- Slides: 15
General Education Assessment Empirical and Quantitative Skills Competency
Assessment at AC O Assessment Methods: v Planning and Evaluation Tracking (PET) v General Education Assessment Overview Resource: v General Education Methodology v Outcomes Assessment Information and Training
2011 -2012 Competencies and Rubrics (Based on UEAC Core Objectives) New Areas O Communication Skills O Critical Thinking Skills O Empirical and Quantitative Skills O Teamwork Future Areas O Personal Responsibility O Social Responsibility
Committee Purpose O Evaluate Student Attainment of Competencies O Pinpoint Student Strengths, Weaknesses, and Areas for Improvement O Pinpoint Points of Interest Found in Artifacts O Evaluate the Evaluation Process O Competency Information and Rubrics O General Process Evaluation
Empirical and Quantitative Skills Committee Members (From 2011 General Education Competency Member List) O Monique Dupuis v Co-chair and Instructional Assessment O O Committee Karen White v Co-chair Deborah Harding v Instructional Assessment Committee Emery Shier Collin Witherspoon
Committee Expectations O Make a game plan for artifact assessment O Check to assure 100 chosen artifacts can be assessed O Develop internal deadlines for when the artifacts will be assessed and/or set up meeting times to assess the artifacts O Complete entire artifact evaluation by May 1 st
Competency Overview O Expanded to include empirical skills (note: artifacts collected based on math definitions) O Broad statements O Diverse group of assignments submitted for assessment
Concept Definitions Identification The extent to which the understanding of the nature of the inquiry and the desired outcome(s) of analysis is indicated. Identification clearly pinpoints what information is being sought and what kind of analysis is required. Possible Guiding Questions O Did the student declare the correct variable or effectively set up a question? O Does the student understand what is being asked?
Concept Definitions Assimilation The extent to which the information required for analysis is assimilated and identified. Assimilation reflects whether all necessary information is presented and used, whether the organization is logical, and whether any outside information should be integrated into the current assignment. Possible Guiding Questions O Did the student organize equations? O Did the student know the necessary conversion factors (kg to lb conversion)? O Is the student answer focused on the correct variables?
Concept Definitions Analysis The relevance of the steps taken toward achieving the desired outcomes, the logic and clarity within the presented methods, and the consistency and accuracy of the presented information. Possible Guiding Questions O Does the student correctly perform computations and algebraic manipulations? O Does the student demonstrate logical problem solving and answer the question?
Concept Definitions Presentation The point at which a clear conclusion and/or supplemental materials (e. g. graphs, pictures, etc. ) are presented Possible Guiding Questions Does the student define results in the proper format (“X=”), provide the correct unit of measure (kg, lb, etc. ), or provide any appropriate visual representation that needs to accompany an answer?
Concept Definitions Application The extent to which the results of analysis are applied to answer or address the hypothesis or problem. Possible Guiding Questions O Is the initial question effectively answered? O What does the answer tell you about the initial question?
Points of Consideration O Evaluation of the Students and not Instructors O Please do not grade students based on the perceived level of difficulty for the assignment (e. g. if providing a simple numerical answer is all that is required by the question, do not penalize the student for merely providing the simple, numerical answer).
Submission Checklist All artifacts scored Student strengths identified Student weaknesses identified Process approval suggestions provided Ideas for improvement/interesting findings identified
Questions O Co-chairs v Karen White (kswhite@actx. edu; 371 -5016) v Monique Dupuis (mmdupuis@actx. edu; 371 -5336) O Assessments Coordinator v Kristin Mc. Donald-Willey (kmw@actx. edu; 3715420)