Samples of Term of Reference in Student Report Writing by nze57533

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									                                         ANNUAL ASSESSMENT REPORT 2003/04
                                                   SHORT FORM
                                          Due to the Assessment Committee March 15, 2004

Department: Library
Assessment Liaison: Tina Evans

   1. Describe faculty involve ment and participation in your department’s assessment process.

The Library department continues to use the assessment tools it has been using for the past few years. Avoiding changes to the tools for a
few years has allowed for useful comparisons of learning outcomes data with regard to piloted changes to LIB 150 (see below). In spring
2003, three Library faculty members met to analyze student work samples gathered from 14 LIB 150 sections taught in the winter 2003
term. With the help of the Computing Center, overall pre- to posttest improvement data was also generated. This data will be used to revise
the LIB 150 pre/posttest in summer 2004. The Library Instruction Coordinator shares the analysis of assessment data with the entire LIB
150 faculty.

Based on assessment data that demonstrate improved student learning outcomes for LIB 150 sections that support research assignments for
other classes, new linkages with individual courses and course clusters were piloted in fall 2003. Four total sections of LIB 150 were
linked with courses and course clusters; three of these linkages were newly developed. Based on pre/posttest data from these “linked”
sections, additional linkages are being developed. Seven out of fifteen LIB 150 sections to be taught in fall 2004 will be linked with
specific courses or course clusters, and additional linkages are being explored. A one-day summer course development institute to be held
in May 2004 will provide professors participating in these linkages for fall 2004 with the time, background information and s upport to
develop effective new linkages or to build on the ones already in existence. Six library faculty members and 11 faculty members from
other departments have been invited to participate. The Library faculty will continue to investigate the effectiveness of linked LIB 150
sections as opposed to stand alone sections.
   2. Use the form below to briefly describe ongoing assessment activities
Student Competencies/ Outcomes.                Assessment Method(s)                                                Timeline and Responsibilities
A measurable educational outcome that can be demonstrated by   The techniques used to determine the                A description of steps used, timetable,
students. Specific, observable                                 program/major's success in producing the intended   persons responsible for performing the
                                                               outcome.                                            assessment and method of reporting to
                                                                                                                   department faculty for their action.
Note: outcomes listed in this column apply to
the four college wide assessment goals listed
below this table.

1. Locate information in a variety of formats   1. Examination of a random                                         1. Set numbers of sample LIB 150
   (monographs, reference materials, periodical    sample of student research                                         assignments are collected each
   articles, nonprint media resources and the      assignments.                                                       winter term from each LIB 150
   Internet) on a chosen subject using many                                                                           professor. Annually, group of
   research tools available to Fort Lewis                                                                             several LIB 150 faculty members
   College students including library catalogs,                                                                       analyzes the assignments according
   periodicals indexing/abstracting services,                                                                         to this criterion.
   the Internet and more. (Goals 1 & 2)

2. Critically evaluate in writing the content,                 2. Examination of a random                          2. See number one above.
   quality and credibility of information                         sample of student research
   sources. (Goals 2 & 3)                                         assignments.

3. Cite sources using the MLA citation style.                  3. Examination of a random                          3. See number one above.
   (Goal 2)                                                       sample of student research
                                                                  assignments.

4. Use a variety of information sources to                     4. Examination of a random                          4. See number one above.
   satisfy an information need. ( Goals 1 & 2)                    sample of student research
                                                                  assignments.

5. Use e- mail (including participating as a                   5. NA. Each student signs up or                     5. This is a simple procedure that
   member of an e- mail discussion list) as a                     is assigned to the discussion                       requires no real analysis.
   means to communicate in writing regarding                      list for his/her section.
   course content. (Goals 1 & 3)

6. Synthesize in writing, from among                           6. Examination of a random                          6. See number one above.
   information sources located for the course, a                  sample of student research
   select set of credible sources that represents                 assignments.
   a coherent whole on a chosen subject.
   (Goals 2 & 3)

7. In writing, reflect upon research strategies   7. Examination of a random            7. See number one above.
   used for the course and formulate better          sample of student research
   approaches for the future. (Goals 2, 3 & 4)       assignments.

8. Make educational progress toward fulfilling    8. Analysis of student answers        8. The Library Instruction Coordinator
   the four college wide assessment goals.           on standardized, multiple             gathers scantron test analysis data
   (Goals 1 & 2 are emphasized in the test           choice pre- and posttests.            for all pre- and posttests taken for all
   questions.)                                       Questions are analyzed by the         sections of LIB 150 taught during
                                                     library teaching faculty for          one term each year. A percentage of
                                                     direct links to the four college      students answering correctly and
                                                     wide assessment goals.                incorrectly is calculated for each
                                                                                           question, and a percentage
                                                                                           improvement in correct answers on
                                                                                           posttests as opposed to pretests is
                                                                                           calculated for each question. The
                                                                                           standardized test questions
                                                                                           themselves are analyzed by each
                                                                                           LIB 150 professor to draw ties
                                                                                           between test questions and the four
                                                                                           college wide goals. Improvements
                                                                                           on posttests are used to document
                                                                                           progress on the four assessment
                                                                                           goals.




The Four College Wide Assessment Goals

Goal 1:   Learning as Inquiry
Goal 2:   Critical Thinking as Problem Solving
Goal 3:   Communication as Intellectual Contribution
Goal 4:   Action as Responsible Application of Academic Learning

								
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