HLTH 33 - Introduction to Health and Wellness - Stage 4 - Nora Goodfriend-Koven

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)
  • Classroom response systems (such as iClickers or computers)
  • Capstone projects or final summative assignments
  • Student focus groups
Assessment DescriptionSome faculty reported on the percentages achieved by students on assignments, quizzes, midterms and finals. Professor Diggs creatively implemented a focus group process, based on the 4 SLOs assessed, using each as a discussion topic.

Examples of other assignments include: Community Asset Map (group project and presentation). Professor Reznikov replaced her final exam with a paper that discussed each student's understanding and achievement of the SLOS. Professor Wong-Mineta developed comprehensive rubrics for each assignment.
Learning Outcomes4 faculty taught HlTH 33. Each faculty assessed different SLOs, although all faculty assessed SLO A and F. Additionally, 3 instructors assesed SLO B, C and 1 instructor assessed SLO G. SLOs D and E were not assessed.
Number of Sections6
Number of Instructors5
Number of Students233

Data Analysis

Data Shared With
  • Instructors of the same course (at CCSF)
  • Faculty and staff within our department
  • Students
Data Sharing Methods
  • Face-to-face meetings
  • Teleconferencing or skype
  • Email
  • Phone
  • Website review and commentary
  • Shared document files
Data SummarySince each instructor used different assignments to assess the the SLO achievement, here are a couple of examples:

- Assignment: Written explanation of the rights of consumers and strategies for navigation (90% achievement of 80% score or higher)

- Assignment: Community Asset Map(with Report) (90% achievement of 80% score or higher)

-Assignment: Behavior change project: Pick one behavior you would like to change throughout semester (87% achievement of 80% score or higher)

-Assignment: Leading Health Condition Project; (95% achievement of 80% score or higher)
Analysis Summary4 instructors of HLTH 33 were involved; plus me, the course coordinator (who did not teach HLTH 33 this semester). 29 assignments were utilized to assess the various SLOS - each instructor having different assignments for the sections they taught.

SLO A achievement at a level of 80% or higher: 88.26% of students

SLO B achievement at a level of 80% or higher: 85.65%

SLO C achievement at a level of 80% or higher: 85.57%

SLO F achievement at a level of 80% or higher: 85.6%

SLO G achievement at a level of 80% or higher: 91.66 (only 1 instructor assessed G).
Next Steps PlannedOne instructor will develop an in class project that will allow her to understand if the students not only have the knowledge but understanding. She will also I will grade another assignment first for SLOs and then later deduct points for grammar and spelling; and anaylze the SLO before handing the papers back because this will have a big impact on the % of students who scored an 80% or higher. Many of the students scored in the 80s, so the citations and grammar took points off. The same instructor will incorporate a group segnment into the final project.

Another instructor will:

Changes for future semesters

•        Create grading grid for Assignments: Develop written directions for this assignments that includes grading grid (breakdown of criteria on which points are allocated) and samples

•        Revise number of assignments. Revise schedule for better pacing. Allow in-class time to begin working on projects to allow students opportunities to ask questions and get direction from the instructor and classmates.

•        Reveiw SLOs progress

•        Reduce to 3 or 4 SLOs that are more broadly defined

•        Suggestions for additional SLOs and activities to evaluate them:

1.          Examine the multiple dimension of health and the development of health goals and priorities. Assignments: Class discussion and group project

2.        Compare the leading causes of illness and death among population, and health inequlities among populations within the United States and between nation          

3.         Analyze the factors that influence and determine the health and illness of individuals and population based on public health and other social and behavioral science research. Assignment(s): Quizess and community asset map project 

4.         Analyze the cause, consequences, possible treatments and strategies for prevention ofselected health issues such as major chronic and infection disease, mental health, reproductive health and drug and alcohol use and misuse

•        Redirect the reading in the textbook to highlight sections/chapters that focus on SLOs This will all be implemented in Fall 2013.

One instructor has not indicated changes, and another is no longer teaching the course.
Learning OutcomesALL

Changes

DetailsA meeting was held with all instructors do discuss the challenges of documenting SLO achievement. Each instructor chose to assess the SLOs differently, according to how she taught the course. The biggest change was specifically linking assignments to SLOs. Additionally, the instructor who implemented the focus group at the end of the semester was able to gain insights and qualitative data not available through other means.
Learning OutcomesALL

Tentative Future Plans

TermFall 2013
Activities
  • Revision of outcomes and assessment methods (measurements)
  • Assessment (measurement) of outcomes
  • Analysis and discussion of assessment data and next steps
  • Implementation of planned changes and reassessment
More DetailsWe will be meeting in the next few weeks. The data charts submitted will be collectively reviewed. Successful strategies will be shared, and challenges will be addressed.

SLO Details Storage Location

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