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RESPONDING TO ASSESSMENT—SURVEY

May 2004

Results:  The following comments were taken directly from the surveys and, in an effort to share this feedback, are distributed to all faculty for the purpose of assisting them in their ongoing assessment of student learning.  These comments may also serve to assist faculty who have not yet begun this process to gain insights and ideas for implementation of assessment strategies.  The original survey is attached to this document.

Numeracy:  

I am writing more questions involving multiple levels as described in the Numeracy rubric.

Worked with advisors to encourage students with low math ASSETS to place in Math 082 prior to enrolling in MA program.  Worked with new Math & Science Center for math tutoring

On all tests.

My focus here was mainly on number sense.

Continue use of math in all chemistry classes.

Oral Presentation:

I emphasized good oral presentation skills for oral reports based on the information provided by the Oral Presentation Committee.  (SLG 103)

Doing more role playing and other oral type exercises in HCE 226.

Having students talk about the math problems they are doing is part of this.

My two semester classes both require an oral presentation.

I have been requiring oral presentations for the past 3 years.  Students generally do well with the spoken—not well with written work.

Inherent to my discipline.

Writing:

I ask questions on tests and quizzes that require complete sentences, discussion, and justification.

Used elements of the writing rubric to guide students in written work assigned in SLG 205 (Introduction to Interpreting—hybrid course).

On all tests, explain, apply definitions, use rubric for all writing assignments.

Emphasized proper grammar and correct spelling when grading math problems that required a written response.

Having students talk about the math problems they are doing is a part of this.

I have added writing as a part of the project grade for Mktg classes I teach.

My 200 level course writes 6 essays during the semester (100-200 words) using the writing rubric (PC) as a standard.  Their essays are evaluated using PC writing rubric.

I have been requiring a major paper in one of my courses for the past 3 years.  Grammar, punctuation, and spelling are generally deplorable.

Written paper on global air pollution.  Long essay test question.

I am participating again, offering my COM 225 class for assessment.  Additionally, I pass out the rubric with each writing assignment.

Developmental Education:

Devoted more instructional time in MAT 082 to unit involving the analysis of data displays to emphasize the importance of math in everyday life.

I work with math anxiety and trying to reduce it.

English as a Second Language:

Using ESL strategies where appropriate.

Vocabulary explained as needed.  PowerPoint includes names, dates, info—all spelled out.

I have added a unit on past tense conjugation and sounds.  More emphasis on complete sentence answers was also an addition.

Occupational:

Added a survey for intern supervisors to evaluate student interns on professional behaviors.  Results of the survey collected at the end of the spring semester will be analyzed for future needs.

Continue to use “personal behavior” assessment tool in medical assisting program.

Adapted rubrics generated for occupational programs to HIT—performed assessments.

Each class uses a real life scenario for their written project.

Critical Thinking:

I ask more questions in class discussions and on written work that require critical thinking and analysis.

No change yet.  Provided the critical thinking assessment to students in Interpreting I class and those students applying to enter the IPP.  Noticed that the scores of the applicants were higher than the average PC student scores.  (Likely due to the fact that they took the test hoping to get into the program, so it was taken seriously.)

Devoted more time on estimation skills.

Asking students to synthesize the results works here.

Requested a mini-grant to develop critical thinking exercises for course (HIT 207)—received summer funding.  Participated in 2003-04 pilot of criteria and TER (Test of Everyday Reasoning).

Required.  Comprehensive overview of course work covered.  Presented as end-of-semester project in a notebook with concise summaries and visual examples.

My 100 level classes have assignments that require them to apply principles of psychology and to use critical thinking principles as described in their textbook.   Their application papers are evaluated using the critical thinking criteria from their text.  My 200 level class has group activities that require them to apply critical thinking in applying principles of psychology to the diagnosis and treatment of psychological problems.

Added new inference questions to 3 labs in CHM 130.  Plan to add more information on preparing graphs and experimental trend analysis in CHM 130.  In CHM 107 added several questions/assignments for each type of critical thinking skill.  Analysis/Evaluation/Inference.  Plan to add even more critical thinking exercises as well as modeling critical thinking approaches.

I am participating for the second semester in this pilot, this time with a COM 110 section.  I spend more focused time discussing the need for C.T. and what the varying types of C.T. (e.g. analysis, inference) mean.

General Comments:

The assessment process has meant additional insight into questions and exercises in my course design.  I try to emphasize critical thinking and accurate written communication and Numeracy.  I sometimes use oral presentation when appropriate.

I don’t remember receiving last year’s report.  I have read this year’s, and I do find the information useful.  I will make changes in the coming year based on this.  I will especially use the oral presentation and writing rubrics.  Thank you!

Responding to Assessment – Survey:

In our efforts to understand how the results of the campus outcomes assessments are being used, we would like you to take a moment to reflect upon what changes you have made in your teaching, course design, assignments, etc. in response to last year’s assessment reports.  Please submit this survey to Dean Tadano’s office.

Briefly list and describe any changes you made in your teaching, course design, assignments, etc. in response to the 2002-2003 outcomes assessment of:

            Numeracy:

            Oral Presentation:

            Writing:

            Developmental Education:

            English as a Second Language:

            Occupational:

            Critical Thinking: