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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 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 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 Arts and Sciences assessment strategy and methodology Monthly meetings to coordinate activities and follow-up Assessment training for coordinators Continuous mentoring to department coordinators 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 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. Assessment cycle template 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? Pre intervention 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? Post intervention How was the effectiveness of the intervention determined? Results& discussion What results were obtained? Why? Course of Action What actions were taken based on these results? Results Dissemination Where did you present the results? 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 Department Learning Assessment Plan Loop 1 Presentation Loop 1 Final report Loop 2 Presentation Loop 2 Final Report 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 8. Physic X X X X X 9. Geology 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 13. Chemistry X X X X X Published in A+ Journal X X X Sample Department Learning Assessment Loop I – August 2006 Learning Assessment Loop II – January 2007 Partiipants Participants Faculty Students Biology 3 429 English 6 Hispanic Studies 5 Humanities Physical Education 1 Assessed Criteria Assessed Criteria Faculty Students Learning in the Introductory Biology II course. 4 279 Learning in the Introductory Biology I course. 250 Written Communication skills 2 60 Written Communication skills 111 Technological skills 2 57 Writing skills 118 Critical thinking 8 25 Critical thinking 21 Sports teaching skills 2 10 Sports teaching skills 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) Achievements •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) In progress Third assessment loop project implementation Presentation (may 08) Final report Publication Department assessment plan revision Departmental workshops to increase faculty involvement Department Biology Loop 3 Assessed Criteria 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 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 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 Impacted population Pre introduces important concepts necessary for advanced courses. Many course topics are comprised within the Department learning outcomes test - 279 students, Post test – 174 students, 2 faculty members Pre- Pretest Int Conventional - first day of class. lectures, laboratory exercises, small group diagnostic test discussion Post - Post test near end of the semester. Results and discussion Students Course of Action Incoming Results Dissemination Project improved performance. and persisting misconceptions as well as missed concepts were identified and re-taught. Faculty was made aware of the misconceptions was summarized at department meeting Project was presented at Arts and Sciences activity Avalúo Plus: Learning Assessment Journal (http://uprm.info/avaluoplus/ ) Summary Communicate • • • • • Journal Avalúo Plus Assessment Blog Mailing list Bulletin Final Presentations and Report Collaborate • OMCA • General Education Committe • Other UPRM Units Create • Assessment learning plans • Assessment cycles • Assessment instruments • Workshops A+ Team QUESTIONS?