AAPS 100 - Stage 3 - Lisa Romano

Assessment Activities

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific learning outcomes
  • Direct observation of performances, practical exams, group work
  • Student self-assessments ( such as reflective journals and surveys)
Assessment DescriptionAssessment methods: AA/AS, CSU, IGETC worksheets; education plan worksheet, mid-term exam, direct observation, homework assignments, reflective journal, final exam

Students were taught where to find information in the catalog regarding graduation and transfer requirements. Class was divided into groups for a “Jeopardy” competition on assigned reading from the catalog about graduation and transfer requirements. Assignments included group and individual course selection using AS/AA graduation and CSU/IGETC worksheets. Students were to use this information to develop a 4-6 semester educational plan.

Students were given an educational plan worksheet as a homework assignment in which they were to develop a personal educational plan. The plan was to include English/ESL and Math sequences, G.E requirements, and major coursework.

Students were given a class lecture on the communication process and the importance of effective communication. Activities included a demonstration of one-way communication by soliciting 3 class volunteers. The activity and group discussion that followed was to emphasize the importance of listening in the communication process and to understand the communication components.
Learning OutcomesAnalyze and discuss the communication styles appropriate to functioning in a diverse society (B. 3)

Demonstrate effective communication styles that traverse cultures (B. 4)

• Students would be able to identify different styles of communication and practice ways to be more effective in their own communication.

Evaluate educational needs and prepare an educational action plan (D. 1)

• Students would be able to demonstrate the ability to identify general education courses for graduation and/or transfer.

• Students would be able to demonstrate the ability to write an education plan.
Number of Students54 students
Data SummaryAssessment criteria: 70% of the courses written on an 4-6 semester education plan submitted will reflect accurate course selection based on the educational goal.

Educational plan activity:

17 out of 30 students successfully completed the assignment with a passing grade which means that they accurately selected at least 70% correct courses on their educational plan. Out of the remaining 13 students: 6 didn’t submit the assignment and 7 submitted incomplete educational plans.

Mid-term exam:

9 out of 24 students successfully completed the midterm exam with a passing grade which means that they accurately selected at least 70% correct courses on their educational plan. The remaining 15 students didn’t submit the mid-term (4) or submitted incomplete/late educational plans (11).

Final exam:

Assessment criteria: Students are expected to answer 2 out of 3 questions about communication correctly.

Question #1- 19 out of 19 answered correctly

Question #2- 19 out of 19 answered correctly

Question #3- 16 out of 19 answered correctly

Data Analysis

Data Shared With

Instructors of the same course (at CCSF)

Data Sharing Methods
  • Face-to-face meetings
  • Email
Next Steps PlannedFurther assessment of the educational plan activity indicated that students may become confused when choosing courses specific to their major.

Spring 2013/Fall 2013

Revise activity to have students work on a specific assigned major to learn how to develop an education plan and create a rubric to objectively grade the level of student proficiency for this learning objective. Implementation will be piloted Fall 2013.
Learning OutcomesAnalyze and discuss the communication styles appropriate to functioning in a diverse society (B. 3)

Demonstrate effective communication styles that traverse cultures (B. 4)

• Students would be able to identify different styles of communication and practice ways to be more effective in their own communication.

Evaluate educational needs and prepare an educational action plan (D. 1)

• Students would be able to demonstrate the ability to identify general education courses for graduation and/or transfer.

• Students would be able to demonstrate the ability to write an education plan.

AAPS 102 - Stage 3 - Quinci Lee

Assessment Activities

Assessment Methods

Analysis of exam, quiz, or homework items linked to specific learning outcomes

Assessment DescriptionAt the beginning of the class, a pre-test was given to measure students’ knowledge and understanding of the college policies and procedures, general education patterns for CSU, UC and Private Colleges and Universities and transfer and major requirements. At the end of the class, students were given the post-test with the exact same questions. Results from the pre and post tests were analyzed and discussed by instructors.
Learning OutcomesSLO 1: By the end of the class, students will determine and establish their academic, vocational and personal goals, such as select a major, attainment of a certificate, Associate Degree or transfer.

SLO 2: By the end of the class, students will gain and demonstrate knowledge of general education patterns for CSU, UC and Private Colleges and Universities and transfer and major requirements.

SLO 3: By the end of the class, students will increase their knowledge of CCSF college policies and procedures for academic and personal success.
Number of Students32
Data SummaryThere were a total of ten questions of the pre- and post-tests. The Student Learning Outcomes were achieved if students were able to answer seven questions correctly (70%) on the post-test.

By comparing the pre- and post-test results, students demonstrated their knowledge and understanding were increased. Data analysis revealed that only 22% students passed the pre-test, and 100% students passed the post-test.

Data Analysis

Data Shared With
  • Instructors of the same course (at CCSF)
  • Faculty and staff in my same department
Data Sharing Methods
  • Face-to-face meetings
  • Email
  • Phone
Next Steps PlannedThe pre- and post-test results revealed that students gained and demonstrated knowledge of the materials that were taught. A class evaluation will be developed to gain students’ perspective to improve SLO for the class.
Learning OutcomesSLO 1: By the end of the class, students will determine and establish their academic, vocational and personal goals, such as select a major, attainment of a certificate, Associate Degree or transfer.

SLO 2: By the end of the class, students will gain and demonstrate knowledge of general education patterns for CSU, UC and Private Colleges and Universities and transfer and major requirements.

SLO 3: By the end of the class, students will increase their knowledge of CCSF college policies and procedures for academic and personal success.

AAPS 103 - Stage 3 - Luis Escobar

Assessment Activities

Assessment Methods

Pre and post tests

Assessment DescriptionAt the beginning of the semester students were given a pre-test measuring what knowledge they brought into the classroom and towards the end of the semester students were given the post-test with exact same questions to measure what they learned. After collecting tests, results were tabulated and converted into percentages that allowed for a more in depth comparison of the pre and post tests results.
Learning OutcomesSLO: Describe and differentiate transfer requirements to UC, CSU, and private universities

SLO: Formulate a thorough understanding of the college degree and certificate requirements
Number of Students42
Data SummaryOverall the pre and post test results showed that students performed better on the post-test in comparison to the pre-test. A question by question analysis revealed that some questions showed a significantly large differential in students answering correctly on the post-test and other questions more of a modest improvement. Although students performed much better on the post-test, there still remains room for improvement on the performance of students on the post-test.

Data Analysis

Data Shared With
  • Instructors of the same course (at CCSF)
  • Faculty and staff in my same department
  • Faculty and staff from related departments
Data Sharing Methods
  • Face-to-face meetings
  • Email
  • Shared documents files
Next Steps PlannedThe results revealed one question in particular in which students did not perform better on the post test in comparison to the pre test. This particular area will be emphasized in the fall 2013 semester to improve student learning in that particular area in which weakness was identified.
Learning OutcomesSLO: Describe and differentiate transfer requirements to UC, CSU and private universities

SL0: Formulate a thorough understanding of the college degree and certificate requirements

Changes

Categories

1) Increased faculty meeting time to discuss course. 2) Updated assessment of class slo's.

Details1) Increased meeting time between faculty teaching the same course to discuss slo's, assessments of course slo's, analysis of slo's, and possible changes as a result of slo assessment.

2) Course teaching faculty updated assessment of slo's, implemented assessment, analyzed assessment results, and discussed changes to be implemented fall 2013.
Learning OutcomesSLO: Describe and differentiate transfer requirements to UC, CSU and private universities

SLO: Formulate a thorough understanding of the college degree and certificate requirements

AAPS 104 - Stage 4 - Peter Stoffers

Data Analysis

Data Shared With

Instructors of the same course (at CCSF)

Data Sharing Methods
  • Face-to-face meetings
  • Email
Next Steps PlannedAssessment revealed that students were learning the material but with room for improvement. Instructors discussed what types of strategies might boost learning and came up with three areas. These were to increase critical thinking, student engagement, and to use more direct strategies such as reviewing course content and breaking up large lectures into smaller lectures. The AAPS 104 instructors plan to introduce new strategies, in each of the above three areas, into their AAPS 104 class during the Spring 2013 semester.
Learning OutcomesUpon completion of this course students will be able to select appropriate academic policies (e.g. academic renewal) to improve their grade point average and regain good academic standing.

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