COURSE ASSESSMENT RECORD DATABASE (CARD) WORKSHOP

Wendy Marley, Ph.D.Research Analyst

Institutional Effectiveness and PlanningSpring 2007

Why is the CARD important?The CARD provides valuable information that is used in a number of ways: Data from CARDs provided by all academic divisions is entered into

a centralized database (also called the CARD) that provides an institutional perspective on the assessment of student learning.

The CARD serves as the basis for an annual report with longitudinal comparisons including

The number of assessments of each general education outcome, and The percent of assessments where the criteria for success was

achieved. This information is shared with LCCC’s AQIP-Assessment Design

Team, faculty, administration, and program review committees as well as the College’s regional accreditation and state quality award committees.

For a copy of the CARD report, go to CampusNet, select IEP under Departments and then click on Reports.

When is the CARD due and to whom does it go? Each year, CARDs completed by the various

Divisions are due June 15. They are to be sent as an attachment to Wendy Marley in Institutional Research and Planning (wmarley@lorainccc.edu).

What semesters/terms are included in the annual CARD? All terms comprising a single academic year

are included in a Division’s annual CARD. Note: an academic year begins with the

summer terms and includes the following fall and spring semesters. For example, the 2006 academic year includes summer 2006 (CMDS code 2005-47), fall 2006 (2006-18), and spring 2007 (2006-28).

Changes in the CAR and CARD Forms

The Course Assessment Record (CAR) and CARD forms have been revised for spring 2007.

The revised forms can be accessed at www.lorainccc.edu/assessment .

Please remind your faculty to use the revised forms.

Why revisions?To Close the Assessment Loop The revised CAR and CARD forms ask

faculty members to indicate whether they made the changes they suggested for continuous improvement and, if yes, what the results were.

This information will allow us to better assess the extent of student progress and then develop strategies to further improve student learning.

Lorain County Community College COURSE ASSESSMENT RECORD (CAR) Revised 2006/07 Course NO: Course Title: Semester: Section #: Course Description: Student Learning Outcomes [Select from course description and student outcomes CC document]

General Education Outcomes [Select from measurable general education objective document]

Learning Processes / Activities [In class, homework, and research assignments etc.]

Assessment Techniques / Methods / Measures [Qualitative/ descriptive points ]

Expected Outcomes / Performance Evaluation Criteria [Rubrics, levels, time limit, competencies, etc.]

Assessment data analyses [Formative, Diagnostic, or Summative evaluation etc.]

Recommendation for continuous improvement [Contents, lab setting, instruction, pedagogy, etc.]

Results on implementation of recommended improvement since these outcomes were previously assessed

What cognitive, affective, and / or psychomotor learning outcomes have been identified for this course?

What general education outcomes/measurable objectives are embedded in the course content?

What learning experiences and strategies will students be exposed to in order to achieve these learning outcomes?

What assessment strategies will you use to demonstrate student learning?

What are the benchmark targets you will use as indicators of adequate learning in this course?

What did you find out? What does the data show?

Based on your data and the results obtained, what do you plan to do?

Indicate: a) What are your

results? b) Have you shared

these results with others?-Yes- No- Not applicable

c) When did you implement this improvement?

The Revised CAR

The Revised CARD

Contact Person: Extension: Revised 2007Date Submitted: Academic year:

Divison

Course (indicate Internet courses

with I after course

number.)

CMDS Year & Term

PerformanceCriteria

Achieved?Summary of FacultyRecommendations

Summary of Results of Implementing

Recommendations (if available)

Division Director

Comments (optional)

0=BUS1=AF2=ALHN3=HPER4=AHUM5=SSHS6=ET7=SM8=ECS

(e.g., HSTR 162

orHSTR 162 I)

First and Last Names 1=

Full T

ime

2=

Adjun

ct

(e.g

., 03

-15)

Cour

se S

pecif

ic Ou

tcom

e(s)

Gen

Ed #

1 (p

rof c

ompe

tenc

e)Ge

n Ed

#2

(tech

liter

acy)

Gen

Ed #

3 (s

cient

ific in

quiry

)Ge

n Ed

#4

(arts

& h

uman

ities)

Gen

Ed #

5 (h

ist'y,

soc,e

con,

poli)

Gen

Ed #

6 (w

riting

)Ge

n Ed

#7

(spo

ken

com

mun

)Ge

n Ed

#8

(mat

h co

ncep

ts)Ge

n Ed

#9

(crit

ical th

inking

)Ge

n Ed

#10

(mult

icultu

ral)

Gen

Ed #

11(lif

estyl

e) 1=yes2=no3=partial achievement of criteria Ru

bric

Pre/

Post-

Test

Test

Item

Ana

lysis

Gene

ral T

ools

(e.g

. mud

diest

point

,m

inute

pap

er)

Prac

tical,

com

pete

ncy

Jour

nal, P

ortfo

lio, P

rojec

tPr

esen

tatio

n, P

erfo

rman

ce

Othe

r (de

scrib

e br

iefly)

Outcomes(indicate with an "x" all that apply)

Assessment Tools/Methods Used("x" all that apply)

Faculty MemberCompleting the CAR

LORAIN COUNTY COMMUNITY COLLEGE

COURSE ASSESSMENT RECORD DATABASE (CARD)

Column Entry

#1:Division Division code (see column header)

#2:Course Course prefix and number; add “I” after

the number for Internet courses

#3: Faculty Member Faculty member’s first and last name

#4: F/T P/T Status 1 = Full Time, 2 = Part Time (see next page)

When an instructor is emeritus or does not teach a full load in your

division:

When completing the CARD, faculty who are not teaching a full load in your Division should be considered adjunct, even if they are full-time in another Division or are emeriti. Note: this is for purposes of the CARD only.

Contact Person: Extension:Date Submitted: Academic year:

Divison Cou

rse

(indi

cate

In

tern

et c

ours

es

with

I af

ter

cour

se

num

ber.

)

CM

DS

Yea

r &

Ter

m

Per

form

ance

Cri

teri

a A

chie

ved?

Summary of FacultyRecommendations

Division Director

Comments (optional)

0=BUS1=PSS2=ALHN3=HPER4=AHUM5=SSHS6=ET7=SM8=ECS (e

.g. H

STR

162

or H

STR

162

I)

Firs

t and

Las

t Nam

e

1=Fu

ll Ti

me

2=

Adj

unct

(e.g

. 03-

15)

Cou

rse

Spe

cific

Out

com

e(s)

Gen

Ed

#1 (p

rof c

ompe

tenc

e)

Gen

Ed

#2 (t

ech

liter

acy)

Gen

Ed

#3 (s

cien

tific

inqu

iry)

Gen

Ed

#4 (a

rts &

hum

aniti

es)

Gen

Ed

#5 (h

ist'y

,soc

,eco

n,po

li)

Gen

Ed

#6 (w

ritin

g)

Gen

Ed

#7 (s

poke

n co

mm

un)

Gen

Ed

#8 (m

ath

conc

epts

)

Gen

Ed

#9 (c

ritic

al th

inki

ng)

Gen

Ed

#10

(mul

ticul

tura

l)

Gen

Ed

#11(

lifes

tyle

)

1=ye

s

2=n

o3=

parti

al a

chie

vem

ent o

f crit

eria

Rub

ric

Pre

/Pos

t-Tes

t

Test

Item

Ana

lysi

s

Gen

eral

Too

ls(e

.g. m

uddi

est p

oint

,m

inut

e pa

per)

Pra

ctic

al, c

ompe

tenc

y

Jour

nal,

Por

tfolio

, Pro

ject

Pre

sent

atio

n, P

erfo

rman

ce

Oth

er (d

escr

ibe

brie

fly)

7 BIOG 121 John Doe 1 04-16 X X X 3 X

Will incorporate more critical thinking activities into future course lectures

X X X X X 1 X X Same as above

7 BIOG 151 Jane Deer 1 04-16 X X 2 X

Additional lecture time will be devoted to these topics and an additional homework assignment will be created for these topics.

5 ECED 275 Ed Emeritus 2 04-16 X X 1 X X X X X

Increase small group discussion with real

case scenarious applying licensing rules

and certification examples.

LORAIN COUNTY COMMUNITY COLLEGE

Outcomes(indicate with an "x" all that apply)

Assessment Tools/Methods Used("x" all that apply)

COURSE ASSESSMENT RECORD DATABASE (CARD)

Faculty MemberCompleting the CAR

Column Entry• #5:CMDS CMDS year and term code

Year & Term Note: an academic year begins with the summer term and includes the

following fall and spring semesters.

• #6:Course From the Course Description & Specific Outcome Outcomes document; place

an “X” in the column if acourse specific outcome is assessed on the CAR

• #7-17: Gen Ed’s Place an “X” in the appropriate column(s)

A Practical Suggestion

The Challenge: As you complete more rows and move down the CARD form, the column headings disappear.

One possible solution: Freeze the headings by clicking on the cell in the first column below the listing of the Division codes (i.e., click on cell A8) and then, from your Excel toolbar, select “Freeze Panes” under “Windows.”

Column Entry

• #18: Performance 1=yes, 2=no, 3=partially Criteria Achieved? achieved (see next page)

How do you determine if the performance criteria was achieved?

• You must make the judgment by comparing entries in the CAR’s “Expected Outcomes/Performance Evaluation Criteria” column with the “Assessment Data Analyses” column.

• Often more than one assessment method will have been used and you must decide if, overall, the criteria were achieved (i.e., success), partially achieved, or not achieved. (See next page.)

Example of CAR with Multiple Assessment Methods

Lorain County Community College COURSE ASSESSMENT RECORD Faculty name:…………………….. Course NO:…….… Course Title:……………………………………………………….. Semester:/Year……… Section #:-………. Course Description:………………………………………………………………………………………………………………………………………………….... ……………………………………………………………………………………………………………………………………………………….

Student Learning Outcomes [Select from course description and student outcomes CC document]

General Education Outcomes [Select from measurable general education objective document]

Learning Processes / Activities [In class, homework, and research assignments etc.]

Assessment Techniques / Methods / Measures [Qualitative/ descriptive points ]

Expected Outcomes / Performance Evaluation Criteria [Rubrics, levels competencies, time limit etc.]

Assessment data analyses [Formative, Diagnostic, or Summative evaluation etc.]

Recommendation for continuous improvement [Contents, lab setting, instruction, pedagogy etc]

What cognitive, affective, and / or psychomotor learning outcomes have been identified for this course?

What general education outcomes/measurable objectives are embedded in the course content?

What learning experiences and strategies will students be exposed to in order to achieve these learning outcomes?

What assessment strategies will you use to demonstrate student learning?

What are the benchmark targets you will use as indicators of adequate learning in this course?

What did you find out? What does the data show?

Based on your data and the results obtained, what do you plan to do?

CMMC 151- Oral Communication Demonstrate competence in the construction and presentation of the persuasive speech.

#3 (scientific inquiry), #7 (spoken communication)

Students are presented with different organization patterns for persuasion as well as rational and emotional appeals. Students prepare draft of an outline for the speech with reliable sources and offer strategies for persuasion. Thesis, organization, and sources are examined by the small group and professor.

Students will give individual speeches, evaluated on a rubric.

On the second, persuasive speech, 75% of students should be able to achieve a minimum of:

1. 4/5 for thesis 2. 12/15 for

organization 3. 8/10 for quality

of sources and oral citations

4. Maintain eye contact

The following results were: 1.94% achieved 4 or higher for a complete thesis. 2.94% achieved a 12 or higher for organization. 3.78% achieved 8 or higher for quality and citing of sources. 4.89% maintained eye contact

Because students were not as strong in the third area—citing quality sources—students will be required to write their sources inside their outline where they will be citing them. For those who did not do this well on the first speech, they will be required to write on their references page next to each source, where in the outline that source appears, e.g., IIA.1.

Column Entry• #19-26:Assessment Enter an “X” under every method

usedMethods/Tools Used (e.g., 2007-18)

• #27: Summary of Summarize the faculty member’s Faculty Recommendations recommendation(s) for continuous

improvement

• #28: Summary of Summarize changes resulting fromResults of Implementing implementation of recommendation(s)Recommendations in column #27 (if available)

• #29: Division (Optional)Director Comments

When there are multiple entries on the CAR, how should they entered on

the CARD?

Each line on the CARD corresponds to one line on a CAR form. The first two lines on this CARD illustrate how to complete the form when two lines are reported on a single CAR. Please note that the first line corresponds to a new CAR and the following line is “indented” to indicate that these assessments are reported on the same CAR.

Contact Person: Extension:Date Submitted: Academic year:

Divison Cou

rse

(indi

cate

In

tern

et c

ours

es

with

I af

ter c

ours

e nu

mbe

r.)

CM

DS

Year

& T

erm

Perf

orm

ance

Crit

eria

Ach

ieve

d?

Summary of FacultyRecommendations

Division Director

Comments (optional)

0=BUS1=PSS2=ALHN3=HPER4=AHUM5=SSHS6=ET7=SM8=ECS (e

.g. H

STR

162

or H

STR

162

I)

Firs

t and

Las

t Nam

e

1=Fu

ll Ti

me

2=

Adju

nct

(e.g

. 03-

15)

Cou

rse

Spec

ific

Out

com

e(s)

Gen

Ed

#1 (p

rof c

ompe

tenc

e)

Gen

Ed

#2 (t

ech

liter

acy)

Gen

Ed

#3 (s

cien

tific

inqu

iry)

Gen

Ed

#4 (a

rts &

hum

aniti

es)

Gen

Ed

#5 (h

ist'y

,soc

,eco

n,po

li)

Gen

Ed

#6 (w

ritin

g)

Gen

Ed

#7 (s

poke

n co

mm

un)

Gen

Ed

#8 (m

ath

conc

epts

)

Gen

Ed

#9 (c

ritic

al th

inki

ng)

Gen

Ed

#10

(mul

ticul

tura

l)

Gen

Ed

#11(

lifes

tyle

)

1=ye

s

2=n

o3=

parti

al a

chie

vem

ent o

f crit

eria

Rub

ric

Pre/

Post

-Tes

t

Test

Item

Ana

lysi

s

Gen

eral

Too

ls(e

.g. m

uddi

est p

oint

,m

inut

e pa

per)

Prac

tical

, com

pete

ncy

Jour

nal,

Portf

olio

, Pro

ject

Pres

enta

tion,

Per

form

ance

Oth

er (d

escr

ibe

brie

fly)

7 BIOG 121 John Doe 1 04-16 X X X 3 X

Will incorporate more critical thinking activities into future course lectures

X X X X X 1 X X Same as above

7 BIOG 151 Jane Deer 1 04-16 X X 2 X

Additional lecture time will be devoted to these topics and an additional homework assignment will be created for these topics.

5 ECED 275 Ed Emeritus 2 04-16 X X 1 X X X X X

Increase small group discussion with real

case scenarious applying licensing rules

and certification examples.

LORAIN COUNTY COMMUNITY COLLEGE

Outcomes(indicate with an "x" all that apply)

Assessment Tools/Methods Used("x" all that apply)

COURSE ASSESSMENT RECORD DATABASE (CARD)

Faculty MemberCompleting the CAR

When a single CAR lists assessments of two or more different course outcomes (i.e., two or

more lines on the CAR):

When a CAR reports assessments of the same outcome in several sections of the same course, how are they recorded? When a CAR reports assessments of the

same outcome in several sections of the same course, each of these assessments should be reported on a separate line of the CARD.

Example of a Completed CARD from 2005/06

Contact Person: xxx Extension: 7245Date Submitted: 15-Jun-05 Academic year: 04/05

Divison Cou

rse

(indi

cate

In

tern

et c

ours

es

with

I af

ter

cour

se

num

ber.

)

CM

DS

Yea

r &

Ter

m

Per

form

ance

Cri

teri

a A

chie

ved?

Summary of FacultyRecommendations

Division Director Comments (optional)

0=BUS1=PSS2=ALHN3=HPER4=AHUM5=SSHS6=ET7=SM8=ECS (e

.g. H

STR

162

or H

STR

162

I)

Firs

t and

Las

t Nam

es

1=Fu

ll Ti

me

2=

Adj

unct

(e.g

. 03-

15)

Cou

rse

Spe

cific

Out

com

e(s)

Gen

Ed

#1 (p

rof c

ompe

tenc

e)

Gen

Ed

#2 (t

ech

liter

acy)

Gen

Ed

#3 (s

cien

tific

inqu

iry)

Gen

Ed

#4 (a

rts &

hum

aniti

es)

Gen

Ed

#5 (h

ist'y

,soc

,eco

n,po

li)

Gen

Ed

#6 (w

ritin

g)

Gen

Ed

#7 (s

poke

n co

mm

un)

Gen

Ed

#8 (m

ath

conc

epts

)

Gen

Ed

#9 (c

ritic

al th

inki

ng)

Gen

Ed

#10

(mul

ticul

tura

l)

Gen

Ed

#11(

lifes

tyle

)

1=ye

s

2=n

o3=

parti

al a

chie

vem

ent o

f crit

eria

Rub

ric

Pre

/Pos

t-Tes

t

Test

Item

Ana

lysi

s

Gen

eral

Too

ls(e

.g. m

uddi

est p

oint

,m

inut

e pa

per)

Pra

ctic

al, c

ompe

tenc

y

Jour

nal,

Por

tfolio

, Pro

ject

Pre

sent

atio

n, P

erfo

rman

ce

Oth

er (d

escr

ibe

brie

fly)

7 BIOG 151 xxx 2 05-17 X 2 X

The lab reports need to be done by each individual student to allow them to learn to interpret their own results instead of using another's opinion. Discuss possibility of dissecting earthworm or other organism to help students better identify organ systems.

LORAIN COUNTY COMMUNITY COLLEGE

Outcomes(indicate with an "x" all that apply)

Assessment Tools/Methods Used("x" all that apply)

COURSE ASSESSMENT RECORD DATABASE (CARD)

Faculty MemberCompleting the CAR

Questions or Concerns?

Contact Wendy Marley at x7743 or email wmarley@lorainccc.edu

This presentation will be available as a Power Point tutorial on CampusNet at www.lorainccc.edu/assessment