Flash Five Assessment
Plans and Results
Cohorts #1 and #2
Biology Teaching and Learning
Option 1 Discipline Outcomes
NASA scientists have recently sent an independently acting robotic probe (named
Curiosity by a 12 yo. girl from Lenexa, KS) to Mars in hopes that it may uncover
important geological and chemical clues for the existence of life, both past and/or
present.
Curiosity is equipped with an onboard “state of the art” analytical chemistry lab
and is capable of sending the data it collects back to Earth’s scientists by way of
radio transmission. From a biologist’s perspective, describe what specific
biochemical evidence the probe is “looking for” that would support or prove that
life has or presently exists on Mars.
Proposed Rubric
1.
Minimal or no discussion of biological chemistry i.e. the student
does not discuss organic compounds found in living systems or
cells or cell theory at all.
2.
Some discussion of organic chemistry as it relates to life’s
processes (i.e. the top four elements: C, H, O, N), or the presence
of DNA. Or mentioning radiometric dating and/or fossil formation
and/or the mention of cells, bacteria, or organisms.
3.
Continued discussion and elaboration of more advanced organic
chemistry such as monomers  polymers e.g. carbohydrates,
phospholipids, proteins, and nucleic acids, and/or their respective
roles in cells.
Complete reiteration of cell theory, and/or the idea of selfreplicating system and/or list of things all cells contain, e.g. plasma
membrane, cytoplasm, DNA, RNA, ribosomes. Qualities of life
like movement, reproduction, growth, respond to stimuli, etc…
4.
5.
Exemplary discussion of all of the previous criteria with additional
details of biological concepts, such as: prokaryote vs. eukaryote,
endosymbiotic theory, cell wall composition, classification of life
into domains and/or kingdoms, and RNA world hypothesis,
metabolism, etc…
Option 2 Discipline Outcomes
• A characteristic of all living things is that they
a.
b.
c.
d.
Arise from pre-existing life
Require oxygen
Be able to learn
a and b are correct
• The primary source of energy for most life on
earth is
a.
b.
c.
d.
Food
Water
ATP
The sun
Option 1 Gen Ed Outcome
Algae were grown in two aquariums—aquarium A without
herbivores and aquarium B with herbivores. The dry weights
of living algae and herbivores were determined at the start of
the experiment (day 1) and again five days later (day 6);
weights of dead algae and herbivores were ignored. The
results of this experiment are given in the following table:
Day
Aquarium A
Aquarium B
Algea (g)
Algae (g)
Herbivore (g)
1
0.5
0.5
0.1
6
0.7
0.6
0.2
Which of the following is the best
interpretation?
a. The algae produced the same amount of
biomass in aquarium A and B
b. The algae produced more biomass in
aquarium B, but most was eaten
c. The algae produced more biomass in
aquarium A, but most algae died
d. The data cannot be correct as presented
e. The data may be correct, but they do not show
in which aquarium the algae produced the
most biomass.
Option 2 GenEd Outcome
• Adapted from Sieberg, Jennifer Lynn. Measuring
Experimental Design Ability: A Test to Probe Critical
Thinking. MS Thesis Bowling Green University. Bowling
Green OH. 2008
• “Thousands of years ago ancient healers trusted apple
cider vinegar, and modern research shows – vinegar truly
is a wonder cure! In fact, apple cider vinegar’s biggest
fans believe this golden liquid can help solve the most
troublesome of human afflictions. Since even the earliest
of times, a daily vinegar cocktail was used to help control
appetite to lose weight and continue good health.”
• Design an experiment that would determine the scientific
validity of this statement.
1.
2.
3.
4.
5.
6.
Recognition that an experiment can be done to test the claim
(vs. simply reading the product label).
Identification of what variable is manipulated (independent
variable is ginseng vs. something else).
Identification of what variable is measured (e.g., how far
subjects run will be measure of endurance).
Description of how dependent variable is measured (e.g., how
far subjects run will be measure of endurance).
Realization that there is one other variable that must be held
constant (vs. no mention).
Realization that there are many variables that must be
held constant (vs. only one or no mention).
7. Understanding that the larger the sample size or number
of subjects, the better the data.
8. Understanding that the experiment needs to be
repeated.
9. Understanding of the placebo effect (subjects do not
know if they were given ginseng or a sugar pill).
10. Awareness that one can never prove a hypothesis, that
one can never be 100% sure, that there might be
another experiment that could be done that would
disprove the hypothesis, that there are possible sources
of error, that there are limits to generalizing the
conclusions (credit for any of these).
Economics – Cohort #1
Hossein Bahmaie – LV
Jill Kingsbury - MW
The student will be able to:
1.
Define scarcity and explain the implications for the allocation of resources and
decision making by individuals, firms, and the government.
2.
Describe how a market works and employ the market model to explain how price is
determined.
3.
4.
5.

Access and apply information on macroeconomic variables and the business cycle
including Gross Domestic Product, Unemployment, and Inflation. In addition, the
student will be able to evaluate the accuracy and credibility of each measurement.
Explain the functions and types of money. The student will also be able to
demonstrate knowledge of how commercial banks work, how money is created, and
how interest rates are determined.
Describe the four components of aggregate demand and explain the significance of
each component for the national economy.
General Education Outcome – Information Literacy/Critical Thinking
Method -
Three multiple choice questions were given to
Macroeconomic Students on the Second Exam
during the Spring 2012 Semester by full-time
faculty.
◦ Note: The same assessment tool was used to assess both the
Discipline Outcome (#3; see below) and the General Education
Outcome (Information Literacy/Critical Thinking)
3.
Access and apply information on macroeconomic variables and the
business cycle including Gross Domestic Product, Unemployment, and
Inflation. In addition, the student will be able to evaluate the accuracy and
credibility of each measurement.
Table B
Categories
Population
Numbers
310,000,000
People younger than 16 years
89,400,000
Retired
45,500,000
Disabled under 65 years
13,700,000
Number of employed
141,900,000
Institutionalized people
Number of unemployed
Noninstitutional adult
population
4,700,000
14,800,000
215,900,000
Table of Data Provided
Based on the data in Table B, what is
the employment-population ratio?
A. 65.7%
B. 69.6%
C. 45.8%
D. 152.1%
Based on the data in Table B, what is
the unemployment rate?
A. 9.4%
B. 9.05%
C. 28.8%
D. 10.4%
Based on the data in Table B, what is
the size of the labor force?
A. 156,700,000
B. 169,500
C. 154,700,000
D. 152,000,000
Multiple Choice Questions

Total Classes Assessed = 5

Total Students Assessed = 130

First Question Answered Correctly – 55 or 42%

Second Question Answered Correctly –78 or 60%

Third Question Answered Correctly –114 or 88%
◦ Kingsbury (4); Bahmaie (1)
◦ Kingsbury (91); Bahmaie (39)
◦ Kingsbury (37 or 41%); Bahmaie (18 or 46%)
◦ Kingsbury (60 or 66%); Bahmaie (18 or 46%)
◦ Kingsbury (88 or 97%); Bahmaie (26 or 67%)
Method of Determining
Discipline Outcomes





Accreditation Board for Engineering &
Technology (ABET)
Outcomes are keyed to measurement tools in
a specific course or courses
Relationship with UMKC Civil & Mechanical
Engineering
Examined Mechanical Engineering Outcomes
Selected four outcomes that can be
measured in the first two years
Outcomes
Design a system, component, or process to meet
desired needs within realistic constraints such as
economic, environmental, social, political, ethical,
health and safety, manufacturability, and
sustainability. (ENGR 113)
2.
Apply knowledge of mathematics, science, and
engineering to solve engineering problems. (ENGR
229)
3.
Use the techniques, skills and modern engineering
tools necessary for engineering practice to model
physical phenomena. (ENGR 223)
4.
Express knowledge of contemporary issues. (ENGR
101)
General education outcome: Communications measured
in ENGR 113 using a modification of an existing rubric.
1.
Measuring Outcomes #2 & #4
o
For #2, 10 multiple choice questions added to
ENGR 229 final. Questions were drawn from a
set of FE (fundamentals of engineering)
review questions – will help students be better
prepared for this exam
o
For #4, a new requirement was added to the
ENGR 101 semester research paper. The
students must present data from at least one
source related to modern challenges that
engineers face in the area of research and
should include a discussion of how that issue
affects the student’s career plan
Recommendations for
General Education Outcome
 Make
a few sections on the rubric clearer.
 Give a time limit on the presentation
 Enforce the requirement that each
student present an equal amount of time.
Recommendations for #4




The current example essay does not contain a
Contemporary Issues section because this is the first
semester where it was required. Replace the current
example essay with a good paper from this semester.
The assignment document only explains the
Contemporary Issues at the end of the document
where the metric is explained. Explain the
requirement earlier in the document.
The video that explains the assignment was filmed
before this requirement. Update the video or add a
supplemental video.
24% of the passing students did not attempt this
particular assignment. Use a second metric to for
those students.
Foreign Language Assessment Project
What do we want to know?
• By the end of 101, do first time language
students perform at the Intermediate-Low level
(as determined by American Council for
Teachers of Foreign Languages) for writing?
▫ Accurately uses formulaic phrases
▫ Can supply basic personal info
▫ Can write on less familiar topics but with less
accuracy
Foreign Language Assessment Project
What do we want to know?
• By the end of 101 do first time language students
meet the gen ed Communications outcome: The
student will be able to use receptive and productive
skills to interpret, synthesize, and integrate ideas of
others and their own to communicate?
• Productive Skills – The student will be able to
organize material coherently into a meaningful
whole.
Foreign Language Assessment Project
How will we assess our students?
•
•
•
•
Writing assignment already part of class
Administered in Spanish, French and German
All have a common assignment sheet
Full-time faculty team up to evaluate writing
samples
Foreign Language Assessment Project
What has been done thus far?
• Administered Spring 2012
• Faculty have met to evaluate writing samples
Foreign Language Assessment Project
Where do we go from here?
• Gather full-time faculty together in the fall to go
over results
• Revise curriculum to better reflect National
Standards
PHYSICS DISCIPLINE’S COHORT WORK
Fall 2011 Semester:
• Determine 3-5 Physics Discipline outcomes:
Analyze physical phenomena by correctly applying relevant
conservation laws.
Analyze physical phenomena by correctly applying Newton’s
Laws.
Given an experimental scenario, critique the method and results
based on accepted scientific methods and principals.
Relate course topics to personal experience and societal and
environmental issues.
PHYSICS DISCIPLINE’S COHORT WORK
Fall 2011 Semester:
•
Choose 1 Discipline Outcome to
measure and adapt an
assessment tool
Analyze physical
phenomena by correctly
applying Newton’s Laws.
Assessed in all classes
using 10 common
embedded exam
questions from the Force
Concept Inventory.
10. In the figure, student “a” has a mass of 95 kg and student “b” has a mass of 77 kg. They sit in
identical office chairs facing each other. Student “a” places his bare feet on the knees of student “b”, as
shown. Student “a” then suddenly pushes outward with his feet causing both chairs to move.
During the push while the students are still touching each other:
A. Neither student exerts a force on the other.
B. Student “a” exerts a force on student “b”, but “b” does not exert any force on “a”.
C. Each student exerts a force on the other, but “b” exerts a larger force.
D. Each student exerts a force on the other, but “a” exerts a larger force.
E. Each student exerts the same amount of force on the other.
PHYSICS DISCIPLINE’S COHORT WORK
 Choose 1 General Education Outcome Attribute to measure and create an
assessment tool
 General Education Outcome Attribute:
Information Literacy:
(4) Interpret and apply quantitative and/or qualitative
information embedded in text, real-life situations, tables, or
graphs to analyze complex situations and/or solve
quantitative or qualitative problems.
 Assessed in all classes by embedded Inverse Square Law
prompt created by Physics Faculty
 Scored by the Physics Faculty using the Common Rubric
PHYSICS DISCIPLINE COHORT WORK
Spring 2012 Semester:
• Administered the 2 chosen assessments
Fall 2012 Semester:
• Analyze results with IR and DACC
• Determine Interventions and next
Assessments
• We would also like to give these same
assessments again.
Inverse Square Law Question:
Earth is the 3rd planet from our Sun at a distance of about 1.50 x
1011 m. Earth has a mass, MEarth, of approximately 6.0 x 1024 kg
and a radius, REarth, of about 6,400,000 m. At Earth’s surface, a
body’s weight can be calculated simply by multiplying the body’s
mass, mbody, by acceleration due to gravity at Earth’s surface, g,
which is approximately 9.8 m/s2. However, to find the gravitational
force exerted by Earth on a body at substantially larger distances
from Earth’s surface, one would need to use Newton’s Universal Law
𝐺𝑀𝐸𝑎𝑟𝑡ℎ 𝑚𝑏𝑜𝑑𝑦
of Gravitation, 𝐹 =
, where r represents the distance
𝑟2
from the center of Earth to the center of the other body. If the
Universal Gravitational Constant, G, is 6.67 x 10-11 N-m2/kg2.
PART I. Calculate the force of gravity on a 65-kg person in the following
circumstances:
At the surface of the Earth (Show all your work.)
At twice the Earth’s radius (Show all your work.)
At four times Earth’s radius (Show all your work.)
Discipline
Outcomes
Assessment
PART II. Choose the Force verses distance graph below that best
represents the gravitational force exerted by Earth on the 65-kg
person at distances ranging from Earth’s surface to larger and larger
distances from Earth and explain why you chose that particular
graph. (Note that Force (in Newtons) exerted on the person by Earth
is on the vertical axis and distance (in meters) from the center of the
Earth to the person is on the horizontal axis. Neglect the
gravitational effects of all other bodies including the Sun, Moon, and
other planets.)
Graph C
800
600
Improvement of
Student Learning
400
Force
(Newtons)
200
0
0
100000000
200000000
Distance from the center of Earth to the person (meters)
an·thro·pol·o·gy n. the science of humans
concerned with the origins, physical and
cultural development, biological
characteristics, and social customs and beliefs
of humankind.
Melissa Eaton
ANTH Discipline Outcomes
 Construct narratives of cultures based on
anthropological data and theories.
 Discuss the methods by which humans adapt
to various environments.
 Explain the importance of cultural relativity in
the study and evaluation of cultures.
 USE THE SCIENTIFIC METHOD OF INQUIRY TO
SOLVE PROBLEMS RELATED TO
ANTHROPOLOGY.
 Evaluate the methods and perspectives of
anthropology that contribute to applied
science.
ANTH Assessment Plan: Fall 2012
 General Education Learning Outcome:
 Information Literacy

(4) Interpret and apply quantitative and/or qualitative
information embedded in text, real-life situations, tables, or
graphs to analyze complex situations and/or solve
quantitative or qualitative problems.
 Discipline Learning Outcome:
 Use the scientific method of inquiry to solve problems
related to anthropology.
 Both learning outcomes will be studied using a single
exercise in all ANTH classes on all campuses.
ANTH Assessment “Artifact”
 Mortuary analysis, similar to exercises used in
Price’s Principles of Archaeology (2007).
 After reading a brief introductory paragraph,
students will use data from a table describing
mortuary information to make conclusions about:

Demographics, health indicators, pathology, burial customs,
social stratification, gender roles, division of labor, belief
systems, technology, subsistence, etc.
 Pertains to cultural and biological information
learned in all anthropology classes.
Gathering and Analyzing Information
 For seated classes, multiple choice questions related
to a descriptive paragraph and data table shall be
embedded in a scheduled exam.
 For online classes, an independent assignment using
the same data will be administered.
 No grading rubric is necessary.
 The anthropology discipline will be able to assess the
current instruction and retention of information
pertaining to the scientific method and the
interpretation of data based on demographics,
number of credit hours completed, GPA and Compass
scores, hours completed in related disciplines (SOCI,
SOSC, GEOG), and modes of delivery (“seated”,
online, WI, learning community).
Outcomes and Student
Learning
Chemistry
General Outcome
• We will assess Criteria #1
• Critical thinking
Discipline Outcome
• Use Atomic and Molecular theory
• Carry out math calculations/relationships
• Write formulae, balanced equations,
Chemical Names and terms
• Assess validity of data, measurements
Status
• 9 questions were developed covering the
3 main areas of Chem 105.
General/Organic/Biochem
• Questions increased in difficulty for each
area
• Questions were imbedded into Sp 2012
Final exam in 4 MW classes (94 exams)
Results and Future Work
• Only 3 Questions were found to be valid.
• Huge variation in the way material is
covered and learned.
• Rewrite Exam questions….special
attention to verbage. Retest Su 2012
• Issue Essentials list, sample exams, and
imbedded questions to all F12 105 Faculty
GEOLOGY/GEOGRAPHY
PROGRAM
ASSESSMENT
GEOLOGY DISCIPLINE OUTCOMES
Students will be able to:
1. describe and explain the evidence leading to the Theory of
Plate Tectonics and its relationships to earthquakes, volcanoes, mountain
building, and surficial processes.
2. describe the interactions between the lithosphere, atmosphere,
hydrosphere, and biosphere.
3. describe the processes by which rocks are formed and explain
how they are classified.
GENERAL EDUCATION OUTCOMES
INFORMATION LITERACY
The student will be able to:
Interpret and apply quantitative and/or qualitative information embedded
in text, real-life situations, tables, or graphs to analyze complex situations
and/or solve quantitative or qualitative problems.
The map is of an area in southern Indiana. The region receives approximately
40” of rainfall annually and is underlain by sedimentary rock. The landscape
is dominated by numerous dissolution features. With the information provided
and by using the map, answer the following questions.
Multiple Choice Questions
1. In the northwest portion of the map are numerous
hachured contour lines. What do they represent?
2. Considering the abundance of these features and the quarry,
what is the likely type of bedrock found in the subsurface?
3. Along Goose Creek is a trout fish hatchery. Trout require clear,
clean cool water to survive. Why is this a good locality for the
hatchery?
4. Dark Hollow (creek), north of the Experiment Farm flows to
the ___________ (general direction).
5. What type of weathering is most responsible for the irregular
landscape found in the western portion of the map?
Multiple Choice
1. Which of the following sequences
correctly represents the relative age
of earth’s crust (from oldest to
youngest)?
2. A divergent boundary occurs at
location ___ whereas a convergent
margin occurs at ___.
3. Earthquake depth is typically
shallowest along areas of tectonic
plate ___________________
(convergence or divergence)?
4. Which of the following best
represents the following
compositions of crustal rock?
5. The subduction of the upper mantle
and the oceanic crust at location 8 is
primarily due to:
Assessing the “Miracle”: History
Discipline Cohort Work
History Discipline Outcomes
#1. Analyze and contrast the experiences of distinct groups of people during specific historical periods.
#2 Identify and explain the spectrum of political theories and principles in a particular historical period
or civilization.
#3 Employ primary source documents to demonstrate the historical method of inquiry.
History Assessment Rubric
History Assessment Rubric
History Discipline Outcome #1 “Analyze and contrast the experiences of distinct groups of people during
specific historical periods.”
Attribute
Adequate to the level of the
course
Analysis
Describes the experiences of
different groups participating in
a historical event
Comparison
Applies the relevant historical
theories, themes, ideas,
understanding or historical
context to explain similarities
and/or differences in (or
meaning of) those experiences.
Select one box for Analysis and one for comparison
Inadequate to the level of the
course
General Education Outcome to be
Assessed: Communication
• Organize material into a meaningful whole
Assessment to be done by all FT
faculty on the campuses Fall 2012
History 120 Assessment Question
Antebellum Southern society traditionally was described as a backwards slave society,
resistant to change of any kind. Yet we now know that while slavery was the dominant
feature of Southern culture, many areas of the Antebellum South experienced dynamic
change between 1815 and 1865. Explain the importance of chattel slavery to, and impact
on, each of the following groups: wealthy slave owning gentry, other slave owners, yeoman
farmers, urban inhabitants, poor white, and African Americans.
History 121 Assessment Question
Author James Baldwin said the civil rights movement challenged the United States to
rethink “what it really means by freedom.” This assertion could include whether freedom
applies to all Americans, from every ethnic, religious, age and gender group. Between 1933
and 1975 how was freedom defined by each of the following groups? To what extent did
each achieve equal rights with the rest of traditional white, male American society?
a. African Americans
b. Women
c. Hispanic Americans
d. Students aged 18-25
e. Elderly citizens
f. Gays and lesbians
Philosophy
Assessment Plans
Spring 2012
MCCKC
Final report to the DACC
20 July 2012
Philosophy course offerings
most closely fit the Critical
Thinking outcome under the
General Education Outcomes
• We propose that philosophy course work assess outcome 3
of the General education outcomes, which states,
“Defend conclusions using relevant evidence and
relevant scientific, mathematical, logical, or other
formal disciplinary argument(s).”
To reach this outcome, we offer
the following Discipline
Outcomes
• Demonstrate critical thinking ability by:
• 1. Identifying the premises and conclusion of an argument.
2. Evaluating the acceptability of the premises of a given
argument.
3. Evaluating the relevance of the premises of a given
argument to its conclusion.
4. Evaluating and constructing arguments with adequate
grounds, thereby showing the conclusion to be more
probable or plausible than not.
5. Applying defensible reasoning in the evaluation of
traditional and contemporary philosophical arguments, as
well as those found in non-philosophical writing.
To assess this outcome, we
propose the following
• We will embed an assessment question in either an
examination or a writing assignment.
• Assessment will be made according to the rubric to follow.
These will probably be questions about inductive arguments,
but they may also use deductive, abductive, or causal
arguments with the rubric.
• We have provided sample questions that might be used, or
instructors may choose to use questions that may be assessed
using the same rubric.
• We further propose that instructors embed this this question
in time to have the raw data to bring to the October 16 Inservice, when we will use our discipline meeting time to work
on standardizing grading of the assessments.
Proposed Grading Rubric for
Philosophy Assessment
EXEMPLARY
4
MEETS
EXPECTATIONS
3
DEVELOPING
2
NOT YET
1
Thesis/verdict
The student presents a clear statement of
their thesis/verdict on the argument.
The student’s thesis/verdict is obvious,
but there is no single clear statement of
it.
The thesis/verdict is present, but
must be reconstructed from the text
of the paper.
There is no thesis/verdict on the
argument.
Evaluation of the
premises
The support offered for the premises is
clearly and sufficiently explained, and,
where appropriate, illustrated with
relevant examples. Criticisms of the
premises meet the same conditions.
The support for the premises is present,
as are the criticisms. However, support
and/or criticisms are missing some detail
and/or illustrative examples.
Either (i) some support for or
criticisms of the premises must be
reconstructed from the text of the
paper, or (ii) some main line of
support for or criticism of a premise
is absent.
There is no clear statement of the
support for or criticisms of the
premises.
Evaluation of the
inference from
premises to
conclusion
The argument is clearly and correctly
shown to be either (i) deductively valid,
(ii) deductively invalid, (iv) inductively
strong, (v) inductively weak, or (vi)
otherwise such that the premises have no
bearing on the conclusion.
The argument is shown to meet one of
conditions (i)-(vi). However, the
explanation or demonstration of this fact
is missing important detail.
The argument is stated to meet one
of conditions (i)-(vi). However, the
explanation or demonstration of this
fact is absent.
The inference from premises to
conclusion is left unevaluated.
Consideration of
objections and
replies
The student considers obvious objections
or opposing positions, and possibly less
obvious ones as well. The student also
offers thoughtful and original responses.
The student considers the obvious
objections or opposing positions, and
offers standard responses.
Some obvious objections, opposing
positions, or responses thereto are
absent or inadequately developed.
No objections or opposing positions
are considered.
Kim Glackin; Matthew Westra; Julie Bishop;
Angela Bahner; Cebra Sims; Susan Benoit;
Bob Williams; Monica Gimenez;

Determine Discipline Outcomes for Psychology
◦ APA Goal 1: Knowledge Base of Psychology
 Suggested learning outcomes
 Students will learn the nature of psychology as a discipline
 Students will use the concepts, language, and major
theories of the discipline to account for psychological
phenomena
 Students will learn major perspectives of psychology
 Students will evaluate the quality of information; identify
and evaluate the source, context, and credibility of
behavioral claims; challenge claims that arise from myths,
stereotype, or untested assumptions; evaluate popular
media reports of psychological research and make linkages
or connections between diverse facts, theories and
observations.

Seven questions were compiled to assess
student understanding of knowledge base of
psychology
◦ 1 A major premise underlying psychoanalytic or psychodynamic theories of personality is that
_____
◦ 2.Kathy was in a car accident and sustained a significant brain injury. Although she recovered
most of her brain functions, she continues to have difficulty in planning day to day activities
and is often socially inappropriate. The accident likely damaged which lobe in Kathy’s brain?
◦ 3.Which of the following is an example of negative reinforcement?
◦ 4.Today, psychology can best be defined as the
◦ 5. Joanna has suffered a series of personal setbacks, including the death of a family member
and a divorce. She feels sad, upset, and lonely, and she has been having trouble at her job
due to her inability to concentrate on her work. Joanna could probably best be helped by
which type of psychologist?
6. Martin is a clinical psychologist who works for a social services agency. Twice a week, he
makes his rounds throughout the city. Under one of the city bridges lives Kirby, whose
symptoms include flat affect, disordered or chaotic speech and behavior, and giggling for no
apparent reason. Kirby’s symptoms suggest which of the following disorders?
◦ 7. A puff of air to your eye will make you blink every time it hits your eye. If we sound a horn
then immediately follow it with a puff of air that hits your eye, and repeat this procedure
twenty times, you will soon blink to the sound of the horn alone. Thus, blinking to the sound
of the horn illustrates…



The general education goal
we choose is critical
thinking.
Critical thinking is also APA
goal 3.
We have chosen to focus on
attribute number one:
evaluate the validity and
soundness of scientific,
mathematical, logical, or
other formal disciplinary
arguments.
We have selected three questions
to assess student
understanding of critical
thinking.



Which of the following
conditions would increase
scientific confidence in a
particular research finding?
When psychological research is
reported in the mass media,
which of the following is a
good indicator of credibility?
How might the different goals
of media and science clash?
Fall 2012


We will distribute our 10
item inventory to one
section of 140 per full-time
faculty member on each
campus.
It will be given as an
appendix to the final and
scored on a separate
scantron.
Spring 2013



We will analyze our data
Depending on these results
we will consider adding
courses from adjunct
faculty.
We will consider possible
additions and/or
modifications to the
inventory once results are
received.
Sociology - Cohort 2, Spring 2012
Discipline Outcomes
After completing a Sociology 160
course, students will be able to:
1. Analyze a social issue using the
theoretical perspectives of
sociology.
2. Apply the sociological
imagination to a past or present
social issue.
3. Demonstrate a basic
understanding of the research
methods used in sociology.
4. Apply cultural relativism to a
contemporary social practice.
General Education Outcome
The Sociology faculty decided to assess
Outcome 3 under the General Education
Outcomes.
Critical Thinking - The student will be able
to evaluate and apply information
gathered from observation, experience,
reflection, reasoning, or communication.
The student should be able to:
1. Evaluate the validity and soundness of
scientific, mathematical, logical, or other
formal disciplinary arguments.
2. Analyze and synthesize information
from a variety of sources and apply the
results to resolve complex situations and
problems.
3. Defend conclusions using relevant
evidence and relevant scientific,
mathematical, logical, or other formal
disciplinary argument(s).
Sociology - Cohort 2, Spring 2012
Assessment Method
• This discipline will be using an embedded essay question
included on the final exam to measure the first outcome,
theoretical perspectives and the third general education
outcome under Critical Thinking. The essay question will
be administered in all Introduction to Sociology courses
taught at each campus by full-time faculty. Full-time
faculty will also strongly recommend that adjunct faculty
use the question as well.
• The prompt will ask students to, “Define/describe the
three major theoretical paradigms then critically analyze
marriage from the vantage point of each paradigm.”
Sociology - Cohort 2, Spring 2012
Measurement
• Full-time faculty will meet as a group for a
norming session, which will likely take 2-3
hours. Instructors will evaluate their own
assessments. Instructors will first grade the
final exams to determine the student’s grade for
the course. Following the submission of final
grades, each instructor will go back through the
essays and using the rubric assess the responses.
Sociology - Cohort 2, Spring 2012
Rubric
Capstone
Acceptable
Emerging
Ineffective
Identifies and
discusses
conclusions, and
consequences
considering
relevant theories,
principals,
assumptions,
data, and
evidence .
(reflects upon
their own
assertions)
Identifies
conclusions and
relates them to
relevant theories
and evidence.
Mentions
conclusions and
relevant theories
and evidence.
Fails to identify
conclusions,
implications, and
consequences of
the issue or the
key relationships
between the other
elements of the
problem, such as
theories,
assumptions, data
and evidence.
(presents the
context of the
issues and the
importance of the
audience)
(Presents
conclusions and
mentions
evidence and
theories)
Sociology - Cohort 2, Spring 2012
Last but not least . . .
• Full-time Faculty will reconvene to discuss the findings,
discuss the impact on curriculum and plan for future
semesters based on what we have found in our
assessment results.
• We hope to gain information about students’
understanding regarding the theoretical perspectives,
insights into strengths and opportunities for
improvement in our teaching of the perspective material,
and an overall understanding of what is working on
various campuses. We also expect this will assess the
students’ ability to think critically using the theoretical
perspectives as a framework for written discussion.
Noel Levitz Student
Satisfaction Inventory (SSI)
Kristy Bishop
Office of Institutional Research and Assessment
Metropolitan Community College