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Student Learning Outcomes Assessments

2017 Fall Quarter

Item: 5632 Department: ABE Course: 016Title: Foundational ELA Instructor: Hoane M Level: PREType: Transitional Outcome: Communication

Outcome Distribution

Not Met = 0 Partially Met = 1 Met = 2 Exceeded = 300.0% 10.0% 20.0% 70.0%

Number of students assessed: 10 Mean Score: 2.60

Analysis

RUBRIC, Each item is scored as follows:

A Score of 4 (EXCEEDS): The written answer is appropriate to the oral question, with perfect grammar, spelling, and punctuation.

A Score of 3 (MEETS): The written answer is appropriate to the oral question, with only one error in grammar, spelling, or punctuation.

A Score of 2 (PARTIALLY MEETS): The written answer is appropriate to the oral question, with two errors in grammar, spelling, or punctuation.

A Score of 1 (DOES NOT MEET): The written answer is appropriate to the oral question, with three errors in grammar, spelling, or punctuation.

A Score of 0 (DOES NOT MEET): The written answer is not appropriate to the oral question, or it has 4 or more errors in grammar, spelling, or punctuation.

Summary

Score averages were as follows:

One student received an average score of 4.0. (EXCEEDS)

Three students received an average score of 3.83. (EXCEEDS, rounds up)

Three students received an average score of 3.67. (EXCEEDS, rounds up)

One student received an average score of 3.33. (MEETS, rounds down)

One student received an average score of 3.17. (MEETS, rounds down)

One student received an average score of 2.17. (PARTIALLY MEETS, rounds down)

For reference:

90% equates to an average score of 3.6




NOTE: 5/15 STUDENTS WERE ABSENT. THESE QUIZZES ARE GIVEN WEEKLY AND CANNOT BE TAKEN LATER.

Students who do not meet or only partially meet expectations are encouraged to attend tutoring sessions and increase related study/practice.


2017 Fall Quarter

Item: 5692 Department: ABE Course: 017Title: Basic ELA Instructor: Schneider V Level: PREType: Transitional Outcome: Communication




Analysis

12 students were given 3 pages of "jobs to perform." Most "jobs" were individually numbered; several were combined. Students had to log on their PCs without help, perform in WORD 2016, and save their test and log out.

All of the steps had been covered in classes prior to the test.

Summary

Students were given a paper requiring them to perform 40 individual steps, from logging on to the PC to performing various steps in WORD 2016, to using SAVE AS.

The student who exceeded expectations, I discovered, has aa great deal of computer experience. The 11 students who met expectations did so with varying degrees of skill due to the cultural collateral they brought to class.

I will tweak the next test, as combining a request with ENTER made correcting difficult if a student met the request but missed the ENTER, etc. Next time every step will have its own number (1.; 2.; 3. etc)


2017 Fall Quarter

Item: 5832 Department: ABE Course: 077Title: ABE SPEED Instructor: Anderson K Level: PREType: Transitional Outcome: Communication




Analysis

Students were assessed based on their ability to clearly convey their knowledge and interest on a historical figure. Further, students were required to answer audience questions which gave them opportunity to showcase their knowledge and skill. High performing students were confident in their knowledge and conveyed interesting ideas and fielded questions easily. Lower performing students showed hesitation, and less ability to showcase their knowledge.

Summary

Students who have had previous experience and opportunity with public speaking are generally more confident and clear. Students who practice before presenting do better.


2017 Fall Quarter

Item: 5862 Department: ABE Course: 077Title: ABE SPEED Instructor: Anderson K Level: PREType: Transitional Outcome: Communication




Analysis

High achieving students convey scientific information accurately, artistically, and neatly. Their posters are visually engaging and interesting while also being educational.

Low achieving students often have difficulty creating a visually appealing or interesting poster that also is scientifically accurate. It is difficult to convey the information, if the student is not clear on the nitrogen or carbon cycle.

Summary

Students who put in high effort with attention to detail and who understand the concepts do better on this assignment.


2017 Fall Quarter

Item: 0252 Department: AGRI Course: 196Title: Coop Work Experience Instructor: Mitchell R Level: 100Type: Workforce Outcome: Communication




Analysis

Site visit interview: Open ended questions are asked to assess how well the students are achieving his/her goals and how well they are doing on the job. See attached onsite interview evaluation.

Summary

Student reflections are insightful and articulate.


2017 Fall Quarter

Item: 0322 Department: ANTH& Course: 100Title: Survey of Anthr Instructor: Taub A Level: 100Type: Academic Outcome: Communication




Analysis

Grades are assigned based on the following:

"A" level work exceeds expectations. Students covered all five terms, defined and explained them correctly and found a common example to tie all five constructs together.

"B" Level work students did not achieve one or two of the above expectations, and thus just met the target expectations.

"C" level work, or partially met expectations are earned by students who make mistakes in their definitions, relationships, or example selection more consistently.

"D" level work or not met the expectations are students who could not define the terms from an authoritative source or use them correctly within their paragraph.

The class average for those who turned in this exam was 80.8%.

Summary

This exam demonstrates an improvement on this skill set, as the first exam the class average was only 76.8%. This demonstrates a significant improvement on this skill set for this class between

the exams. Students in this class will have two more exams for which to practice and demonstrate improving control of this skill set. The idea of testing them based on concise one paragraph explanations of five different terms is based on the same skills students will need to write a cover letter in a job application or an abstract for presentations and/or grant requests. Thus by experiencing this activity students, will not only improve their written presentation, but also enhance their opportunities for career advancement into the future.


2017 Fall Quarter

Item: 0332 Department: ANTH& Course: 206Title: Cultural Anthr Instructor: Taub A Level: 200Type: Academic Outcome: Communication




Analysis

Grades are assigned based on the following:

"A" level work exceeds expectations. Students covered all five terms, defined and explained them correctly and found a common example to tie all five constructs together.

"B" Level work students did not achieve one or two of the above expectations, and thus just met the target expectations.

"C" level work, or partially met expectations are earned by students who make mistakes in their definitions, relationships, or example selection more consistently.

"D" level work or not met the expectations are students who could not define the terms from an authoritative source or use them correctly within their paragraph.

The class average for those who turned in this exam was 78.8%.

Summary

This exam demonstrates an improvement on this skill set, as the first exam the class average was only 75.8%. This demonstrates a significant improvement on this skill set for this class between

the exams. Students in this class will have one more exam for which to practice and demonstrate improving control of this skill set. The idea of testing them based on concise one paragraph explanations of five different terms is based on the same skills students will need to write a cover letter in a job application or an abstract for presentations and/or grant requests. Thus by experiencing this activity, students will not only improve their written presentation, but also enhance their opportunities for career advancement into the future.


2017 Fall Quarter

Item: 0692 Department: AUTO Course: 112Title: Engine Repair Instructor: Greiner R Level: 100Type: Workforce Outcome: Communication




Analysis

Students will (as a group) be able to decribe the four stroke of a internal combustion engine.

Summary

Each person should participate equaly and be able to answer questions about the subject.


2017 Fall Quarter

Item: 0702 Department: AUTO Course: 113Title: Engine Performance Instructor: Greiner R Level: 100Type: Workforce Outcome: Communication




Analysis

Student needed to ID all of the sensors that was laid out on the table.

Summary

I was very inpressed on the ability of the students to identify the sensors.


2017 Fall Quarter

Item: 0732 Department: AUTO Course: 210Title: Adv Elect Systems Instructor: Doherty T Level: 200Type: Workforce Outcome: Communication




Analysis

I read the asignments and graded

Summary

The student are understanding the assignment


2017 Fall Quarter

Item: 0742 Department: AUTO Course: 213Title: Adv Engine Performance

Instructor: Doherty T Level: 200

Type: Workforce Outcome: Communication




Analysis

The students had to demonstrate they did the required assignment. And explain the results.

Summary

The sudents explain how to test and diagnosis concern or compenent.


2017 Fall Quarter

Item: 0746 Department: AUTO Course: 250Title: Engine Construction Instructor: Greiner R Level: 200Type: Workforce Outcome: Communication




Analysis

Observe the correct installation of thr rings.

Summary

If they broke a ring they lost points.


2017 Fall Quarter

Item: 0762 Department: AUTO Course: 296Title: Coop Work Exper Instructor: Mitchell R Level: 200Type: Workforce Outcome: Communication




Analysis


Summary



2017 Fall Quarter

Item: 8056 Department: BCT Course: 104Title: Computer Fundamentals

Instructor: Hill Y Level: 100





Analysis

Students compared a list of 2 measurements of data sizes and chose the larger in each pair.

Summary

The assignment was pass/fail. If they completed it they got feedback from me. If they partially completed it they were instructed and given another chance to submit.


2017 Fall Quarter

Item: 8062 Department: BCT Course: 105Title: Computer Applications Instructor: McIvor M Level: 100Type: Workforce Outcome: Written Communication




Analysis

Summary


2017 Fall Quarter

Item: 0822 Department: BCT Course: 116Title: Prof Work Relations Instructor: Boyd C Level: 100Type: Workforce Outcome: Communication




Analysis

These were short answer questions based on opinion. Some required examples.

score of 45-50 is A

40-44 B

35-39 C

30-34 D

below 30 F

Summary

22 had A's-- in the 45-50 point "A" range

1 had B-- scored 44 points, student left several questions blank-no answer

and three students missed class and got "0" points


2017 Fall Quarter

Item: 0832 Department: BCT Course: 116Title: Prof Work Relations Instructor: Boyd C Level: 100Type: Workforce Outcome: Communication




Analysis

prepared

contributed

spoke clearly

eye contact with class

Summary

I took notes as the presentation was happening.


2017 Fall Quarter

Item: 0842 Department: BCT Course: 125Title: Internet Use Instructor: Batch S Level: 100Type: Workforce Outcome: Qualitative Reasoning




Analysis

Some students did not address this outcome directly but they all mentioned domain names and internet URLs that related to how computers are connected.

Summary

One student did not complete the assignment. More students would have exceeded this outcome if part of their grade was not based on the MLA formatting.


2017 Fall Quarter

Item: 0852 Department: BCT Course: 128Title: Business Math Instructor: Batch S Level: 100Type: Workforce Outcome: Critical Thinking




Analysis

Students had difficulties with algebra concepts and could not formulate the correct formula when there were two unknowns.

Summary

This seems to be a typical result when it comes to assessing equations. Students can usually solve equations when their is a formula they can follow; however, I'v discovered with this course that when they are asked to create and then solve their own equations it is much more difficult to do.


2017 Fall Quarter

Item: 0862 Department: BCT Course: 130Title: Spreadsheets Instructor: Batch S Level: 100Type: Workforce Outcome: Artistic Expression




Analysis

This project is very difficult for most students because it requires students to create and analyze their own data and try to relay that information to other users. It is a very comprehensive project and can not be done over night.

Summary

The not met students were also the same students who failed the course due to lack of assignment submissions.


2017 Fall Quarter

Item: 5237 Department: BCT Course: 130Title: Spreadsheets Instructor: McIvor M Level: 100Type: Workforce Outcome: Communication




Analysis

Summary


2017 Fall Quarter

Item: 0882 Department: BCT Course: 170Title: Microsoft Outlook Instructor: Batch S Level: 100Type: Workforce Outcome: Written Expression




Analysis

The final exam was a scenario-based exam where students had to produce various documents in working with Microsoft Outlook. They also had to submit their final results as attachments in the email program as their final submission.

Summary

Everyone in the class met or exceeded the outcome for this section of the final exam.


2017 Fall Quarter

Item: 5247 Department: BCT Course: 220Title: Spreadsheets II Instructor: McIvor M Level: 200Type: Workforce Outcome: Artistic Communication




Analysis

Summary


2017 Fall Quarter

Item: 5257 Department: BIOL Course: 106Title: Marine Biology Instructor: Fitch R Level: 100Type: Academic Outcome: Communication




Analysis

Students who exceeded, met or partially met earned a 70% score or higher on this first exam. Students who had not met this standard earned below 70%.

Summary

Exams are set so that it is possible to earn high 90 scores or even 100 and the class average is set to be 70% or better. This overall group of students performed higher than normal on this exam.


2017 Fall Quarter

Item: 0972 Department: BIOL& Course: 100Title: Survey of Biology Instructor: Adams L Level: 100Type: Academic Outcome: Communication




Analysis

Students researched various genetically modified foods from around the world. A one-two page written report was required citing 4 sources. I then lead a class discussion in which each student would orally describe a food they researched. Student discussion followed evaluating the pros and cons of each of the GM foods, as well as GMOs as a whole. Scientific facts as well as student opinions were both allowed in the discussion.

Summary

Students used what they individually researched (written scientific research data) and what they learned from the oral discussion with their classmates (opinion) to form their own opinion (critical thinking) of GM foods and their value to society. The oral discussion allowed each student to listen to opinions of other students, broadening their knowledge base and opening their minds to other students' point-of-views.


2017 Fall Quarter

Item: 8112 Department: BIOL& Course: 100Title: Survey of Biology Instructor: Dykes J Level: 100Type: Academic Outcome: Communication




Analysis

Students wrote lab reports in a scientific format of Title, Literature review, Materials/Methods, Results, Discussion, References

Summary

Student reports were scanned looking for completion of the scientific format.


2017 Fall Quarter

Item: 0952 Department: BIOL& Course: 100Title: Survey of Biology Instructor: Fitch R Level: 100Type: Academic Outcome: Communication




Analysis

Students earning A, B or C grades exceeded or met the outcome. Students earning D grades partially met the outcome. Students earning F grades had not met the outcome.

Exams are written so that scores in the high 90 or better range are possible and the class average at 70% or better. The high score was 98, the low score was 52 and the class average was 74.

Summary

Grades at 68% (C-) or above fit into the exceeded or met outcomes category. Grades from 60 - 67% fit into the partially met outcomes category. Grades at 58% or below fit into the not met category. The outcome was met as the high score was 98 and the class average was 74.


2017 Fall Quarter

Item: 0992 Department: BIOL& Course: 100Title: Survey of Biology Instructor: Vega-Villa K Level: 100Type: Academic Outcome: Communication




Analysis

Students were asked to write a 2-3 pages essay on a topic covered in the last 3 weeks of class. They were provided with a prompt and a reference article. Students were assess on content and clarity.

Summary

This is the fourth essay that students had in the class. Previous evaluations were returned to students with comments to help them improve their writing. Whenever their essay was not easy to read, they were referred to the writing lab. Whenever content was a problem, they received specific comments on the topic that seemed to be unclear for the student. Most students incorporated those comments into their essays and produced quality essays by the end of the quarter. Students who didn't me the outcome did not turn in an essay to be graded.


2017 Fall Quarter

Item: 1022 Department: BIOL& Course: 211Title: Majors Cell Instructor: Vega-Villa K Level: 200Type: Academic Outcome: Communication




Analysis


Summary

This is the fourth essay that students had in the class. Previous evaluations were returned to students with comments to help them improve their writing. Whenever their essay was not easy to read, they were referred to the writing lab. Whenever content was a problem, they received specific comments on the topic that seemed to be unclear for the student. Most students incorporated those comments into their essays and produced quality essays by the end of the quarter. Students who didn't me the outcome did not turn in an essay to be graded.


2017 Fall Quarter

Item: 1042 Department: BIOL& Course: 211Title: Majors Cell Instructor: Vega-Villa K Level: 200Type: Academic Outcome: Communication




Analysis


Summary

This is the fourth essay that students had in the class. Previous evaluations were returned to students with comments to help them improve their writing. Whenever their essay was not easy to read, they were referred to the writing lab. Whenever content was a problem, they received specific comments on the topic that seemed to be unclear for the student. Most students incorporated those comments into their essays and produced quality essays by the end of the quarter.


2017 Fall Quarter

Item: 8132 Department: BIOL& Course: 241Title: Human A & P 1 Instructor: Dykes J Level: 200Type: Workforce Outcome: Communication




Analysis

Students did a physiology lab for exercise.

Summary

All students completed this lab


2017 Fall Quarter

Item: 1062 Department: BIOL& Course: 241Title: Human A & P 1 Instructor: Fitch R Level: 200Type: Workforce Outcome: Communication




Analysis

Please see data from BIOL& 241 1052 for this analysis. Item 1052 and 1062 meet together as one class for lecture exams and quizzes. They split into each section for smaller lab classes during the week.

Summary

Please see data from BIOL& 241 1052 for this analysis. Item 1052 and 1062 meet together as one class for lecture exams and quizzes. They split into each section for smaller lab classes during the week.


2017 Fall Quarter

Item: 1052 Department: BIOL& Course: 241Title: Human A & P 1 Instructor: Fitch R Level: 200Type: Workforce Outcome: Communication




Analysis

On this quiz, 100% was earned by a few students and the class average was 69%. 29 students exceeded or met the outcome (earning 68% or above); 4 students partially met the outcome (earning 60 - 67%); 15 students had not met the outcome (earning below 58%).

** PLEASE NOTE THAT THIS ASSESSMENT COMBINED ITEMS 1052 AND ITEM 1062 AS BOTH ITEMS MEET AS ONE CLASS FOR THE QUIZ!

Summary

Quizzes are written with 2 goals: it is possible to get 100% and the class average is 70%. A number of students earned 100% and the class average was 69% - very close to the expected outcome.

** PLEASE NOTE THAT THIS ASSESSMENT COMBINED ITEMS 1052 AND ITEM 1062 AS BOTH ITEMS MEET AS ONE CLASS FOR THE QUIZ!


2017 Fall Quarter

Item: 1122 Department: BUS Course: 196Title: Work Experience Instructor: Mitchell R Level: 100Type: Workforce Outcome: Communication




Analysis


Summary



2017 Fall Quarter

Item: 1142 Department: BUS Course: 240Title: Prin of Mgmt Instructor: Martin N Level: 200Type: Workforce Outcome: Communication




Analysis

Rubric required students to apply selected management theories to a case study based on the short story Typhoon.

"Partially met" student either failed to explain how the selected theory applied to the case or demonstrated insufficient familiarity with the case.

"Not meet" students failed to submit the paper.

Summary

Students appreciated a fictional case because it allowed them to see the motivation of the primary characters.


2017 Fall Quarter

Item: 8152 Department: BUS Course: 240Title: Prin of Mgmt Instructor: Rodgers J Level: 200Type: Workforce Outcome: Communication




Analysis

This was an analysis of the management scenario with specific requirements. With this being the first one, not all students were successful in providing all the components asked for.

Summary

Overall, very successful with this being the first analysis. Feedback provided, with results expected to increase.


2017 Fall Quarter

Item: 5272 Department: BUS& Course: 101Title: Intro to Business Instructor: Rodgers J Level: 100Type: Academic Outcome: Communication




Analysis

Summary

Considering the complexity of the topic, these results are excellent.


2017 Fall Quarter

Item: 8172 Department: BUS& Course: 201Title: Business Law Instructor: Cochran C Level: 200Type: Academic Outcome: Communication




Analysis

Chapter Questions, graded on timely completion, thorough, thoughtful answers to each question and whether answers complete or incomplete.

Summary

Chapter Questions, graded on timely completion, thorough, thoughtful answers to each question and whether answers complete or incomplete.


2017 Fall Quarter

Item: 1192 Department: CDS Course: 204Title: Group Counseling Instructor: Warman B Level: 200Type: Workforce Outcome: Communication




Analysis

Students evaluated the use of self disclosure in counseling, looking at personal perspectives and how this can be helpful and/or hurtful to patients.

Summary

Emphasizing the difference between sharing personal experiences to connect with patients versus establishing a professional therapeutic relationship.


2017 Fall Quarter

Item: 1222 Department: CHEM Course: 106Title: Drugs in Society Instructor: Hendrickson Level: 100Type: Academic Outcome: Communication




Analysis

Technical paper on a drug of the student's choice incorporating the historical development of the drug, the basis of drug action on the body from a chemist's viewpoint, the beneficial aspects of the drug's action, toxicities associated with the drug, the action of the body on the drug to remove it, and the social and economic implications of the drug from a individual and global standpoint

Summary

Analysis followed a provided rubric, and was assessed for competent use of resources, reliability of information, citing of references, and use of the English language


2017 Fall Quarter

Item: 1232 Department: CHEM& Course: 110Title: Chemical Concepts Instructor: Adams L Level: 100Type: Academic Outcome: Communication




Analysis

Water chemistry and loss of global fresh water supplies due to global warming. Students were to keep a log/journal of all the water they used for 10 days during a 14 day period. This includes ALL water; ie bathing, washing clothes, cleaning, watering, etc. For the first five days, the students were to keep their water usage the same and just record their data as is. During the last five days, the students were urged to save as much water daily as they comfortably could. The journals were graded on completeness of data, accuracy of quantities of water used and saved, and neatness of data presented. An oral class discussion was conducted the day the journals were due discussing what they learned and some creating ways to save water. Student appreciation of water was highly observed. A resource we take so for granted now has new meaning.

Summary

Stated above


2017 Fall Quarter

Item: 8222 Department: CHEM& Course: 121Title: Intro to Chem Instructor: Dykes J Level: 100Type: Workforce Outcome: Communication




Analysis

Students were to follow a scientific format of Introduction, Literature review, Materials/Methods, Results, Discussion, References..

Summary

Most were successful in reaching the outcome and writing their lab report.


2017 Fall Quarter

Item: 1242 Department: CHEM& Course: 121Title: Intro to Chem Instructor: Hendrickson Level: 100Type: Workforce Outcome: Communication




Analysis

Rubric based on quantitative results and interpretation/explanation of those results

Summary

Relatively straightforward portion of the allied health general chemistry course


2017 Fall Quarter

Item: 1262 Department: CHEM& Course: 121Title: Intro to Chem Instructor: Hendrickson Level: 100Type: Workforce Outcome: Communication




Analysis

Rubric based on quantitative results interpretation/explanation of laboratory results

Summary

Generally a relatively straightforward portion of the allied health generally chemistry course


2017 Fall Quarter

Item: 1252 Department: CHEM& Course: 121Title: Intro to Chem Instructor: Hewage A Level: 100Type: Workforce Outcome: Communication




Analysis

The quiz was graded on the way they completed the worked problems. The problems involved in investing some time on revisiting the concepts discussed in class and apply some critical thinking in figuring out the answer.

Summary


2017 Fall Quarter

Item: 1282 Department: CHEM& Course: 121Title: Intro to Chem Instructor: Hewage A Level: 100Type: Workforce Outcome: Communication




Analysis

The quiz was graded on the way they completed the worked problems. The problems involved in investing some time on revisiting the concepts discussed in class and apply some critical thinking in figuring out the answer.

Summary


2017 Fall Quarter

Item: 1292 Department: CHEM& Course: 161Title: General Chem I w/lab Instructor: Hewage A Level: 100Type: Academic Outcome: Communication




Analysis

The grade was assigned through the careful analysis and interpretation of their data, the way they presented the report in a proper scientific report.

Summary

Most of the students successfully completed the assessment.


2017 Fall Quarter

Item: 1302 Department: CHEM& Course: 161Title: General Chem I w/lab Instructor: Hewage A Level: 100Type: Academic Outcome: Communication




Analysis

The grade was assigned through the careful analysis and interpretation of their data, the way they presented the report in a proper scientific report.

Summary


2017 Fall Quarter

Item: 1312 Department: CHEM& Course: 261Title: Organic Chem w/Lab I Instructor: Hendrickson Level: 200Type: Academic Outcome: Communication




Analysis

Lab book preparation for science majors organic chemistry, which must include written lab protocol, personal observations, data, and interpretation of data

Summary

Labor intensive standard for science majors series, requires ability to distill information and communicate it back to self at future point in time, as well as to others interested in replicating the experiment


2017 Fall Quarter

Item: 8232 Department: CJ Course: 201Title: Crim Investigations Instructor: Smet R Level: 200Type: Workforce Outcome: Communication




Analysis

For the final exam, the students went through the process of analyzing 5 murder crime scenes to determine the personality and behavioral characteristics. Both students exceeed expectations.

This accounts for 100% positive assessment for this course in this class.

Summary

There were 2 students in this Omak class and they both scored maximum points. they had several weeks to read and analyze the crime scenes. The had 37 questions to answer to assist them in there determination of the profile. They were required to submit a comprehensive profile, which included victimology, crime scene analysis, Suspect characteristics and investigative recommendation. These students did well.


2017 Fall Quarter

Item: 1342 Department: CJ Course: 201Title: Crim Investigations Instructor: Smet R Level: 200Type: Workforce Outcome: Communication




Analysis

The final paper entaled the analysis of 5 murder scenes, using the information learned in class on how to determine personality and behavioral characteristics of the possible suspect in the serial killings. One student failed to submit the paper. Two students submitted partial assignment material.

Summary

With 20 students evaluated for this assessment, 90% of the students exceeded expectations of this outcome. 10% did not complete the assignment. The student had several weeks to consider the information and complete the assignment, which included and understanding of the crime scenes, looking for similar patterns and applying the charts used to determine the profile. This assignment included 37 questions to be answered in assisting what information to extract the information.


2017 Fall Quarter

Item: 1562 Department: CTS Course: 196Title: Coop Work Experience Instructor: Mitchell R Level: 100Type: Workforce Outcome: Communication




Analysis


Summary



2017 Fall Quarter

Item: 1602 Department: CWE Course: 196Title: Co-op Work Experience

Instructor: Mitchell R Level: 100





Analysis


Summary



2017 Fall Quarter

Item: 1612 Department: CWE Course: 296Title: Co-op Work Experience

Instructor: Mitchell R Level: 200





Analysis


Summary



2017 Fall Quarter

Item: 1626 Department: EAP Course: 075Title: Conv English Instructor: Carnevale T Level: PREType: Developmental Outcome: Communication




Analysis

Per the Rubric and the Assignment, students exceeded expectation of basic oral communication presentation by demonstrating proficiency in oral, language, delivery, and content in oral communication

Summary

I was impressed with the students comprehension of the movies they watched through their presentations. Students had specific introductions and conclusions, sequenced material within the body, good posture and eye contact and confidence in their ability to present their work.


2017 Fall Quarter

Item: 1642 Department: ECE Course: 119Title: ECE Cornerstone Instructor: Spurgeon N Level: 100Type: Workforce Outcome: Communication




Analysis

Students worked hard on this assignment and were creative in the way they presented the material.

Summary

Students who dd not meet the assignment requirements was the one student who did not attend class on the day presentation was due.


2017 Fall Quarter

Item: 1752 Department: ECON Course: 101Title: Intro to Econ Instructor: Ball G Level: 100Type: Academic Outcome: Communication




Analysis

Summary


2017 Fall Quarter

Item: 1772 Department: ECON& Course: 201Title: Micro Econ Instructor: Ball G Level: 200Type: Academic Outcome: Communication




Analysis

Summary


2017 Fall Quarter

Item: 1782 Department: ECON& Course: 202Title: Macro Econ Instructor: Ball G Level: 200Type: Academic Outcome: Communication




Analysis

Summary


2017 Fall Quarter

Item: 1802 Department: ELEC Course: 115Title: Applied Electricity Instructor: Jacobson Z Level: 100Type: Workforce Outcome: Communication




Analysis

Failed to meet expectations are from abesent studets...

Summary

I am happy with how this challenges students....


2017 Fall Quarter

Item: 1812 Department: ELEC Course: 125Title: Wiring Diag & Schem Instructor: Jacobson Z Level: 100Type: Workforce Outcome: Schematic Presentation




Analysis

This has five parts:

cover page adequate(5)

Difficulty level adequate(30)

Schematic drawing adequate (30)

Description adequate (30)

Inclusion on manufactures data (5)

Summary


2017 Fall Quarter

Item: 1822 Department: ELTRO Course: 101Title: Basic DC-1 Instructor: Jacobson Z Level: 100Type: Workforce Outcome: Lab Write-ups




Analysis

Summary


2017 Fall Quarter

Item: 1892 Department: ELTRO Course: 296Title: Work Experience II Instructor: Mitchell R Level: 200Type: Workforce Outcome: Communication




Analysis


Summary



2017 Fall Quarter

Item: 1982 Department: ENGL Course: 092Title: Reading Concepts Instructor: Goodyear J Level: PREType: Developmental Outcome: Communication




Analysis

Summary


2017 Fall Quarter

Item: 2052 Department: ENGL Course: 097Title: Comp: Paragraph Instructor: Goodyear J Level: PREType: Developmental Outcome: Communication




Analysis

Summary


2017 Fall Quarter

Item: 2012 Department: ENGL Course: 097Title: Comp: Paragraph Instructor: Goodyear J Level: PREType: Developmental Outcome: Communication




Analysis

Summary


2017 Fall Quarter

Item: 2022 Department: ENGL Course: 097Title: Comp: Paragraph Instructor: Henderson D Level: PREType: Developmental Outcome: Communication




Analysis

Summary

Several students that did not pass were not in the class for all the information that would help them complete the assignment. Almost half of my students got an A based on the rubric so I feel the assignment is a good one.


2017 Fall Quarter

Item: 2002 Department: ENGL Course: 097Title: Comp: Paragraph Instructor: Kottmeier L Level: PREType: Developmental Outcome: Communication




Analysis

Students were placed in fields according to percentages, with 80+ exceeded, 70+ met, 60+partially met, and below 60 not met.

Summary

Two students did not turn in the assignment. One student failed due to not completing a rough draft.


2017 Fall Quarter

Item: 2072 Department: ENGL Course: 135Title: Creative Writing Instructor: Johnson J A Level: 100Type: Academic Outcome: Communication




Analysis

The students were to select a story from the text and write their own short story, telling the tale as experienced by one of the other characters in the story. They were to read the original story to the class, then their story. All but one student did the assignment very well. Most understood what they needed to do. The assessment was based on how well the story tied in with details of the original, and how consistent the point of view and plot were. I also assessed the writing skills and originality.

Summary

This was an early assignment, and I wanted to challenge the students to get an idea of what kind of creative writing class I could look forward to. The students are eager and good readers, and nearly all of them have been writing creatively before this class. They really liked the assignment and the stories they could select from. I was very pleased with the results. Even a couple of the shy students overcame this and did fine. In fact one of the most outstanding stories was from my shiest student.


2017 Fall Quarter

Item: 2092 Department: ENGL Course: 201Title: Comp: Adv Essay Instructor: Hargrove R Level: 200Type: Academic Outcome: Communication




Analysis

In regards to meeting the communication outcome,, I evaluated the quality of the "mood" of the piece, which was the main objective of this assignment. It directly correlates to the grade they received. Therefore, I assigned "A" grades to "Exceeded," "B" grades to "Met," "C" grades to Partially Met, and "D" and "F" grades to "Not Met."

Summary

I believe this group preformed quite well because of the extra time I gave them on this writing assignment. The time was used in class to take the students step-by-step through developing the purpose and the mood of the piece. The students who only partially met the objective had a topic that didn't lend itself to a rich vitality or they didn't spend the time out-of-class to develop a more direct way of capturing the images and moods.


2017 Fall Quarter

Item: 2102 Department: ENGL Course: 201Title: Comp: Adv Essay Instructor: Ryan H Level: 200Type: Academic Outcome: Communication




Analysis

Students created a creative project based on the course texts and discussion. Students had the ability to be very creative, and to explore a medium that they enjoyed, so long as the project clearly related to the course concepts and theories. The only student who did not meet the outcome did not turn in a project. Most students' projects met the outcomes, and showed that they understood concepts from the course such that they could use them in their own work. This was the capstone project of the course, and as such, most students were able to either exceed the outcome or meet the outcome.

Summary


2017 Fall Quarter

Item: 2142 Department: ENGL Course: 202Title: Comp:Critical Analysis Instructor: Tiffany G Level: 200Type: Academic Outcome: analysis




Analysis

Students in this section of the course successfully completed this learning activity.

Summary

Analysis is an important skill, and students can demonstrate it through writing.


2017 Fall Quarter

Item: 2132 Department: ENGL Course: 202Title: Comp:Critical Analysis Instructor: Tiffany G Level: 200Type: Academic Outcome: Essay: One Element in a Work of Literature




Analysis

Students were able to trace the work of a selected literary element through a selected short story.

Summary

The students performed well in this learning activity.


2017 Fall Quarter

Item: 2332 Department: ENGL& Course: 101Title: Composition: General Instructor: Carlson A Level: 100Type: Academic Outcome: Communication




Analysis

Exceeded: Students went far over what was expected of them and their writing was exceptionally smooth because they had very few grammar mistakes and their response was thought-filled and thorough.

Met: Students did what was expected. Their writing had a few bumps due to grammar glitches and issues with flow and their response was not fully explored.

Partially: Students passed in an essay that did not follow directions and lacked the necessary elements expected. Their response was disorganized and shallow.

Not Met: Student did not turn in the assignment or plagriarized.

Summary

This class was at 8:00, and students are simply sleepier. Those who exceeded blew me away by their thought-filled responses, drawing me into the content. I spent very little time on grammatical snafoos. I wanted to converse with them.

All students passed in the assignment thereby meeting, at least partially, the expectation.


2017 Fall Quarter

Item: 2242 Department: ENGL& Course: 101Title: Composition: General Instructor: Carlson A Level: 100Type: Academic Outcome: Communication




Analysis

Exceeded: Students went far over what was expected of them and their writing was exceptionally smooth because they had very few grammar mistakes and their response was thought-filled and thorough.

Met: Students did what was expected. Their writing had a few bumps due to grammar glitches and issues with flow and their response was not fully explored.

Partially: Students passed in an essay that did not follow directions and lacked the necessary elements expected. Their response was disorganized and shallow.

Not Met: Student did not turn in the assignment or plagriarized.

Summary

Most met the expectations as they forged through the revision process of the essay, including the requirement of going to the Write Lab. Those who went above and beyond, put more time and energy into the process. Those who partially met the expectations, did not spend a lot of effort on the revision process, dashing things off right before class. And the person who did not meet the requirements had been absent often and did not come to me for assistance.


2017 Fall Quarter

Item: 2322 Department: ENGL& Course: 101Title: Composition: General Instructor: Fristad E Level: 100Type: Academic Outcome: Communication




Analysis

MULTIMEDIA CAPSTONE PROJECT

Grading Rubric includes the following four criteria:

1. Content: Project communicates specific information about some issue inspired by class readings or related discussions. Project doesnâ€™t merely summarize, but revisions the information demonstrating the creatorâ€™s ability to apply what was learned to a new context.

2. Execution: Medium is an effective form of communication for content. Project reflects creatorâ€™s effort and is completed in a thorough and polished manner.

3. Introductory Statement: Addresses each of the bullets on page 3 of the project description.* Including a works cited list, minimum of three sources.

4. Presentation

1. Engages audience 15 points

2. Clearly communicates the creatorâ€™s intentions 15 points

3. Shares major points of introductory statement 10 points

4. Is well prepared to present, starts on time and stays within allotted time frame 10 points

* Introductory Statement must include, but is not limited to, the following bullet points.

â€¢ Summarize your project and display or show it.

â€¢ Explain why you chose the medium you chose.

â€¢ Explain why you chose the focus that you chose; identify specific class materials the inspired you.

â€¢ Explain what specific audience this multi-media project is designed for.

â€¢ Explain what you learned about your topic through engaging with it through a different medium. This question is not just â€œwhat did I learn about [insert idea here] but how you learned about it in a different way by creating some artifact in a medium different than writing.

â€¢ If you chose to work in a collaborative partnership, explain how this partnership influenced your learning process. Include what strengths you both brought to the project, how your partnerâ€™s thinking challenged and shaped yours, and what aspects of the project changed from start to finish as a result of your collaboration.

â€¢ Include a works cited list of a minimum of three sources.

Summary

The vast majority of students earned As. I attribute this to:

1. Students choose their project medium and specific topic related to the overall theme of the class materials and discussions.

2. Students are required to submit project proposals during Week 8; projects are presented in Week 11. We also dedicate some class time to working on projects, peer feedback, and required progress-check with professor. This keeps the majority of students on task, avoids a last minute scramble, and raises the quality of final projects.


2017 Fall Quarter

Item: 2302 Department: ENGL& Course: 101Title: Composition: General Instructor: Fristad E Level: 100Type: Academic Outcome: Communication




Analysis

MULTIMEDIA CAPSTONE PROJECT

Grading Rubric includes the four following criteria:

1. Content: Project communicates specific information about some issue inspired by class readings or related discussions. Project doesnâ€™t merely summarize, but revisions the information demonstrating the creatorâ€™s ability to apply what was learned to a new context.

2. Execution: Medium is an effective form of communication for content. Project reflects creatorâ€™s effort and is completed in a thorough and polished manner.

3. Introductory Statement: Addresses each of the bullets on page 3 of the project description.* Including a works cited list, minimum of three sources.

4. Presentation

1. Engages audience 15 points

2. Clearly communicates the creatorâ€™s intentions 15 points

3. Shares major points of introductory statement 10 points

4. Is well prepared to present, starts on time and stays within allotted time frame 10 points

* Introductory Statement must include, but is not limited to, the following bullet points.

â€¢ Summarize your project and display or show it.

â€¢ Explain why you chose the medium you chose.

â€¢ Explain why you chose the focus that you chose; identify specific class materials the inspired you.

â€¢ Explain what specific audience this multi-media project is designed for.

â€¢ Explain what you learned about your topic through engaging with it through a different medium. This question is not just â€œwhat did I learn about [insert idea here] but how you learned about it in a different way by creating some artifact in a medium different than writing.

â€¢ If you chose to work in a collaborative partnership, explain how this partnership influenced your learning process. Include what strengths you both brought to the project, how your partnerâ€™s thinking challenged and shaped yours, and what aspects of the project changed from start to finish as a result of your collaboration.

â€¢ Include a works cited list of a minimum of three sources.

Summary

The vast majority of students earned As. I attribute this to:

1. Students choose their project medium and specific topic related to the overall theme of the class materials and discussions.

2. Students are required to submit project proposals during Week 8; projects are presented in Week 11. We also dedicate some class time to working on projects, peer feedback, and required progress-check with professor. This keeps the majority of students on task, avoids a last minute scramble, and raises the quality of final projects.


2017 Fall Quarter

Item: 2372 Department: ENGL& Course: 101Title: Composition: General Instructor: Goodyear J Level: 100Type: Academic Outcome: Communication




Analysis

Summary


2017 Fall Quarter

Item: 2382 Department: ENGL& Course: 101Title: Composition: General Instructor: Hargrove R Level: 100Type: Academic Outcome: Communication




Analysis

The communication objective of this assignment is to prove a thesis based on a prompt. The depth and breadth and unity of evidence is critical to meeting outcomes. The "idea" and "development" sections of the rubric are particularly connected to the connection; however, as the point of writing is all about communication, I considered the grades they earned in where to place the students on the scale above.

Summary

As the first assignment of the quarter, I provide a specific yet straightforward assignment for my students. The goals of the assignment are focused on particular tasks. We work through many of the tasks in class. The students who only partially met the objectives struggled with conveying a strong or focused message in their writing. The student who did not met failed to submit the assignment.


2017 Fall Quarter

Item: 2352 Department: ENGL& Course: 101Title: Composition: General Instructor: Hargrove R Level: 100Type: Academic Outcome: Communication




Analysis

The communication objective of this assignment is to prove a thesis based on a prompt. The depth and breadth and unity of evidence is critical to meeting outcomes. The "idea" and "development" sections of the rubric are particularly connected to the connection; however, as the point of writing is all about communication, I considered the grades they earned in where to place the students on the scale above.

Summary

As the first assignment of the quarter, I provide a specific yet straightforward assignment for my students. The goals of the assignment are focused on particular tasks. We work through many of the tasks in class. The students who only partially met the objectives struggled with conveying a strong or focused message in their writing. The student who did not met failed to submit the assignment.


2017 Fall Quarter

Item: 2312 Department: ENGL& Course: 101Title: Composition: General Instructor: Ryan H Level: 100Type: Academic Outcome: Communication




Analysis

This is the second essay assigned in the class, and as such, more students met the standards or exceeded them than with the first essay assigned. Students who earned an A on the essay "Exceeded" the outcome; students who scored a 74%-89% "Met" the outcome; students who scored 51%-73% "Partially Met" the outcome. No students failed to meet this outcome in this class on this assignment.

One difference in this class is that all of the grades on this assignment in the "met" category were 80% or higher, and the "partially met" grades were very low in that category--52% to 62%. This was due to some late submissions, and some students who had missed a great deal of class, which affected their ability to perform adequately on this assessment.

Summary

This essay assignment asks students to propose their creative project to me (their final project of the term), and to write about it in a formal essay, using theoretical ideas from the course texts to inform their project idea and the way they discuss their projects. This asks students to think about their own work within an established theoretical framework. As such, it's a good sign that students are able to meet the outcome with this assignment as frequently as they are.


2017 Fall Quarter

Item: 2232 Department: ENGL& Course: 101Title: Composition: General Instructor: Ryan H Level: 100Type: Academic Outcome: Communication




Analysis

This is the second essay assigned in the class, and as such, more students met the standards or exceeded them than with the first essay assigned. Students who earned an A on the essay "Exceeded" the outcome; students who scored a 74%-89% "Met" the outcome; students who scored 51%-73% "Partially Met" the outcome. No students failed to meet this outcome in this class on this assignment.

Summary

This essay assignment asks students to propose their creative project to me (their final project of the term), and to write about it in a formal essay, using theoretical ideas from the course texts to inform their project idea and the way they discuss their projects. This asks students to think about their own work within an established theoretical framework. As such, it's a good sign that students are able to meet the outcome with this assignment as frequently as they are.


2017 Fall Quarter

Item: 2212 Department: ENGL& Course: 101Title: Composition: General Instructor: Sykes J Level: 100Type: Academic Outcome: Communication




Analysis

When I graded my students' exploratory essays, I used a rubric that was out of 100 points. This allowed me to show my students how many points they earned in each category (categories included things like: introduction, discussion of three reliable sources, grammar & mechanics, etc.)

In the input I provided above for "Total Achievement Levels," I defined "exceeded" as 90% or above, "met" as 80% or above, "partially met" as 70% or above, and "not met" as below 70%.

Summary

Most of my students achieved an 80% or above on this assignment. Only one student got below a 70%. In reading their essays, I did notice that my students often seemed to struggle with effectively summarizing the main ideas/arguments in their sources; however, this was the first major essay they did in my class, so they are still practicing their skills. A large number of students missed points because they didn't check over their work (for example, they didn't copyedit it or make sure that their use of MLA formatting was correct).


2017 Fall Quarter

Item: 2366 Department: ENGL& Course: 101Title: Composition: General Instructor: Sykes J Level: 100Type: Academic Outcome: Communication




Analysis

When I graded my students' exploratory essays, I used a rubric that was out of 100 points. This allowed me to show my students how many points they earned in each category (categories included things like: introduction, discussion of three reliable sources, grammar & mechanics, etc.)

In the input I provided above for "Total Achievement Levels," I defined "exceeded" as 90% or above, "met" as 80% or above, "partially met" as 70% or above, and "not met" as below 70%.

Summary

Most of my students achieved an 80% or above on this assignment. Only one person got below a 70% due to citation issues, and I am giving her a chance to revise. I noticed that many of my students seemed to have a difficult time summarizing the main ideas/arguments of their sources; however, this was the first major essay they completed in my class, so they are still practicing that skill. Other students missed points because they failed to check over their work (for example, they didn't copyedit or they didn't make sure that their formatting was in MLA style).


2017 Fall Quarter

Item: 2412 Department: ENGL& Course: 111Title: Intro to Literature Instructor: Tiffany G Level: 100Type: Academic Outcome: Communication




Analysis

Students arrived with three questions relating to Hemingway's Hills Like White Elephants.

Summary

This is a good learning tool.


2017 Fall Quarter

Item: 5322 Department: ENGL& Course: 112Title: Intro to Fiction Instructor: Ryan H Level: 100Type: Academic Outcome: Communication




Analysis

This second essay assignment of the term showed more students meeting or exceeding the outcome than with the first essay assignment. Students at this point are beginning to understand how to do literary analysis, and how to write effectively about works of literature, something they struggle with in the first essay assignment. The only student who did not meet the outcome did not turn in the assignment.

Summary

I think this is evidence that finding ways to help students understand literary analysis, and how to write effective literary analysis, is an integral part of this class. One of my goals for the next time I teach this course is to try to provide more opportunity early on for students to practice this skill before an essay.


2017 Fall Quarter

Item: 2422 Department: ENGL& Course: 113Title: Intro to Poetry Instructor: Johnson J A Level: 100Type: Academic Outcome: Communication




Analysis

The assignment was to read a poem to the class, then the paraphrase of the poem, and then distinguish between the poem's subject and the poem's theme. Those who did well met several criteria: the accuracy and thoroughness of the paraphrase, the correctness of grammar and punctuation, and the clearly demonstrate understanding of subject versus theme, correctness of MLA format. Those who exceeded in the outcome met all these criteria. Those who met, got most of it right. Those who partially met, had problems most commonly with grammar and clarity of expression.

Summary

I gave several examples for the students to model from. We spent class time doing the exercise as a group where I pointed out what they were doing well and what they could improve on. This is an early assignment to get the students used to understanding the surface details of a poem, the first step in scholarly interpretation. I expected most of the students to do well, and they did. Those who didn't do so well learned that they needed to put more effort into their work if they want to do well in the class.


2017 Fall Quarter

Item: 2432 Department: ENGL& Course: 226Title: British Literature Instructor: Tiffany G Level: 200Type: Academic Outcome: Communication




Analysis

Students were able to respond to general questions regarding British Literature in a written exam, utilizing terms and concepts from the course.

Summary

The instrument--asking for students to communicate regarding authors and works in British Literature did show students knew and could write using oliterary terms from the course.


2017 Fall Quarter

Item: 2476 Department: ENGR Course: 201Title: Intro Engineering Safety

Instructor: Ramaswamy S Level: 200

Type: Academic Outcome: Communication




Analysis

Summary


2017 Fall Quarter

Item: 2477 Department: ENGR Course: 310Title: Project Mgmt Instructor: Ramaswamy S Level: BASType: Academic Outcome: Communication




Analysis

Summary


2017 Fall Quarter

Item: 2482 Department: ESRT Course: 110Title: Refrig Principles Instructor: Jourdan G Level: 100Type: Workforce Outcome: Communication




Analysis

I will read each paper to determine accuracy and relevance to subject matter

Summary

The paper was a research paper for the students to learn about the various career paths in HVACR industries.


2017 Fall Quarter

Item: 2492 Department: ESRT Course: 114Title: Refrig Recovery/Recycle

Instructor: Jourdan G Level: 100





Analysis

Average score was 85%

Summary

90% of students passed the exam with at least a 70%


2017 Fall Quarter

Item: 2502 Department: ESRT Course: 136Title: Indoor Air Quality Instructor: Jourdan G Level: 100Type: Workforce Outcome: Communication




Analysis

Read each paper

Summary

A tech paper on IAQ


2017 Fall Quarter

Item: 2522 Department: ESRT Course: 200Title: Comm HVACR Equip Instructor: Jourdan G Level: 200Type: Workforce Outcome: Communication




Analysis

Students provided online tech paper weekly

Summary

These papers provided the students with the opportunity to research on current events related to the chapters in the text book.


2017 Fall Quarter

Item: 2542 Department: ESRT Course: 215Title: Comm DDC HVAC Controls

Instructor: Jourdan G Level: 200





Analysis

Research and write a paper on a special topic on DDC controls or of a specific manufacturer of controls

Summary

This project was used to expose students to the various products and vendors in the HVAC controls industry.


2017 Fall Quarter

Item: 2552 Department: ESRT Course: 296Title: Work Experience Instructor: Mitchell R Level: 200Type: Workforce Outcome: Communication




Analysis


Summary



2017 Fall Quarter

Item: 2602 Department: GEOG& Course: 100Title: Intro Geography Instructor: Qazi J Level: 100Type: Academic Outcome: Communication




Analysis

This was the written long essay assessment and did not include the other parts of the Midterm exam, which were multiple choice and short answers. While this is not an English writing course, being able to communicate a logical argument with geographic examples is an essential outcome of this course. I grouped students who had exceeded as those who received 20/20 points, those who met with 18 or 19/20 points, those who partially met with 15, 16, 17 scores, and those who did not meet the communication outcome in this case of written expression as anyone below 15 points. Please see the attached rubric for scoring on this essay.

Summary

Those who achieved a perfect score on this written part of the exam, were able to use course materials to construct a logical and geographically literate argument responding to the question. The great majority of students who met the communication outcome could express themselves in writing but left out some important information required to communicate their ideas well. The outliers who did not meet the outcome clearly struggled to express themselves in writing.


2017 Fall Quarter

Item: 5332 Department: GEOG& Course: 102Title: World Regional Geog Instructor: Qazi J Level: 100Type: Academic Outcome: Communication




Analysis

Students were accessed using the attached rubric in terms of the appropriate nature of their topic choice and their ability to communicate information about that topic. Those who exceeded expectations earned 12 points out of 12. Those who met expectations earned 10.5 to 11.5 points out of 12. Those who partially met the outcome, earned from 9 to 10 points. Those who did not meet the outcome expectations earned below 9 points (usually by failing to participate in this assignment). Written communication was prioritized since this is an online classroom and they had to share this information in a written forum.

Summary

High performing students did an excellent job of explaining the aspect of culture that they had researched for that particular country, shared supporting media and citations. Most also answered questions from fellow students. This particular assignment is one that most students really enjoy participating in. They have the chance to share some of their own personal interests (sports, music, cooking, religions, language, etc.) and curiosity about how those interests manifest in other cultures. I think this helps to boost performance of this outcome as they each try to pique the interest of their classmates.


2017 Fall Quarter

Item: 2612 Department: GEOL& Course: 101Title: Intro to Geology Instructor: Stanton K Level: 100Type: Academic Outcome: Communication




Analysis

I require a weekly discussion assignment (entered on Canvas) that answers between one and four questions that I pose related to the weekly topic.

To receive full credit, students must:

Use complete sentences and fully answer all parts of the discussion assignment (6pt)

Answer the question or give a solution to the problem with logical support for their reasoning (6pt)

Proper grammar, syntax, spelling, and citation use (3pt)

I have submitted their final grade for the discussion portion of the class as a compilation of grades for each week. Students that received full points for all assignments exceeded requirements. Students with between 80-99% met requirements. Students below 80% met partial requirements. Students that didn't do any of the assignments did not meet requirements.

Summary

Generally, students have the hardest time actually following the directions and answering the proper number of questions. Sometimes they also have difficulty remembering to cite their sources. However, after the first week, students generally used proper grammar, syntax, and (mostly) correct spelling.


2017 Fall Quarter

Item: 5337 Department: GEOL& Course: 208Title: Geol of the Pacific NW Instructor: Dawes R Level: 200Type: Academic Outcome: Term Project




Analysis

Students scored an average of 60.5 out of 100 points on the tem project in Pacific Northwest Geology.

Note: Four students had stopped attending the class weeks or months previously, but did not withdraw (desipite emails reminding them of that option when it was still available). They are not included in these results.

Summary

There is a strong correlation between filing a poor term project plan with no predictions, and not meeting expectations on the term project.


2017 Fall Quarter

Item: 5337 Department: GEOL& Course: 208Title: Geol of the Pacific NW Instructor: Dawes R Level: 200Type: Academic Outcome: Communication




Analysis

Respond to a prompt, or "discussion question," with research results, and/or a narrative of personal experience relating to, and providing an example of, the topic as it showed up in real life and affected the person. Share this in a class-wide discussion. Also write thoughtful responses to at least two other students' essays in the discussion. Return later in the week with more depth or follow-through going beyond the initial essay, or answering questions, or revising the essay if mistakes are pointed out. Take part at least three times, spread out over the early week, mid-week, and late week. Demonstrate research or thoughtful reflection, and demonstrate knowledge grown due to the discussion, over the course of the week-long discussion.

Summary

The assessment selects most of all between those who participate early in the week and all week long, and those who procrastinate until the end of the week. Those who demonstrate nothing until the last part of the week achieve the least, those who do nothing until the middle of the week may meet but not exceed expectations, and the A students, those who exceed expectations, are those who take part in all three parts of the week, beginning early in the week.


2017 Fall Quarter





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2017 Fall Quarter

Item: 2702 Department: HIST& Course: 116Title: Wstn Civ I Instructor: Clark D Level: 100Type: Academic Outcome: Communication




Analysis

For this assignment, students were required to answer three analytical questions about the Epic of Gilgamesh with each question requiring a minimum of a one page response (students are allowed to give more detail should they desire). In responding to the questions, students are required to formulate an interpretation of the story and to support that interpretation with quotes and examples from the Epic of Gilgamesh. Students are evaluated on their ability to synthesize an interpretation and to support that interpretation with evidence from the text. There are a wide range of possible interpretations, so students have a lot of latitude in fulfilling the objectives of the assignment.

Summary

The students performed quite well on this assignment. Overall, the grades were quite high and the papers demonstrated an eagerness to engage with the material and to analyze the cultural and social context of the Epic of Gilgamesh. Prior to completing this assignments, we explored the development of the Mesopotamian world through lecture and documentary material in order to give students a context for understanding the Epic of Gilgamesh.


2017 Fall Quarter

Item: 2712 Department: HIST& Course: 146Title: US History I Instructor: Clark D Level: 100Type: Academic Outcome: Communication




Analysis

This assignment required students to answer five analytical questions about a series of documents concerning slavery, immigration, and society in British colonial America. Each question required a minimum of a one page response (although students could write more if they chose). In their responses, students were required to formulate interpretations about a variety of social experiences in colonial British America. They were expected to defend their interpretation with evidence from the assigned documents.

Summary

Students were prepared for this assignment through lectures about society in Colonial British America. Overall, the vast majority of the students met or exceeded expectations for this assignment. They demonstrated analytical and critical thinking skills in analyzing the documents and they proved competent in defending their ideas and positions.


2017 Fall Quarter

Item: 2782 Department: HIST& Course: 214Title: Pacific NW Hist Instructor: Clark D Level: 200Type: Academic Outcome: Communication




Analysis

This assignment required students to answer six analytical questions about a series of documents concerning American Indians and traditions in the Pacific Northwest. Each question required a minimum of a one page response (although students could write more if they chose). In their responses, students were required to formulate interpretations about a variety of themes, social issues, cultural values, spiritual ideas, and gender constructs that were found within the documents. They were expected to defend their interpretation with evidence from the assigned documents.

Summary

Students were prepared for this assignment through lecture material. Overall, students struggled with this assignment. Students didn't spend enough time thinking about the documents and they didn't pay enough attention during lecture days in order to have the appropriate background to approach the documents. Their writing was poorly formulated and insufficiently supported. Moreover, students showed a reluctance to seek out help if they were confused. Many simply didn't submit an assignment. This was symptomatic of this class for the entire quarter.


2017 Fall Quarter

Item: 2822 Department: HUM& Course: 101Title: Intro to Humanities Instructor: Johnson S H Level: 100Type: Academic Outcome: Communication




Analysis

In order to exceed expectations on the communication outcome, students needed to demonstrate a clear and concise voice in their essay.

In order to met the expectations on the communication outcome, students needed to convey the central tenets of their essay clearly.

In order to partially meet the expectations on the communication outcome, students needed to have an emergent control of their voice in their essay.

Summary

The majority of students met or exceeded the communication outcome on this assignment. The students that did not meet the outcome at all did not turn in the assignment. Some students partially met the outcome.


2017 Fall Quarter

Item: 5352 Department: HUM& Course: 101Title: Intro to Humanities Instructor: Johnson S H Level: 100Type: Academic Outcome: Communication




Analysis

In order to exceed expectations on the communication outcome, students needed to demonstrate a clear and concise voice in their essay.

In order to met the expectations on the communication outcome, students needed to convey the central tenets of their essay clearly.

In order to partially meet the expectations on the communication outcome, students needed to have an emergent control of their voice in their essay.

Summary

The majority of students met or exceeded the communications outcome. The students that did not meet the outcome did not submit the assignment. Very few students partially met the outcome.


2017 Fall Quarter

Item: 2872 Department: INDT Course: 105Title: Mach Tech I Instructor: Jennings M Level: 100Type: Workforce Outcome: Communication




Analysis

Summary


2017 Fall Quarter

Item: 2892 Department: INDT Course: 205Title: Mach Tech IV Instructor: Jennings M Level: 200Type: Workforce Outcome: Communication




Analysis

Summary


2017 Fall Quarter

Item: 8542 Department: MATH Course: 090Title: Basic Mathematics Instructor: Kraske W Level: PREType: Developmental Outcome: Communication




Analysis

Each of the three exam questions was examined for:

1. Student's ability to identify and take a correct initial approach.

2. Student's ability to take a clear, orderly path.

3. Student's ability to arrive at and record a correct solution.

A point was given for each of the above done well for a total of 9 points max.

If a student apparently did the work in his or her head, but arrived at the correct answer, they lost 1/2 point for lack of written communication.

Summary

Exceeded Standard: 8-9 points

Met Standard: 6-7 points

Partially Met Standard: 4-5 points

Standard Not Met: 3 or less points


2017 Fall Quarter

Item: 3062 Department: MATH Course: 090Title: Basic Mathematics Instructor: Ryan D Level: PREType: Developmental Outcome: Communication




Analysis

Summary


2017 Fall Quarter

Item: 3092 Department: MATH Course: 092TTitle: Intro to Tech Math Instructor: Hampton G Level: PREType: Developmental Outcome: Communication




Analysis

The final project was to design a structure to sell for profit. Students were to research, design, finance, and market their structure. The idea was to use as much of the math skills covered this quarter as possible to achieve the best outcome. One student blew it out of the park and exceeded almost all of my expectations. Three students did a reasonable job. One student was still writing up his design specs while the others were presenting and one student quit halfway thru the quarter.

Summary


2017 Fall Quarter

Item: 3212 Department: MATH Course: 093Title: Pre Algebra Instructor: Hampton G Level: PREType: Developmental Outcome: Communication




Analysis

This is a self paced computer instructed course. One student performed higher than average and one student received an average score. Four students failed because of not attending class.

Summary


2017 Fall Quarter

Item: 3112 Department: MATH Course: 093Title: Pre Algebra Instructor: Russell A Level: PREType: Developmental Outcome: Communication




Analysis

Students were asked to express a set of numbers using a graph and a specific algebraic notation.

Summary

The students will continue to be asked to demonstrate the ability to use this algebra specific notation throughout the rest of the quarter.


2017 Fall Quarter

Item: 3142 Department: MATH Course: 093Title: Pre Algebra Instructor: Ryan D Level: PREType: Developmental Outcome: Communication




Analysis

Summary


2017 Fall Quarter

Item: 3322 Department: MATH Course: 098Title: Elementary Algebra Instructor: Hampton G Level: PREType: Developmental Outcome: Communication




Analysis

This is a self paced computer instructed course. Two students performed higher than average and one student received an average score. Two students failed. One with poor scores and the other by failing to attend class.

Summary


2017 Fall Quarter

Item: 3272 Department: MATH Course: 098Title: Elementary Algebra Instructor: Russell A Level: PREType: Developmental Outcome: Communication




Analysis

Students were asked to interpret a graph from an online site.

Summary


2017 Fall Quarter

Item: 3222 Department: MATH Course: 098Title: Elementary Algebra Instructor: Wiest S Level: PREType: Developmental Outcome: Communication




Analysis

Students needed to translate the application problem and to write the problem using mathematical language. After solving the students need to communicate the solution to the problem by writing a complete answer including units in English.

Summary

80% of the Students for the most part were successful in translating the problem into mathematics. Only 60% of the students communicated their final answers in a complete sentence including units.


2017 Fall Quarter

Item: 3402 Department: MATH Course: 099Title: Intermediate Algebra Instructor: Hampton G Level: PREType: Developmental Outcome: Communication




Analysis

This is a self paced computer instructed course. Two students performed higher than average and one student received an incomplete due to personal issues. Four students failed because they stopped attending class and didn't complete the requirements.

Summary


2017 Fall Quarter

Item: 3345 Department: MATH Course: 099Title: Intermediate Algebra Instructor: Russell A Level: PREType: Developmental Outcome: Communication




Analysis

Students presented work on the white boards. They were required to manipulate a quadratic function into a vertex form and then find and present a variety of information in the correct form for the function. Students who exceeded or met either presented correct information or worked very well within their group. The not met folks either were not present or did not speak to their group.

Summary

There was low attendance on the day I did this assessment. The class, in general, is very low energy and this was an attempt to get them working together. Some did not communicate in their group at all.


2017 Fall Quarter

Item: 3352 Department: MATH Course: 099Title: Intermediate Algebra Instructor: Wiest S Level: PREType: Developmental Outcome: Communication




Analysis

Students must be able to communicate mathematically using algebraic language, graphs, tables, and translating mathematics into English.

Summary

Students showed impressive growth in their ability to communicate using algebraic and graphical communication methods. They improved their ability to relate the information communicated in a table to the corresponding graph. Students still need to work on translating graphs into algebraic language, but they are able to take information from a table or an algebraic equation and translate into graphical communication.


2017 Fall Quarter

Item: 3372 Department: MATH Course: 099Title: Intermediate Algebra Instructor: Wiest S Level: PREType: Developmental Outcome: Communication




Analysis

Students showed impressive growth in their ability to communicate using algebraic and graphical communication methods. They improved their ability to relate the information communicated in a table to the corresponding graph. Students still need to work on translating graphs into algebraic language, but they are able to take information from a table or an algebraic equation and translate into graphical communication.

Summary

The cumulative final assessed the ability of students to communicate in the four different forms of mathematical communication and switching between the four forms of communication. Students who practiced this by spending time and effort on their homework excelled in communicating mathematically. Students who spent much less time and effort on practicing through homework were able to meet the expectation, but not excel. Students who did not meet this communication requirement were also the students who did not do homework.


2017 Fall Quarter

Item: 3342 Department: MATH Course: 099Title: Intermediate Algebra Instructor: Wysham D Level: PREType: Developmental Outcome: Communication




Analysis

I was able to determine the level of their mathematical communication by the quantity of problems they were able to finish. There were very nearly too many problems to finish within the allotted time frame, and their task was to split the problems up among the group, and each do their own portion. They then got together and communitcated their results to each other and decided on the best answer.

Summary

I thought this was effective, and I could verify this when I retested on this topic for the final. Apparently, the current generation of students are very good at sharing information among themselves.


2017 Fall Quarter

Item: 3422 Department: MATH Course: 140Title: Precal for Business Instructor: Wysham D Level: 100Type: Academic Outcome: Communication




Analysis

Their results were read by myself and compared with my own rubric.

Summary

In the beginning, things went well for the students as they started the project right away. They stayed on task and asked for extra time during subsequent classes to work together. Everyone finished on time, and the results clearly demonstrated a tremendous improvement in mathematical abilities. Only a couple students who had struggled for most of the quarter did not excel.


2017 Fall Quarter

Item: 3452 Department: MATH Course: 200Title: Finite Math Instructor: Van Dyke B Level: 200Type: Academic Outcome: Communication




Analysis

Students were asked to read a written statement about an optimization problem and then to formulate the given information into the corresponding linear program. They were asked to clearly communicate the objective function and whether it was to be minimized or maximized and then communicate all the constraints on that function.

Summary

For the most part this went well. A few students forgot to communicate whether they were minimizing or maximizing and a few left off a constraint or two, but overall they seemed to understand what they were being asked to communicate.


2017 Fall Quarter

Item: 5372 Department: MATH& Course: 107Title: Math In Society Instructor: Redmon A Level: 100Type: Academic Outcome: Communication




Analysis

Students who exceeded the competency level created and submitted a conditional statement, then, using a conditional statement for a peer student, developed all four forms of the conditional statement in symbols and in words.

Summary

Most students exceeded competency level for this activity and went on to successfully do a similar task on the midterm exam.


2017 Fall Quarter

Item: 3492 Department: MATH& Course: 141Title: Precalc I Instructor: Van Dyke B Level: 100Type: Academic Outcome: Communication




Analysis

I asked students to describe the transformations applied to a parent function in order to graph a new function. They needed to clearly communicate the translations being applied and give them in an order that was correct.

Summary

Most students did really well on this. I was pleased with the results. The students who failed to meet expectations tended to be the students who missed class and didn't underrstand the material.


2017 Fall Quarter

Item: 8602 Department: MATH& Course: 146Title: Intro to Stats Instructor: Kraske W Level: 100Type: Academic Outcome: Communication




Analysis

An exam question, testing a mean, was evaluated for these aspects of communication:

1. Identification and indication of testing hypothesis

2. Comparison and determination of test outcome

3. Written conclusion to test

4. Clarity and presentation

Summary

A student received a point for each aspect listed above that was successfully met.

1. Not met: 1 or less points

2. Partially met: 2 points

3. Met: 3 points

4. Exceeded: 4 points


2017 Fall Quarter

Item: 3536 Department: MATH& Course: 146Title: Intro to Stats Instructor: Ramaswamy S Level: 100Type: Academic Outcome: Communication




Analysis

Grades for the final project work and presentation students worked in team of 4-5 students

Summary


2017 Fall Quarter

Item: 3532 Department: MATH& Course: 146Title: Intro to Stats Instructor: Ramaswamy S Level: 100Type: Academic Outcome: Communication




Analysis

This is the grade analysis for the final project that students worked in team of 4 to 5 students.

Summary


2017 Fall Quarter

Item: 5378 Department: MATH& Course: 146Title: Intro to Stats Instructor: Redmon A Level: 100Type: Academic Outcome: Communication




Analysis

Students read an article from U.S. News describing demographics of community college students nationwide. They compiled survey results from our class to conduct a hypothesis test to test the claim that the average age of our class is not significantly different than the average age of community college students reported in the article.

Summary


2017 Fall Quarter

Item: 5377 Department: MATH& Course: 146Title: Intro to Stats Instructor: Redmon A Level: 100Type: Academic Outcome: Communication




Analysis

Students read an article from U.S. News describing demographics of community college students nationwide. They compiled survey results from our class to conduct a hypothesis test to test the claim that the average age of our class is not significantly different than the average age of community college students reported in the article.

Summary


2017 Fall Quarter

Item: 3542 Department: MATH& Course: 146Title: Intro to Stats Instructor: Van Dyke B Level: 100Type: Academic Outcome: Communication




Analysis

I asked students to identify the population and sample from a statistical study and explain their answers. The students needed to be able to read and comprehend a written description and then write a sentence or two explaining what the population and sample for the study were.

Summary

It's still difficult to get students to write full sentence written responses in a math class. This is especially frustrating in a statistics class because we do so much more than math. I got a pretty good success rate, but would like it to be better. I write a lot of written explanations on the board and I emphasize that they are going to do a final project at the end of the quarter that requires writing a paper and that this is good practice. We're getting there and I think it is a good exercise.


2017 Fall Quarter

Item: 3562 Department: MATH& Course: 151Title: Calculus I Instructor: Redmon A Level: 100Type: Academic Outcome: Communication




Analysis

Students took data compiled on Focus #1 of a student recording his car's velocity vs. time and conducted a regression analysis. Each group stated the best logarithmic regression equation they found for the data and discussed properties of the model, including a model for acceleration. Student's also analyzed the validity of the model using the correlation coefficient.

Summary


2017 Fall Quarter

Item: 3552 Department: MATH& Course: 151Title: Calculus I Instructor: Van Dyke B Level: 100Type: Academic Outcome: Communication




Analysis

I asked students to use the intermediate value theorem to demonstrate that an equation has a negative solution. I was looking for a clear setup and explanation to the problem, followed by an explanation of the results.

Summary

While most of the math was correct, the explanations were lacking. Students seem to struggle with the concept of writing full sentences and written explanations in a math class. We did several examples in class, but I will need to put more emphasis on the written communication of mathematical ideas in the future.


2017 Fall Quarter

Item: 3572 Department: MATH& Course: 151Title: Calculus I Instructor: Wiest S Level: 100Type: Academic Outcome: Communication




Analysis

Students were required to communicate their work using correct mathematical notation for evaluating limits algebraically. They were also expected to communicate mathematically why each function was not continuous at a given point. This level of communication requires attention to detail and is very new to calculus I students. To excel students had to flawlessly write their work and their conclusions on this project. Students had an opportunity to compare their results with classmates to see if their work communicated effectively. Once the comparison was done, students had one more chance to perfect their notation.

Summary

Communicating in mathematical writing in calculus for limits and continuity evaluations requires a tremendous attention to detail. Students who excelled master the art of reading and writing in this new language of symbols and shortened expressions for whole words. Students also needed to understand the difference of writing an arrow versus an equal sign. The notation of a function value versus a limit value can be confusing, but students who excelled at writing these correctly also deepened their understanding of the important calculus concepts of limits and continuity.


2017 Fall Quarter

Item: 3592 Department: MATH& Course: 254Title: Calculus IV Instructor: Wysham D Level: 200Type: Academic Outcome: Communication




Analysis

Students had to meet with me to discuss their progress on the project throughout the quarter, and they had to turn in a written report at the end with production-quality graphs and plots.

Summary

I was able to determine through my discussions with students how much they were learning and where/how they were finding their supporting coding documentation/software syntax. We worked together to determine the necessary mathematical procedures, and they were all encouraged to find a way to self-test their answers. The self-testing of answers was invaluable to the success of this very difficult project.


2017 Fall Quarter

Item: 3612 Department: MLT Course: 100Title: Intro to MLT Instructor: Lantau K Level: 100Type: Workforce Outcome: Communication




Analysis

Students were given key aspects of MLT that they were to go and research about and then provide a write up of their findings.

Summary

All students exceeded my expectations on researching the field of MLT and conveying the knowledge they obtained through a written assignment.


2017 Fall Quarter

Item: 5382 Department: MLT Course: 100Title: Intro to MLT Instructor: Lantau K Level: 100Type: Workforce Outcome: Communication




Analysis

Students were given key aspects of MLT that they were to go and research about and then provide a write up of their findings.

Summary

The bulk of students exceeded my expectations on researching the field of MLT and conveying the knowledge they obtained through a written assignment. There were only a couple who needed to spend more time formulating and conveying their research.


2017 Fall Quarter

Item: 3622 Department: MLT Course: 210Title: Cl Exper I Instructor: Lantau K Level: 200Type: Workforce Outcome: Communication




Analysis

Students are expected to perform full hematology differentials. Clinical instructors observe, communicate and evaluate the student based on a rubric.

Summary

All students exceeded the outcome for this assessment.


2017 Fall Quarter

Item: 8622 Department: MLT Course: 213Title: Hematology Instructor: Lantau K Level: 200Type: Workforce Outcome: Communication




Analysis

All students met or exceeded my expectations on written expression of blood banking concepts

Summary

All students did very well at conveying their understanding of blood banking concepts through written expression.


2017 Fall Quarter

Item: 3642 Department: MLT Course: 214Title: Hematology Lab Instructor: Tracy P Level: 200Type: Workforce Outcome: Communication




Analysis

Students are expected to identify various stages of white blood cell development and put them in order.

Summary

All students were able to do this.


2017 Fall Quarter

Item: 5387 Department: MLT Course: 214Title: Hematology Lab Instructor: Tracy P Level: 200Type: Workforce Outcome: Communication




Analysis

Students are expected to identify and put in order various stages of white blood cell development.

Summary

Six out of seven students exceeded and one met.


2017 Fall Quarter

Item: 3832 Department: NATR Course: 196Title: Coop Work Experience Instructor: Mitchell R Level: 100Type: Workforce Outcome: Communication




Analysis


Summary



2017 Fall Quarter

Item: 3872 Department: NURS Course: 101Title: Foundations/Nursing Instructor: Yale S Level: 100Type: Workforce Outcome: Communication




Analysis

Students had to achieve a score of 80% or higher and if they did not they had to complete remediation. After remediation, all students were able to demonstrate competency.

Summary

All students passed topics of communication, therapeutic communication, professional communication on the unit exam and the comprehensive final exam.


2017 Fall Quarter

Item: 3882 Department: NURS Course: 101LTitle: Found Nursing Lab Instructor: Yale S Level: 100Type: Workforce Outcome: Communication




Analysis

Summary

All students passed the course. They performed communication exercises and met the objectives on the CET for communicating with patients, peers, faculty, and staff.


2017 Fall Quarter

Item: 3902 Department: NURS Course: 201Title: Nursing 201 Instructor: Wolcott M Level: 200Type: Workforce Outcome: Communication objective




Analysis

Unit Exam

A+, A or A- = 90-100% = Exceeded

B+, B or B- = 80-89% = Met

Score of less than 79% = Not Met

Summary


2017 Fall Quarter

Item: 3922 Department: NURS Course: 310Title: Transition Nursing Instructor: Hosey K Level: BASType: Workforce Outcome: Communication




Analysis

Summary

Exceeds definition = any student that received an 90% or better on the discussion posts.


2017 Fall Quarter

Item: 5407 Department: OCEA& Course: 100Title: Intro to Oceanography Instructor: Fitch R Level: 100Type: Academic Outcome: Communication




Analysis

Students who exceeded or met the outcome earned 80% or higher. Students who met the outcome earned 68 - 78%; students who partially met the outcome earned 60 - 67% and students who have not met the outcome earned 59% or less.

Summary

Exams are set so that it is possible to earn scores in the high 90% with the class average at 70%. On this exam, the high score was 96%, the low was 44% and the class average was 76%. The results of this exam supported the outcomes expected on for this exam.


2017 Fall Quarter

Item: 4292 Department: PEH Course: 180Title: Personal Wellness Instructor: Long E Level: 100Type: Academic Outcome: Communication




Analysis

The majority of the class passed exam 3 with an 80% or better.

Summary

Half of the class demonstrated their knowledge of the course material by passing with a minimul of 80%.


2017 Fall Quarter

Item: 4332 Department: PEH Course: 261Title: Fitness Lab Instructor: Long E Level: 200Type: Academic Outcome: Communication




Analysis

Summary


2017 Fall Quarter

Item: 4342 Department: PEH Course: 262Title: Fitness Lab Instructor: Long E Level: 200Type: Academic Outcome: Communication




Analysis

Summary


2017 Fall Quarter

Item: 4372 Department: PEH Course: 286Title: Exerc Physiology Instructor: Long E Level: 200Type: Academic Outcome: Communication




Analysis

Over half the class earned a 90% or better.

Summary

The two people that failed, were those that ended up dropping the class.


2017 Fall Quarter

Item: 5422 Department: PEH Course: 288Title: Anatom Kinesiology Instructor: Long E Level: 200Type: Academic Outcome: Communication




Analysis

Summary


2017 Fall Quarter

Item: 4626 Department: PSYC Course: 215Title: Psychology of Sport Instructor: Pflugrath R Level: 200Type: Workforce Outcome: Communication




Analysis

Using the results of several self report inventories, evaluate in essay form what the scores highlight as strengths and weaknesses.

Summary

Students had difficulty with essay format overall.


2017 Fall Quarter

Item: 4602 Department: PSYC& Course: 100Title: Gen Psychology Instructor: George J Level: 100Type: Academic Outcome: Communication




Analysis

Students wrote three short essays. One was cumulative and also included up to five bonus points.

Exceeds expectations- students who scored more than 60/60 (It is possible to get up to 5 bonus points)

Meets expectations- students who scored 48-60

Partially met Expectations - Students who scored less than 48/60

Did not meet expectations- Students who did not take the exam or whose papers and scores show little or no ability to write effectively about psychology concepts.

Summary

Students did very well on the cumulative essay and getting the bonus points that were connected to the cumulative essay. However, communicating clearly about a class activity or major experiment in psychology does indeed demonstrate good communication skills. It helped bring students up a bit if they were a little weaker on one of the other essays. I hadn't really realized how well students did on this until I entered the analysis.

3 students did not take the exam. One is still in Canvas but when entering grades it indicated she actually had dropped the class. She had not attended since week 2.


2017 Fall Quarter

Item: 4606 Department: PSYC& Course: 100Title: Gen Psychology Instructor: George J Level: 100Type: Academic Outcome: Communication




Analysis

Students wrote three short essays. One was cumulative and also included up to five bonus points.

Exceeds expectations- students who scored more than 60/60 (It is possible to get up to 5 bonus points)

Meets expectations- students who scored 48-60

Partially met Expectations - Students who scored less than 48/60

Did not meet expectations- Students who did not take the exam or whose papers and scores show little or no ability to write effectively about psychology concepts.

Summary

Students did very well on the cumulative essay and getting the bonus points that were connected to the cumulative essay. However, communicating clearly about what was done and what it tells us about psychology regarding one or two class activities or major experiments in psychology does indeed demonstrate good communication skills. It helped bring students up a bit if they were a little weaker on one of the other essays. I hadn't really realized how well students did on this until I entered the analysis. The did quite well with the other essays as well.


2017 Fall Quarter

Item: 4552 Department: PSYC& Course: 100Title: Gen Psychology Instructor: Warman B Level: 100Type: Academic Outcome: Communication




Analysis

This is an assignment to perform one altruistic act, understanding that even getting a grade for it makes it not "altruistic". Students who really exceed the altruistic (above and beyond any expected behavior) element may get extra credit points.

Summary


2017 Fall Quarter

Item: 5442 Department: PSYC& Course: 200Title: Lifespan Psychology Instructor: George J Level: 200Type: Academic Outcome: Communication




Analysis

I lost what I typed and am too frustrated to redo this completely as well as I did the first time.

I can think of several ways of creating the categories so I thought it was important to include how I decided to do it. Exceeds expectations is only those students who did exceptionally well. It was possible to do this in some areas and not earn full points or to earn full points but not exceed expectations. I do not think you should have to exceed my expectations to earn full credit. Meets expectations was based on 80% or more of the points. Partially meets expectations included anyone who earned less than 80 %. The only way to not meet expectations was to skip the assignment or turn in work of extremely low quality. It is also important to note that I allow revisions so this is based on final scores.

Abbreviated rubric:

5 points for a clear and appropriate summary of what the textbook says on the topic of the article. This has to be clear, accurate, and properly documented.

25 points for a clear, accurate, and complete and properly documented summary of a peer reviewed report of an empirical study.

20 points for a clearly and well supported critical analysis of the study reported in the article. This part is as much critical thinking as it is communication.

5 points for an annotation of the article that identifies key findings and the significance of the study.

Summary

There are several common reasons for struggling or losing points on this assignment. One involves leaving out a required part of the assignment such as in-text citations, the annotation, or a summary of relevant information form the textbook. Perhaps a submission checklist would help students avoid that. I have had colleagues look at the instructions and they felt they were very clear so adding more detail might make them longer and less likely to be read so that probably is not the best solution. Another problem is that some students select articles that they can't understand. Nobody can summarize something that doesn't make sense to them. A practice article selected by me and read by the entire class might help scaffold some of those skills. I also need to help students with the skills of the critical evaluation portion.

I have seen a decrease in the selection of articles that do not meet assignment criteria since posting a tutorial.

I have fewer students skip the assignment in the online class. It is harder to effectively remind and offer help since those who struggle most are not logging in and won't see announcements either. JIT alerts to those who don't do it would help if I was willing to accept late submissions for partial credit. I could think about that. Reading comprehension is a little less of a problem though. It could be that students expect to have to learn by reading in online courses and so students who struggle more with reading are more likely to take in class sections.


2017 Fall Quarter

Item: 4612 Department: PSYC& Course: 200Title: Lifespan Psych Instructor: George J Level: 200Type: Academic Outcome: Communication




Analysis

I lost what I typed and am too frustrated to redo this completely as well as I did the first time.

I can think of several ways of creating the categories so I thought it was important to include how I decided to do it. Exceeds expectations is only those students who did exceptionally well. It was possible to do this in some areas and not earn full points or to earn full points but not exceed expectations. I do not think you should have to exceed my expectations to earn full credit. Meets expectations was based on 80% or more of the points. Partially meets expectations included anyone who earned less than 80 %. The only way to not meet expectations was to skip the assignment or turn in work of extremely low quality. It is also important to note that I allow revisions so this is based on final scores.

Abbreviated rubric:

5 points for a clear and appropriate summary of what the textbook says on the topic of the article. This has to be clear, accurate, and properly documented.

25 points for a clear, accurate, and complete and properly documented summary of a peer reviewed report of an empirical study.

20 points for a clearly and well supported critical analysis of the study reported in the article. This part is as much critical thinking as it is communication.

5 points for an annotation of the article that identifies key findings and the significance of the study.

Summary

There are several common reasons for struggling or losing points on this assignment. One involves leaving out a required part of the assignment such as in-text citations, the annotation, or a summary of relevant information form the textbook. Perhaps a submission checklist would help students avoid that. I have had colleagues look at the instructions and they felt they were very clear so adding more detail might make them longer and less likely to be read so that probably is not the best solution. Another problem is that some students select articles that they can't understand. Nobody can summarize something that doesn't make sense to them. A practice article selected by me and read by the entire class might help scaffold some of those skills. I also need to help students with the skills of the critical evaluation portion.

I have seen a decrease in the selection of articles that do not meet assignment criteria since posting a tutorial.


2017 Fall Quarter

Item: 4692 Department: RADT Course: 133Title: Rad Positioning III Instructor: Eldridge B Level: 100Type: Workforce Outcome: Communication




Analysis

Evaluation of 2 fluoroscopy exams in the patient intake area.. 10 points possible and looked for improvement in this skill.

Summary


2017 Fall Quarter

Item: 4762 Department: SDS Course: 101Title: Study Skills Instructor: Carnevale T Level: 100Type: Academic Outcome: Communication




Analysis

5 of my students received extra credit for excellent work and originality 100+

11 students met the standards ranging from 71-91%: 3 in the 70%, 4 in the 80%, and 4 in the 90%

1 student received a 60%

5 students failed to turn in their assignment

Summary

Written Communication: At the end of this lesson, Students were able to analyze a procrastination problem they have, and to analyze and understand and use the four parts to a habit both good and bad.


2017 Fall Quarter

Item: 4976 Department: SPAN Course: 231Title: Span Heritage I Instructor: Baca R Level: 200Type: Academic Outcome: Communication




Analysis

Students were asked to interview a Latino community member within the Wenatchee Valley and its surrounding areas. Students were asked to compose unique questions that would help explore the life experiences of said member. Students were then asked to develop, present, and submit a creative presentation about the person and what they learned.

Students were evaluated based on the following: yes/no

â€¢ Can understand with ease virtually everything heard or read.

â€¢ Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation.

â€¢ Can express him/herself spontaneously, very fluently and precisely, differentiating shades of meaning even in more complex situations.

Summary

Students were able to perform with linguistic ease, confidence, and competence. They were able to explain in detail and narrate fully and accurately the details of their interview.


2017 Fall Quarter

Item: 4922 Department: SPAN& Course: 121Title: Spanish I Instructor: Baca R Level: 100Type: Academic Outcome: Communication




Analysis

This exam consisted of an oral conversation between the student and the instructor. The purpose of this activity was to evaluate the student's spontaneous speaking ability and preparation/investigation of the conversation the cue that was provided. This activity lasted about 5 minutes. The following rubric was used to assess the students.

Grading Criteria for Oral Exam

Comprehensibility

Completely comprehensible, very conversational. 15

Mostly comprehensible but with some errors, sometimes slow and simple. 13

Frequent errors in use of language sometimes impede comprehensibility. 11

Mostly incomprehensible. 8

Content

Well developed ideas, clear, to the point. 15

Ideas mostly well developed, fairly clear and relevant. 13

Ideas present but not well developed. 11

Minimal and/or irrelevant information. 8

Vocabulary

Broad in range, precise. 10

Generally adequate for situation. 8

Mostly inaccurate or inadequate. 5

Pronunciation

Generally good, accurate stress. 10

Rather good but with some striking non-Spanish sounds. 8

Generally poor, use of non-Spanish vowels and consonants, incorrect stress. 5

Total: _______ / 50

Summary

The studentsâ€™ pronunciation was very much intelligible. Given the adequate time and familiar cues, they were able to exchange greetings, describe their identity, and communicate minimally by utilizing a number of isolated words and limited phrases as it pertained to the context in which the language was learned. They were able to respond intelligibly to the follow-up questions provided by the instructor. They were able to utilize a simple vocabulary and attempted to reuse any words/phrases that were emitted by the instructor to communicate their thoughts/ideas.


2017 Fall Quarter

Item: 5472 Department: SPAN& Course: 121Title: Spanish I Instructor: Baca R Level: 100Type: Academic Outcome: Communication




Analysis

This exam consisted of an oral conversation that the student produced, as per the instructions given by the instructor. The purpose of this activity was to evaluate the student's speaking ability and preparation/investigation of the conversation the cue that was provided. This activity lasted about 5 minutes. The following rubric was used to assess the students.

Grading Criteria for Oral Exam

Comprehensibility

Completely comprehensible, very conversational. 15

Mostly comprehensible but with some errors, sometimes slow and simple. 13

Frequent errors in use of language sometimes impede comprehensibility. 11

Mostly incomprehensible. 8

Content

Well developed ideas, clear, to the point. 15

Ideas mostly well developed, fairly clear and relevant. 13

Ideas present but not well developed. 11

Minimal and/or irrelevant information. 8

Vocabulary

Broad in range, precise. 10

Generally adequate for situation. 8

Mostly inaccurate or inadequate. 5

Pronunciation

Generally good, accurate stress. 10

Rather good but with some striking non-Spanish sounds. 8

Generally poor, use of non-Spanish vowels and consonants, incorrect stress. 5

Summary

The studentsâ€™ pronunciation was very much intelligible. Given the adequate time and familiar cues, they were able to exchange greetings, describe their identity, and communicate minimally by utilizing a number of isolated words and limited phrases as it pertained to the context in which the language was learned.


2017 Fall Quarter

Item: 4942 Department: SPAN& Course: 121Title: Spanish I Instructor: Reyes M Level: 100Type: Academic Outcome: Communication




Analysis

Students write about their personal life, short autobiography. They use new words, verbs and connection words learn in the class.

Summary


2017 Fall Quarter

Item: 4962 Department: SPAN& Course: 122Title: Spanish II Instructor: Reyes M Level: 100Type: Academic Outcome: Communication




Analysis

Students write an essay about their personal life. They use news wors learn during the class.

Summary


2017 Fall Quarter

Item: 4972 Department: SPAN& Course: 221Title: Spanish IV Instructor: Baca R Level: 200Type: Academic Outcome: Communication




Analysis

In consultation with the instructor, students were expected to come up with one research topic or theme of their choice as it pertained to the Spanish-speaking world. They prepared it and then presented it before the instructor and classmates at the end of the quarter. This presentation lasted up to 7 minutes and was followed by a short question and answer session. They were asked to aid their presentation with PowerPoint or any creative outlet.

CATEGORY

4

3

2

1

Content

Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Organization

Presentation has a clear, logical order throughout.

Presentation order is mostly clear. The speaker may skip around once or twice.

The speaker skips around several times. Speech sounds choppy.

Little or no clear order is evident in the presentation.

Speaks Clearly

Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 9485%) of the time.

Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Grammar and Vocabulary

Speaker correctly uses grammar and vocabulary throughout the presentation.

Speaker almost always

correctly uses vocabulary and grammar.

Presentation has numerous grammar use or vocabulary errors.

Presentation is error-

filled

Preparedness

Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared,

but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Summary

Students were able to perform with linguistic ease, confidence, and competence. They were able to explain in detail and narrate fully and accurately the topic that related to their particular interest.

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