Goal by stariya


									                  Analysis / Conclusions Regarding Improvements for
                                Goal 3: Social Sciences

From fall 2010

       Observations and Discussion:

                The overall results suggest that instructional effectiveness was very high as shown in
                 both raw and adjusted scores for Progress on Relevant Objectives.
                The overall results suggest that students were highly satisfied with their progress in
                 meeting the course learning objectives for the Social Science general education courses.
                Seven (7) of the 11 sections had a response rate of less than the minimum 65%
                 recommended for dependable results.
                The range in number of objectives selected (from 9% to 100% for each of the 12
                 objectives) may have diluted the results.


                Increasing response rate is an institutional concern. Social science faculty will
                 encourage greater return individually through bonus points or extra credit for
                 completion of the surveys. However, a return to paper and pencil evaluations may be
                 the best way to guarantee reliable results.
                A subset of faculty might identify the same 3-4 objectives to see if the results are
                 substantially different or less diffuse.

       Action for 2011:

       Three faculty members—Roger Dendinger, John Dreyer, and Sharon Kirkpatrick—Sanchez—will
       identify the same three objectives for use in the Spring 2011 student evaluations:
            Objective 1: Gaining factual knowledge (terminology, classifications, methods, trends).
            Objective 2: Learning fundamental principles, generalizations, or theories.
            Objective 11: Learning to analyze and critically evaluate ideas, arguments, and points of

       A group report will be ordered in May 2011 and the results will be reviewed during fall semester

From spring 2010

      Using an in-class writing sample and a simple 5-point scale is a weak method for
       assessing a student’s ability to apply a fundamental social sciences concept to
       contemporary issues—as called for in the Goal 3 outcome.

      In-class writing is a performance assessment of many skills and behaviors, including the
       memorization of details and/or organizational and writing skills.
   A more refined or specialized rubric might do a better job of getting at the specific
    outcome of applying a concept from study of the social sciences.

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