PHYS 67 - Introduction to Neuroscience - Stage 5 - E. Simon Hanson

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)
  • Capstone projects or final summative assignments
Assessment DescriptionAssessment of course content is accomplished via multiple modalities every semester the course is taught. At the midterm point a multiple choice/ anatomical identification exam is used to evaluate student knowledge of key concepts as outlined in course SLO's.

Post midterm assessments include student initiated capstone like short research presentations which are evaluated independently by two instructors using clearly defined grading rubrics.

Final exam, which focus on competency and integration of material uses timed essay exams format with randomly selected course topics taken from a larger list. These topics and the grading rubrics used to score them are designed to asses integration of content information and as such analysis focuses on competencies in expression and analysis of course content.

Final examination also includes an open written assessment of the course itself in both the positive and suggestions for improvement.
Learning OutcomesALL
Number of Sections1
Number of Instructors2
Number of Students~32

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
  • Email
  • Shared document files
Data SummarySummary quantitative statistics were compared with data from the last two years of offering the course. Mean, and Standard Deviations were calculated for aggregate scores and for individual questions for analysis.

Independent scoring of research presentations produced quantifiable scores for each student as analyzed by each instructor.

Final exam essay exams were quantified for each question into a score of between 0 to 50.

Open ended feedback qualitative feedback comments were collected at the end of the final exam.
Analysis SummaryAverages on aggregate exam scores were in alignment with past classes. Independent analysis of specific MC questions and anatomical identification proficiencies were compared and significant variance from past exam results were noted and questions flagged for reworking course presentation topics next year.

Independent scoring of research presentations produced surprising consistency in student assessment when variance between instructors was analyzed. Leading to the conclusion that the rubrics used to asses oral presentations are reliable.

Final exam data was less universal in inter question variation due to the increased performance variation introduced by a subset of randomly selected topics taken from a larger pool of questions students had to prepare. However total exam scores were consistent with students previous performance scores. It was concluded that the format is still valid in assessing overall student competency in course material.

Open ended feedback analysis revealed past adjustments made in instructional methodology were working. as evidenced by significantly less comments about student perception of their preparation for the midterm exam.
Next Steps PlannedAll improvements will be implemented next time the course is offered which is expected to be Spring 2014.

Based on Spring 2013 data changes made in providing practice quizzes to students before the midterm exam will continue to be incorporated into instruction. Changes will also be made in instructional parameters and guidance for the research reports.

During fall 2013 discussions will be ongoing about the usage of video technology in student presentations, and how it relates to SLO's of the course.
Learning OutcomesALL

Changes

DetailsBased on Spring 2011 feedback. Multiple weekly quizzes reviewing content information covered were given to students in preparation for the midterm exam. These quizzes were not of high point value (some were not even scored at all) but served to familiarize novel students to the format of detailed scientific content being assessed via multiple choice questions and figure identification.
Learning OutcomesALL

GE Area C Details

Learning OutcomesNo answer
Number Students: ProficientNo answer
Number Students: DevelopingNo answer
Number Students: No EvidenceNo answer
CriteriaNo answer
Extra DetailsNo answer

Tentative Future Plans

TermSpring 2014
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 DetailsBased on Fall 2013 discussions, all assessments will be slightly modified as course content is updated and focus of topics are refined. It is important to note that in an introductory course to such a widely varying research topic such as neuroscience the course content is tailored to focus on the latest developments and student interest. However the core concepts as outlined in the course SLO's remains consistent.

General format of the course will be maintained based on positive feedback, student success, and core competencies measured in past offerings.

SLO Details Storage Location

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