HAVE STUDENTS HIT A LEARNING WALL?

Kara O. Siegert, PhDSpecial Assistant to the PresidentInstitutional Effectiveness & Assessment

TODAY

Brief history Share assessment results Discuss strategies we can use to

improve student engagement and learning?

Consider meaningful ways that we can use these results to improve the Gen. Ed. program

HISTORY

2006-2009- Course-based assessment of critical thinking, writing, and information literacy

Fall 2007-UAAC made a permanent Faculty Senate committee

Summer 2009 –Alignment of Student Learning Goals with the Gen. Ed. Curriculum & outcomes (Recs. 1, 2, & 4)

Summer 2010-Fall 2010- The Gen. Ed. Assessment Council (GEAC) is created and develops an assessment plan and timeline

Fall 2010 - Faculty Senate approves a course-embedded General Education assessment pilot

HISTORY

Fall 2011-Spring 2014 –Gen Ed Data collected 2011-12

Command of Language (Reading & Writing)

Quantitative Literacy

2012-13 Command of Language (Speaking & Listening)

Interpersonal Communication

Biological & Physical Sciences

2013-14 Information Literacy

Second Language OR Culture

FUTURE

2014-15 Visual & Performing Arts

Literature

Civilization

Contemporary Global Issues

Social & Behavioral Sciences

2015-16 Social Responsibility

Humane Values

Intellectual Curiosity

Aesthetic Values

Wellness

GENERAL EDUCATION ASSESSMENT RESULTS

ASSESSMENT METHOD

MyClasses Gen Ed “courses” Course-embedded writing assignments Faculty developed rubrics Faculty raters

RESULTS

Gen Ed Goals: 2011-12-Command of Language

Fall 2011: 932 students participated, 199 sampled

Spring 2012: 983 students participated, 182 sampled

Courses included: ENGL 103, ENGL 253, HIST 102, HIST 201, HIST 202, CMAT 101, PHYS 121, CADR 200, PHEC 106

2013-14-Information Literacy & Critical Thinking

COMMAND OF LANGUAGE-READING

 

Criteria Outcome Gen. Ed. Areas% Met or Exceeded

Expectations

Reading Engage in active reading strategies to interpret and summarize content of written works (READING)

2a.1 Reading (as written)

IA, IB, IIA, IIB, IIIA, IIIB, IVA, V

Fall: 89%Spring: 84%

  Solve a problem by analyzing the question being asked and identifying the relevant information (PROBLEM)

2a.2 Reading (as written)

IVA, IVB, IVC 86%

COMMAND OF LANGUAGE-WRITING

Criteria Outcome Gen. Ed. Areas% Met or Exceeded

Expectations

Writing Construct thesis-driven arguments that marshal appropriate evidence (EVIDENCE)

2b. 3 Writing : Construct thesis-driven arguments that marshal appropriate evidence and counter-arguments

IA, IB, IIA, IIB, IIIB

Fall: 58%Spring: 70%

  Construct thesis-driven arguments that marshal appropriate evidence and counter-arguments (COUNTER-ARGUMENTS)

2b. 3 Writing: Construct thesis-driven arguments that marshal appropriate evidence and counter-arguments

IA, IB, IIA, IIB, IIIB

Fall: 13%Spring: 17%

 

Synthesize and apply information and ideas in

discipline-specific forms of writing (SYNTHESIZE)

2b.1 Writing (as written) IA, IIA, IIB, IIIA, IVA, IVB, IVC

Fall: 92%Spring: 86%

 

Select, evaluate, and cite reputable and appropriate sources (SOURCES)

2b.4 ( 4a.2) Writing (as written)

IA, IB, IIA, IIB, IIIA, IIIB

Fall: 66%Spring: 61%

 

Use sources purposefully to support arguments (SUPPORT)

2b.2 Writing: Use appropriate evidence,

organizational patterns, and styles for specific

writing tasks

IA, IIA, IIB Fall: 73%Spring: 72%

 

Demonstrate control of syntax and mechanics (SYNTAX)

2b.2 Writing: Use appropriate evidence, organizational patterns, and styles for specific writing tasks

IA, IIA, IIB Fall: 84%Spring: 79%

 

Utilize appropriate conventions for discipline-specific forms of

writing (CONVENTIONS)

2b.2 Writing: Use appropriate evidence,

organizational patterns, and styles for specific

writing tasks

IA, IIA, IIB Fall: 82%Spring: 79%

INFORMATION LITERACY

CRITICAL THINKING

SPEAKING

LISTENING

QUANTITATIVE LITERACY

Fall 2011 & Fall 2012 Course-embedded multiple-choice

questions on existing assignmentsFall 2011 Fall 2012

Course BIOL 101, MATH 155, PHEC 106, GEOG 104

BIOL 101, MATH 155, PHEC 106

Questions 2-4 questions per outcome

2-8 questions per outcome

Sample 1,111 students(771 first-time, 340

transfers)

1,476 students

QUANTITATIVE LITERACY

Outcomes Correlations Reliability

Fall 2011

Spring 2012

Fall 2011

Spring 2012

Collect measurement data in a scientific manner

.16-.51 .55 .26-.68 .7

Accurately analyze and interpret data

-.05-.49 -.00-.20 -.11-.66 .27-032

Use quantitative methods to solve problems

.10-.30 .01-.25 . 22-.45 .30-.46

Evaluate and draw inferences from mathematical models

-.08 .00-.19 -.17 .44

*Reliability values > .70 are typically indicative of strong internal consistency between variables*Correlation values > .70 are typically indicative of a strong positive relationship between variables

BIOLOGICAL & PHYSICAL SCIENCES

Outcomes BIOL 101 CHEM/PHYS 101

CHEM 111 GEOG 105 GEOG 311 PHEC 106 CHEM 107

Fall 2012 only Fall 2012 & Spring 2013

Fall 2012 only Fall 2012 only Fall 2012 only Fall 2012 only Spring 2013 only

Use common lab equipment and procedures to collect data.

Lab attendance in labs that required the use of equipment. (attending 60% of labs = “meets expectations”)

Lab attendance in labs that required the use of equipment. (attending 60% of labs = “meets expectations”) N/A

Lab attendance in labs that required the use of equipment. (attending 60% of labs = “meets expectations”) N/A N/A

Lab attendance in labs that required the use of equipment. (attending 60% of labs = “meets expectations”)

Use terminology and describe basic principles of science.

Final Exam (5 questions)

Final Exam- 5 questions

Chemistry and Geosciences (Final Exam-5 questions)

Definition questions (Lab quizzes and exam- 5 questions) N/A  

Multiple-choice 5 questions on the final

Recognize the key elements of scientific investigation such as reliance on evidence, use of inductive reasoning, and control of variables.

Evolution (Final Exam- 5 questions)

Free response question (scored with rubric) N/A

Climate change (Short answer question) N/A  N/A

Multiple-choice 5 questions on

Evaluate and interpret how science relates to contemporary events in everyday life.

Evolution (final Exam- 5 questions)  

Homework assignment essay (scored with rubric)

Weathering questions about sea level rising (Short answer question)

Final Exam (5 questions)  N/A

Reflect on and evaluate one’s own health. N/A N/A N/A   N/A

Nutrition Project (Written reflection on fitness abilities and changes based on pre- and post-test; scored with rubric)

BIOLOGICAL & PHYSICAL SCIENCES Fall 2012

1,271 students (17% of undergraduates) Included first-time (910)and transfer (352)

students Spring 2013

255 students (3% of undergraduates)

BIOLOGICAL & PHYSICAL SCIENCES

Outcomes Correlations Reliability

Fall 2012 Spring 2013

Fall 2012

Spring 2013

Use common lab equipment and procedures to collect data

Use terminology and describe basic principles of science.

-.14-.36 -.10-.52 .11-.42 .49-.5

Recognize the key elements of scientific investigation such as reliance on evidence, use of inductive reasoning, and control of variables.

-.09-.29 -.26-.52 -.05-.27 .24-.30

Evaluate and interpret how science relates to contemporary events in everyday life.

-.12-.29 .00-.25 .07-.19 .40

Reflect on and evaluate one’s own health.

.77-.93 .9288% of students met or exceeded this outcome

SUMMARY & DISCUSSIONFuture Assessments: Did the data accurately measure students’ reading and

writing ability? How can results be used to improve the assessment

process, student learning, and/or teaching? What proficiency level should we expect for SU students?

Which outcomes should be a priority?

SUMMARY

How well did the assessment method work? Did the data accurately measure students’

quantitative ability? How can results be used to improve the

assessment process, student learning, and/or teaching?

What proficiency level should we expect for SU students? Which outcomes should be a priority?

11:45-12:45

HOW CAN THE ASSESSMENT METHODOLOGY BE IMPROVED?

 

12:45-2:00HOW DO WE DEFINE PROFICIENCY AND IDENTIFY OUR PRIORITIES FOR THE OUTCOMES ASSESSED THIS ACADEMIC YEAR?

WHAT STRATEGIES CAN WE USE TO IMPROVE STUDENT LEARNING AND ACHIEVEMENT OF THIS OUTCOME? HOW CAN WE GET STUDENTS MORE ENGAGED IN THE CLASSROOM AND IMPROVE THEIR LEARNING AND DEVELOPMENT?  FOR OUR PRIORITIZED OUTCOMES, WHAT ARE SOME MEANINGFUL WAYS WE CAN USE THE ASSESSMENT RESULTS TO IMPROVE SU’S GENERAL EDUCATION ASSESSMENT PROGRAM.