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Slo Demonstration For Web
 

Slo Demonstration For Web

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Slo Demonstration For Web Slo Demonstration For Web Presentation Transcript

  • “The unexamined life is not worth living” - Socrates Student Learning Outcomes Assessment at Berkeley City College
  • Five Assessments This is a demonstration of five SLO assessments at BCC during Spring semester, 2009; they involved very different departments using different kinds of measures.
  • Biology 1B SLO Biology 1B used one very comprehensive SLO, which was linked to many of BCC’s institutional outcomes: Students will accurately explain biological concepts, including the endosymbiotic theory, genetic drift, macroevolutionary topics, Darwin's theories, ecology, biodiversity, and anatomy and physiology of plants Institutional Outcomes: Communication, Computational Skills, Critical Thinking, Information Competency
  • Biology 1B Assessment Plan The assessment tool was a comprehensive final exam: Details/Description: Final Exam Acceptable Target: 70% correct for each question Ideal Target: 90% correct for each question Implementation Plan (timeline): Final Exam will be scored and analyzed on 6/1/09 Action plan will be finalized during summer, 2009 Key/Responsible Personnel: ★Pieter de Haan, Biology 1B instructor
  • Biology 1B Findings Assessment Tool: The final exam has 100 points. The exam consists of 62 multiple choice questions and 8 short answer questions; these questions address the areas outlined in the SLO. Analysis: Most of the questions were answered correctly, meeting the acceptable target and approaching the ideal target. However, the following questions -- listed by topic and question # -- were missed by 50% or more of the students: Linnaeus + classification (1) Natural Selection (6) Natural Selection (7) Natural Selection (8) Polyploidy (26) Outgroup Analysis (Cladistics) (32) Origin of Angiosperms (34) Miller and Urey Experiment (40) Endosymbiosis (43) Fungi (45) Most of the open questions were answered correctly, except question 3: Question 3 deals with the topic of endosymbiosis Results: Acceptable Target Achievement: Met for Most Questions Ideal Target Achievement : Approaching
  • Biology 1B Action Plan Action details: The curriculum will be redesigned to provide more focus on the following topics: Linnaeus classification Natural Selection Polyploidy Outgroup Analysis Miller and Urey Experiment Endosymbiosis Fungi Implementation Plan (timeline): Fall, 2009 - curriculum redesign
  • Business 10 - SLO’s The Business 10 instructors developed three SLO’s for this class, as follows: Students will apply legal and ethical principles in business decision making. Institutional Outcomes: Ethics and Personal Responsibility obtain and properly cite information related to the profession, using traditional and electronic sources Institutional Outcomes: Communication, Computational Skills, Critical Thinking analyze a business situation and recommend a solution or plan for improvement. Institutional Outcomes: Communication, Critical Thinking
  • Business 10 Assessment Plan Measure: Case study analysis of business scenarios Details/Description: The rubric which the Business department has developed for this assessment will be applied to a random selection of 33% of the research papers in Business 10. Scorers will work together on all of the essays, discussing and calibrating scores. The department will use findings concerning these scores to improve instruction. Acceptable Target: 67% will achieve scores of 3 or 4. Ideal Target: 90% will achieve scores of 3 or 4. Implementation Plan (timeline): Spring 2009 essays collected Spring 2009 assessment completed Summer 2009 findings evaluated Summer 2009 plans developed Key/Responsible Personnel: Business 10 instructors: ★ Jayne Matthews ★ Mary Kay Buckley ★ Sharon Garrett
  • Business 10 Assessment Data 100% 75% 50% Score of 4 Score of 3 Score of 2 25% Score of 1 0% Main Issue Legal Principles Ethical Prin. Solution Analysis Research main issue legal prin ethical pr solution analysis id research score of 1 0 2 0 1 7 score of 2 0 2 0 2 0 score of 3 10 9 19 11 8 score of 4 20 17 11 16 15 score of 1 0% 7% 0% 3% 23% score of 2 0% 7% 0% 7% 0% score of 3 33% 30% 63% 37% 27% score of 4 66% 57% 37% 53% 50%
  • Business 10 Findings Summary of Findings: In all areas, student achievement was at the acceptable level (67%), as defined by the department. Student achievement was at or above the ideal level (90%) in identification of the main issue, identification of relevant ethical situations, and analysis of solutions. Fewer students (87%) were able to identify relevant legal principles, and only 77% accurately identified or properly cited additional outside research. Results: Acceptable Target Achievement: Exceeded Ideal Target Achievement : Approaching
  • Business 10 Action Plan Recommendations/Action Plan: We will assign additional case studies and/or exercises to allow students more practice in the areas of identifying legal principles and identifying/citing research sources. At least one section will focus on assigning at least one additional case study, and at least one section will focus on having students complete exercises in these areas. The department will meet at the end of the semester to discuss student progress in these areas. Implementation Plan (timeline): 2009-10 school year - add case studies/exercises to curriculum Spring 2010 - analyze outcomes Please note that the Business 10 instructors created an Action Plan in such a way that they will be able to get information about which method of improving the curriculum will be more effective.
  • ESL 21A (Writing 5) SLO’s Students will write clear and effective, well organized, well developed, well edited, and logically sound sentences, paragraphs, and essays, citing sources appropriately Institutional Outcomes: Communication apply active reading strategies to comprehend, critically analyze, and explain ideas in texts Institutional Outcomes: Communication, Critical Thinking
  • ESL 21A (Writing 5) Assessment Plan Details/Description: Six readers assessed a sample of 41 essays which responded to readings, randomly selected from all sections of ESL Writing 3, 4, 5, and 6 classes. Each essay was read by three raters, whose scores were compared; discrepancies were reread. Writing 5 students' scores were compared to scores of students in other ESL writing classes. Acceptable Target: 60% or more achieve scores of 3 or higher in all areas Ideal Target: 70% or more achieve scores of 3 or higher in all areas Implementation Plan (timeline): fall, 2008 -- students write essays late fall, 2008 -- essays are collected and scored spring, 2009 -- department reviews results and recommends plan Key/Responsible Personnel: ★ESL faculty
  • ESL 21A Findings 100% 75% % with scores of 3 or 4 50% 25% 0% Focus Reading Comp. Development Organization Vocabulary Sentence Struc. Grammar Mechanics
  • ESL 21A Analysis of Findings Summary of Findings: In all areas, at least 60% of Writing 5 students received scores above 3, thus meeting the acceptable goal; in most areas, 70% or more received scores above 3. In area C (development), 60% of students received scores above 3, and the average score was 3.6, the lowest for all areas. In area G (grammar), 60% received scores above 3, and the average score was 4. It is interesting to note that students in Writing 5 scored lower in area C (development) than students in Writing 3 or 4, both in terms of how many students received scores of 2 or 3 and in terms of average scores. Students scored consistently higher in area G (grammar), as they moved from Writing 3 to Writing 6 (ranging from 30% with scores of 4 or 5 to 100%). It may be that as students applied their knowledge in areas such as grammar and vocabulary (in which the scores consistently improved as well), they took more time to write less, and were thus unable to develop their essays to the extent that they had before. Results: Acceptable Target Achievement: Exceeded Ideal Target Achievement : Approaching
  • 5.0 5.0 ESL Writing Classes 3.7 3.7 Data - Grammar 2.5 2.5 1.2 1.2 Percent Scoring 4 (Adequate) or 5 (Strong) 100 75 50 25 0 Writing 3 (30%) Writing 4 (55%) Writing 5 (60%) Writing 6 (100%)
  • ESL 21A Action Plan Recommendations/Action Plan develop ESL grammar course that focuses on proofreading/editing add exercises in paragraph development to the ESL 21A curriculum add several opportunities for students to practice in-class writing in ESL 21A Implementation Plan (timeline): fall, 2009 - design curriculum changes fall, 2009 - bring ESL grammar course to curriculum committee spring 2010 - implement curriculum changes
  • MMART 200 Student Learning Outcomes The student will be able to: Name and describe the function of the basic parts of a computer; troubleshoot simple software and hardware problems and get help online. Create, name, rename, save, organize, archive and delete digital multimedia files (photo, music, video, and project files). Create multimedia presentations that include photos, audio, and video using the native multimedia tools that are part of Apple’s OSX (iWork & iLife ).
  • MMART 200 SLO Assessment Plan Measure: Weekly Tasks Details/Description: Resumé using Pages Slide shows with music using iPhoto, iTunes, and Keynote Video piece using iMovie and iDVD Website using iWeb Song using GarageBand Practical Review using all the skills learned during the term Acceptable Target: 70 % of students demonstrate competency or better in all weekly tasks Ideal Target: 90 % of students demonstrate competency or better in all weekly tasks Implementation Plan (timeline): Assessment Round 1 will be done during Fall 2010 Key/Responsible Personnel: Hannah Chauvet
  • MMART 200 -- Analyzing the Results The Multimedia Arts instructor who analyzed the results for her class looked at the data she collected in two different ways before she found a way of looking at it that yielded meaningful results. Please note the final chart in this section, an analysis of attendance (listed as “Individual Students Results based on 22 students who received a grade and did not withdraw”) on a spreadsheet which shows students’ grades chronologically; this clearly shows that attendance is an extremely significant factor in student success. Marilyn Sargent, the College Researcher, has helped all of us analyze our reports in meaningful ways. In addition, the MMART 200 instructor showed great creativity in finding a way to make her assessment data useful. This instructor is still developing her action plan, which will include making assignments available on the web to mitigate the effect of students having to miss class.
  • MMART 200 SLO Assessment Rubric Competency Not displayed(0) Beginning(1) Adequate(2) Strong(3) Resumé using Pages No resumé handed in Short resumé, minimal use Adequate resumé, good Excellent resumé, extensive of Pages templates and use of Pages templates and and creative use of Pages text tools text tools Templates and text tools Slideshow using Keynote No slideshow handed No music, minimal use of Background music added, Excellent slide show, creative or iPhoto in transitions and other good use of transitions and use of background music and slideshow tools other slideshow tools transitions and other slideshow tools iTunes Playlist burned as No CD handed in Audio CD turned in Audio CD has one or more Audio CD turned in has 3 or Audio CD cuts from at least two more cuts from 3 or more albums albums Video edited in iMovie & No movie created Minimal use of iMovie Adequate use of iMovie Excellent and creative use of authored to DVD in iDVD editing tools; several clips editing tools; 1 or more iMovie editing tools; 3 or joined together; no transitions; opening and more transitions; opening and transition; no credits; no closing text credits; closing text credits; sound track soundtrack music added soundtrack music added Website using iWeb No website created Minimal use of iWeb tools; Adequate use of iWeb tools; Excellent and creative use of welcome page only a welcome page, an album iWeb tools; a welcome page, page and a movie page an album page; a movie page and a Podcast page GarageBand Song or No song or podcast Minimal use of Adequate use of Excellent and creative use of Podcast created GarageBand tools; if GarageBand tools; if GarageBand tools; if Podcast uses existing Podcast, recorded own Podcast, recorded own audio; if song uses 1-3 audio; if song uses 4-6 audio; if song uses 7 or more tracks; no volume or tracks; some volume tracks; both volume and panning adjustments adjustments panning adjustments Review Project covering No Review Project Review Project turned in; Review Project turned in; Review Project turned in; Pages, Keynote, iPhoto, turned in needs help in 3 or more needs help in 1-2 areas to needs no help to complete iTunes, iWeb, & iMovie areas to complete work complete work work
  • MMART 200 SLO Assessment Findings Summary of Number of Students at each Competency Level for each Assessment Measure Competency Not Beginning(1 Adequate(2) Strong(3) Total Adequate displayed(0) ) + Strong / Total Resumé 0 0 1 21 22 100.00% Slideshow 2 0 4 16 22 90.91% Audio CD 3 0 5 14 22 86.36% Video/DVD 4 1 4 13 22 77.27% Website 5 1 4 12 22 72.73% Song/Podcast 5 2 1 14 22 68.18% Review Project 6 1 3 12 22 68.18%
  • MMART 200 SLO Assessment Findings Number of Students Achieving Various Levels of Competency 30.0 22.5 15.0 7.5 0 Resumé Slideshow Audio CD Video/DVD Website Song/Podcast Review Project
  • MMART 200 - SPRING 2009 Individual Students Results based on 22 students who received a grade and did not withdraw Student # Resume Slideshow Audio CD Video/DVD Website Song/Podcast Review Class Hours Project 1(RA) 3 3 3 3 3 3 3 72 2(AB) 2 2 2 2 1 1 1 65 3(SC) 3 3 3 3 3 3 3 72 4(RG) 3 2 2 3 3 3 2 65 5(MH) 3 3 3 3 3 3 3 72 6(IH) 3 2 2 1 2 3 2 45 7(AJ) 3 2 2 0 0 0 0 45 8(LK) 3 3 3 3 3 3 2 72 9(SL) 3 3 3 3 3 3 3 72 10(JL) 3 3 3 3 3 3 3 72 11(ZL) 3 3 3 3 3 3 3 72 12(JM) 3 2 2 0 0 0 0 40 13(DM) 3 3 0 0 0 0 0 30 14(BM) 3 3 3 2 2 3 3 65 15(AN) 3 3 3 3 3 3 3 72 16(NP) 3 3 3 3 3 3 3 72 17(AR) 3 3 3 2 2 2 3 65 18(IR) 3 0 0 0 0 0 0 35 19(DS) 3 0 0 0 0 0 0 35 20(JS) 3 3 3 3 3 3 3 72 21(CT) 3 3 3 3 3 3 3 65 22(AT) 3 3 3 2 2 1 0 65
  • Spanish 1B SLO’s Students will use grammar and vocabulary to demonstrate communicative competence in the Spanish language Institutional Outcomes: Communication interpret Spanish-language texts according to their cultural, literary, and/or linguistic content Institutional Outcomes: Critical Thinking
  • Spanish 1B Assessment plan Measure: Essay Details/Description: Each student wrote an essay responding to a reading in the textbook having to do with Spanish culture. These were evaluated by a team of three Spanish 1B instructors, who applied the rubric they had created, ensuring that their scores matched in every case. The rubric had a four point scale and looked at seven areas: response -- articulation/grammar, verbs, vocabulary, language comprehension, grammar, general competency, and historical origins. The instructors met to analyze the results for each area of the rubric. Acceptable Target: more than 50% adequate or strong in all areas Ideal Target: more than 70% adequate or strong in all areas Implementation Plan (timeline): Fall 2008 -- SLO assessment administered and papers collected April 2009 -- essays rated by evaluators (Spanish 1B faculty) April 2009 -- results analyzed by evaluators and recommendations made Key/Responsible Personnel: ★ Gabriela Pisano ★ Spanish 1B faculty
  • Spanish 1B Data Analysis Spanish 1B SLO Assessment Data 100% 75% 50% Score of 4 Score of 3 Score of 2 Score of 1 25% 0% Art/Grammar Verbs Vocabulary Comprehension Grammar General Historical Orig.
  • Spanish 1B Findings Summary of Findings: All 63 students in this assessment significantly exceeded the acceptable target. In addition, they exceeded the ideal target in the four areas related to comprehension: language comprehension (81% adequate or strong) grammar (71%), general competency (81%), and historical origins (81%). In the first three areas -- response/articulation and grammar (54%), verbs (54%), and vocabulary (62%) -- which are related to production of Spanish, they did not score quite as well. This is in keeping with what is known about the development of new language skills, but there may be ways to bolster student's language acquisition to address these findings. Results: Acceptable Target Achievement: Exceeded Ideal Target Achievement : Approaching
  • Spanish 1B Action Plan Action details: make needed adjustments to the Spanish 1A course outline, so that it reflects additional paragraph writing, with an emphasis on vocabulary development and verbs. Implementation Plan (timeline): Fall 2009 -- update course outline Fall 2009 -- work with Spanish 1A faculty to develop curriculum changes
  • “One who dares to teach must never cease to learn.” - Anonymous