BIO 9 - Human Biology - Stage 5 - Chantilly Apollon
Assessment
Assessment Methods |
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Assessment Description | Assessments included exam questions, pre/post tests, laboratory exercises, projects, in class collaborative and independent activities (i.e. worksheets or debates). Highlights of these assessments were collected from instructors through an online survey. |
Learning Outcomes | ALL |
Number of Sections | ~15 |
Number of Instructors | ~9 |
Number of Students | ~450 |
Data Analysis
Data Shared With |
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Data Sharing Methods |
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Data Summary | For each SLO, instructors were asked to report sample assessments and then place students on a rubric similar to that used for the GE Area C outcome (proficient, developing, and no evidence). There are many variations on assessments. This data that is stored in a shared document file. Instructors placed students according to their own evaluations. |
Analysis Summary | For each SLO, instructors were asked to report sample assessments and then place students on a rubric similar to that used for the GE Area C outcome (proficient, developing, and no evidence). There are many variations on assessments. This data that is stored in a shared document file. Instructors placed students according to their own evaluations. |
Next Steps Planned | Based on the data reported and feedback from other institutions, there are three things that need to be done • The number of SLO’s should be reduced. Many of the topics overlap. Therefore, we will need to work on refining the SLO’s themselves. • A few SLO’s were not assessed by several instructors. These SLO’s may need to be re-evaluated or made the focus of future assessments. • Many instructors did not use formal evaluation rubrics or did not collect assessment data in a formal fashion for several SLO’s. We may need some training or guidance on rubric development and approaches to analyzing data. |
Learning Outcomes | ALL |
Changes
Details | One of the major changes to the SLO process was the creation of an online form for each instructor to report data. In addition, many instructors implemented novel assessments, new laboratories, and modified previous assessments. |
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Learning Outcomes | ALL |
GE Area C Details
Learning Outcomes | • Infer the tenets of Darwin-Wallace Evolution from data supporting the theory of evolution and natural selection. • Demonstrate the ability to use scientific method to design experiments and interpret data in quantitative and graphical formats. • Arrange the components of living things by size and inter-relationships (i.e. molecules, cells, tissues, organs, organ systems, organism, and biosphere). • Integrate the relationship between genetic and environmental influences on human traits and predict genotypes and phenotypes using genetic calculations. |
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Number Students: Proficient | 130 |
Number Students: Developing | 51 |
Number Students: No Evidence | 25 |
Criteria | Each instructor was given the liberty to apply this GE outcome to the SLO of their choice. Instructors were given the proficiency rubric and asked to apply it to their own rubrics. Not all instructors formally assessed the outcome by collecting rubric data. |
Extra Details | No answer |
Tentative Future Plans
Term | Fall 2013 |
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Activities |
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More Details | We plan to work on • modifying (condensing) the student learning outcomes prior to the start of Fall 2013 and working on processing this through the curriculum committee • Selecting one or two of the less frequently assessed outcomes as a focus for Fall 2013 • Developing more formal rubrics and measurements to make the sharing of data and assessments smoother and more meaningful • Aligning the GE Area C Outcomes with our course outcomes, assessments, and measurements. |
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)
- ELECTRONIC COPY - On a department web server or shared document system