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Learning for Life!
Final Report on Student Learning
Departmental Chapter Draft
Chapter 7:
Social, Behavioral and
Educational Studies
Anthropology
Archaeology
Child Development
Criminal Justice
Education
Fire Service Officer
History
Law Enforcement
Law Enforcement Technology
Liberal Studies
Military Science
Orientation
Political Science
Psychology
Social and Behavioral Science
Sociology
Teacher Aide Certificate Program
In addition to formally listed areas, SBES also assessed
AAT Early Childhood and AAT Special Education.
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5
STUDENT LEARNING
DEPARTMENTAL REPORT
Cycle: 2007-2008
Department Name: Social, Behavioral, and Educational Studies
Black Hawk College Mission:
Black Hawk College provides the environment and resources
for individuals to become lifelong learners.
Assessment at Black Hawk College:
Assessment is the process of gathering and discussing information from multiple
and diverse sources in order to develop a deep understanding of what students know,
understand, and can do with their knowledge as a result of their educational experiences.
The process culminates when assessment results are used to improve student learning.
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BLACK HAWK COLLEGE
MID-YEAR REPORT FOR
IMPROVING STUDENT LEARNING
CYCLE: 2007-2008
Academic Department: Social, Behavioral, and Educational Studies
SECTION I
SYNOPSIS OF ACTIVITIES DURING CYCLE: 2007-2008
(Please Bullet each activity)
Reviewing outcomes from the GERT committee prompted discussion about role of assessment at the college level. All faculty agreed that outcomes assessment is a
valuable part of planning our department at the levels of class assessment, course assessment and departmental assessment.
Holding a department retreat on outcomes assessment – Fall 2007
Building in opportunities to discuss ongoing assessment activities at monthly department meetings
Aligning general education course objectives with general education outcomes to facilitate reporting on general education outcomes
Implementing classroom assessment techniques, facilitating review of materials and formative feedback about student learning
Utilizing daily assessment questionnaires in some courses
Analyzing assignments, quizzes, and examinations with respect to learning outcomes
Analyzing portfolios for course- and program levels of assessment
Refining pre- and post-test measures (quantitative analysis), assessments reflecting the expected learning objectives as stated in the generic syllabi
Implementing pre- and post-test measures (qualitative analysis), assessment tools reflected the expected learning objectives in selected courses
Working with adjunct faculty to develop pre-and post testing in selected courses
Assessing online students’ perceptions of their technological readiness
Developing a plan to assess program-level outcomes for the AAT-Special Education degree
Analyzing objective-driven final examination for CD 102 (Role of the Teacher Assistant) as a key component of assessment for the Teacher Aide Certificate program
Analyzing data to assess the effectiveness of SBS 100 in preparing students for success in Psych 101 and Soc 101
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SECTION II
DEPARTMENTAL RESULTS’ REPORT SUMMARIES
Please use the following charts to answer the following questions. Add/delete rows to each chart as necessary. You may also insert additional information into
the Appendix at the end of the document.
Column One-Processes Used to Assess Student Learning: Briefly describe the processes your department has used during this cycle to ensure that students
demonstrate mastery of stated program learning objectives prior to program completion.
Columns Two and Three-Direct and Indirect Measures and Results: What data has your department collected during this cycle that assists the College in the
assessment of classroom, course, general education, and/or degree program outcomes through direct and indirect measures?
Column Four-Changes Made as a Result of Student Learning Assessments: What changes in curriculum, methods of instruction, and/or academic activities based on
the results of departmental assessments have occurred during this cycle?
Column Five-Impact of Assessment on Departmental Planning and Budgeting: What has been the impact of assessment on departmental planning and budgeting
processes during this planning cycle?
Level of Assessment: COURSE/CLASS
Changes Made as a Result of Impact of Assessment on
Processes Used to Assess
Direct Measures & Results Indirect Measures & Results Student Learning Departmental Planning and
Student Learning
Assessments Budgeting
Formal and informal Daily assessment Assessment of online Modifications to: Number of SBS 100
assessments questionnaires students’ perception of delivery strategies sections required may have
Analyses of assignments, their technological content sequence some budgetary impact in
quizzes, and examinations readiness for online preparations for written the future.
Course portfolios learning assignments Assistant to the chair has
Effort assessments assignments assumed some
Post-unit examination applications of clicker responsibilities with
assessments system respect to expanding
Classroom assessment outcome assessment
techniques activities with some
adjunct faculty.
Pre- and post test evaluation Pre- and post-test Modifications to: Modifications to:
measures in selected delivery strategies delivery strategies
courses content sequence content sequence
generic syllabi generic syllabi
assessment instruments
Pre-and post-evaluation: Objective driven pre-and Modifications to:
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Changes Made as a Result of Impact of Assessment on
Processes Used to Assess
Direct Measures & Results Indirect Measures & Results Student Learning Departmental Planning and
Student Learning
Assessments Budgeting
qualitative analysis post test written delivery strategies
assignments . assessment instruments
Analysis of data regarding Student records Department members will
relative success of SBS 100 evaluate results in the fall
students who went on to enroll of FY09
in PSYC 101 and/or SOC 101
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Level of Assessment: GENERAL EDUCATION
Changes Made as a Result of Impact of Assessment on
Processes Used to Assess
Direct Measures & Results Indirect Measures & Results Student Learning Departmental Planning and
Student Learning
Assessments Budgeting
Continued alignment of
generic, classroom, and
general education
outcomes
Review of established pre- Pre- and post-test Modifications to:
and post tests and measures - Affirmation of delivery strategies
expansion of pre- and post- effectiveness of delivery content sequence
test evaluation into generic syllabi
additional curricular areas assessment measures
Level of Assessment: DEGREE PROGRAM OUTCOMES
Changes Made as a Result of Impact of Assessment on
Processes Used to Assess
Direct Measures & Results Indirect Measures & Results Student Learning Departmental Planning and
Student Learning
Assessments Budgeting
Child Development: AAS Capstone portfolio Advisory Committee See appendix for details
Degree assessment – See appendix feedback
for details
Child Development: Teacher Initiated development of Reviewed and refined
Aide Certificate Program pre- and post-testing assessment tool developed
course objectives in CD in FY07
102.
Fire Service Officer – AAS Final examinations in FSO Advisory Committee Continue course delivery Monitor state certification
Degree courses approved by State feedback strategies cycle for approval of final
Fire Marshal to verify examinations.
students’ achievement of
course objectives: 100
percent pass rates on state-
approved final
examinations continue to
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Changes Made as a Result of Impact of Assessment on
Processes Used to Assess
Direct Measures & Results Indirect Measures & Results Student Learning Departmental Planning and
Student Learning
Assessments Budgeting
affirm students’
achievement of course
outcomes.
Law Enforcement Departmental feedback on Continue development of
unifying course prefixes plan for program-level
assessment.
Unify course prefixes
AAT Degrees (newly See appendix to view Refine electronic portfolio
launched and anticipated) detailed plan system
Level of Assessment: INSTITUTIONAL (in Connection with the Strategic Plan)
Changes Made as a Result of Impact of Assessment on
Processes Used to Assess
Direct Measures & Results Indirect Measures & Results Student Learning Departmental Planning and
Student Learning
Assessments Budgeting
SECTION III
SPECIAL AREAS AND/OR COMMENTS
Insights on Student Performance by Discipline or Interdisciplinary Initiative: Briefly describe overall how students within department’s disciplines and/or programs
have performed. Please provide any applicable data.
Discipline or
Student Performance Source of Data
Interdisciplinary Initiative
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Special Areas: Listed below are some other features of the report that are of special note. Information for these areas should be attached.
English Exit Exam Process at QC
English Exit Exam Process at EC
General Education Review Team Comments
Developmental Reading
Developmental Math
Developmental Writing
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SECTION IV
APPENDIX
Academic departments may attach additional information in response to the five guiding questions in the departmental feedback report. Applicable charts and data may be
included as an appendix to this document.
Course-Level and General Education Assessments
Psychology 101- FY 08
Post-tests were administered to students in the Psychology 101 classes in FY08 to collect data about the revised instrument.
Recommendations:
FY 08 post-test data will be evaluated by faculty during the Fall semester
Refinements will be made to the instrument prior to the administration of post-tests (Fall 2008)
Additional refinements may be made to the assessment instrument prior to the administration of post-tests during the spring semester
Sociology 101 – FY 08
Post-tests were administered to students in the Sociology 101 classes in FY08 to collect data about the revised instrument.
Recommendations:
FY 08 post-test data will be evaluated by faculty during the Fall semester
Refinements will be made to the instrument prior to the administration of post-tests (Fall 2008)
Additional refinements may be made to the assessment instrument prior to the administration of post-tests during the spring semester
Psychology 200- FY 08
Post-tests were administered to students in the Psychology 200 classes in FY08 to collect data about the revised instrument.
Recommendations:
FY 08 post-test data will be evaluated by faculty during the Fall semester
Refinements will be made to the instrument prior to the administration of post-tests (Fall 2008)
Additional refinements may be made to the assessment instrument prior to the administration of post-tests during the spring semester
Aggregated Pre-and Post-test Data: Anthropology: FY 08
Pre- and post-tests were not administered in anthropology courses during FY08 because of unanticipated shifts in teaching assignments and method of delivery.
Sociology 101: Class-Level Assessment Results and Discussion
A sociology faculty member administered a “CATS” regarding the specific pedagogies used in the Sociology 101 course. After receiving the feedback, the instructor
reviewed the pedagogies used, why they are used, and their facility for facilitating student learning. Based on feedback, the instructor made modifications to the ways
pedagogies were implemented to facilitate student learning.
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Soc 101: Class-Level Assessment Results and Discussion
In all course to provide students the opportunity to reach context mastery as assessed by the course assignments, I allow students a submission and rewrite option for all
papers. Unfortunately, less than five percent of students choose this grading option.
Second, in Sociology 101, after many students did not complete the first required paper with the desired content and analysis, I allowed the students a re-write option of
all sections of the paper where they did not achieve a maximum score for the section. The objective was providing students the opportunity to master the paper writing
process, while demonstrating a more content comprehension and application of the course material. For the second and third papers in the course I allowed students to
rewrite the two paper sections in which the lost the most points. This was again provided to allow a demonstration of a more complete content comprehension and
application.
Psychology 101: Class-Level Assessment Results and Discussion
A psychology professor routinely uses a "muddiest point" technique to gather information about concepts that are confusing to students. By administering the CAT prior
to unit examinations, the professor is able to review concepts about which students are confused. Because this instructor has been gathering muddy point feedback for
several years, the she indicates that by being able to anticipate points of confusion, she has changed the way she presents certain concepts. Feedback from the muddy point
cards assists her in assessing whether the changes she has made have been helpful.
Sociology 101: Class-Level Assessment Results and Discussion
A sociology professor routinely begins class with the question, "Any questions, comments, or concerns?" Questions asked lead to fruitful discussions and clarifications
about concepts that students haven't understood. Course documents, including class projects and paper requirements, are modified from semester to semester to make
these documents clearer to "clean up" questions and concerns that students have raised. The instructor makes notations in the relevant text and reading material so as to
highlight future instructional and pedagogical challenges. This ongoing and continuous assessment process provides direct and immediate feedback regarding classroom
instruction. Over the course of the semester, students become more comfortable in asking questions and making comments that may challenge the previous instructional
endeavors. This discourse has been a direct pathway to involving students in learning and critical analysis.
Psychology 290: Educational Psychology – Portfolio Assessment
This course was cancelled because of low enrollment.
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SBS 100: Follow-Up Study
Data were collected on students enrolled in SBS 100 during FY07 and FY08, examining in particular grades earned in SBS 100 and, in subsequent semesters, grades
earned in PSYC 101 and/or SOC 101. Although there is no clear pattern with respect to success in PSCY 101 or SOC 101, there are interesting points to note. First, the
attrition rate among those students registering for SBS 100 (about 41 percent during FY 08) is about the same as the attrition rate among all students taking developmental
course work at the college (about 40 percent). Second, a process issue is apparent as 6 students were allowed to bypass the requirement of passing SBS 100 in order to
gain entry into PSYC 101 or SOC 101 (or about 18 percent of those going on to enroll in these courses). On a positive note, faculty reported success stories among the
ranks of those SBS 100 students who “followed” them into other psychology and sociology courses during FY 08 and have noted even more of these students in their
entry level courses this fall (2008).
GRADE S FY 07 SBS 100 PSYC 101 SOC 101
A 2 1W
B 1 1C 1A
C 6 2W 1B, 1C, 1W
D 0
F 1
W 11 2D, 1F
N= 21
GRADE S FALL FY 08
A 5 3B, 1C, 1F 1C, 1B
B 6 1A, 1B, 1D 1F
C 17 2B, 3C, 2D, 2F, 1W 2C, 1D, 1W
D 3 1C, 1F
F 13 1B, 1C, 1W 1D
W 16 1C, 1W
TOTAL TOOK SBS 100 60 25 students enrolled PSYC 101 during the Spring of 08 8 students enrolled in SOC 101 during the Spring of 08
NOT REGISTERED SPRING 08 24
Recommendations
Continue to collect follow-up data.
Consider other variables that may be more predictive than final grade
History and Political Science – Class-Level Assessment Results and Discussion
In the disciplines of History and Political Science continued to see the use of open-ended instruments to assess student learning. Due to the effectiveness of this particular
methodology (a pre/post semester open-ended essay focusing upon the course objectives from the generic syllabi), its use was expanded with adoption in the History 265
(World War 2) course.
The course evaluations associated with coursework in these disciplines has led to revision of the presentation of course content as part of the continuous feedback loop, To
offer an example, students were unhappy with some of the video clips included in a particular course. Specifically, they felt the problem was not necessarily the content of
the video, but the format of the videos. Student recognition that dimming the lights for the video clip caused disengagement with the material and made re-engagement
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with the content difficult for them after the video clip ended when the instruction moved to discussion. This dovetailed with the instructor’s assessment of student
participation. An alternative form of instruction was devised to address this issue. A minor role-playing activity was used in the next section of the course. This activity
put the students into the position of the historical actors and presented them with the same alternatives--allowing students to better understand the decisions made in that
moment. Student assessments sustained the instructor’s impression that this role play better facilitated learning than the video clip. Thus, it seems clear that the student
assessments are allowing the instructors to refine their teaching strategies and evaluate the performance of a variety of options to facilitate student learning.
Selected sections of the History and Political Science courses collected data using the instrument designed by BHC Psychology faculty to assess student effort. These data
were then supplied to the BHC psychologists who were compiling data for study of this aspect of student learning. The results and conclusions drawn by this study were
later supplied to History and Political Science faculty to allow for revision in such areas as was deemed appropriate.
The discipline of History continued the ongoing expansion of web-enhancements associated with the courses they support. In addition to the already existing web-
enhancements for online reading assignments, quizzes, and course management of grades, selected History courses now have a Discussion Board component. This new
Discussion Board has created a new arena for class discussion and has afforded students a new venue to put forth their individual ideas as well as challenge the ideas
offered by their peers. The format was the culmination of a longitudinal process assessing student participation, preparation, and critical thinking and how it might be
nurtured in an online setting. The 07-08 academic year witnessed the most positive evaluations to date, by both students and faculty. It should be noted that this process of
revision is ongoing and the structure of the actual discussion board continues to morph, depending on student and instructor comments, perceptions, and evaluations.
POLS 251 – American National Government – Pre- and Post-Test Instrument Development
Political science faculty developed items that aligned with course outcomes and administered the assessments for the first time in FY08. The results indicate that about
half of the items have potential as reliable and valid outcome measures.
Recommendation:
Continue with item construction.
Consider controlling for attendance
POLS 251 (Adjunct Section) – Pre- and Post-Test Short answer Questionnaire)
Pre-Test Average Post-Test Average Average Increase
POLS 251 FY 08 11% 62% 51%
HIST 151 (Adjunct Section) – Pre- and Post-Test Short answer Questionnaire)
Pre-Test Average Post-Test Average Average Increase
HIST 151 FY 08 27% 63% 36%
Assessment of Online Students’ Background: Aggregated Self-Report Data from Variety of Online Courses Continued During FY08
An 8-point survey was devised to collect background information on students enrolled in selected online courses offered through the Department of Social, Behavioral,
and Educational Studies. Data were collected in seven online sections. Students were encouraged to take the survey as a way of practicing the quizzing function in these
courses. They were awarded 5 extra credit points for completing the survey. Although there was some variation from course to course, approximately more than half of
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all students enrolled in these courses at the beginning of each semester took advantage of this option. With the exception of the last question, all items were in multiple
choice format. Students were asked to select the option that best reflected their status. The final question was an open-ended query as to the number of credit hours
students were currently enrolled (these data are not included in the report)
Comparative data from FY 06, FY 07, and FY 08 are presented in the chart that follows. With the exception of experience with online learning, response distributions are
remarkable similar. Students in FY 08 are less likely to be enrolled in an online class for the first time; however, reasons for enrolling in online course work have been
remarkable constant. Most students take courses online because of their work and/or family obligations. About 10 percent of the students in each of the last three years
indicate that they enrolled in an online course to save money on gas. The self-report on comfort level with technology has remained constant, with most students
reporting that they’re very comfortable or comfortable with computer technology (about 88 percent overall); however, with respect to technical abilities, more students
report being able to send attachments without difficulty. In FY 06 13 percent of the sample indicated being unsuccessful or unfamiliar with e-mail attachments. In
contrast, only about 4 percent ranked themselves as unsuccessful or unfamiliar in FY 08.
Recommendations:
Continue to survey online students
Add at least one item to capture students’ perceptions of their level of self-regulation.
Since students take this survey anonymously, we are unable to explore the relationship among these self-reported data and successful completion of online
courses. Faculty will continue to discuss ways to use these data points to better understand correlates of successful online learning experiences.
FY 06 FY 07 FY 08 Grand Total
N= 199 N = 154 N = 114 N = 467
Number Percent Number Percent Number Percent Number Percent
1. How many online classes have you taken in the past?
None 106 53 75 48.7 - 181 39
1 38 18 38 24.7 74 64.9 150 32
2 25 13 16 10.4 11 9.6 52 11
3 9 5 8 5.2 9 7.9 26 6
4 5 3 8 5.2 2 1.8 15 3
5 or more 16 8 9 5.8 13 11 38 8
2. How many online classes are you taking this semester?
1 105 52 73 47.4 59 51.7 237 51
2 58 30 47 30.1 37 32.4 142 30
3 16 8 17 11 12 10.5 45 10
4 14 7 12 7.8 4 3.5 30 6
5 or more 5 3 6 3.9 2 1.8 13 3
3. How many hours are you employed each week?
I am not currently employed 38 18 25 16.2 22 19.3 85 18
10 or fewer hours per week 7 4 9 5.8 7 6.1 23 5
11 to 20 hours per week 27 14 21 13.6 12 10.5 60 13
21 to 30 hours per week 33 16 31 20.1 20 17.5 84 18
31 to 40 hours per week 49 25 47 30.1 29 25.4 125 27
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40 or more hours per week 45 23 31 20.1 24 21.1 100 21
4. How would you rate your computer skills?
Excellent 25 13 33 21.4 18 15.8 76 16
Better than average 90 45 80 51.9 58 50.1 239 51
Acceptable 75 37 39 25.3 35 30.7 149 32
Not very good 9 5 2 1.3 3 2.6 14 3
5. How comfortable are you with computer technology?
Very comfortable 46 23 54 35.1 32 28 132 28
Comfortable 122 61 89 57.8 69 60.5 280 60
Not very comfortable 29 15 11 7.1 12 10.5 52 11
Extremely uncomfortable 2 1 0 0 1 0.8 3 1
6. Have you ever sent an e-mail attachment?
Yes, I’ve been successful in sending e-mail attachments 168 86 143 92.8 109 95.6 420 90
Yes, I’ve tried, but I couldn’t get the system to work 6 3 6 3.9 4 3.5 16 3
I’ve never even tried sending an attachment. 21 10 5 3.2 1 0.8 27 6
I don’t have a clue as to what an attachment is. 4 2 0 0 0 0 4 1
7. Select the answer that best describes why you took this course online
My work schedule conflicts with attending face-to-face classes 47 24 47 30.1 34 29.8 128 27
My family obligations interfere with attending face-to-face classes. 32 16 18 11.7 21 18.4 71 15
Both my work and family obligations prevent me from taking face-to-face 54 27 39 25.3 30 26.3 123 26
classes.
There were no seats available during times I could attend face-to-face classes. 13 7 12 7.8 5 4.4 30 6
I’m taking online classes to save on gas. 16 8 10 6.5 8 7.0 34 7
Since I’ve never taken an online class, I wanted the adventure of trying 19 10 15 9.7 11 9.6 45 10
something new.
I prefer taking classes online. 15 8 14 9.1 4 3.5 33 7
SBES Program-Level Assessment:
General Education: Strand E:
Given the focus on refining assessment instruments, no data is being reported for the General Education Strand E this year.
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Fire Service Officer (FSO) AAS Degree Program
Advisory Committee Feedback: Discussion continued about ways to create increased flexibility within the AAS curriculum with respect to general education options.
Additionally, the committee began the process of considering alternatives to the current course requirement for incorporating relevant content about OSHA standards into
the curriculum.
Program-Level Outcomes: Pass rates on state-approved finals for all courses taught in the FY 08 cycle: All of the students who completed the FSO courses during the
2007-2008 academic year have passed the state-approved finals that measure specific state-approved course outcomes.
Recommendations:
The Advisory Committee will continue to review the curriculum to ensure that its content and format remains viable and up-to-date.
The outstanding pass rates on the state-approved finals for the courses taught in the FY 08 cycle confirms that the course content is appropriately aligned with
the outcomes designated by the Office of the State Fire Marshal.
At this point in time, all of our FSO courses are up-to-date with respect to state approval. We will incorporate the projected revision cycle into our multi-year
SBES Unit Plan as the state provides specific information about the cycle of revision.
Associate of Arts in Teaching – Secondary Mathematics Degree
Degree Program Outcomes
Students completing the AAT Secondary Mathematics Degree will have
Passed the basic skills test
Taken the first steps in the education curriculum for students interested in teaching mathematics in secondary school settings
Had hands-on opportunities to critically reflect their fit with secondary mathematics education
Completed the initial phase of portfolio-based assessment of achievement of teaching standard competencies
Assessment Prior to Graduation
Student outcomes will be assessed in a variety of ways prior to graduation, including:
Pass rates on the Basic Skills test
Formative and summative assessment of students’ achievement of course outcomes will provide course instructors with valuable feedback regarding refinements that
might be needed in course delivery. Utilization of classroom assessment techniques will provide timely feedback that will facilitate instructors’ abilities to make
immediate adjustments to support student learning.
Overall achievement of program outcomes as evidenced in artifacts submitted and dispositions reviewed for the professional education courses, and, in particular,
the capstone course, Psychology 290 (Educational Psychology). All students enrolled in the AAT Secondary Mathematics program will be expected to complete the
electronic portfolio requirement.
The assignments, presentations, projects, and examination questions for all courses in the education core (EDUC 101, CS 210, and PSYC 290) will be aligned with the
Illinois Professional Teaching Standards. Students will select artifacts that reflect their overall achievement levels for these standards to incorporate into their electronic
portfolios. A unified approach to assessment will be aided by the fact that the same instructor is likely to have responsibility for multiple sections of courses. Every effort
will be made to coordinate assessment should this not be the case.
Feedback for Continuous Quality Program Improvement
Feedback from the assessment processes will be used for continuous quality improvement with respect to general education, course-level, and program-level outcomes.
Among the feedback loops established are:
29
An Educational Collaborative comprised of faculty teaching the mathematics and professional courses related to this degree will review program outcomes and make
recommendations for changes to support student success. This collaborative effort will strengthen communication among faculty teaching in this degree program and
provide a framework to ensure continuous quality improvement of the AAT in Secondary Mathematics degree program.
Pass rates on the Basic Skills Test will be reviewed annually by the Chair of Department of Social, Behavioral, and Educational Studies. The Chair will share the
results with the Deans and Department chairs with responsibilities for courses in mathematics and English.
Formative and summative assessment of students’ achievement of course outcomes will provide course instructors with valuable feedback regarding refinements that
might be needed in course delivery. Utilization of classroom assessment techniques will provide timely feedback that will facilitate instructors’ abilities to make
immediate adjustments to support student learning. This will have an overall affect on the program.
Instructors will also play a key role in reviewing course-related artifacts students have uploaded into their electronic portfolios. Conclusions from instructors’ reviews
of portfolio data will provide additional evidence of what’s working in the course and what needs to be refined. As each instructor completes the review, discussions
will be held concerning what’s working and what needs to be refined for overall program improvement.
Associate of Arts in Teaching – Early Childhood Education
Degree Program Outcomes
Students completing the AAT Early Childhood Education Degree will have
Passed the basic skills test
Taken the first steps in the education curriculum for students interested in teaching in early childhood settings
Had hands-on opportunities to critically reflect their fit with early childhood education
Completed the initial phase of portfolio-based assessment of achievement of teaching standard competencies
Assessed their dispositions for teaching
Assessment Prior to Graduation
Student outcomes will be assessed in a variety of ways prior to graduation, including:
Pass rates on the Basic Skills test
Formative and summative assessment of students’ achievement of course outcomes will provide course instructors with valuable feedback regarding refinements that
might be needed in course delivery. Utilization of classroom assessment techniques will provide timely feedback that will facilitate instructors’ abilities to make
immediate adjustments to support student learning.
Overall achievement of program outcomes as evidenced in artifacts submitted and dispositions reviewed for the professional education courses, and, in particular,
the capstone course, CS 210 (Introduction to Educational Computing). All students enrolled in the AAT Early Childhood Education degree program will be expected
to complete the electronic portfolio requirement.
Dispositions for teaching
The assignments, presentations, projects, and examination questions for all courses in the education core (EDUC 101, CD 200, and CS 210) will be aligned with the
Illinois Professional Teaching Standards and the assignments, presentations, projects, and examination questions for all early childhood major courses will be aligned with
the Illinois Early Childhood Education Content Area Standards. Students will select artifacts that reflect their overall achievement levels for these standards to
incorporate into their electronic portfolios. A unified approach to assessment will be aided by the fact that the same instructor is likely to have responsibility for multiple
sections of courses. Every effort will be made to coordinate assessment should this not be the case.
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Feedback for Continuous Quality Program Improvement
Feedback from the assessment processes will be used for continuous quality improvement with respect to general education, course-level, and program-level outcomes.
Among the feedback loops established are:
An Educational Collaborative comprised of faculty teaching the early childhood and professional courses related to this degree will review program outcomes and
make recommendations for changes to support student success. This collaborative effort will strengthen communication among faculty teaching in this degree program
and provide a framework to ensure continuous quality improvement of the AAT in Early Childhood Education degree program.
Pass rates on the Basic Skills Test will be reviewed annually by the Chair of Department of Social, Behavioral, and Educational Studies. The Chair will share the
results with the Deans and Department chairs with responsibilities for courses in mathematics and English.
Formative and summative assessment of students’ achievement of course outcomes will provide course instructors with valuable feedback regarding refinements that
might be needed in course delivery. Utilization of classroom assessment techniques will provide timely feedback that will facilitate instructors’ abilities to make
immediate adjustments to support student learning.
Instructors will also play a key role in reviewing course-related artifacts students have uploaded into their electronic portfolios. Conclusions from instructors’ reviews
of portfolio data will provide additional evidence of what’s working in the course and what needs to be refined. As each instructor completes the review, discussions
will be held concerning what’s working and what needs to be refined for overall program improvement.
AAT – Special Education
Degree Program Outcomes
Students completing the AAT Special Education Degree will have
Passed the Illinois Basic Skills Test
Taken the first steps in the education curriculum for students interested in teaching in special education settings
Had hands-on opportunities to critically reflect their fit with teaching in special education settings
Completed the initial phase of portfolio-based assessment of achievement of teaching standard competencies
Assessed their dispositions for teaching
Assessment Prior to Graduation
Student outcomes will be assessed in a variety of ways prior to graduation, including:
Pass rates on the Illinois Basic Skills Test
Formative and summative assessment of students’ achievement of course outcomes will provide course instructors with valuable feedback regarding refinements that
might be needed in course delivery. Utilization of classroom assessment techniques will provide timely feedback that will facilitate instructors’ abilities to make
immediate adjustments to support student learning.
Overall achievement of program outcomes as evidenced in artifacts submitted and dispositions reviewed for the professional education courses, and, in particular,
the capstone course, PSY 290 (Educational Psychology). All students enrolled in the AAT Special Education degree program will be expected to complete the
electronic portfolio requirement.
The assignments, presentations, projects, and examination questions for all professional education courses (EDUC 101, CD 200, CD 212, EDUC 102, and CS 210) will
be aligned with the Illinois Professional Teaching Standards, Standards from the Council of Exceptional Children, and students will select artifacts that reflect their overall
achievement levels for these standards to incorporate into their electronic portfolios. A unified approach to assessment will be aided by the fact that the same instructor is
likely to have responsibility for multiple sections of courses. Every effort will be made to coordinate assessment should this not be the case.
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Feedback for Continuous Quality Program Improvement
Feedback from the assessment processes will be used for continuous quality improvement with respect to general education, course-level, and program-level outcomes.
Among the feedback loops established are:
An Educational Collaborative comprised of faculty teaching the professional courses related to this degree will review program outcomes and make recommendations
for changes to support student success. This collaborative effort will strengthen communication among faculty teaching in this degree program and provide a
framework to ensure continuous quality improvement of the AAT in Special Education degree program.
Pass rates on the Basic Skills Test will be reviewed annually by the Chair of Department of Social, Behavioral, and Educational Studies. The Chair will share the
results with the Deans and Department chairs with responsibilities for courses in mathematics and English.
Formative and summative assessment of students’ achievement of course outcomes will provide course instructors with valuable feedback regarding refinements that
might be needed in course delivery. Utilization of classroom assessment techniques will provide timely feedback that will facilitate instructors’ abilities to make
immediate adjustments to support student learning. This will have an overall affect on the program.
Instructors will also play a key role in reviewing course-related artifacts students have uploaded into their electronic portfolios. Conclusions from instructors’ reviews
of portfolio data will provide additional evidence of what’s working in the course and what needs to be refined. As each instructor completes the review, discussions
will be held concerning what’s working and what needs to be refined for overall program improvement.
Child Development (CD) AAS Degree
Standard Measure Results
Students will be able to provide age Lesson Plan grades and CD For Spring, 2008, 6 CD 214 students had a total average of 98% on their lesson plans.
appropriate activities to meet Illinois Early 214 Circle Time (Up from 2007 by 3 points)
Learning Standards. observations.(#6)
They also moved from 61% success in Circle Time observation in Feb., 2008 to 83%
success at circle time observation in April, 2008.(Up from 2007 by 2 points)
Students will be able to provide and supervise CD 214 Observations (#2 Students moved from 57% success rate in Supervision/awareness of health and safety
a healthy learning environment for young & 4) in Feb., 2008 to 93% success rate in April, 2008. (7 points up from 2007). They
children, including routines. moved from 92% success rate in management of routines in Feb., 2008 to 100%
success rate in April. (taken from CD 214 observation)
Students will be able to provide nurturing and CD 214 Observations (#5) Students moved from 69% success rate in Feb., 2008 of guiding children’s behavior
positive guidance for young children. through CD 214 observation to an 81% success rate in April, 2007.(Up 1 point from
2007)
Students will be prepared to find successful Graduate Survey In Feb., students had a 100% success rate in the Interactions/rapport with children
employment in Birth-6 year old programs/after category through CD 214 observations. In April, that success rate was 100% also.
school programs or home-based programs. (This is a 13 point increase)
Students will be prepared to form caring and CD 214 Observations (#1 The graduate survey will be sent out May, 2009.
nurturing relationships with young children & 3)
(and their families).
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Students will develop materials to help with CD 214 Portfolio For the Spring, 2008 Portfolio assignment in CD 214, students averaged 86%. 1 out
their job search. Assignment of 6 turned in this assignment late, which lowered their score. (This is fewer students
than 2007)
Students will be able to understand and Cooperating Teacher For Spring, 2008 the cooperating teachers of the CD 214 students rated them an
demonstrate professional and ethical conduct evaluation & CD 214 Final average of 100% on professional behavior during practicum. The CD 214 students
and standards including DCFS licensing and Exam averaged a 75% on the ethical dilemma questions on their final exam (This was lower
NAEYC ethical standards. than 2007).
Recommendations for Changes
More ethical dilemma practice in Practicum 1 & 2. Role playing will be increased. (This was started in 2006) Focus on supporting decisions with research.
For the Portfolio Assignment: Points were spread out over the semester. Perhaps the point scale could be changed to put more points on the assignments so students
won’t ignore deadlines. This procedure worked well this spring.
Continue to bring in more guest speakers into CD classes who have experience with special needs and behavioral problems. Use special needs scenarios throughout
CD courses. (This was started in 2006, and will continue)
Give out and utilize special need resources throughout CD courses.(This was started in 2006 and will continue)
Continue to model and instruct Circle Time techniques throughout the CD courses, especially CD 203, CD 204 and CD 214. (We are using a circle-time tape that a
student gave us, so now we have a wonderful example of appropriate circle time activities).
To increase the return rate for next year’s graduate surveys, include a give-away or certificate with survey (already included stamped, addressed return envelope).
Consider putting the survey online: send out a letter telling them where to answer the survey through “zoomerang.” There might be better response.
CD 102 --- Teacher Aide Certificate Program
The percentages listed are student results based upon the assessment given:
Expected Learning Outcomes:
Integrate child development principles, methods and practices with theory and practicability. 89%
Match children’s abilities, interests and needs with the appropriate program setting and methods. 71%
Describe children’s learning process and human relationships. 91%
Trace the link between schools and communities and home. 81%
Interpret laws and regulation pertaining to schools and children. 88%
List programs and settings for children: private and public. 97.5%
Describe behavior management techniques appropriate to the role of the paraprofessional.75%
Identify the job expectation of a teacher assistant as it relates to professionalism, ethics, professional development, and supervision of students. 92.6%
Recommendations for Changes:
Outcome B: Match children's abilities, interests and needs with the appropriate program setting and methods. (Feedback loop): To improve the attainment of this
outcome by students of the class, I propose that the course include more specific examples of programs and methods, and more specific descriptions of children's abilities,
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interests and needs. Then I propose that the students of the class be given more practice, discussion and inquiry in matching the children to the specific program. Class
participants will be asked to match children to program based upon the various characteristics design to match children to program.
AAS – Law Enforcement Technology
The objectives of the program are to prepare students to compete with other applicants for entry level law enforcement related positions in the college district and
to expand the skill sets of persons already employed in the criminal justice field in the college district. Feedback from police agencies in the college district
indicates that BHC graduates and students competitive in the selection processes used locally. Area police Chiefs and Sheriffs report that the quality of applicant
that they are interviewing who list BHC as their college has been very high. Former students who are employed with area agencies report that their college
experience at BHC proved very helpful in initially obtaining their positions and retaining them over time. Exposure to the workings of the entire criminal justice
system leads to inquiries about social service, probation and parole positions, and other types of corrections programs.
Assessment of student learning occurs in several ways. Common course syllabi form the backbone of this curriculum. At present, the main measure of students’
mastery of learning objectives is the evaluation of their performance on tests, papers, quizzes, oral presentations, and mid-term and final examinations. Since
these assessments are drive by course objectives, an analysis of these aggregated data is an important measure of outcomes assessment. Additionally, indirect
assessment measures are gleaned from information provided by graduates and, through the advisory committee, from law enforcement officials in the college
district.
The general education component of the curriculum is assessed according to the college’s plan for the assessment of student learning. Faculty assess artifacts
collected in general education courses to ensure that Black Hawk College’s general education goals are aligned with course objectives, evaluation rubrics, and
the samples of student work. The general education faculty, all of whom participated in the development of general education outcomes, has aligned the curricula
with standards and the use course-level artifacts to document learning.
Full-time and adjunct faculty are all criminal justice professionals from the college district. They meet formally and informally on a regular basis to discuss
program concerns, tests and exam results, and student progress. Their input is also included in the meetings of the Advisory Committee in which area police
professionals are invited to participate. For example, faculty and advisory committee members have identified technical report writing as a skill needing
improvement. They are now considering two different options to address this need – adding a course in report writing or integrating authentic report writing
assignments through the curriculum. Evaluations of writing skill level will continue to ensure continuous quality improvement.
