BIO 100A - Intro to Biology - Stage 5 - Crima Pogge

Assessment

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific SLOs
  • Assignments based on rubrics (such as essays, projects, and performances)
  • Direct observation of performances, practical exams, group work
  • Student self-assessments (such as reflective journals and surveys)
  • Student satisfaction surveys
  • Classroom response systems (such as iClickers or computers)
Assessment Description- analysis of specific SLO related questions across sections

- new rubrics for lab reports and presentation

- student self assessment for group presentation project

- two surveys regarding teaching methodology
Learning OutcomesALL
Number of Sections3
Number of Instructors3
Number of Students55-75

Data Analysis

Data Shared With
  • Instructors of the same course (at CCSF)
  • Students
Data Sharing Methods
  • Face-to-face meetings
  • Email
  • Website review and commentary
  • Shared document files
Data SummaryHighlights:

- Learning methodology: students rank response system higher than any other teaching methodology

- Scientific writing: lab report performance went up, but is still not satisfactory, increase partly due to more revisions

- Scientific literacy: only 75 % were able to understand all aspects of a graph on lab final; however, the average grade on presentation of scientific article was 91% (rubric available on website)

- Content: 10 students were able to answer, on average 90% of questions on the four major exams correctly, 18 > 80%, 19 > 70%, 7 students failed the class, and 17 students withdrew or stopped attending before the final.
Analysis Summary- criteria for scientific writing: performance higher than last semester

- criteria for scientific literacy: question on all lab exams regarding interpretation of graph and rubric for presentation of scientific article

- criteria for content understanding: % of correctly answered questions
Next Steps Planned- increase scaffolding of assignments relating to content, scientific writing and literacy, this decision is based on unsatisfactory improvement during spring 2013 - consensus among instructors
Learning OutcomesALL

Changes

Details- made SLOs more explicit

- redesigned student survey on teaching methodology

- redesigned several lab exercises, particularly those pertaining to scientific literacy

- designed several online lecture in the spirit of flipping the classroom

- less lecture, more inquiry through use of clickers during class
Learning OutcomesALL

Tentative Future Plans

TermFall 2013
Activities

Implementation of planned changes and reassessment

More Detailsas stated above, scaffold and chunk assignments - the focus for this will be on scientific writing (lab reports) and literacy (reading scientific articles)

SLO Details Storage Location

ELECTRONIC COPY - In my electronic filing system (hard drive or web server)

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