"Summative AssessmentLearning Outcome"
Summative Assessment/Learning Outcome Data Collection Fall 2001 Name Course Methodology Information Gained Conclusion Recommendation Adams, PSY101 Pre-test This class meets every I, of course, will Jacqueline Post-test Saturday morning. Mostly, it is first have to assess comprised of adolescents and the level of young adults. In my motivation next experience, this age group semester‟s students invariably outperforms the give forth, and if evening students, who receive necessary, I will the same Syllabus, but who employ more generally are older, probably hands-on activities hold full time positions, and and group activities possibly have families; thus for improving less time to study and/or student learning. complete assignments. The evening students also miss many more classes than the a.m. students do. Adams, PSY101 Students in this class The other major learning tool Weekly homework Classroom learning Jacqueline appear to benefit from the that is greatly appreciated by assignments are required, as is is enhanced/ instructor‟s lecture all students in this class are a five-seven page Oral augmented by methodology- always the “study guides,” from Presentation. videos, accompanied by which the instructor writes transparencies, corresponding concepts the four 20-question multiple- small work-groups. and principles, which choice Quizzes administered appear to promote throughout the semester. learning and interactive classroom dialogue. Byerly, SPA201 The method used was a Subjective data collected: The strongest areas are More audio-lingual Colin pretest/posttest scoring SPA 201 Tests: Pre Post Comprehension and Accuracy, activity is indicated areas of student ability to Comprehension 22.0 22.6 with Fluency the weakest. in class and communicate orally in the Vocabulary 21.6 22.4 encouragement to following areas: Accuracy 21.4 22.6 participate in target Comprehension, Fluency 18.7 22.0 language activities Vocabulary, Pronunciation 18.8 22.2 will be emphasized. Summative Assessment/Learning Outcome Page 1 12/23/2009 Accuracy, SPA 102 Tests: Pre Post Fluency, Comprehension 20.3 20.5 and 5.) Pronunciation. Vocabulary 20.4 20.4 Each areas was assigned Accuracy 19.8 20.5 a number value as a Fluency 20.2 20.2 grade: Pronunciation 20.4 20.3 16-0 (very poor) 19-17 (Fair to poor) 22-20 (Very good to good) 25-23 (Excellent). Calbow, CPD102 I utilized two Students reported increase The pre and post Personal Students said how Lorraine AH methodologies. One is a awareness of where they Assessment Inventory as well they like how the pre and post “Personal stored stress in their bodies as the 30-minute final class was taught. Assessment Inventory” ranging form 5% to 45%. appointment with instructor Many indicated that based on course Students identified that they allow the materials in the this was their competencies. Second is stored stress in the following Stress Management class to be favorite class and a 30-minute oral final areas: neck, shoulders, back individualized while covering were quite surprise where student gives legs, and stomach. the general course content. by it. details about the change All students except one in their percentages of indicated an increase knowledge and skills awareness of emotional during the course of the ability to express feelings. semester. The increase reported by the students range from 9% to 70%. Several students learned to say, “no.” Students reported an increase of knowledge in types of exercise programs ranging form 5% to 95%. The students indicated that Jack Chisum‟s presentation was invaluable. The students indicated that their abilities to apply relaxation techniques in their lives increase form a range of 5% to 95% with most of the students in the mid to upper ranges. Most students found Summative Assessment/Learning Outcome Page 2 12/23/2009 the breathing technique to be most effective for them. Students indicated confidence in their skills and abilities to handle and reduce stress. The students reported changes that range from 6% to 95% with the majority of the students in the higher end. All students brought their plan of action of maintaining a less stressful lifestyle plan with them to the final exam appointment. Campbell, MAT082 Pre/Post Test to establish Seventeen student complete All the students made Many of these Richard content learned during course both the Pre and Post tests improvement in solving the students needed to work Ten problems Pre test 17 students total necessary problems. be in MAT102 representing the problems or Correct Responses 34 or More students would score which covers the problem types needed to Average 2/student higher if calculations are used. same material plus succeed in algebra courses- Post test 17 students total better preparations The problems are grades as Correct Responses 120 or for beginning correct or not correct with no Average 7/student Algebra. This partial credit Average 20% on Pretest 70% would allow Average Post test smaller classes and more individual help for those who have not mastered Arithmetic in public schools. These students need additional tutoring and test taking skills. Campbell, MAT221 Pre test and Post test to assess Seven students completed the While the students almost Additional concept Richard the material covered during course of nine who started doubled there score, more application work the course- concepts as well Pretest total correct responses work is needed. needs to be done. as computation are tested ten 23 3.3 ave per student Additional problem questions with 14 responses- Post test total correct to differentiate partial credit for two question responses 42 6 ave per need to be assigned with multiple responses was student and discussed. given no calculator or notes are used for these tests Summative Assessment/Learning Outcome Page 3 12/23/2009 Campbell, MAT182 Pre Post test to assess types Ten students completed the All the students showed very The present text Richard of problems covered in the course and took both the pre good improvement The presentation fulfill course work 22 questions test and post test two students students who received average the needs of the tested definition, calculation dropped the class grade made the least students and concepts- The problems Pre test total correct improvement. The student in were graded correct or responses 38 3.8 per student mathematics courses beyond incorrect with no partial Post test total correct College Algebra are self credit. responses 168 16.8 avg. per motivated and have better student math skills than the average. Campoy, YAQ100 One the first day of class a Students answer about 25% Students at the end of the I will continue to Antonia pre-test is given to students. of the question correctly on semester realize that Yaqui bring in community The context area covers the the pre-test. On the post-test history and culture are so elders who have a following topics: the students are able to broad, that one semester is not wealth of Yaqui creation story answer 95% correctly. Most enough time to cover all areas. knowledge to share Spaniard contact with the of the students taking this Students are required to do a their stories to the Yaqui class are from the community family oral history research students. I may Jesuit Missionary era and of Guadalupe of project. They realize the consider giving their contribution to the Yaqui/Mexican origins, but importance of talking to their quizzes between Yaqui culture. their comments are “I did not family members or community mid-term and final Yaqui leaders know that” to both Yaqui elders and record their family exams. I will Mexican leaders history and the cultural history. Students in this class continue to prepare Arizona Yaqui contents of the course go out with at better more visual settlements instruction. understanding of Yaqui history presentations such Guadalupe historical and the importance of as PowerPoint, events documenting and recording the using slides and Students are told to answer rich history and culture of their photos. questions to the best of their ancestors. knowledge. I gain a sense of how much or how little the students know about Yaqui history and culture. The pre- test is given to the students to keep, because we will be covering all the topics in the pre-test during the semester. The post-test, given at the end of the semester. Cervantez, RDG010 I used the Language Excellent baseline data as to According the LAS test that Keep everything as Jerry Assessment Scales. 2A form the mastery of skill and was used, some students at the status quo. was given as a pre and the 2B prgress of each student. beginning of the semester were form was given as a post. Information also permitted classified either as non-readers Summative Assessment/Learning Outcome Page 4 12/23/2009 The LAS provides 3 levels of for individual instruction. or limited readers. In every Reading abilities. The areas Overall the students as a case at the end of the semester, are Non Reader, Limited whole mastered the necessary every student, according to the Reader and Competent skills to be successful in test, was classified as a Reader. In addition I used 5 Reading 011 the next higher competent reader. Wow! This chapter test and a final exam.. level. is remarkable. Plus an assessment from from Steck Vaugh Skills Series also was used to validate the student progress in the course Collins, COM110 Pre-Test Students showed a consistent Students who design and I plan to continue Lara & 263 Post-Test reduction in communication execute their own learning this methodology. (Communication apprehension at the contracts know their progress Apprehension) conclusion of the course. in the class, feel like they have Portfolio Students did self-assessment more choices, feel more using portfolios. They satisfied with their learning, demonstrated learning in oral and are successful at applying and written form. their knowledge to their lives. Facciola, COM100 Communication apprehension On average, students reported COM100 is an effective SMCC‟s COM100 Peter was assessed with the PRCA- lass apprehension in public vehicle for reducing public is a standard 24 inventory, in a speaking communication speaking and interpersonal introductory pretest/posttest design. The situations at posttest time communication apprehension. communication PRCA-24 is an (x=18) than they did on the The apparent increase in work course that has internationally recognized pretest (x=23). Scores on the group communication been time tested and validated standard PRCA-24 can range form a apprehension is unusual and and proven instrument for measuring low of 6 to a high of 30. may be due to negative effective communication apprehension. Initial examination of the dynamics between a few throughout the 29 students completed the posttest instrument appears to students stemming from country. Given the instrument during the first indicated that students personal issues. data reported here, week of class, then again experienced similar more emphasis is during finals week as part of reductions in apprehension in needed on group their normal coursework. interpersonal settings. communication. Interestingly, however, Since COM100 is a students appear to have survey course and reported slightly increased can devote limited apprehension in work group time to any one contexts. The interpersonal communication and group data have not been context, this may formally tabulated and be difficult. analyzed, however. Students need group work across Summative Assessment/Learning Outcome Page 5 12/23/2009 the curriculum with constructive educational feedback. Ferguson, HES100 We used a pre test and post The percentages for the Learning did take place Try to get students Doug test for every new chapter. pretest were extremely low between pretest and post test. to realize that other ranging from 30% to 55%. Pre & Post test dealing with areas of health The post test ranged from more relevant areas (nutrition (stress-emotions) 68% to 94%. fitness) had a higher rate of are as important as gain from the pretest. areas of relevant interest (nutrition- Fitness) Foster, RDG081 The method used was a Pre, Post Small gains were made by the I plan to give more Mary pretest/post test which Dictionary Skills students on each skill. As a feedback on scored four combined Dictionary Skills 21, 33 group they all started at low- assignments. I will skills tests including the Vocabulary in Contept 28, 35 skill levels in all areas. They also stress the main following areas. Main Ideas 16, 24 were given a lot of practice in idea skills. A large Percentages were Supporting Details 21, 31 class and as assignments but block of time has recorded. Transitions 29, 32 homework was not being done been given to Dictionary skills Patterns of Organization 20, by a large number of students. vocabulary. I plan Vocabulary in Context 27 We met two days a week. One to use more time Stated and Implied Main Inferences 29, 29 day was spent on skills and the for the specific Ideas Word Meanings 53, 67 other day on vocabulary. reading skills and Supporting Details incorporate the Transitions vocabulary text as I Patterns of Organization teach those skills Inferences that are lacking. Word Meanings- of 200 Vocabulary Words Foster, RDG012 The method used was a Pre, Post Students made gains in areas Item #2 Fluency is Mary pretest/post test, the LAS Synonyms 91, 96- 10 items 1,3, and 4. Area #5 showed no an area for which (Language Assessment Fluency 100, 96- 10 items change. Area 5 showed very these students need Scales). This test Antonyms 82, 90- 10 items high scores in both the pretest much more included: 1. Synonyms, 2. Mechanics and Usage 138, and post test and has been practical Fluency, 3. Antonyms, 4. 141- 15 items consistently successful in application such as Mechanics and Usage, Rdg. For Information 100, practice exersises throughout speaking more and 5. Reading for 100- 10 items the semester. English outside of Information. the classroom in Standardized scores were their everyday used in the grade activities. They are Summative Assessment/Learning Outcome Page 6 12/23/2009 evaluations. given practice in speaking in frontof the class and reading aloud during each class period. I plan to step up these activities even more. I plan to explore more opportunities for reports on their experiences in speaking English in their daily activities. Foster, CFS101 A pretest and posttest There was not a Even though there is very little Increase some of Patricia AP were used to measure the formal direct time in a 1credit hour course, these 1credit hour students comprehension assessment taken the students did gain courses to either 2 of course material. other than the knowledge in the content area. or 3 credit hours so number of What is unknown is whether that more time correct answers or not they will continue to be could actually be on the posttest able to use this knowledge and spent addressing increased at the information in their preschool developmental class end classrooms. principles. Henderson, ENG101 The method used was a Pretest, Posttest Once again, students did make I may consider Charity pretest/posttest scoring Area 1: 2.8, 3.2 gains in all areas. Area 5 giving a grammar pieces of student writing Area 2: 2.6, 2.9 seems to be the weakest in this midterm and see if in each of the following Area 3: 2.8, 3.4 particular class. I put a fair that makes a areas: 1. Meaningfulness Area 4: 2.9, 3.3 amount of stress on this area, difference. In the of ideas, 2. Organization Area 5: 2.4, 2.8 but I do believe Areas 1 and 3 past, I have given a of ideas, 3. Area 6: 3.0, 3.3 to be comparatively a bit more grammar final and Support/development of important, so I would probably have not noticed ideas, 4. Writing flow and not consider taking much time great results. word choice, 5. MLA away from those areas to give format. Each area was to Area 5. From doing these assigned a number value evaluations many semesters, as a grade, 1 (poor), 2 and following through with (fair), 3 (average), 4 plans, I have notice that (good), and 5 (excellent). reorganizing instruction to improve in one area usually Summative Assessment/Learning Outcome Page 7 12/23/2009 leads to losses in another. Hustedde, CIS105 Students were Pre-Test: Students improved their Overall, student Stephen administered a 100 The mean score on the pre- performance on the post-test performed well on question multiple choice test was 30.8 out of 100 over the pre-test by an average the assignments pre-test at the first class points possible. of 89%. The most significant and less-than- meeting, with the The median score on the pre- increase was by a student who satisfactorily on the identical test test was 28 out of 100 points scored a 17 on the pre-test and quizzes. I will administered as a post- possible. a 54 on the post-test, an introduce a self- test at the last class The scores ranged from a low improvement of 318%! Two paced, internet- meeting. Students of 14 to high of 61. students did perform worse on based section of the received 15 points for the post-test than on the pre- course in Spring taking the pre-test and Post-Test test. I believe these students 2002. For that post-test, so their The mean score on the post- didn‟t read the questions on section, I am performance on the test test was 53.3 out of 100 the post-test, but merely finishing up writing did not affect their points possible. recorded the answers at modules that grades. Students were The median score on the post- random, as nothing was at reinforce the encouraged to not study test was 56 out 100 points stake for their performance on concepts and for the post-test, so as to possible. the test (all students received terminology get a better reading of The scores ranged from a low 15 points for taking the post- covered by the their long-term retention of 21 to a high of 74. test.) quizzes. The and understanding. The A chart is attached showing the Perhaps most significant is that modules will also test focused on basic individual score performances. 93% of students responded incorporate some terminology, concepts, that they felt the course had writing and definitions, and was been worthwhile and that they assignments that cumulative of material had learned information and will increase covered throughout the skills that would benefit them student interaction course. personally and/or with the material. professionally. These modules will be made available in my lecture- based, fact-to-face sections as well. For the “hands-on” assignments, I did incorporate sample documents viewable through the online Summative Assessment/Learning Outcome Page 8 12/23/2009 Blackboard component of the course to show students what their completed assignments should look like, as proposed last spring. This did help reduce confusion over formatting styles and some vague terminology of the instructions in the textbook assignments. Jones, Dij EDU105 Currently the methods Daily Response Journals In addition, I will implement a I hope that adding a used for assessing require that each student pre and post test on Classroom required text, knowledge gained are the explain exactly what they Management Skills for all Setting Limits in Student Formative have learned, describe an future sections which will the Classroom, Evaluation and Daily application/situation of that provide measurable data for (Prima Publishing, Response Journals. knowledge, and includes content as well as for California, 1996) in questions for further assessing growth. conjunction with exploration. This narrative the pre and post format has given me feedback testing will on an individual basis, strengthen the allowing clarification where students‟ needed as well as requiring knowledge of students to practice much management skills. needed writing skills. Student Formative Evaluations have addressed length of class sessions, the need for a bigger, permanent classroom, and specific points assigned to infractions. Jones, Isola Private I use my experience as a All the students have There is no substitution for Relaxation and Voice singer who has done improved—some more than hard work—I am not teaching patience! Lessons everything wrong vocally others. Everyone learns at the students to sing but in what and has come out of their own pace—the fewer the way to learn and think about Summative Assessment/Learning Outcome Page 9 12/23/2009 every bad habit. I expect ingrained bad habits the faster singing. And most important my students to improve a the improvement. how to study. little every week—this is how I know they are learning. Koehler, Jon CIS190 The method used to Students in this class showed In general, students in this Extensive use of & assess the students in this an average gain of 44 points class make significant gains in PowerPoint MST140 class was a pretest/ (pretest=24, posttest=68). their understanding of the presentations was posttest instrument using The highest gain was 55 material. employed in this 100 multiple choice points (pretest=24, class. Student questions covering the posttest=79). feedback indicated competencies of the The lowest gain was 21 that this was a course. points (pretest=24, benefit to their posttest=45) for students who learning. This will completed this course. be continued in the next semester. Full class participation reviews were conducted twice with excellent feedback. These will be expanded in the next semester (most likely to 4). A study guide may be employed and used as a collaborative learning tool. Koehler, Jon CIS150 The method used to Students in this class showed In general, students in this A new textbook assess the students in this an average gain of 48 points class made significant gains in was employed this class was a pretest/ (pretest=11, posttest=58). their understanding of the semester, replacing posttest instrument using The highest gain was 67 material. The student who a textbook that had 20-22 essay-type points (pretest=1, posttest= scored the lowest gain on the been used for questions covering the 68). posttest demonstrated a higher several semesters competencies of the The lowest gain was 28 level of understanding but that had some course. points (pretest=5, postest=33) throughout the weekly quizzes fundamental for students who completed and had almost perfect instructional flaws. this course. attendance. The new textbook was evaluated to improve on these Summative Assessment/Learning Outcome Page 10 12/23/2009 flaws. However it was found to not correlate sufficiently for the specific software used in the course, being designed to address a generic programming tool. This will be corrected for Spring 2002. The new textbook will also map more closely to CS0/CS1. Krug, Don ANS222 This was the first time Final grades were as follows: I was not surprised at the 2 I should give strong that I was the instructor 1- A letter grades of “D” as these examples in class for this particular course. 1- B two students had trouble of the expected I was writing test 2- C concentrating on the course caliber of instruments as I was 2- D content. This semester I used a subjective question developing the course greater quantity subjective responses. format. style questions, but I normally Additionally, I use more objectives in my should include a exams. I think that many greater number of students have poorer writing objective style skills than in my past classes. questions to the exams. Mazzeo, ENG102 Used a pretest and The results differed A good foundation for To find a journalist Vincent posttest to measure dramatically between the pre teaching this course and for and/or freelance student‟s knowledge of and posttests, since virtually attaining satisfactory results in non-fiction writer the research process and all the students were never assessment is to relate the highly skilled in research writing, since exposed to the research research process to the student research to serve as ENG 102 is the part of process prior to taking the lives, i.e. how discovery and a guest speaker. First-Year Composition course. However the ultimate validation will enhance their Also, an alternative which focuses upon the evaluation occurred when the credibility and “attractiveness” syllabus would research paper rather than final research papers became to friends and acquaintances. I require essay writing. These tests due. Many students earned found that many of the collaborative consisted of a series of 80s and 90s where grading students became engaged in writing in groups. short-answer questions criteria were almost entirely their projects and did not which surveyed the based upon research writing hesitate to ask for clarification Summative Assessment/Learning Outcome Page 11 12/23/2009 research process as conventions. and assistance on the papers. enunciated in the text. In addition to the further development of the writing process and essay-writing using a variety of rhetorical patterns, the Course Description and Competencies, found in the syllabus, further states additional desired outcomes, to wit, thesis development, whereby students narrow a subject area to a specific topic with a controlling idea, develop a research question, and follow prescribed steps in nurturing a research writing project to final draft. Also, the ability to build a working, then final, bibliography of a variety of primary and secondary resources needed to validate and substantiate the thesis and familiarization with the MLA documentation style. Course homework assignments and projects were based upon the continuation on building essay/composition skills as well as in the introduction to the research writing process. Components such as the Summative Assessment/Learning Outcome Page 12 12/23/2009 research prospectus, outline formatting, in-text citation, note-taking, summarizing, paraphrasing, conciseness/clarity in writing, etc. were taught in a “workshop” classroom environment in which students improved their skills through study and drill. Additionally, the “hands-on” library tour enables the students to become more aware of the ease of accessibility to information sources. Moore, RDG011 The method used for Scores: Students in this class did make At the beginning of Karen pretest-posttest was the READER Pretest Posttest gains. I attribute their gains to the semester I will Language Assessment Non 5 1 lightening the load by continue to take the Scales Reading/Writing. Limited 13 8 rewriting or explaining text time to create a This battery is a Competent 12 21 material. Complex sentences supportive and (multiple-choice) were broken down into interactive class. assessment of vocabulary, Five students made gains comprehensible parts. Consider giving language fluency, reading from the limited reader Academic vocabulary was students the comprehension and category to the competent presented at the start of each opportunity to mechanics. reader category. Four students lesson and highlighted. resubmit various moved from the non reader Supplementary material was assignments so they category to the limited reader available covering the same can take up and category. The one student that content but at various levels to learn from my did not make any gains was insure comprehension of skills. feedback. due to lack of attendance and This helps students acquire Encourage students incomplete course work. knowledge, use it effectively to critically receive and moe toward a knowledge and sophisticated level of reading. have focus questions at the beginning of class. I will check for understanding of content with questions that are Summative Assessment/Learning Outcome Page 13 12/23/2009 higher than knowledge level. Avoid using idiomatic speech; use multi-sensory instruction, hands- on activities and relate information, as much as possible to student‟s prior knowledge and instruction. Newhouse, SOC101 The method used was a Data collected: I am delighted to say that there I plan to implement Ilisha pretest/posttest verbal and Areas Pretest Posttest is a significant gain in a motivational written interview of the 1 6.2 8.5 knowledge and skills base component and students knowledge in the 2 2.2 7.9 acquired by the students. have individual following areas: 3 7.4 8.7 However, I found that a few sessions with each Sociological 4 6.5 8.9 students who lacked student to discover Definition 5 4.2 7.6 enthusiasm seemed to bring the needs of each Four Social down the entire average of the particular student. Theories group. Area two seemed to Impact of have the most everyday significant gain, but life students were still a Level of little confused with discriminati concepts. on and Therefore, I shall social devote an entire tolerance class section next Organizing term to this individual particular ideas and component and test thoughts. for clarity. Each area was assigned a Although this was number with 10 being of my first semester highest knowledge, 5-6 being teaching, I have average, and 1 having no acquired many subject knowledge or skills. skills and ideas to apply to each course during my additional learning Summative Assessment/Learning Outcome Page 14 12/23/2009 curve. Finally, I am looking forward to applying these skills next term. Nielsen, CNT140 Written quizzes were As no students were familiar Students in these classes have More time spent Mark CNT150 completed by every students with the configuration reached competency in all the doing binary math on every chapter covered. commands of the Cisco router course objectives. problems in Router configuration labs great gains were CNT140 and more were completed and written- demonstrated in the student‟s time spent on doing up by all students. Students knowledge of the Cisco IOS. subnetting also completed a written final Students average 80% on the problems in exam, a subnetting problem written quizzes and exams. CNT150 will and a router configuration And they averaged 90% on greatly enhance a problem. the router configuration students ability to problem. handle the responsibilities of being a CCNA. Odle, Karen ARH100 The method used on this The information I expect to During the semester we have The understanding questionaire survey: 1. What gain from this survey is that “hands on activities” using the of art terms, the is art?, 2. Why do we have there will be students who materials an artist uses. Words artist‟s process, and art?, 3. Is art necessary? take the class to fulfill like charcoal, conte crayon, the “ways of Explain. 4. What do you requirements, or to learn cast shadow, and wet wash seeing” art in a way know about art? (for example, more about art (art take on a reality that is not they did not “see” taken an art class, visit appreciation), and there will possible from a glossary before the class is museums frequently, etc.) be various levels of a definition alone. The formal evident from this Explain. 5. What materials background in art. elements of art (line, shape, exercise. A follow does an artist use? 6. What do I find that many students have color, texture, & space) and up survey indicates you expect to learn from this not taken art since grade the principles of design a different class? school or high school. Art (balance, rhythm, variety, perspective. terms, techniques, and emphasis, & unity) are I will continue to materials are like a foreign introduced, defined, and use the above language to them. explained. Then, as a class, a methods to painting is critiqued using introduce art and these elements. The final art history to the application is a written students to increase response applying these terms and enhance their to a reproduction/slide of appreciation of art. another painting. ( A survey of The results art history has been studied (change) of how along with the above.) they view (or don‟t view) art at the Summative Assessment/Learning Outcome Page 15 12/23/2009 semester‟s beginning to end is evident. Peña, Violin Performance base, Preobtain Students that did not have the Take students that have some Students need an Manuel (MUP) knowledge of the subject. basics in music can not level in music to enroll in ensemble to use advance at College level private lessons for majoring in their learned Performance. music the level is higher. As techniques. enrichment class ok. Proctor, GEO101 Pre/Post Test that was an Students have a lot of prior Students visual/spatial abilities Keep using visuals Sian assessment of students knowledge about geology., improved during the semester. to teach with. Get visual/spatial ability in but don‟t realize it. They lack The class was taught in such a students to use geology. It was not graded. confidence in their prior visual/spacial manner using visuals when Students did not study for the knowledge. PowerPoint. talking about pre or post exam. 35 multiple Students improved geologic concepts. choice questions -pre test average: 16.1 -post test average: 20.4 Revie, Jean BIO100 Pretest/Posttest Pretest/Post-test results: Thing that helped students succeed Things students would -pretest average: 61% in class: like to see done: -posttest: 76% Review sheets and review in More class -GAIN: +15% class discussion Studying with friends Assign seating to Use of the internet notes and cut down on computer CD extraneous talking Extra credit opportunities Needed more group Quizzes from the book activities instead of Ability to bring up poor test taking noted scores to a passing grade Sometimes moved Reminding class when things to fast are due Review before the test Revie, Jean BIO201 Pretest/Posttest Pretest/Post-test results: Things that helped students Things could be -pretest average: 25% succeed: improved: -posttest: 82.5% Review sheets and notes on Be careful to not go -GAIN: +57.5% the internet too fast on difficult Using the CD to review in areas. class all helped The hand on work with the labs, especially the BIO-PAC grant software. Summative Assessment/Learning Outcome Page 16 12/23/2009 Revie, Jean BIO205 Pretest/Posttest Pretest/Post-test results Things that helped students Things the students -pretest average: 42% succeed in class: would like to see done: -posttest: 92% Review sheets in question More help with the -GAIN: +50% format, and internet notes unknowns Quizzes and test reviews Stress the CD and computers importance of the Small class and one to one unknown at the experience and help beginning on the Form to record progress for semester the unknown Discuss more in lab Lecture, when you related how results should what we were learning in class come out and how to the real world to identify what you should see Revie, BIO100 Methodology used to Data collected The students made an Coordinating lab Steven assess student learning Pre test 3.2/10 excellent gain in learning. and lecture. Have a was a pre/post test. On Post test 8.1/10 They learned much of the lab on the lecture the pre test, the students material. material each week. averaged a 3.2. On the The current labs do post test, the students not go well with the averaged an 8.1. material taught in Biology 100. Scarbrough, CHM235 A pre- and post-test was The pre-test average score An item analysis indicated the I believe that S. Ann administered using the was 20% and the post-test greatest deficiency in adding basic American Society Exam. score was 55%. This is 5% knowledge regarding worksheets would Students were asked to above the national average for neucleophillic substitution and help students who complete questions the course. elimination. find the abstract matching the district nature of the competencies. This concepts too examination is difficult. standardized nationally with a mean of 50%. Servin, ENG009 The STEL (Structure In ENG 009, twenty students The majority of the students In order to avoid Belen Tests—English had both a pre- and post-test increased their knowledge of spending too much Language) is a 50-item score. Fifteen of the twenty grammar. Out of 20 students time on grammar test; students showed an increase in score, who has both a pre- and post- grammatical are allowed 30 minutes to three scored a decrease in test score, 15 showed an structures that do it. Each item has three score, and two remained the increase in score. students already sentences (one is correct same. The net gain was 65 have a grasp of and and the other two are and the net loss was 8. put more emphasis incorrect), and the student Therefore, 2.85 was the on structures that Summative Assessment/Learning Outcome Page 17 12/23/2009 tries to determine which average net gain. students need more one is correct. practice on, the ENG 009 students take instructor will go the beginning test. There through the test, is Form1 and Form 2. If a item by item, and student takes Form 1 as a see where the pre-test, he takes Form 2 students‟ strengths as a post-test and vice and weaknesses versa. are. Instruction will then be adjusted to spend more time on grammar points that are presenting the most difficulties. Smith, MAT091 A department pretest and The mean score on the pretest The data above reflects the Over the past few Helen posttest of “passage” (i.e. and posttest varied by class. differences between the two semesters, I have skills deemed essential The accelerated class started types of classes. In the increased the use of for the next course) skills with a pretest mean of 2.1 and accelerated class, students the graphing was administered. The finished with a posttest mean started with a high mean, calculator in this pretest was administered of 5.8. (22 students took the reflecting the fact that students course. A during the first week of pretest and 19 took the electing an accelerated course classroom set of classes and the posttest posttest.) The traditional class generally have a better calculators is was administered as a began with a pretest mean of background than students available for use on distinct part of the final .9 and a posttest mean of 6.0. selecting a traditional course. a daily basis—but examination. Two (24 students took to pretest Fewer people withdrew from not for homework. classes of MAT091 were and 16 students took the the accelerated course than the This seems to be a assessed: and eight week posttest.) traditional course. Those major stumbling accelerated course which students who completed the block for some met for one hour and traditional course scored (on students who forty minutes four day a average) slightly higher than cannot afford a week and a traditional the students in the accelerated calculator of their sixteen week course course. own. I will do which met four times a more lab exercises week for fifty minutes per with the Internet seesion. and software resources available at the college; in this way, the students may use the Computer Summative Assessment/Learning Outcome Page 18 12/23/2009 Commons for assistance with homework. (This will NOT solve the problem of students who have NO TIME on campus for homework and NO COMPUTER at home.) Increasing the use of technology and demonstrating various types of learning assistance seems to be a necessity with developmental students. In the future, I will take the students to the Learning Assistance Center to introduce the tutors. In addition, I will show some of the available videos and online resource in the classroom and take the students to the Computer Commons. Starrfield, ENG102 A pretest of 25 fill-in Mean on pre-test: 11.3 There was an increase in Collect not only Susan items was administered to Mean on post-test: 15.6 success as measured by this two research nineteen students and re- instrument. Scores rose an papers, drafts, note- administered as a post- average of 4.3. However, this cards but also find test to eleven students. is a single measure, and three out how students Items assessed students who did poorly in the are doing with knowledge of rhetoric class did not take the post test. short essays and and composition, the short answer forms Summative Assessment/Learning Outcome Page 19 12/23/2009 research process and assessing skills. notetaking. Timothy, CRE081 At the beginning of the At the end of the semester the This class, as a group, from the As a teacher, I need Diane semester, before students students were tested on the beginning of the semester to help the students had any vocabulary same words. In the post test scored higher on both reading learn the words instruction, they were the words answer were in a and vocabulary tests than most well enough to use given a 100-word pretest different order, but they were Reading 081 classes. Their them in everyday of words in their the same words. higher scores on both the pre conversation and vocabulary textbook. On the post test students and post tests show their writing, not just to On the pretest students averaged 80 words correct out abilities. Although some pass tests. averaged 49 words of the 100. students‟ scores increased correct out of the 100. more than others, all learned most of the vocabulary words they studied. Viquesney, ENG061 I have the same test three In the first testing, no one in The first test was not a I think I will switch Mark times—beginning, the class passed. The second surprise. The second test was, some of the order middle, and end of test only three people passed. but I have learned not to that I teach things semester. The test This surprised me, but many schedule midterms when the in. I showed them focused on what an 061 of the class, when I asked World Series is at stake (this where they were student needed to know them why, they said they was the same in all classes). going first, then before advancing to 071. were too happy about the This is only the first time I started thew Diamondbacks winning the have taught 061, so I am not learning. This may World series and didn‟t study. sure if what I received from have confused For the final test, 75% of the students was normal. I will some of the class passed. need to consult with the other students. 061 instructor. Warren, Liz ENH251 I did an assessment on the Al the students who did the My students were successful in My students this first day of class and a final were able to achieving the learning goals I semester asked that final which functioned as spontaneously elicit and set for them. I tell more stories! a post-test. elaborate on the primary They preferred the The assessment asked: topics that I emphasized stories to any other What is mythology? during the semester— in-class activity. What does it mean to say oftentimes very beautifully Several of them that mythology is true and movingly! One problem suggested that I not even when it is not is that 19 people took the use “The Power of factual? assessment and only 12 did Myth” film series, What is the Hero‟s the final. Four of those people but just as many Journey and how is it dropped, but that leaves three appreciated it. I relevant to your life and who didn‟t do the final, so my will probably Summative Assessment/Learning Outcome Page 20 12/23/2009 modern popular culture? data isn‟t complete. continue to use it. What are some of the Without doubt, common themes of their favorite thing structures of myth around about the class was the world? building the At the end of the semester labyrinth. Since I I ask students three consider the general questions: labyrinth a Explain the metaphor for the concept that hero‟s journey, I myth is true don‟t assess for it even when it separately at the is not beginning, but I factual. may need to change Think back that. Most of them over the talk about having activities of learned the value of the semester working together (lectures, and building stories, in- community, and class that is not one of activities, my formal learning films, text goals, but I think I assignment, should include it semester somehow too. project) Myth and ritual What are the always exist in five main community and that things you is what they create have learned in their labyrinth about experience, so I mythology? think it can be a What have legitimate learning you learned goal for the class. about Many of them said yourself by that they wished we taking this had done it earlier course? in the semester My goal is to see if the because they main things that they enjoyed the learned correspond to my bonding Summative Assessment/Learning Outcome Page 21 12/23/2009 primary areas of experience. This emphasis, which is also may be possible in what was in the original the spring, but in assessment. the fall the labyrinth is built for the Messiah. Here are some of the things they said about the labyrinth experience: “The most important moment of the day was when we had our ceremony to christen it. We all were as one and right at that moment I think everyone was proud to be in our group. I can only begin to describe the experience in words, but most of it I can honestly say was a spiritual and emotional experience. I am glad that I took part in this project and would recommend it to everyone I know. If there are five things that I learned from this experience I would have to say: Teamwork can always bring people together. No project is meaningless. You should always step up to lead if necessary. Summative Assessment/Learning Outcome Page 22 12/23/2009 Even the most basic things can be beautiful. When determined, you can do anything. “It is so important to work in a group and work well together because beautiful things can come from it.” “In the process of building the labyrinth and doing it I think I learned more about the hero‟s journey because for us it was a journey. Also I think I learned a lot about teamwork because our class worked great together as a team." “ I learned that a class can come together in a way to complete a project or journey if they work together as a team and are determined. My experience building the labyrinth was very good. I really enjoyed myself and to see the final outcome of the candles in the water was just gorgeous.” “ Although all of this took place on Saturday night, and the evening started with complaining, it ended Summative Assessment/Learning Outcome Page 23 12/23/2009 up being a day full of teamwork and laughter. I had a great time and I think it was a great experience for all of us to share.” “Sure it is easy to come to class and have a few acquaintances, but who has the opportunity to say the actually bonded by making a labyrinth!” “The labyrinth was beautiful! This is the best class project I have done. I feel lucky to have had the opportunity to participate. I will never forget the labyrinth and all the things I have learned in this class.” Warren, Liz STO293 This class was assessed in The class was unusual since The students were delighted These women were a completely qualitative 12 of its 13 members have with their experience. They dedicated to way. At the beginning of been associated with the want to know when they can sharing their own the semester I asked the Storytelling Institute for take Storytelling III! I loved experiences and students what they several years and I designed operating the class in this way. helping each other wanted to get out of the the class explicitly for them The students took on the when ever and how class. We reviewed the and based on what I knew responsibility for their own ever they could. As syllabus and they agreed about them. At the beginning learning and they inspired each a result, we often that it was a match for of the semester I gave them other and me in the process. spent more time their expectations. At the the opportunity to discuss the talking about end of the class, the plan for the semester and to storytelling than students agreed that they make recommendations for doing it. That is not had the experience they any changes. Other than necessarily a bad expected and desired. adding and resequencing thing, but I think in My main goal was that some journal topics and the future I would the students identify reducing their individual want to make sure themselves as artists. concerts to halfand hour from that at least 1/2 the Their final activity was to an hour, no other changes time was spent in share their artist‟s were made. They are all actual storytelling. Summative Assessment/Learning Outcome Page 24 12/23/2009 statements with the mature women who are in the On the other hand, group. After each student process of developing I‟d want to stay read her statement, every themselves as storytellers and flexible to meeting other student read or artists. I asked them to be the needs the spoke an affirmation to responsible for tracking their students expressed. her. This was a very own assignments and for Here‟s what on e powerful and moving keeping me informed of their student said about experience for everyone. needs. her end of the Their artist‟s statements Midway through the semester were essentially their semester, one student in experience: assessment of themselves particular expressed that her “I was overwhelmed (in at this point in time. I needs were not being met. a healing way) by all wish I could attach them This was the one student who the love and honest all for you to read. They was new to the group. Since I emotion in the student are magnificent! These knew that the class would union on Wed. It is so are women who will probably never be taught like wonderful to belong to change the world through this again., LynnAnn and I a community where their talents and hard designed the set of readings times like this are work. that would be used in frequent. Just what the subsequent semesters. I doctor ordered for the provided them to the class. end of a difficult year. I The student who needed them feel renewed and ready most was appreciative, and for a new year of others were glad to have them boundless too. opportunities. It does make me sad though that there are so many in the world who will never experience even one evening of what we have with another as an extended family. There are so many out there who wander through their days with priorities amiss, disconnected from themselves and one another. That „s why I can honestly say even with all of us out there Summative Assessment/Learning Outcome Page 25 12/23/2009 actively recruiting, there will never be enough storytellers, There is so much to be done.” Wojciechow HUM250 Students took a pre- On the Pre-Assessment, Students demonstrated in their icz, assessment survey the students had vague ideas final exams that they did LynnAnn first week of class in about what Integrated master the competencies, and which they were asked to Humanities and the Arts that they have an appreciation define Integrated consisted of, and they for the idea and values in their Humanities and the Arts, understood that they have an lives that come from ancient and state why they are influence on society, but they cultures. Then End-of- important and what couldn‟t state what the Semester class evaluations influence they have on influence is. were very positive. The only American society and the On the Final, students were complaint was having to write individual. able to cite many important so much, but this is a “writing The Final Exam asked ideas and value that have intensive” course that fills the students to discuss come to us in today‟s society L1 requirement at ASU; important ideas and from ancient cultures. They therefore, the essay writing values from each culture were able to specify evidence assignments will stay. we studied and state how in society as well as in their those ideas and values are own lives. in evidence in today‟s society. Wojciechow HUM260 Students took a pre- On the Pre-Assessment, Students demonstrated in their Based on the Final icz, assessment survey the students had a good idea final exams that they did Exams and the LynnAnn first week of class in about what culture is, but master the competencies, and End-of Semester which they were asked to their understandings about the that they learned a great deal Evaluations, I plan define culture and state three cultures we are studying about all three cultures. They to keep the course what they know about the varied. Many were familiar also indicated that they have a just the way I have three cultures we study in with one of the cultures (the greater appreciation for the it. this course: African one they belong to), but cultures we studied. American, Native didn‟t know much about the On the End-of-Semester American Indian, and other two. Evaluations, the majority of Mexican American. Most students submitted at the students had nothing they The Final Exam asked least a full typewritten page disliked about the class and no students to state what for each question, giving suggestions for change. Of they had learned from the specific examples as well as a those who did state dislikes readings, form the general overview. They and suggestions, most research project indicated a mastery of the mentioned the attendance assignment and class competencies and an policy and required readings. I Summative Assessment/Learning Outcome Page 26 12/23/2009 sharing, from class understanding of all three understand the feelings of activities, and from video cultures that they did not have those who dislike my clips. at the beginning of the attendance policy, but I do not semester. Students even plan to change it. In a mentioned what they learned participation class, students from activities and video need to be present to clips that had not appeared to experience the activities and have been successful to me at discussions. I do allow the time we were going students to earn up to 100 through them. extra credit point to make up for lost attendance points. Even though some students found the readings to be boring, all stated that they learned form them. I had planned to change one of the videos based on negative responses after I showed clips in class, but based on what students wrote on the final exams, I think I will keep the video in the schedule. Wojciechow EDU/ At the beginning of the On the Pre-Assessment, Students demonstrated in their I think next time I icz, HUM/ semester, I asked students students gave very superficial final exams that they did will put something LynnAnn STO292 to tell me what responses. Their responses master the competencies of the in my syllabus “storytelling” is and how varied form “anything I tell course. They discussed the about contacting one master the “art of someone” to “a made-up criteria for choosing stories for me if the student storytelling.” story that I tell someone” to different ages and situation; feels overwhelmed For the Final Exam, “my version of what they talked about the steps by the course and is students were asked to happened.” they went through in considering prepare a 3-5 page Students told me on the final developing personal dropping. I can typewritten paper that they learned that fairy narratives. During the last then talk about this answering the questions tales are not necessarily class, every student in the class the first night of “What have I learned in innocent stories for children, told a story, demonstrating the class, stressing the this course?” and “How that some have very adult skills they had learned about importance of and where might I use themes. They learned first telling stories. Students were students what I have learned?”. hand the power of so much more comfortable and communicating Students were asked to storytelling—the power of the effective in their tellings than with me. include what they learned teller to have the audience they had been on the first night I did ask studetns from readings and class hanging on every word, just of class. for class Summative Assessment/Learning Outcome Page 27 12/23/2009 discussions as well as waiting to hear what happens The students who stayed with evaluations at the from storytelling next. The students discussed the class until the end end of the semester. experiences both in class the uses of storytelling in the definitely mastered the Several students and outside of class. classroom, stating how when competencies for the course. complained about they first went in, the children My disappointment was that having to take wanted to see the pictures in eight students withdrew during notes on the the book, but after the the course of the semester. reading; one experience of hearing a story One student was put on bed suggested that I told rather than read, they rest by her doctor; another had have students react were anxious to hear more to spend a month in Chicago to the reading stories, and the next time the helping family members, but rather than just take children didn‟t ask for the the other students just notes on them. I pictures; they‟d discovered disappeared—some after the think I will state they could make the pictures second class and others at that students have in their own minds. different points in the the option of taking Students talked about telling semester. I realize that notes or reacting to stories at family gatherings, evening students have very full the ideas presented using stories in teaching lives, and sometimes they in the readings. presentations, and telling commit to more than they can For some of the stories in youth groups and in handle, but I wish I knew if readings, I could hospital settings. They had there was something I could also possibly ask great experiences telling have done to help the students thought-provoking stories to a variety of groups continue with the course. questions that during the course of the students would semester and they plan to need to respond to. continue telling after the class is over. Wojciechow EDU/ At the beginning of the On the Pre-Assessment, Only two students dropped the I was absolutely icz, ENH/ semester, I gave the students gave very superficial course during the semester. awed at the way the LynnAnn STO294 students a Pre- responses—about a sentence All students who completed students bonded Assessment asking them for each question. They gave the course mastered the together to to define folktale, fairy responses such as “a fictitious competencies. Fourteen complete the tale, fable, myth, and story that relates to culture,” students received “A”s in the assignments and legend and to discuss the “a non-fiction story,” “a story course for completing all master the functions of folktales in with a moral,” and “a story assignments in a superlative competencies for culture and to explain the passed down form generation manner. Four students this course. In end- relevance of the study of to generation.” received “B”s because they of-semester folktales to storytelling Of the 18 students who took were not as thorough in their evaluations, and education. the final, everyone did a fine completion of assignments. I students stated they For the Final Exam, fob in defining the term was thrilled with the way the thought there were students were asked to folktale, including references students completed all of the too many reading Summative Assessment/Learning Outcome Page 28 12/23/2009 prepare a 3-5 page to readings done over the work and mastered the course assignments. I will typewritten paper course of the semester. Some competencies. look carefully at defining the term students gave specific the readings, and I “folktale”, including examples of folktales read to may possibly references to readings and illustrate different aspects of eliminate one the terms “fairy tale”, the discussion. Only two assignment. “myth”, “fable,” and students failed to include Overall, it was a “legend” in the definitions of the terms “fairy fantastic class, and discussion. tale,” “myth,” “fable,” and based on what they legend in their discussions. accomplished, I will keep things pretty much the way I have them. Zepeda, SPA201 PreTest/PostTest There was a 37% Learning took place as areas of More care will be Guillermo improvement average as a weakness were identified and given to zero in on class. treated in Spanish competency. weaknesses shown in the pre-test in order to serve better on the posttest. Summative Assessment/Learning Outcome Page 29 12/23/2009