Assessment of Student Learning

Assessment of Student Learning College of Arts and Sciences Progress Report March, 2008 Assessment and Continuous Improvement Office (A+ Office) Dr. Vivian Navas Dr. Eddie Marrero Dr. Mario Núñez

Objectives

Describe the Arts and Sciences (A&S) Assessment and Continuous Improvement Office (A+) structure

Present the model used by A&S to assess student learning

Discuss assessment achievements in A&S

Present A&S dissemination strategies

Arts and Sciences Assessment Office (A+) Structure

A+ Office

The Office for Assessment and Continuous Improvement (A+ Office) was created in 2004 to coordinate assessment activities in A&S

Office Staff:

Director - Dr. Mario Núñez-Molina, Associate Dean of Assessment and Learning Technologies

Two assessment consultants

Vivian Navas and Eddie Marrero

An assessment coordinator for each of the 13 departments

College of A&S department coordinators

Biology: Dra. Vivian Navas

Marine Sciences: Dra. Nilda Aponte

Social Sciences: Dra. Luisa Guillemard

Hispanic Studies: Dr. Víctor Rivera

Economy: Dr. Eduardo Kicinski

Physical Education: Dra. Diana Rodríguez

Nursing: Prof. Elba Vargas

Physics: Dr. Raúl Portuondo

Geology: Dr. Fernando Gilbes

Humanities: Dr. Christopher Powers

English: Dra. Judith Casey

Math: Dr. Pedro Vásquez

Chemistry: Dr. Francis Patrón and Nairmen Mina

Arts and Sciences assessment strategy and methodology

Monthly meetings to coordinate activities and follow-up

Assessment training for coordinators

Continuous mentoring to department coordinators

Department coordinator tasks

Coordinate the development of a departmental student learning assessment plan

Do one learning assessment cycle (loop) per year

Present results and actions taken to other faculty, coordinators and university officials

Submit a report

Participation incentives

3 credits release time for department coordinator

Professional enhancement education credits (CEP Center) for faculty participants

Seed money to conduct learning assessment research

Opportunity to publish in Avalúo Plus Journal

Model used by College of A&S to assess student learning

MSCHE recommendation- June, 2005

“ Each program should complete at least one significant assessment project during the next academic year on a topic of importance to that program.”(MSCHE Report, 2005, p.20 )

Assessment strategy

A template with the fundamental elements in an assessment project was designed.

The template serves as a guide for designing, implementing and reporting the assessment cycle.

Assessment cycle template Assessed criteria What was assessed – skill or content? Justification Why focus on the selected item? Participants Numbers of students and faculty members impacted by the project? Pre intervention What was done to determine the student’s status on the chosen skill or content before the intervention? Intervention What activities were implemented to improve student performance in the chosen skill or content? Post intervention How was the effectiveness of the intervention determined? Results& discussion What results were obtained? Why? Course of Action Results Dissemination What actions were taken based on these results? Where did you present the results?

Emphasis in closing the loop

We continuously emphasized that the assessment of student learning should be viewed as a cycle. Assessment is not completed unless actions are taken based on the results, allowing for continuous improvement of student learning.

Assessment achievements in the Departments of the College of Arts & Sciences

Department Learning Assessment Plan Loop 1 Presentation Loop 1 Final report Loop 2 Presentation Loop 2 Final Report Published in A+ Journal 1.Biology X X X X X 2. Marine sciences X X X X X 3. Social Sciences X X X X X X 4. Economy X X X X X X 5. Nursing X X X X X X 6. Physical Education X X X X X 7. Hispanic Studies X X X X X X 8. Physic X X X X X 9. Geology X X X X X X 10. Humanities X X X X X 11. English X X X X X 12. Math X X X X X X 13. Chemistry X X X X X

Sample Department Learning Assessment Loop I – August 2006 Learning Assessment Loop II – January 2007 Partiipants Assessed Criteria Participants Assessed Criteria Faculty Students Faculty Students Biology 3 429 Learning in the Introductory Biology II course. 4 279 Learning in the Introductory Biology I course. English 6 250 Written Communication skills 2 60 Written Communication skills Hispanic Studies 5 111 Technological skills 2 57 Writing skills Humanities 118 Critical thinking 8 25 Critical thinking Physical Education 1 21 Sports teaching skills 2 10 Sports teaching skills

Achievements

Course improvement:

Misconceptions were identified and clarified (Biol)

Important concepts and concepts not well learned in previous courses were identified and re-taught (Biol, Econ, Math, Geol, Physics)

Student awareness on contemporary issues increased (Marine Sciences)

Skills development improvement:

Student’s methodology for teaching a sport (Phy Ed)

Faculty use of technology in the classroom (Social sciences)

Thesis statement writing skills (English)

Specialized electronic resources (Hispanic Studies)

Written (Hispanic Studies) and oral communication (Marine sciences) skills

Critical thinking skills (Humanities)

Medical report writing skills (Nursing)

Lab report writing skills (Chem)

Achievements

In progress

Third assessment loop project implementation

Presentation (may 08)

Final report

Publication

Department assessment plan revision

Departmental workshops to increase faculty involvement

Department Loop 3 Assessed Criteria Biology Contemporary scientific issues Social Sciences Technological skills Economy Content Nursing Basic concepts knowledge Humanities Social bookmarking in teaching English Written Communication skills Math Math learning in advance course

Next semester