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```Annual Course SLO Assessment Reporting Form
Department and Year: Mathematics, Spring 2012 (data from Spring 2011-Summer 2012)
Program or Sub-discipline (if applicable): Mathematics
Course: Math 351
Section(s): 24202, 23180, 11428, 16911
Planning Stage
Priority SLOs for
assessment reporting
(a list of course SLOs is available
in SOCRATES)
Assessment methods
(use drop down menus to indicate one or more
assessment activities for each SLO)
Reporting Stage
Summary of assessment results
(briefly describe student success on the outcome)
Plans for follow-up
changes
(Changes in teaching methods,
curriculum, etc.)
Compute definite, indefinite,
6-Final exam
double, and improper integrals, or final
demonstrating a variety of
project.
techniques (including numerical
approximation methods, when
appropriate); and use
integration to find the area
between curves and the
volume of solids.
76% of students showed at least minimum
competence. We consider this to be moderate
success.
Incorporate frequent quizzes,
review for exams, and collect
homework to improve retention of
concepts related to this SLO.
Calculate partial derivatives of 6-Final exam
functions of several variables, or final
and calculate and explain the
project.
significance of extrema of these
functions in applied settings.
70% of students showed at least minimum
competence. We consider this to be moderate
success.
Incorporate frequent quizzes,
review for exams, and collect
homework to improve retention of
concepts related to this SLO.
determine the convergence or
divergence of infinite series,
providing appropriate
justification, and compute
Taylor and Maclaurin series of
functions.
6-Final exam
or final
project.
67% of students showed at least minimum
competence. We consider this to be moderate
success.
Incorporate frequent quizzes,
review for exams, and collect
homework to improve retention of
concepts related to this SLO.
solve separable and first-order 6-Final exam
linear differential equations.
or final
project.
66.7% of students showed at least minimum
competence. We consider this to be moderate
success.
No changes planned
determine the convergence or
divergence of infinite series,
providing appropriate
justification, and compute
Taylor and Maclaurin series of
functions.
6-Final exam
or final
project.
50% of students showed at least minimum
competence. We consider this to be low success.
Allocate more time to the coverage
of Taylor and Maclaurin series.
Instructions for the Annual Course Assessment Reporting Form.
Department Information: Fill in the name of your department and the year that you are reporting. If there
is more than one program or subdiscipline in your department, indicate which one is related to the course
being assessed. List the course for which the SLOs are being assessed and the sections from which the SLO
assessment information was collected.
Planning stage: List each SLO being assessed in it's own cell. For each SLO, use the drop-down menus to
indicate the assessment method(s) used to evaluate student success on the outcome. There are 4 dropdown boxes associated with each SLO so that you can indicate up to 4 assessment methods for each SLO.
Explanations of each drop down choice are shown below on this page. Note that you can choose "other" if
the listed methods don't include the one(s) you want to use.
Reporting stage: Write brief summaries of how well the students achieved each outcome and what
changes, if any, you will make based on that information. The information about student success can be
quantitative (e.g. 82% of the students were able to....) or qualitative (e.g. guided discussion demonstrated
the students' ability to ...). Changes in response to SLO assessment can be related to teaching methods,
curriculum, class materials, texts, staff development, community outreach, administrative changes, the
assessment process itself, etc. The changes you list here could be used to inform your unit plan. If no
change is needed, just say that.
Explanation of drop down menu items:
1-Exams, quizzes, etc. (item analysis). = Item analysis of questions on exams, quizzes, problem sets, and
similar work where given items are linked to specific outcomes. Scores on those items are used for outcome
assessment.
2 -Homework, essays, papers, etc. = Scores on assignments, essays, reports, term papers, research
projects, case studies, etc. If the grading rubric is based on the components of the skill defined by the SLO,
the resulting score is an SLO assessment.
3 - Direct observation of skills = Direct observation of performances, speeches, athletic abilities, work on
“practical” exams, etc. Rubrics are useful to align grade with SLOs.
Creative projects or portfolios = Review of student creative projects or portfolios can be used for SLO
assessment if the elements of the project or portfolio align with the skills defined by the SLO.
4 - Self assessments by students = Students reports of their self-assessments of SLO achievement through
reflective essays, journals, surveys, etc. This can be a direct assessment of affective outcomes. It can be an
indirect, but useful, assessment of cognitive or psychomotor outcomes.
5 - Final exam or final project = Comprehensive final exams or capstone projects used as summative
assessments of SLOs for a course. An item analysis or rubric would be used to link exam items or elements
of the project to the SLO.
6 - Discussion (guided questions) - Guided discussion with groups or individuals in class. This can be an
indirect assessment of SLOs if discussion items are linked to the skills defined by the SLO and notes are
7 - Ungraded feedback (e.g. clickers) = Classroom assessment techniques such as questions answered by
"clickers", one-minute papers, etc. These methods can be used for SLO assessment if the items are linked to
skills defined by the SLOs.
8 - Other (describe in results column) = If you use other means of assessing SLOs choose this from the
drop down menu. Later, make a note of the methods you used when you fill in the "summary of assessment
results" section of the report.
1-Exams, quizzes, etc. (item analysis).
2-Homework, essays, papers, etc.
3-Direct observation of skills.
4-Creative projects or portfolios.
5-Self assessment by students
6-Final exam or final project.
7-Discussion (guided questions)
9-Other (describe in results column).
Annual Course SLO Assessment Reporting Form
Department and Year: Water Art, Resources, and Technology 2010
Program or Sub-discipline (if applicable): Fountain and Pool Design Certificate
Course: WART 300
Section(s): Five of seven sections were included in the analysis (section numbers 12222, 13333,
Fountain Design
14444, 15555, 16666)
Planning Stage
Priority SLOs for
assessment reporting
(a list of course SLOs is available
in SOCRATES)
Students will be able to
calculate scale in design
drawings, use scaling
appropriately in designing a
three-dimensional structure,
and convert from one scale
to another.
Assessment methods
(use drop down menus to indicate one or more
assessment activities for each SLO)
2Homework,
essays,
papers, etc.
1-Exams,
quizzes, etc.
(item
analysis).
Students will be able to set 3-Direct
observation
up and use water quality
testing equipment and flow of skills.
meters.
Students will be able to use 4-Creative
design principles to produce projects or
portfolios.
a fountain design that is
esthetically pleasing.
Students will be able to
produce a fountain design
water flow rate.
7-Discussion
(guided
questions)
6-Final exam 5-Self
or final
assessment
project.
by students
Reporting Stage
Summary of assessment
results
Plans for follow-up
changes
(briefly describe student success on the
outcome)
(Changes in teaching methods,
curriculum, etc.)
Students struggle with this quantitative
skill. In 5 sections of this class only 30
students got a C or better on the scale
drawing assignment. Only 22 students
scored 70% or higher on the exam items
100 to the course.
Redesigned homework
assignments will include
more practice in this area.
Observations of students using water
quality equipment during laboratory
exercises indicated that many students
of water quality because they set up the
equipment incorrectly.
Lab exercises will be
restructured to emphasize
setting up the equipment
properly.
Student constructed models of their
no change necessary
fountain designs which were evaluated
based on rubrics assessing aesthetic
elements. All of the projects built by
students in this class were judged
satisfactory or better. Guided discussion
indicated that students were able to
connect design principles to esthetic
properties.
Students did moderately well on this
outcome. Across all 5 sections, threefourths of the final fountain design
Student self-assessments indicate that
some students have difficulty measuring
water flow with the current lab
equipment.
topic will be included in
lectures. Funding for new
water flow meters, to be
used in the fountain design
project, will be requested
for the lab.
1-Exams,
Students will be prepared to 8-Ungraded 9-Other
feedback
(describe
in
quizzes, etc.
pass the State Fountain
(e.g.
results
(item
Designers Exam
clickers).
column).
analysis).
Practice for the state exam collected by no change necessary
"clicker" technology showed student
proficiency (this was not graded). 90% of
students passed the quiz on this
material. Pass rates on the actual state
exam were also used to assess this SLO.
Program completers had a 95% pass
rate on the state exam.
Compatibility Report for SLO Annual Course Assessment Reporting Form 201011Final Draft97.xls
Run on 7/21/2010 12:17
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```
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