IDST 17 - Human Sexuality - Stage 5 - Muller
Assessment
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| Assessment Description | Pre and post tests were administered in all 5 sections In all 5 sections 3 of the pscho/social -related SLOs were assessed through a written assessment that was completed at the end of the semester which contained five open-ended questions. 1. List two components of a healthy, loving relationship and communications skills. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. What two things have you learned about the full spectrum of sexual expression that occurs in human behavior, including lesbian, gay, bisexual and transgendered, intersexual, queer and questioning (LGBTIQQ), as well as issues concerning sex among the disabled, young and elderly? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. List two problems associated with sexual harassment, rape, date rape, sexual violence and other incidents of sexual coercion. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. List two things that you that you like about how this class is taught. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 5. List two things that you think could be improved in how this class is taught. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 6. Do you have any additional comments? _____________________________________________________________________ _____________________________________________________________________ In 4 of the 5 2 Bio -related SLOs were assessed with the following pre-and post tests Methods and Measurement Criteria A Pre and Post Tests consisting of ten multiple choice questions were administered to the class to test their knowledge of the physiological and biological aspect of human sexuality. Twenty-eight students took the Pre-Test which was given on 3/20/13, while twenty-four students took the Post-Test on 5/22/13. Questions of the tests, students’ responses, and an analysis of the students’ performance in each test will be discussed further in this document. The questions asked (see below) pertained to the Couse Outline SLOs in sections L and F (indirectly). The text of these SLO are provided below: • L – Recognize the causes, prevention, and treatment of sexually transmitted infections, including the practices involved in “safer sex.” • F – Evaluate the psychological, biological, social and humanistic issues associated with conception, pregnancy, and birth. Pre and Post Test Questions 1. The agent that causes syphilis is A. a spirochaete B. a chancre C. a protozoan D. a virus Correct Answer: A 2. The best treatment for trichomoniasis is A. penicillin B. flagyl C. tetracycline D. sulphonamides Correct Answer: B 3. The first symptoms of gonorrhea will normally appear A. 1-3 days after contact B. 2-7 days after contact C. 15-20 days after contact D. 2 months after contact Correct Answer: B 4. Which of the following is the most common side effect women on the pill experience A. alternation in libido patterns B. blood clotting C. nervousness D. weight gain Correct Answer: D 5. AIDS is A. adaptive immunology destructive syndrome B. abusive immunodeficiency sickness C. acquired immunodeficiency syndrome D. absent immune defense syndrome Correct Answer: C 6. Birth control pills were introduced in the United States in A. 1940 B. 1950 C. 1960 D. 1970 Correct Answer: C correct 7. One of the more serious complications of a herpes infection is an increase possibility of A. breast cancer B. cervical cancer C. heart disease D. stroke Correct Answer: C 8. Why is Margaret Sanger an important person in the history of sex in America? A. she fought the legal system to provide birth control information to women B. she pioneered the use of condoms as contraceptive devices C. she advocated passage of the Comstock Laws D. she developed the surgical technique used in male sterilization Correct Answer: A 9. Basically, oral contraceptives work by A. preventing uterine implantation of the zygote B. blocking the passage of the ovum into the uterus C. keeping sperm away from the unfertilized ovum D. interfering with the normal ovulatory cycle Correct Answer: D 10. Yesterday Yolanda began her use of Implanon. For how long is she protected against unwanted pregnancy? A. 1 month B. 6 months C. 1 year D. 3 years |
| Learning Outcomes | From the psycho/social disciplines Identify the full spectrum of sexual expression that occurs in human behavior, including lesbian, gay, bisexual and transgendered, intersexual, queer and questioning (LGBTIQQ), as well as issues concerning sex among the disabled, young and elderly. Examine the components of a healthy, loving relationship and communication skills. Students were asked the following: List two components of a healthy, loving relationship and communications skills. Appraise the problems associated with sexual harassment, rape, date rape, sexual violence and other incidents of sexual coercion. From Bio: – Recognize the causes, prevention, and treatment of sexually transmitted infections, including the practices involved in “safer sex.” – Evaluate the psychological, biological, social and humanistic issues associated with conception, pregnancy, and birth. |
| Number of Sections | 5 |
| Number of Instructors | 9 |
| Number of Students | 224 |
Data Analysis
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| Data Summary | Data was collected in all 5sections, but this report includes analysis from only three sections. Psycho-Social (open-ended questions) SLO #4: Overall I was very pleased with the responses of the students related to the SLO. We made a concerted effort to address this SLO from numerous angles…physiological, psycho-social, etc., and brought in guest speakers who shared personal experiences. Based on the responses, it appears that many of the students both learned a lot about the full spectrum of human sexuality, as well as became more open to that spectrum. I believe we did a good job of addressing this SLO and do not feel a need to change the varied ways that we focus on it during the semester. SLO #10: Appraise the problems associated with sexual harassment, rape, date rape, sexual violence and other incidents of sexual coercion. Assessment: Assessment: Overall I felt there were some very good responses indicating that students grasped some of the most salient issues associated with this topic. I was especially pleased to see that 67% (18 out of 27 respondents) mentioned the fact that rape is often under-reported and the reasons, including that some people do not even realize they’ve been raped. SLO#13: Examine the components of a healthy, loving relationship and communication skills. - Assessment: I felt that students covered a lot of ground in their responses, from use of proper birth control methods, to non-frequent arguments, to communication without blaming, to honesty and love. Again, I feel that we are addressing this SLO during multiple classes from various angles and am pleased that students seem to be grasping many important concepts related to the SLO. Assessment: Biology (pre and post test with correct answers). For 3 sections of Spring 2013 IDST 17 there was an average of 43% correct responses for the pre-test. For the final test this response improved to an average of 56%. 50% of each section improved to an average of 60% or better. The goal would be to see 75% of each section improve to 75% or better. One of the reasons for not seeing as much improvement as we would like may have to do with the difficulty of the questions. They may be too technical for this grade level. Also these questions reflect only a small portion of the overall course content and the student may be overwhelmed with the amount of material the class offers. Overall, students did much better in the post test than the pre test. This is to be expected since the questions were very specific to the content of the lectures in class, and not just based on general knowledge of birth control and STIs. It is also my observation that questions that were very general had a higher correct response rate than those that were very obscured and specific (an example of a very specific question would be question #2 about the treatment for trichomoniasis), regardless if it was discussed in class or not. • Of the ten questions that were asked, only question #5 had a post test response that was over 80% right. This could be because the question had to do with defining what AIDS is, a very simple question and widely known by many people due to public health education about the disease. • Questions #4 and 7 had the second highest rating at 79%. These questions have to due with cervical cancer and birth control pills and the high rate of right responses are due in part to both class lectures as well as the amount of education about these issues in the public. • Questions #3, 6, 8, and 10 had correct responses within the 71-75% range. These questions fall under the medium range in terms of difficulty. Students who were in lecture and read the textbook would have had an easy time answering them. • Unfortunately, questions #1, 2, and 9 had the lowest rate of correct responses at 50-58% correct. While the answers to these questions were discussed in class, you have to read to textbook to learn about them in depth (meaning the questions are more technical in nature). Students who missed the lectures, were not engaged in the lecture, or did not read the textbook would have found it hard to answer these questions. In doing the analysis, I am pleased that most students scored 70% or higher. While this is under the 80% of the SLOs, I am glad to have seen the improvements from the pre test. One of the challenges in the class structure was the amount of content information that we provide the students. I think there can be improvements made to ensure that we don’t overload the students with too much in their exams. For next semester, I will also look into changing the pre/post questions, if it is necessary, to make sure they match up with the class lectures. |
| Analysis Summary | Psycho-Social Students have achieved outcome if 80% answer the questions correctly, or with insight and understanding. Bio: Identify baseline data from pre-test given 3rd week of semester. Compare with post test given with the final exam. |
| Next Steps Planned | September: Discuss SLO analysis from all sections and create 2 common assessment tools to be used in all sections. For Bio-related SLOs: Modify lectures and class discussions to better emphasize the causes, prevention and treatment of sexually transmitted diseases, if 75% success is not achieved may be include group activities with specific questions for each group to discuss in order to develop a better understanding of STI’s , and birth control measures. Also make the questions less technical and perhaps devote more class time to these important issues. November: Discuss revision/update of course outline to better conform to new curriculum committee Guidelines. Note -- There has been a overturn of faculty in the class, with several new faculty teaching it for the first time. There is a desire to limit the number of SLOs, while still maintaining the coverage in the three disciplines of Biology, Psychology, and Health Education. The Biology Instructors will need to contribute to this discussion of revising the course outline. |
| Learning Outcomes | ALL, and in particular: Recognize the causes, prevention, and treatment of sexually transmitted infections, including the practices involved in safe sex. Understand the different methods of birth control and how to evaluate them in order to make a personal choice in implementing them. |
Tentative Future Plans
| Term | Fall 2013 |
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| More Details | Veteran and new faculty will meet together to create common assessment tools to use across all sections and begin revising/updating the course outline. Notably, the interdisciplinary team-taught aspect of the course can invite different types of assessment tools. While some instructors prefer "hard data", others prefer to use a scale where students do a self-assessment to indicate their own level of comfort and/or proficiency with a specific SLO both in a pre-test early in the semester and a post-test at the end of the semester. Both types of assessment provide valuable feedback. |
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)
Additional Highlights
Most notable (mentioned most frequently) is the fact that students really appreciated having two different instructors as well as two perspectives on such a complex subject. Several students mentioned that we had a very positive outlook towards sex, were not judgmental, open-minded, and additional students mentioned open lecture/openness. In teaching such a sensitive, complex and comprehensive subject, being open and non-judgmental are essential qualities for the instructors to possess and exhibit.Overall, while I feel we have obtained helpful information regarding each of the SLOs, I prefer to use a scale where students do a self-assessment to indicate their own level of comfort and/or proficiency with a specific SLO both in a pre-test early in the semester and a post-test at the end of the semester. Providing students with an opportunity to self-assess can tell us how much they personally feel they have grown regarding a particular topic. We can also include room for comments, which would also provide valuable feedback.