HLTH 10 - Health and Aging - Stage 3 - Shelley Glazer
Assessment
| Assessment Methods |
|
|---|---|
| Assessment Description | Given the addition of a second section to this course, faculty assessed the same four SLOs as in Fall 2012. Each faculty member assessed the % of students who scored 70-80% or higher on assignments linked to SLOs. A grading rubric was used for all assignments to assess subject knowledge as well as organization. Assignments included: a reflective essay on longevity; the formulation of a research design; a research project, paper and presentation on community resources for older adults; a paper describing a formal interview with an elder; a book review as well as 4 quizzes and a final exam. |
| Learning Outcomes | Examine and critique methods of research and study designs for gerontological inquiry from multidisciplinary perspectives. Evaluate personal longevity and critique health habits and their effect on health status at all ages, examining health disparities by gender and ethnicity. Comprehend the theoretical framework of social gerontology to explain the phenomenon of aging and practice utilizing these theories in subsequent course material, class discussions and papers. Identify resources and options for older adults living arrangements, and the effect of policy on housing, homelessness, prison and community planning for an aging society. |
| Number of Sections | 2 |
| Number of Instructors | 2 |
| Number of Students | ~70 |
Data Analysis
| Data Shared With | Instructors of the same course (at CCSF) |
|---|---|
| Data Sharing Methods |
|
| Data Summary | Faculty evaluated student performance on assignments each matching one or more of the 4 SLOs examined. The faculty were most interested in looking at passing grades, so most assessments looked at scores 70% and above. 98% scored 80% or higher on Living to 100 essay 81% scored 80% or higher on the library research/research question assignment 90% scored 80% or higher on term paper (interview with elder/book review) 90% scored 70% or higher on the Community Resources Project 78% scored 70% or higher on Quiz 1 60% scored 70% or higher on Quiz 2 62% scored 70% or higher on Quiz 3 63% scored 70% or higher on Quiz 4 81% scored 70% or higher on the Final Exam |
| Analysis Summary | Students scored better on assignments rather than exams. The exams incorporated material from the lectures and the reading; the questions from the reading alone were more often answered incorrectly. This may have been due to the dense way the material is presented in the textbook, especially for those who had difficulty with English language skills. The SLOs had multiple measures, so even though the SLO attainment may not have occurred on an exam, there was excellent attainment on written assignments. |
| Next Steps Planned | Focus exams more on information that is reinforced by lectures. Use other instructional materials that deliver information in a more direct and less complicated way that the textbook. Continue looking for a new textbook that is more accessible. Rewrite instructions for the Community Resource Project and try to make contact with community agencies to pave the way for student to interview their leadership. |
| Learning Outcomes | ALL |
Tentative Future Plans
| Term | Fall 2013 |
|---|---|
| Activities |
|
| More Details | Instructors will meet to discuss revising and consolidating SLOs now on the course outline--looking to cluster concepts more. They will also conduct an end-of-the semester assessment, which will culminate in data analysis and the creation of a plan of implementation for changes in the spring of 2014. |
SLO Details Storage Location
- HARD COPY - In a department filing system (department office)
- ELECTRONIC COPY - In my electronic filing system (hard drive or web server)