2. Overview University College: Four departmentsFour departments 2950 students2950 students 150 faculty & 11 staff members150 faculty & 11 staff members Circa 700 sections per semesterCirca 700 sections per semester Six ZULO’sSix ZULO’s 2013-14 period of transition PersonnelPersonnel Approach to assessmentApproach to assessment

3. Language: Speaking Spring 2014 - COL 120 - Group presentation in English - All sections

4. Actions Chair shared results were shared with faculty Consensus to raise attainment target from 50% ≥ High Beginning to 80% ≥ High Beginning Assessment sets baseline for students’ speaking abilities in Colloquy & new version of the course contains a comparable assessment

5. Language: READing Fall 2013 – COL 140 - Midterm & final exam questions 30 sections (approx 600 students –General stream) AUH & DXB Target 50% ≥ High Beginning

6. REFLECTION The students did 20% BETTER in the assessment that was objectively more difficult (900 vs. 400words, readability FK 11.5 vs 9.5) on a broadly similar topic. Source of confusion among the faculty Need to explore more deeply the relationship of text length as much as text complexity in timed reading/writing assessments.

7. Actions Reading level of students remains source of concern for whole institution Attempts made to further scaffold & sequence reading activities Assessment instruments modified towards production of summaries and responses Integrated skills (Textbook now being adopted) Institutional approach?

8. Course Learning OutcomeZULO Cultivate curiosity, reflect, and inquire about the natural and designed world CTQR 1 Observe, seek patterns and make connections CTQR 2 Review and discuss ideas among peers CTQR 1 Develop and test hypotheses through research, collection and interpretation of data CTQR 3 CTQR 1 : Identify essential information (Target: > 80% beginners) CTQR 2 : Interpret qualitative and quantitative information (Target: > 80% beginners) CTQR 3 : Formulate reasoned conclusion (Target > 50% developing) CRITICAL THINKING

9. Data Collection Fall 2013 and Spring 2014 semesters Fall 2013 and Spring 2014 semesters Assessments: Test 1 & Final ExamAssessments: Test 1 & Final Exam Between 3-5 sections across both campus; male and female classesBetween 3-5 sections across both campus; male and female classes

10. Test 1 Results Fall2013

11. Test 1 Results Spring 2014

12. Final Exam Results Fall 2013

13. Final Exam Results Spring 2014

14. Data Analysis Achievement level in Test-1 (introductory and straightforward questions), was higher than that in the final exams (complicated and challenging questions).Achievement level in Test-1 (introductory and straightforward questions), was higher than that in the final exams (complicated and challenging questions). To analyze and obtain meaningful results, the final exam data should only be considered.To analyze and obtain meaningful results, the final exam data should only be considered. Over 70% of the students (in both semesters) achieved CTQR 3 (developing > 50%) – suggesting students are successively acquiring CTQR.Over 70% of the students (in both semesters) achieved CTQR 3 (developing > 50%) – suggesting students are successively acquiring CTQR.

15. Future Plans Next data collection is scheduled for the academic year 2015/2016.Next data collection is scheduled for the academic year 2015/2016. Data from the final exam will only be assessed.Data from the final exam will only be assessed. To minimize possible bias, data will be collected from one section per instructor for female students, and all three sections of male students.To minimize possible bias, data will be collected from one section per instructor for female students, and all three sections of male students. Questions assessed will be carefully created in the context of the ZULOs.’Questions assessed will be carefully created in the context of the ZULOs.’

16. UC CURRENT Plans Automate data collection & reporting processAutomate data collection & reporting process Reduce Number of outcomes assessed annuallyReduce Number of outcomes assessed annually Use the time gained to focus groups of faculty on closing the loopUse the time gained to focus groups of faculty on closing the loop