Certificate of Accomplishment (credit) GIS
Stage 4

Assessment Activities

Assessment Methods
  • Quizzes, exams, or homework items linked to specific learning outcomes
  • Direct observation of performances, practical exams, group work
Assessment DescriptionWe administered a standard 5-question SLO-specific exam around midterms. We focused these questions on scale-related questions that aligned with a departmental coordinated across-the-curriculum program assessment. The 5 questions were the same for both GIS 110 and GIS 111.
Learning OutcomesDraw upon the underlying theory behind GIS technology (including projections and spatial databases) to optimize application of the

technology and extend it into new areas.
Number of Courses2
Number of Students55

Data Analysis

Data Shared With
  • Faculty and staff within the same program (at CCSF)
  • Faculty and staff within the same department
Data Sharing Methods
  • Face-to-face meetings
  • Email
Data SummaryA significant majority of students correctly answered 4 of the 5 questions. However, the students in the intro course (GIS 110) performed more poorly than the GIS 111, more advanced class, on questions 1 and 5. Questions 3 and 4 received consistently high marks in all courses. Question 2 received only slightly more correct answers than wrong ones for the GIS 111 and far more wrong than correct in the GIS 110.
Data AnalysisPer expectations, performance improves with movement from the basic course to the more advanced one. More exposure to content translates to better performance. The one question with which students struggled related to fractional map scales.

The major takeaway is that we didn't like the assessment method or timing -- it's better to assess SLOs at the end of the semester than mid semester, and better to use the existing assignments/exams than new ones.

If we use a similar type of test again, we will need to ensure similar rules for taking it (closed notes or open notes -- timed or untimed) to ensure consistent overview.
Next Steps Planned

It was deemed that we needed a better question to get to the heart of the fractional scales topic without requiring students to complete any calculations (more conceptual). Instead of "which map scale shows all of San Francisco on an average computer screen?", it would be "Zooming out from SF to the Bay Area would require a scale change to - 1 -100,000 or 1 -1,000." This question focuses on whether students "get" scales and what they actually represent. Instructors plan to incorporate a question like this on their exams and in general discussed the benefit of getting students to take more quizzes/exams as a training tool. Meanwhile, we planned a different approach for the next assessment (see future plans). In Fall 2013, in GIS 112 and GIS 110 and in Spring 2014 in GIS 110, we'll assess vector vs. raster data. Each instructor will assess using his or her own assignments/exams, but we will pull these data out for group review.

Learning Outcomes

See previous answers.

Changes

Details

We met twice with all related faculty. The first time we revised the course SLOs and resubmitted to the Curriculum Committee (they approved the new version in March). We also changed at that time the course syllabi references to attendance/participation and dropping. During our second meeting we planned our future assessments.

Learning OutcomesALL

Tentative Future Assessment Plans

Assessment TermFall 2013
Assessment Activities
  • Revision of outcomes and assessment methods (measurements)
  • Assessment (measurement) of outcomes
Assessment DetailsMeanwhile, we planned a different approach for the next assessment (see future plans). In Fall 2013, in GIS 112 and GIS 110 and in Spring 2014 in GIS 110, we'll assess vector vs. raster data. Each instructor will assess using his or her own assignments/exams, but we will pull these data out for group review. We are choosing this topic to align with an outcome that aligns with the ILO being assessed: critical thinking -- aligns to GIS Program outcome: Apply GIS technology to evaluate real-world problems, and communicate the GIS project process and results in written and graphic medias at a professional level.

ILO Alignment and Assessment Plans

I.A. Use reason and creativity...Draw upon the underlying theory behind GIS technology (including projections and spatial databases) to optimize application of the

technology and extend it into new areas.

Apply GIS technology to evaluate real-world problems, and communicate the GIS project process and results in written and graphic medias at a professional level.
I.B. Apply diverse viewpoints...Apply GIS technology to evaluate real-world problems, and communicate the GIS project process and results in written and graphic medias at a professional level.

Locate, assess, and retrieve spatial data and knowledge across the GIS technical community to apply to GIS projects
I.C. Locate, retrieve, and evaluate information...Locate, assess, and retrieve spatial data and knowledge across the GIS technical community to apply to GIS projects
Fall 2013 ILO Assessment PlansYes we plan to assess one of the above-mapped SLOs in Fall 2013.

SLO Details Storage Location


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