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
Coordinator will become department assessment facilitator (consultant)
Faculty will conduct student learning assessment in their particular courses. Coordinator will mentor them.
Coordinator has been empowered
Objective: Involve more faculty in assessment

College of Arts and Sciences Dissemination Strategies

Office Weblogs: (http://www.uprm.info/avaluo )

http://uprm.info/avaluo/cierres/

Assessed criteria Assess learning of basic biology concepts and identify misconceptions in General Biology I course Justification
Course introduces important concepts necessary for advanced courses.
Many course topics are comprised within the Department learning outcomes
Impacted population
Pre test - 279 students, Post test – 174 students, 2 faculty members
Pre-
Pretest - first day of class.
Int
Conventional lectures, laboratory exercises, small group diagnostic test discussion
Post-
Post test near end of the semester.
Results and discussion
Students improved performance.
Course of Action
Incoming and persisting misconceptions as well as missed concepts were identified and re-taught.
Faculty was made aware of the misconceptions
Results Dissemination
Project was summarized at department meeting
Project was presented at Arts and Sciences activity

Avalúo Plus: Learning Assessment Journal (http://uprm.info/avaluoplus/ )

Summary

A+ Team

Available Resources
PowerPoint presentation
Avalúo Plus Journal (both editions)
College of Arts and Science Progress report (submitted on May 2007)

QUESTIONS?

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Assessment of Student Learning

by DigiZen on Mar 28, 2008

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