HLTH 25 - Women's Health Issues - Stage 4 - Janey Skinner
Assessment
| Assessment Methods | Analysis of exam, quiz, or homework items linked to specific SLOs |
|---|---|
| Assessment Description | Assessing the same 4 SLOs that were assessed in fall 2012, the 5 faculty who taught HLTH 25 reported the percent of students who scored 80% or higher on select assignments. Examples of assignments: Herstory; personal health concern paper or project; "Making Changes" booklet to support individual health behavior change; charting one's health indicators project; midterm exam; final exam; quiz on female anatomy. |
| Learning Outcomes | A. Identify the special health concerns of women in general, different groups of women, and yourself in particular. E. Analyze the factors that affect your ability to make desired lifestyle changes for optimal health. F. Demonstrate knowledge of the female body, particularly reproductive and sexual anatomy and physiology, by answering questions, drawing diagrams, charting cycles, etc. K. Utilize health information, including scientific research, in class projects and discussions as well as in one's own decision making about health care matters. |
| Number of Sections | ~7 |
| Number of Instructors | 6 |
| Number of Students | ~210 |
Data Analysis
| Data Shared With | Instructors of the same course (at CCSF) |
|---|---|
| Data Sharing Methods |
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| Data Summary | 5 instructors of HLTH 25 were involved, plus me, the course coordinator (who did not teach HLTH 25 this semester). Ten assignments/assessments were included in the review, each matched to one or more of the 4 SLOs examined. No teacher assigned all 10 of the assessments; there was a mix. The goal was for 80% of students to attain 80% or higher on assessments. Of data reported, this was attained or surpassed on most assignments/assessments. Exceptions: midterm/final exam scores reported by one instructor (50% & 60% attained a score of 80% or higher); personal health concern paper in one section (74% attained a grade of 80% or higher); Food/Mood diary assigned in one section (75% attained 80% or higher score) Percent attaining a score of 80% or higher: Herstory paper: 95%, 90%, 90% (different sections) Personal Health Concern paper: 95%, 74%, 95%, and 85% (different sections) Making Changes assignment: 95% Midterm: 50% (only one instructor reported midterm exam results) Final Exam: 60%, 80%, 80% (different sections) Quiz on female anatomy: 85% Charting patterns assignment: 85%, 90%, 80% Food/Mood Diary: 75% Journals or written reflections: 85% |
| Analysis Summary | We created a grid matching each of these assignments to specific SLOs. Overall attainment of the SLOs seems high - there were multiple measures for each SLO, so even where (for exmaple) only 50% of students got a B or better on the midterm, they demonstrated that same SLO attainment through a written assignment where a greater proportion of students got a B or better. |
| Next Steps Planned | In discussion SLO assessment and analysis with faculty teaching HLTH 25, there was interest in sharing rubrics and/or developing rubrics that could be used across different sections of the course. There was also discussion (but not yet a decision) about developing some subset of common questions to ask on the final exam in fall 2013, tied to SLOs being assesssed that semester. |
| Learning Outcomes | ALL |
Changes
| Details | The course outline was updated and approved by the curriculum committee. The revised course outline has been discussed with all faculty teaching HLTH 25 during spring 2013. |
|---|---|
| Learning Outcomes | ALL |
Tentative Future Plans
| Term | Fall 2013 |
|---|---|
| Activities | Assessment (measurement) of outcomes |
| More Details | As the SLOs changed in the new course outline, the group of faculty teaching HLTH 25 plan to assess the first two SLOs in fall 2013 (A, B) and the second two SLOs in spring 2014 (C, D). We discussed developing or sharing rubrics for assignments - if the group agrees that a specific rubric works for all the sections for a given assignment (right now, teachers assign similar assignments but not identical), the data from that rubric could be used to assess SLO attainment. We also discussed possibly having a subset of questions on the midterm or final exam that could cut across all sections, to assess SLO attainment that way. |
SLO Details Storage Location
- HARD COPY - In my personal filing system (my office)
- HARD COPY - In a department filing system (department office)
- ELECTRONIC COPY - In my electronic filing system (hard drive or web server), some data maintained by individual instructors