Download - TECHNOLOGY LITERACY SURVEY

TECHNOLOGY LITERACY SURVEY

TECHNOLOGY LITERACY SURVEYTechnology Literacy Tabulation Sheet

Computer Applications - CIS 1113 Pilot Courses, Fall 2016 Face-to-Face

Students assessed

Students assessed

WINDOWS 7 Pre 58 Post 41

Missed Pre - Missed Post -

Assessment Task % knowledge Test % knowledge Test

1.1Identify the operating system used by a computer 62.1% 22 78% 91.2Demonstrate knowledge of the Windows Start menu 69.0% 18 93% 31.3Identify drives on a computer 44.8% 32 63% 151.4Identify the help menu 82.8% 10 88% 51.5Use Search to locate a file 63.8% 21 83% 71.6Identify and demonstrate knowledge of basic office software

program; identifying their corresponding file extensions72.4% 16 90% 4

1.7Identify the desktop 51.7% 28 66% 141.8Identify the task bar 48.3% 30 66% 141.9Minimize and maximize windows 53.4% 27 76% 10

1.10Start programs 72.4% 16 95% 21.11Open, close and switch between windows 79.3% 12 93% 31.12Open files using appropriate programs 39.7% 35 51% 201.13Delete documents 79.3% 12 83% 71.14Shutdown, restart, and log off a computer 62.1% 22 51% 20

TECHNOLOGY LITERACY SURVEYWORD Students assessed Students

assessedPre 58 Post 44

Missed Pre - Missed Post -% knowledge Test % knowledge Test

2.1Open a document 62.1% 22 68.2% 14

2.2Identify the Ribbon 58.6% 24 75.0% 11

2.3Use Save As to save to a particular folder and name the document

43.1% 33 38.6% 27

2.4Identify file extensions 91.4% 5 97.7% 1

2.5Use Spelling and Grammar check 75.9% 14 88.6% 5

2.6Format the size, color and type of font 39.7% 35 63.6% 16

2.7Set single or double spacing 65.5% 20 77.3% 10

2.8Align text 79.3% 12 88.6% 5

2.9Use bullets and automatic numbering 86.2% 8 100.0% 0

2.10Use the Undo button 89.7% 6 95.5% 2

2.11Cut, copy and paste 81.0% 11 88.6% 5

2.12Set margins 58.6% 24 70.5% 13

2.13Select portrait or landscape 69.0% 18 72.7% 12

2.14Demonstrate knowledge of the differences between “Save” and “Save As” functions

75.9% 14 97.7% 1

2.15Print 84.5% 9 84.1% 7

2.16Save and close a document 81.0% 11 88.6% 5

TECHNOLOGY LITERACY SURVEYEMAIL Students assessed Students

assessedPre 58 Post 41

Missed Pre - Missed Post -% knowledge Test % knowledge Test

3.1Define email 93.1% 4 92.7% 33.2Tell the difference between a URL and an email address 79.3% 12 87.8% 53.3Register for a new email account 55.2% 26 56.1% 183.4Log into email 79.3% 12 85.4% 63.5Address an email and create an email message; then, Send

an email5.2% 55 26.8% 30

3.6Open an email and reply to all 82.8% 10 82.9% 73.7Forward an email 86.2% 8 87.8% 53.8Add an attachment to an email 91.4% 5 92.7% 33.9Open an attachment in an email 91.4% 5 90.2% 4

3.10Delete an email and retrieve an email from the trash 55.2% 26 61.0% 163.11Understand basics of email etiquette 60.3% 23 56.1% 183.12Use caution when opening an email from an unfamiliar

source91.4% 5 92.7% 3

3.13Sign out of email 94.8% 3 100.0% 03.14Define computer virus 79.3% 12 82.9% 73.15Avoid giving out personal information to unfamiliar people 82.8% 10 82.9% 73.16Identify and delete junk mail, including spam 67.2% 19 68.3% 133.17Be selective and cautious about forwarding email to large

groups of people79.3% 12 85.4% 6

QUANTITATIVE & SCIENTIFIC REASONING


• Division of Science and Math faculty met for a retreat in August 2016 and discussed assessment

• The assessment data included in this portion of the presentation include data from all 3 EOSC General Biology instructors: Mr. David Juarez (Wilburton), Dr. Andrea Green (Wilburton and McAlester), and Ms. Casey Meek (Idabel)

• What about Math?• No data from Math courses are included because we decided to look at

mathematical application in non-math courses instead.

Discussion


Assessment Methods• All 3 biology instructors agreed upon using 3 separate assignments to

assess learning goals 4.1-4.5.• All 3 of these assignments were exactly the same across all 3 instructors’

classes. • These assignments were administered after introducing their included

subject material to students. • All 3 instructors collected data from these 3 assignments to report in this

presentation. • We compared the number of student attempts with the number of

student successes, and presented results as a percentage for each assessment (assignment).• Example

• What proportion of students that attempted the assignments obtained the correct answers on those assignments?

• Number “Correct” on assignments defined by those students that scored at least 60% on that assignment

Results of Fall 2016 Student Assessment


Learning goal 4.1 is as follows:

• 4.1. Describe and delineate the components of the scientific method

Results of Fall 2016 Student Assessment4.1. Describe and delineate the components of the scientific method

• General Biology – Green

• General Biology – Juarez

• General Biology – Meek

Results of Fall 2016 Student Assessment4.1, cont’d

• 4.1 All Biology classes combined


Learning Goals 4.2, 4.3, and 4.4. We used one assignment that assessed learning goals 4.2, 4.3, and 4.4, which are as follows:

• 4.2. Apply scientific and mathematical methods to solving problems

• 4.3. Collect, graph, and summarize data and make relevant observations and statements of results and formulate questions

• 4.4. Evaluate evidence and determine if conclusions based upon data are valid and reliable


4.2, cont’d

• General Biology – Green

• Applying mathematical methods

General Biology – Juarez

Applying mathematical methods


4.2, cont’d

• General Biology--Meek





4.3. Collect, graph, and summarize data and make relevant

observations and statements of results and formulate

questions• General Biology—Green

• Graph data

• Interpret graph


4.3, cont’d


• Graph data

• Interpret graph


4.3, cont’d


• Graphing data

• Interpreting graph


4.4. Evaluate evidence and determine if conclusions based upon data are valid and reliable

• General Biology-Green

• General Biology - Juarez

QUANTITATIVE & SCIENTIFIC REASONING4.4, cont’d




Learning Goal 4.5Learning goal 4.5 is as follows:

• 4.5. Distinguish sound scientific works from non-scientific works


4.5. Distinguish sound scientific works from non-scientific works

• General Biology-Green



4.5, cont’d




Summary• 85.7 % of students could describe and delineate the components

of the scientific method (4.1)

• 91.5 % of students could apply scientific and mathematical methods to solve problems (4.2)

• 89.7 % of students could collect, graph, and summarize data and 82.1% of students could make relevant observations and statements of results and formulate questions (4.3)

• 89.7% of students could evaluate evidence and determine if conclusions based upon data are valid and reliable (4.4)

• 94.4% of students could distinguish sound scientific works from non-scientific works (4.5)


Conclusions- General Biology• Students achieved all learning outcomes with at least 60%

proficiency

• Our lowest combined % correct was 82.1% for learning goal 4.3 (interpreting graphs).

• Weaknesses• Using math to solve problems• Creating correct graph type for data being analyzed• Interpreting results in graphical format

• Closing the loop • Increase exercises that require math to solve problems• Increase tutorials on how to graph and when to use a bar graph or a line

graph• Tutorials and more practice on graph interpretation

ORAL COMMUNICATION

Division CONTENT & COMPREHENSION PROFESSIONAL APPEARANCE PROFESSIONAL LANGUAGE VOLUME &DICTION PHYSICALITY VISUAL AID TOTAL SCORE

CATEGORY TOTALS 233 253 253 252 231 159

CATEGORY AVERAGE 3.28 3.56 3.56 3.55 3.25 2.24 18.82

STANDARD DEVIATION 0.92308017 0.788468049 0.794038068 0.627954012 1.0386648740.98730340

4 3.810732458

Current Semester

CATEGORIES AVERAGE SCORE

PHYSICALITY 3.25

Consistently looks relaxed and confident

CONTENT & COMPREHENSION 3.28

understanding of the topic

PROFESSIONAL LANGUAGE 3.56

using professional language

VISUAL AID 2.24

interacts with visual aid

PROFESSIONAL APPEARANCE 3.56

physical appearance (dress) is appropriate

VOLUME &DICTION 3.55

clear enough to be heard

TOTAL SCORE

Current Semester

SD

1.038664874

0.92308017

0.794038068

0.987303404

0.788468049

0.627954012

3.810732458

3.28

3.56 3.56 3.55

3.25

2.24

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

CONTENT &COMPREHENSION

PROFESSIONALAPPEARANCE

PROFESSIONALLANGUAGE

VOLUME &DICTION PHYSICALITY VISUAL AID

CRITICAL THINKING

• A new rubric was created by critical thinking assessment team. • The rubric was emailed to EOSC faculty for evaluation and

modification. • Only slight modifications were made.• Rubric was emailed in November to faculty to pilot in the following

courses for Fall 2016:• Behavioral Social Science- Cathy Cogburn-Govt• Business-Kay Langham- Intro to Business• Language- Timothy O'Neal- Global Humanities, Kristen Turner-Mass

Comm• Nursing-1118, 2118• Science and Math- Peggy McBeath-Intermediate Algebra,

McAlester- Microbiology (Idabel)

Critical Thinking Assessment Fall 2016

Revised Critical Thinking Rubric Used for Assessment Fall 2016

Performance

Element

1 2 3 Score

Analyzing information, data

ideas or concepts

Plagiarism, incomplete or omits

relevant information

Reports information with minor

inaccuracies, irrelevancies or

omissions

Interprets information accurately,

appropriately and in-depth in new

context

Applying formulas, procedures,

principles or themes.

Labels formulas, procedures or

principles inaccurately or omits

them

Uses appropriate formulas,

procedures or principles with

minor inaccuracies

Employs formulas, procedures, or

principles accurately

Presenting multiple solutions,

positions or perspectives

Names a single position or

perspective inaccurately and fails

to present a solution/ perspective

Identifies simple solutions,

positions or perspectives with

minor inaccuracies

Explores accurately multiple

solutions or perspectives with

opposing points of view

Drawing well-supported

conclusions

Attempts a conclusion that is

inconsistent, illogical or omits a

conclusion altogether

Offers an abbreviated conclusion

that is mostly consistent with

evidence presented

Creates a detailed conclusion that

is well supported, logical and

complete

Synthesizing ideas into a coherent

whole

Lists ideas in a fragmented

manner without order

Arranges ideas or solutions into a

simple pattern

Integrates ideas that are clear and

coherent

Critical Thinking Assessment Results Fall 2016

Performance

Element

1 2 3 Intermediate

Algebra

Math 0123

Mean, Range, N=

Intro to Business

BUSAD 1123

Mean, Range, N=

Intro to Nursing

NURS 1118

Mean, Range, N=


ideas or concepts

Plagiarism, incomplete or

omits relevant information

Reports information with

minor inaccuracies,

irrelevancies or omissions

Interprets information

accurately, appropriately

and in-depth in new

context

2.0

1.6-3.0

41

2.2

1-3

2.9

2-3

21

Applying formulas,

procedures, principles or

themes.



them


procedures or principles

with minor inaccuracies

Employs formulas,

procedures, or principles

accurately

0.9

0.4-1.6

41

2.3

1-3

2.9

2-3

21

Presenting multiple

solutions,



perspective inaccurately and

fails to present a solution/

perspective




Explores accurately

multiple solutions or

perspectives with


1.7

0.9-2.5

41

2.4

2-3

2.9

2-3

21


conclusions




Offers an abbreviated

conclusion that is mostly

consistent with evidence

presented

Creates a detailed

conclusion that is well

supported, logical and

complete

1.8

0.6-2.6

41

2.6

2-3

2.6

2-3

21

Synthesizing ideas into a

coherent whole



Arranges ideas or solutions

into a simple pattern

Integrates ideas that are

clear and coherent

2.1

1.2-3.0

41

2.2

1.3

2.8

2-3

21


Performance

Element

1 2 3 Global Humanities

HUMAN 2113

Mean, Range, N=

Intro to Mass

Communications

MCOMM 1113

Mean, Mode, N=

Physical and Mental

Illness

NURS 2118

Mean, Range, N=


ideas or concepts




minor inaccuracies,




and in-depth in new

context

2.1

1-3

9

2.4

1-3

8

2.7

2-3

21

Applying formulas,


themes.



them


procedures or principles


Employs formulas,


accurately

3.0

1-3

9

2.0

1-3

8

2.5

1-3

21

Presenting multiple

solutions,



perspective inaccurately and

fails to present a solution/

perspective




Explores accurately


perspectives with


2.0

1-3

9

1.9

1-2

8

2.2

1-3

21


conclusions







presented

Creates a detailed



complete

2.1

1-3

9

1.8

1-3

8

2.1

1-3

21


coherent whole






clear and coherent

1.8

1-2

9

2.3

1-3

8

2.5

2-3

21


Performance

Element

1 2 3 Government

POLSCI 1113

Mean, Range, N=

Microbiology

Group Project

BIOL 2124

Score, N=

Intro Macroeconomics

ECON 2113 Mean, Range,

N=


ideas or concepts




minor inaccuracies,




and in-depth in new

context

2.3

2-3

3

5

2.3

2-3

3

Applying formulas,


themes.



them


procedures or principles with

minor inaccuracies

Employs formulas,


accurately

2.3

1-3

2

5

2.6

2-3

3

Presenting multiple

solutions,



perspective inaccurately and fails

to present a solution/

perspective




Explores accurately


perspectives with


1.9

1-3

2

5

2

1-3


conclusions







presented

Creates a detailed



complete

1.8

1-3

3

5

1.9

1-3


coherent whole






clear and coherent

2.3

1-3

2

5

1.9

1-3

INFORMATION LITERACY

Information Literacy Assessment Spring 2017

• 25 question “survey”• consists of multiple choice and true/false questions• try to insert it in a course with some sort of research

element• questions cover subjects such as plagiarism, citing

sources, using library resources, evaluating sources

Question MCOMM 1113 (N=8) BIOL 2103 (N=16) AVG.

MC: Plagiarism is AVG: 100 AVG: 100 100

T-F: Thoroughly reading your assignment and

understanding what your professor expects when

you turn in your paper is a key step in the

research process.

AVG: 100 AVG: 100 100

MC: While doing your background research, if you

find that there is too much information, you will

need to _________ your topic.

AVG: 87.5

SD: 1.42

AVG: 100 93.75

MC: In researching steroid use, you look up your

topic on the web and find an article in a personal

blog that claims the use of steroids by high school

girls increased from 1.2 percent in 1991 to 5.3

percent in 2003. Your next best step:

AVG: 75

SD: 1.86

AVG: 93.75

SD: 1.0

84.375

MC: Which of these is NOT a reason for

documenting the sources you use in your paper?

AVG: 50

SD: 2.14

AVG: 50

SD: 2.07

50

MC: The purpose of the Dewey Decimal system is

to

AVG: 100

SD: 0

AVG: 87.5

SD: 1.37

93.75

T/F: A thesis statement expresses the subject and

purpose of your research paper.

AVG: 100

SD: 0

AVG: 93.75

SD: 1.0

96.875

MC: I read a book for a course I was taking at

EOSC. It contained the footnote: Bonilla-Silva, E.

(1997) “Rethinking racism: Toward a structural

interpretation.” American Sociological Review, 62,

June 1997, 465-480. This citation is for:

AVG: 12.5

SD: 1.42

AVG: 68.75

SD: 1.92

40.625

MC: Ranly, Ernest W. “Latin American

Spirituality.” Currents, 39 (4), 458-462, 1989-1990.

AVG: 62.5

SD: 2.08

AVG: 81.25

SD: 1.62

71.875

MC: Which is a correct Works Cited entry? AVG: 0

SD:

AVG: 37.5

SD: 2.0

18.75

T/F: The website Wikipedia is a credible source

when writing a research paper.

AVG: 87.5

SD: 1.42

AVG: 87.5

SD: 1.37

87.5

T/F: Paraphrasing too closely to the original text,

even if you do credit the source, is still considered

plagiarism.

AVG: 62.5

SD: 2.08

AVG: 75.0

SD: 1.79

68.75

MC: A lot of broken links on a web site may

indicate that the information is not

____________.

AVG: 87.5

SD: 1.42

AVG: 68.75

SD: 1.92

78.125

MC: Scholarly journals are: AVG: 62.5

SD: 2.08

AVG: 75

SD: 1.79

68.75

MC: Who would represent the target audience for

the Journal of Nutrition Education and Behavior?

AVG: 62.5

SD: 2.08

AVG: 87.5

SD: 1.37

75

T/F: An MLA Works Cited list is alphabetized

based on the title of the source.

AVG: 12.5

SD: 1.42

AVG: 37.5

SD: 2

25

MC: In general an index to a book can be found: AVG: 50

SD: 2.14

AVG: 75

SD: 1.79

62.5

MC: APA and MLA style both refer to AVG: 100

SD:

AVG: 87.5

SD: 1.37

93.75

T/F: All of the letters at the beginning of call

numbers are based on the name of the

department—A is Agriculture, C is Commerce, D is

Defense and so on.

AVG:62.5

SD: 2.08

AVG: 37.5

SD: 2.0

50

T/F: The concept of "teenagers" and teenage

culture first developed in the 1950s due to the

increasing economic independence of young

people. Is this statement a thesis or a fact?

AVG: 62.5

SD: 2.08

AVG: 75

SD: 1.79

68.75

MC: To locate books owned by the Eastern

Oklahoma State College Library, you should use:

AVG: 87.5

SD: 1.42

AVG: 81.25

SD: 1.62

84.375

T/F: The Web is the most current and accurate

source of information for every topic.

AVG: 37.5

SD: 2.08

AVG: 56.25

SD: 2.05

46.875

MC: Which of the following types of sources

would you go to for research studies written by

an expert and focused on a very narrow topic?

AVG: 87.5

SD: 1.42

AVG: 56.25

SD: 2.05

71.875

T/F: “Global warming” is a narrow research topic,

focused enough that a person researching it

would not be overwhelmed with information.

AVG: 62.5

SD: 2.08

AVG: 81.25

SD: 1.62

71.875

T/F: A Works Cited list is not required of all in-text

citations have the author(s) and the page

number(s) of the source.

AVG: 75

SD: 1.86

AVG: 68.75

SD: 1.92

71.875

• Which of these is NOT a reason for documenting the sources you use in your

paper? (50%) *rethink or reword this question

• All of the letters at the beginning of call numbers are based on the name of the

department—A is Agriculture, C is Commerce, D is Defense and so on. (50%)

• The Web is the most current and accurate source of information for every topic.

(46.875%) *bad question

• I read a book for a course I was taking at EOSC. It contained the footnote: Bonilla-

Silva, E. (1997) “Rethinking racism: Toward a structural interpretation.” American

Sociological Review, 62, 465-480. This citation is for: (40.625%)

• An MLA Works Cited list is alphabetized based on the title of the source. (25%)

• Which is a correct Works Cited entry? (18.75%)

50% or lower

Where do we go from here?

• Obviously we need a larger sample.

• Work on proper citations—Works Cited page?

• Explain classification system?

CULTURAL, GLOBAL AWARENESS SURVEY

Monkey- Cultural Awareness Student Survey

https://www.surveymonkey.com/r/Preview/?sm=a6NLwwtSw4WtWY3UIs3fhNa4YV1q68xzWT7h4Ttv3HHCngDe_2BbGKo6ao6LTuCbR7

BLACKBOARD UPDATE

ASSESSMENT WORK FOR FALL 2017

Essay Assessment- Penny JonesENGL 1213- Already have

Technology Literacy- Janet WansickOLS 1111 & CIS 1113

Quantitative & Sci Reasoing-Maye DurantCHEM 1315 & BIOL 2103

Co Requisite to Scale

CO-REQUISITE TO SCALE REPORT

CO-REQUISITE TO SCALE REPORT

Eastern will have co-requisite courses in place for Mathematics and English for Fall 2017

Math update-

English update-

CURRICLUM MAPPING

Outcome # 1. Communications2. Critical Thinking

3. Information & Technology Literacy

4. Quantitative & Scientific Reasoning

5. Cultural,Global Awareness, & Social

Responsibiliy

Course prefix Course ID 1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 3.4 3.5 3.6 4.1 4.2 4.3 4.4 4.5 5.1 5.2 5.3 5.4 5.5

ACCT 1113 R I I I I R R R I I I I

ACCT 2103 R I R R I R R R R R I R

ACCT 2203 R R R R R R R R R R R R

AG 2113 R R R R I M I I I R I R

AGCOM AGCOM R R I R R M I I I I I I

AGEC 1114 R R R R I M I I R R R R

AGRON 1213 R R R R I M I I R R R R

AGRON 2124 R R R R I W I I R R R R

ANSI 1124 R R R I M I I R R R R

AOT 1243 R R R R R R



BIOL 1114 R R R R R R

BIOL 2114 M R R R R I

BIOL 2103 R R R R R


BIOL 2204 M R R R M I


BIOL 2114 R R R R

BIOL 2224 R I R R I I



BUSAD 1023 R R R R R R

EOSC Faculty Developed Map

Program/Departmental Review

Program/ Departmental Assessment

DIVISION WORK- MATH REQUIREMENT

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