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Please enter information for 2 or 3 learning outcomes that your program assessed this year.  At least one means of assessment for each outcome should be direct evidence (indirect evidence, for example, would be students' opinion of their learning). Please complete your posting by September 30, 2019.


Intended Student Learning Outcome #1


Students will demonstrate the ability to write effectively.

Alignment with institutional mission and goalsPlease type text in boxes below. They will expand as needed.
College Mission ReferenceLearning: embracing high expectations for intellectual inquiry, scholarly achievement, and personal growth
Relevant College Values ReferenceLearning: embracing high expectations for intellectual inquiry, scholarly achievement, and personal growth
Relevant Strategic Plan Focus AreaLearning: embracing high expectations for intellectual inquiry, scholarly achievement, and personal growth
Relevant Program Goal or Learning Outcome

Students will demonstrate the ability to write effectively.



Students will demonstrate the ability to write effectively.

First Means of AssessmentPlease type text in boxes below. They will expand as needed.

Procedures & Criterion for

Success

To graduate, majors must complete a senior-seminar option. Three ‘prospectuses’ for the 17 seniors who met the requirement in Fall 2018 were assessed based on a rubric that examined each of the following five items on a scale of 1-3: a) effectiveness of introduction, b)effectiveness of topic sentences, c) effectiveness of conclusion, d) use of evidence and relevance of material considered, and e) effectiveness in communication.

Because the outcome measures whether students demonstrate the ability to write effectively, the best prospectus for each student was assessed.


What were your criteria for success for this outcome

We hope that the great majority of students show an ability to write effectively

Assessment Results


One faculty member applied the rubric to the first prospectus turned in by each of the 17 students in Fall 2018 senior seminar. For students who did not score perfectly on the rubric, the two subsequent prospectuses were also assessed. The best rubric was considered because it demonstrated the ability to write effectively (even if not consistently applied)

These results show the great majority of students are able to communicate effectively

Each student’s best prospectus scored a 3 out of 3 on measure e) “effectiveness of communication”: This indicated that “confusion in writing or ponderousness in writing does not jeopardize reader’s understanding of introduction, conclusion, and body of paper.”

16 out of 17 students scored no worse than a 2.5 out of 3 on each of the five measures.

16 out of 17 students scored 3 out of 3 on effectiveness of introduction indicating “Introduction identifies a proposition from course readings, a question related to that, a methodology to answer the question, and how answering the question would improve the understanding of course readings”

13 out of 17 students scored a 3 out of 3 on effectiveness of topic sentences: “Each topic sentence effectively summarizes the material covered in the paragraph”

15 out of 17 students scored a 3 out of 3 on effectiveness of conclusion: “3. conclusion identifies contributions research would make to a better understanding of course readings”

13 out of 17 students scored a 3 out of 3 on “use of evidence and relevance of material considered”: “The discussion of the readings highlights relevant points using quotations; the discussion of methodology focuses on how to access materials and how to analyze materials to identify key concepts”


Only one student was an outlier and did a relatively poor job on three of the five areas. The student, like every other student was measured as a 3 out of 3 measure e) “effectiveness of communication,” indicating that “confusion in writing or ponderousness in writing does not jeopardize reader’s understanding of introduction, conclusion, and body of paper.” That student also scored a 2.5 out of 3 on measure b “effectiveness of topic sentences” : “all but one topic sentence effectively summarized the material covered in the paragraph.” But that student scored a 1.5 out of three on “effectiveness of the introduction” which showed the student only “mentioned a research question or mentioned course readings” (but didn’t mention both.). The student’s conclusion was rated as a 2 out of 3 because while it “identified the importance of findings generally” it didn’t indicate the “contributions the research would make to a better understanding of course readings.” The student scored a 2 out of 3 on “use of evidence and relevance of material considered.” (see attached rubric). Yet even this student showed a modest ability to communicate effectively.


Reflection on Results

We undertook this assessment because the sense of some faculty is that student writing was poor. This assessment suggests that those whom faculty encounter who don’t write well are often nonmajors who have not been fully exposed to our program. This assessment may also suggest that students have can demonstrate the ability to communicate well but that they do not always apply themselves.

Our program is effective.

Second Means of AssessmentPlease type text in boxes below. They will expand as needed.

Procedures & Criterion for

Success
None
Results
Reflection on Results

Intended Student Learning Outcome #2

None
Alignment with institutional mission and goalsPlease type text in boxes below. They will expand as needed.
College Mission Reference
Relevant College Values Reference
Relevant Strategic Plan Focus Area
Relevant Program Goal or Learning Outcome
First Means of AssessmentPlease type text in boxes below. They will expand as needed.

Procedures & Criterion for

Success

Results
Reflection on Results
Second Means of AssessmentPlease type text in boxes below. They will expand as needed.

Procedures & Criterion for

Success

Results
Reflection on Results

Intended Student Learning Outcome #3


Alignment with institutional mission and goalsPlease type text in boxes below. They will expand as needed.
College Mission Reference
Relevant College Values Reference
Relevant Strategic Plan Focus Area
Relevant Program Goal or Learning Outcome
First Means of AssessmentPlease type text in boxes below. They will expand as needed.

Procedures & Criterion for

Success

Results
Reflection on Results
Second Means of AssessmentPlease type text in boxes below. They will expand as needed.

Procedures & Criterion for

Success

Results
Reflection on Results

Have you made, or are you considering, any program changes in light of results from your previous round of assessment?  If so, please describe the changes below.






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