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

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

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

College of A&S department coordinatorsBiology: Dra. Vivian NavasMarine Sciences: Dra. Nilda AponteSocial Sciences: Dra. Luisa GuillemardHispanic Studies: Dr.  Víctor RiveraEconomy: Dr. Eduardo KicinskiPhysical Education: Dra. Diana RodríguezNursing: Prof. Elba VargasPhysics: Dr. Raúl PortuondoGeology: Dr. Fernando GilbesHumanities: Dr. Christopher PowersEnglish: Dra. Judith CaseyMath: Dr. Pedro VásquezChemistry: Dr. Francis Patrón and Nairmen Mina

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

Arts and Sciences assessment strategy and methodology

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

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

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)

Assessment strategyA 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.

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

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.

Assessment achievements in the Departments of the

College of Arts & Sciences

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  

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

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)

•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

In progressThird assessment loop project

implementationPresentation (may 08)Final report

Publication Department assessment plan revisionDepartmental workshops to increase

faculty involvement

Department Loop 3 Assessed Criteria

BiologyContemporary scientific issues

Social Sciences Technological skills

Economy Content

Nursing Basic concepts knowledge

HumanitiesSocial bookmarking in teaching

EnglishWritten Communication skills

MathMath 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 empoweredObjective: 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 meetingProject was presented at Arts and Sciences activity

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

Summary

A+ Team

QUESTIONS?