1. General Education Assessment
Professor Benita Hunter,
Professor Tabatha Robinson
Dr. Keith M. McCoy, Vice President
August 18, 2016

2. Assessment
Overview
Assessment Plan
Fa15 & Sp16
Assessment
Department Breakouts
Fall 2016 Pilot Assessment

3. Assessment
Process by which we measure student achievement of learning outcomes or attainment of aptitude.

4. Assessment Assessment can…
Answer questions about the learning of individual students
Be used to determine the effectiveness of a single course, program, or institution
Association of American Colleges and University. (2005). Levels of Assessment: From the Student to the Institution.

5. Assessment
Overview
Assessment Plan
Fa15 & Sp16
Assessment
Department Breakouts
Fall 2016 Pilot Assessment

6. General Education Outcomes
Communicate using Standard American English.
Evaluate the moral, ideological, or intellectual viewpoints of diverse peoples or institutions. (Human Diversity Outcome)
Prepare a document using digital technologies, such as a word processor, spreadsheet, or presentation display software (e.g. PowerPoint).
Evaluate a proposed solution to a local, national, or global issue.
Produce an original piece of work demonstrating creativity.
Developed October 2011

7. Daley Program Assessment Plan

8. Assessment
Overview
Assessment Plan
Fa15 & Sp16
Assessment
Department Breakouts
Fall 2016 Pilot Assessment

9. Fa15 & Sp16 Program Assessment
Assessed:
Communicate using Standard American English.
Evaluate the moral, ideological, or intellectual viewpoints of diverse peoples or institutions. (Human Diversity Outcome)

10. Fa15 & Sp16 Assessment Characteristics
Administered
Fall 2015: Monday - Thursday, November , 2015
Spring 2016: Monday - Thursday, April 18 – April 21, 2016
During Assessment Week
Students completing assessment promised a free transcript
Professor Hunter & Robinson proctored assessment for approximately 3-4 hours each day
Students were assessed in 1105 and were provided with lunch
Sample: (1) Convenience Sample, (2) Potential Fall 2015/Spring 2016 Graduates, (3) Varying Associate Degree Completers, and (4) N=8 (Fall 2014) & N=8 (Spring 2016).

11. Fa15 & Sp16 Assessment Instrument
Housed in Blackboard Shell
Administered using a written prompt
Asked questions to elicit responses that could be used to measure student achievement of program outcomes (SLO 1 & 2)
Used a rubric (checklist) to evaluate student responses.

12. Fa15 & Sp16 Assessment Instrument

13. Fa15 & Sp16 Assessment Rubric – SLO 1
Uses end punctuation, such as periods, question marks, and exclamation points, correctly?
Uses commas correctly?
Uses apostrophes correctly?
Avoids sentence fragments?
Avoids run-on sentences?
Avoids confused diction?
Uses capitalization correctly?
Uses spelling correctly?
YES NO
YES NO
YES NO
YES NO
YES NO
YES NO
YES NO
YES NO

14. Fa15 & Sp16 Assessment Rubric – SLO 2
Identifies two opposing arguments?
Provides supporting evidence for each argument?
Identifies at least one pro for each argument?
Identifies at least one con for each argument?
Makes a decision on which argument to support?
Provides a justification for decision?
Cites sources appropriately using MLA or APA formats?
Organizes work in a logical and coherent manner?
YES NO
YES NO
YES NO
YES NO
YES NO
YES NO
YES NO
YES NO

15. Fall 2015 & Spring 2016 Assessment Student Examples
Example 1 (Spring 2016) Example 2 (Fall 2015)

16. Fa15 & Sp16 Assessment Rubric Evaluation Benchmark: 75% Achieve Task
Criteria
Met
Unmet
2. Uses commas correctly? 6%
94%
5. Avoids run-on sentences?
31%
69%
6. Avoids confused diction?
25%
75%
8. Uses spelling correctly?
Identifies two opposing arguments?
56%
44%
10. Provides supporting evidence for each argument?
38%
62%
11. Identifies at least one pro for each argument?
12. Identifies at least one con for each argument?
15. Cites sources appropriately using MLA or APA formats?
16. Organizes work in a logical and coherent manner
13%
87%

17. Fa15 & Sp16 vs. Spring 2013 Assessment Rubric Evaluation Benchmark: 75% Achieve Task
Criteria
Met
SP13 (N=109)
FY16 (N=16)
2. Uses commas correctly?
27% 6%
3. Uses apostrophes correctly?
54%
88%
5. Avoids run-on sentences?
53%
31%
6. Avoids confused diction?
32%
25%
8. Uses spelling correctly?
39%
69%
Identifies two opposing arguments? NA
56%
9. Identify the defendant?
48%
10. Provides supporting evidence for each argument?
38%
10. Identify the plaintiff?
11. Identifies at least one pro for each argument?
12. Identifies at least one con for each argument?
15. Cites sources appropriately using MLA or APA formats?
16. Organizes work in a logical and coherent manner
13%
16. Organize their statement in a logical and coherent manner?
63%

18. Sp13 Treatment
Embed into Developmental Education Initiative modules a requirement to:
Reconstruct sentences from readings by inserting correct punctuation and capitalization.

19. Next Steps Discuss Intervention based on Fa15-Sp16 results
Mechanics continues to be an issue
Students continue to have problems with making cogent arguments on an issue

20. Assessment
Overview
Assessment Plan
Fa15 & Sp16
Assessment
Department Breakouts
Fall 2016 Pilot Assessment

21. Departmental Assessment Strategies
Complete the Daley College Course Assessment Planning Matrix
Develop strategies for both fall 2016 & spring 2017 semesters
Report Out & Receive Peer Feedback
Edit or revise based on feedback, if necessary
Submit plans to Assessment Tri-chairs who will copy and to Department Chair

23. Assessment
Overview
Assessment Plan
Fa15 & Sp16
Assessment
Department Breakouts
Fall 2016 Pilot Assessment

24. Fall 2016 Pilot Assessment Assess student learning outcome 3:
Prepare a document using digital technologies, such as a word processor, spreadsheet, or presentation display software (e.g. PowerPoint).

25. Fall 2016 Pilot Assessment
Determine the type of data needed to address the SLO(s).
Identify the assessment instrument(s) needed, and the types of analyses required.
Pilot assessment(s) during Fall 2016.

26. Fall 2016 Pilot Assessment
Assessment linked to fall degree completers.
Assessment week: November
Assessment/Evaluation committee meetings TBD.
Volunteers sought for two-hour commitment
Assist with proctoring during assessment week

27. THANK YOU
Daley on the move!

28. Student Example 1

31. Return to Student Examples

32. Student Example 2

36. Return to Student Examples