounting that will assist you in learning the
concepts. Some class work may be collected for grading. There
will be occasional group work and you must be in class to earn
the points. No make up on graded class work.
Tests will include multiple choice, matching and problems. In the
unlikely event you find it impossible to take a test, it is your
responsibility to notify the instructor by phone prior to the time of
the exam. You should leave a message stating the reason for your
absence and contact the instructor as soon as possible to schedule a
make up time. Do not leave the message with the switchboard.
No student should have more than one make up exam per semester,
and, again, this is to be used only for unusual circumstances. The
test make up center has very limited hours and it may be
inconvenient for you to make up the test.
Course Tests 60%
Grading Class work/homework/participation 40%
Total 100%
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- NACEP Training Materials
Assessment Standard A3
Page 4
--3— " is committed to the equal provision of education for all students. Any student who needs accommodation because of a physical or learning disability is encouraged to contact
Coordinator of Developmental Education, at - , Ext. 280 for assistance." “ values and encourages writing across the curriculum because writing supports clear thinking and makes possible the recording and sharing of knowledge. Therefore, students will be required to use writing as a learning mode in this course. For writing assistance, students are encouraged to use the Learning/Writing Center.” The instructor reserves the right to make changes in the course schedule or learning activities as needed. It is your responsibility to stay informed of these changes.
Tear here- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Name______________________ Intro to Accounting Date_________________
I have read and understand the class policies as described in the above syllabus.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- NACEP Training Materials
Assessment Standard A3
Page 5
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- NACEP Training Materials
Assessment Standard A3
Page 6
AA:CR:002
Course Syllabus
Common Course Number and Name: INTRO TO ACCOUNTING ACC:115 Semester: FALL 2009 Classroom & Class Time: ROOM 322: 9:12-9:59 a.m. and 10:55-11:40 a.m.
Instr
ucto
r In
fo Name: MOLLY
Phone: .3852 EXT. 291
Email Address: @
Office: ROOM 322
Office Hours: DURING PREP HOUR AS POSTED
Co
urs
e I
nfo
Course Description: Students will be introduced to the fundamental accounting concepts. The following portions of the accounting cycle: journalizing transactions, posting, adjusting and closing entries and the preparation of financial statements for both service and merchandising businesses. Chapters 1-13 will be covered during this
course along with one business simulation.
Course Objectives: 1. Describe the purpose of accounting.
2. Name and describe the three types of business ownership.
3. Analyze business transactions using the fundamental accounting equation.
4. Prepare financial statements in proper form and order.
5. Apply and describe all ten steps of the accounting cycle.
6. Prepare and journalize various transactions including sales, cash receipts, purchases, and cash payments.
7. Record entries using special journals.
Required Materials: (Including textbook and any other mat-
erials or supplies required for the class)
TEXT:
College Accounting 1-27 & Working Papers chp 1-15 by Heintz & Parry
ISBN:9781-111-289317 Cengage Publishing
**Calculator required!**
Assignments: Please see attached schedule.
Methods of Assessment:
FORMAL ASSESSMENTS:
End-of-chapter tests will be given at the completion of each chapter. In addition, midterm tests and a comprehensive semester final will be given. Students will be required to be in class on the day of tests. If you miss for any excused reason, you will have two days after return to complete your assessment. You MUST provide a written pass to the instructor at the beginning of the next class period in order to have an excused absence. All assessments must be completed within one date of
the original testing date. Assessments are weighted 30% of total grade.
CLASS PARTICIPATION/DISCUSSION:
It is imperative to be in class on a DAILY basis. Missed discussions may not be recovered, and you miss out on valuable class information. Each student will be graded DAILY on your participation and active discussion in class. These points will not be able to be made up. Your final grade is a direct reflection on your attendance and the amount of effort put forth. Class participation/discussion are weighted 50% of total grade.
HOMEWORK:
All homework is assigned in order for the student to demonstrate their understanding of material presented in class. You MUST have homework completed on the DATE DUE in order to use notes on your assessments. There will be NO exceptions to this! Homework is weighted as 20% of total grade.
Grading Scale and Procedures:
Letter Grade Percent Correct
A 95-100
A- 92-94
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- NACEP Training Materials
Assessment Standard A3
Page 7
AA:CR:002
B+ 89-91
B 86-88
B- 83-85
C+ 80-82
C 76-79
C- 73-75
D+ 70-72
D 67-69
D- 64-66
F 63 and below
Methods of delivery:
Materials will be delivered in a variety of means including: in-class review, peer discussion, lecture, computerized programs, and notes.
Course Calendar: Beginning date: August 19, 2009-January 8, 2009.
Co
urs
e P
olicie
s
Attendance/ Participation:
CLASS PARTICIPATION/DISCUSSION:
It is imperative to be in class on a DAILY basis. Missed discussions may not be recovered, and you miss out on valuable class information. Each student will be graded DAILY on your participation and active discussion in class. These points will
not be able to be made up.
Academic Dishonesty Definition and Consequences
Copying other student’s work will not be accepted! If you copy another’s work on a test or
assignment, you will receive a score of “0” and will not be allowed to retake the material.
Late Work: Late work will not be accepted for grading.
Missing Assignments:
Any missing assignments MUST be completed within the guidelines of the student handbook. Missing assignments will only be accepted for grading if incomplete for
an excused absence.
Makeup Testing: Makeup testing will be provided within the guidelines in Room 322 upon instructor approval. You may not take tests outside of the classroom; including study halls.
Cla
ssro
om
Co
nd
uct
Cell Phone/Text Messaging Use:
While technology plays an important role in today’s society, they also inhibit the learning process and are a major distraction to others in the classroom. Therefore; NO CELL PHONES WILL BE ALLOWED IN THE CLASSROOM! A student found using their cell phone in class will result in loss of points for the day and that day’s assignment.
Laptop Use: Laptops will be used frequently in direct correlation to classroom content. Any use of the internet not related to classroom content, will result in loss of points
for the day and that day’s assignment.
Tape Recording: Allowed per instructor approval.
Behavior: Please refer to the college handbook and the North Fayette Student Handbook.
Emergency Procedures:
Please refer to the college handbook and the North Fayette Student Handbook.
Disclaimer:
Course schedules are subject to change because of illness/death in the family, weather conditions, school cancellations, power outages, etc. The course calendar is meant as a guide for activities and assessments and is subject to change.
Accommodation Policy:
The Americans with Disabilities Act (ADA) provides protection from illegal discrimination for qualified students with disabilities. Community College is committed to the equal provision of education for all students. Any student who needs instructional
accommodation because of physical or learning disability is encouraged to contact the Coordinator of Developmental Education: Campus, at or 1-800 ext. 280, or Accommodations Office, Campus, at or 1-800-
ext. 258.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- NACEP Training Materials
Assessment Standard A3
Page 8
COMMUNITY COLLEGE
Post-Secondary ENG 105: Composition I
Portfolio Assessment—Fall Semester 2009
PURPOSE:
The purpose of this assessment is to provide evidence that the goals, objectives, and
requirements of the ENG 105: Composition I course guide and syllabus are being met
with consistency in high school settings where ENG 105: Composition I is offered.
METHODOLOGY:
Instructors at high school sites were asked to submit two portfolios from their Fall 2008
ENG 105 Composition I classes--one the instructor’s choice and one randomly selected by the
Coordinator of High School Relations. Twelve portfolios were analyzed by a member of a
committee consisting of the Dean of the Communications Department, the High School
Relations Coordinator, and full-time composition instructors. Checklists, which are included
with this report, were used to assess each portfolio, and these were provided to the instructors
following the assessment procedure. The checklist indicates where students met specific
portfolio requirements and areas that need attention in improving sections of that particular
portfolio.
FINDINGS:
The ENG 105: Composition I portfolios provide evidence of the following:
1. Students are using writing as a means of discovery and clarifying ideas.
2. Although instructors may use different writing topics and prompts, students are
implementing writing strategies for varying purposes and audiences.
3. Students are developing an authentic, personal writing voice and tone appropriate for
these varying purposes and audiences.
4. Finished products indicate that students organize essays which present logical
progression and support through introduction, body, and conclusion.
5. Final products show evidence of improved style through precise syntax, phrasing,
diction, and use of standard written English.
6. Students are using higher order thinking skills of analysis, evaluation, and synthesis
to critique their own and their peers’ writings in partner and peer response groups.
7. Portfolios indicate students are asked to use metacognition to analyze their growth as
thinkers, writers, and learners via self-reflective entry slips provided for each artifact
and in an overall concluding essay assessment of their progress in the course.
FURTHER FINDINGS &
IMPROVEMENT OPPORTUNITIES:
A. Introduction:
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- NACEP Training Materials
Assessment Standard A3
Page 9
While most portfolios open with a metaphor-based introduction, some students need
to further unify their portfolios by tying the introductory metaphor to the individual entry
slips within the portfolio.
B. Table of Contents: Most portfolios display an annotated Table of Contents which establishes the
organization of the portfolio.
C. Examples of Writing For Varying Purposes and Audiences: Portfolios show that students write for varying purposes and audiences in modes such
as description, narration, explanation, persuasion, research, and varying audiences such
as instructors, peers, and letters to specified individuals.
Some instructors have chosen to assign research-based writing assignments. These
research samples, in some instances, need to be updated to use the changes recommended
in the Seventh Edition of the MLA Handbook. In addition, some students need to
recognize the difference between a bibliography and a Works Cited page and include
evidence of that distinction with their research paper text.
D. Thirty-two Pages of Final, Polished Text: The portfolios show a range of variance in the total number of pages of final copy.
has established a 32- page requirement of final copy beyond drafts and revisions.
Ten of the twelve portfolios reach and, in some instances, even exceed the 32-page
requirement. The range varied from a minimum of 23 pages to a maximum of 56 pages of
final copy writing. Suggestions have been provided to each instructor and individual
student for increasing the page requirement where applicable.
Some students included assignments from previous school years. Since the ENG 105:
Composition I portfolio applies to this particular course and semester of college-level
course work, students should include only artifacts composed this present semester—with
cross-curricular artifacts as optional inclusions.
E. Example(s) of Writing Process:
Instructors are providing instruction in the writing process, and students are using the
process (pre-write, draft, revise, polish, edit-proofread) in developing their pieces of
writing. Instructors also effectively use various strategies of peer response during the
writing process. Most writers have included examples of a full writing process in their
portfolios. However, in a few instances, one or more stages were not evident. Some
students stopped their writing process after instructor evaluation prior to the portfolio and
included the instructor’s graded copy. Therefore, they chose not to use the instructor’s
comments and recommendations to revise and polish the writing for demonstration
purposes in their portfolios. Instructors are urged to expand and extend the writing
process by requiring students to revise each piece of writing following instructor
evaluation and include the revisions along with a track changes verification of those
revisions in the portfolios.
Some instructors and students are making productive use of the Track Changes
feature of Microsoft Word in order to illustrate revisions made throughout the writing
process. Others choose to use colored felt markers to indicate revisions throughout the
writing process. In either case, it is evident that instructors recognize the importance of
revision in the writing process and are requiring students to submit evidence of revision
techniques at some point in the writing process.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- NACEP Training Materials
Assessment Standard A3
Page 10
F. Entry Slips (Self-reflection on each entry):
Most students showed focused attention to reflection on each artifact they
have included in their portfolios. The entry slips should also provide a connection to the
sustained metaphor established in the introduction either via the entry slip title or the
opening of the entry slip reflection’s text. This portfolio unifying element of tying the
metaphor created in the introduction had not occurred in eight of the twelve writers’
portfolios.
G. Metacognitive Conclusion:
Most students included a metacognitive conclusion whereby they evaluated
their performance and growth as writers, thinkers, and learners in this course. In some
instances, however, students simply repeated ideas from their introduction rather than
evaluating their performance. Others traced a history of their writing experience
throughout their high school years rather than focusing specifically on the ENG 105:
Composition I course and self-analyzing their performance and progress in this particular
college-level course.
CONCLUSION:
Analysis of the Post-secondary ENG 105: Composition students’ portfolio
samples offer evidence that instructors are teaching to the prescribed course guides and
using portfolios as evidence of student performance and growth in the course. Consistency is
evident in the quality and completeness of the pairs of portfolios submitted from various schools.
For example, when introductions were not included or did not display a sustained unifying
metaphor throughout the portfolio, it occurred in both portfolios. When a metacognitive
conclusion was missing or lacked adequate depth of self-analysis, that factor applied to both
portfolios. While other variable patterns are evident per instructor, some of the variables in the
portfolios seem to pertain to individual student decision-making rather than to inadequate
instruction.
This report and suggestions for improving individual portfolios are provided to the
instructors for future reference and adjustments. The evaluators are encouraged by the focused
attention and writing improvement demonstrated in many of the portfolios they analyzed. We
commend the instructors and students for the time and effort they put into most of the portfolio
projects. Upon completion of their portfolios, the majority of student writers have compiled
evidence of their efforts and growth as writers, thinkers, and learners. In their metacognitive
reflections, many expressed more confidence in their abilities and talents as writers which will
help them in future academic and working world writing situations. Furthermore, many
expressed pride in their accomplishments in meeting the goals, objectives, and rigor of
Community College’s ENG 105: Composition I course. We urge students and instructors to
analyze this report and their individual portfolio responses and make necessary adjustments and
improvements in their portfolio presentations for future assessments.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- NACEP Training Materials
Assessment Standard A3
Page 11
COMMUNITY COLLEGE
ENG 105: Composition I – Fall Semester 2008
Portfolio Assessment Totals
N = 12
Evidence Needs
Provided Attention
**A. Introduction
(establishes sustained, 12 3
unifying metaphor)
**B. Table of Contents
(annotated & paginated) 12 0
C. Examples of writings
for varying purposes 12 0
and audiences
D. Thirty-two pages of 10 2
final, polished text 1-56 1-46 1-29 1-23
(beyond drafts & 1-40 2-36
revisions) 3-34 1-33
1-32
E. Example(s) of writing
process (prewrite, draft,
revision, peer responses, 12 3
track changes,
editing/proofreading)
**F. Entry Slips (self-reflections 12 10
on each entry)
**G. Final Metacognition
(student self-analysis of
performance and growth 12 10
as a learner, thinker, writer)
**Note:
Sections A, B, F, and G may show evidence that students did include some attention to the
portfolio requirement but that the inclusion needed more or improved focus and/or
development. Therefore, the same student’s portfolio may be tallied in both columns.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- NACEP Training Materials
Assessment Standard A3
Page 12
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- NACEP Training Materials
Assessment Standard A3
Page 13
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- NACEP Training Materials
Assessment Standard A3
Page 14
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- NACEP Training Materials
Assessment Standard A3
Page 15
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- NACEP Training Materials
Assessment Standard A3
Page 16