Sponsored by the District Assessment
Coordinating Committee, HLC Steering Committee
and AA Revision Committee
July 19, 2013
Flash Five Assessment
Plans and Results
Cohort #3
Art – DeAnna Skedel
English – Eric Sullivan
Library – Mary Northrup
Music – Cathy Hardy
Political Science – John Shively
Speech/Theatre - Lynette Jachowicz
The
mission
Art Program
of the
Metropolitan Community College
Art Program is to develop students’ visual literacy and awareness
that art is practiced in a variety of forms within different cultures.
Our curriculum provides students with a strong foundation in the research,
interpretive and technical skills needed to make and study meaningful works of art
while preparing them for continued practice in their field or for articulation to a
Bachelors Degree program.
Art Program
Discipline Outcomes Students will:
① Demonstrate an understanding of methods and materials relevant to
art production, including traditional and contemporary media.
② Apply a understanding of visual literacy in the production,
appreciation, and analysis of visual imagery.
③ Articulate verbally knowledge gained about art and it relationship to
the culture in which it was produced.
Art Program
Concentration in Art
All existing transfer agreements
were compiled to create a
suggested course of study.
Art
Program
Art Assessment:
56 Participants:
Discoveries:
100 % - 2
70 % - 9
90 % - 18
80 % - 9
60 % - 9
50 % - 9
• Certain questions were not relevant.
• Student comprehension of definitions were weak.
• Practical applications were better.
• SYNTHISIS is, and has been, a primary motive.
Art Program
The best work did not always correlate to the best test scores.
Assessment questions will be reevaluated.
English
The Problem
Our students’ ability to document correctly varies dramatically
throughout coursework in composition classes. This variation suggests
that our students...
o
struggle to manage information well;
o
are unsure about what information to cite and how to
properly employ in-text citations;
o
are unaware of the organizational nuances that inform the
composition of a proper works cited page.
The Proposition
We know students get help in documenting from
multiple sources, but...
What do they really know, and how might
our instruction better meet their
academic needs in this area?
The Plan
Discipline Outcome Assessed:
4. Use documentation principles in a piece of writing.
General Education Outcome Assessed:
Information Literacy – The student will be able to access and apply information
from multiple sources, evaluating the accuracy and credibility of each, with
appropriate documentation. The student should be able to...
3. Document sources appropriately, and be able to articulate the legal and
ethical implications of information use.
The Particulars
 Where? English 102 courses.
 What? 1.) A 19 question multiple choice test.
2.) An embedded MLA documented essay.
 When? 2013 Spring semester, week 10.
 By Whom? Full-time English faculty only.
 Why? 1.) A stratified sample will cast a wide net.
2.) Adjuncts have limited prep time for classes.
The Possibilities
 If we find a discrepancy between competence for the essay
versus
competence for the test portion, what does that tell us?
 Are the measures for each assessment comparable?
 Which is a more effective instructional approach for this material
– content-based or context-based?
Cohort 3 : Library
Candice Baldwin, Becky Breit, Linda
Carter, Michael Korklan, Gloria
Maxwell, Marty Miller, Mary
Northrup, Jared Rinck
General Education Outcome
• Information Literacy
– Evaluate information for its currency, relevance,
bias and accuracy
Division Level Outcomes
• Identify a research goal
• Demonstrate use of practical techniques for
academic research
• Evaluate results of applied research techniques
We chose to use Division Level outcome #3:
• Evaluate results of applied research
techniques
– Assessment: embedded test question on final
exam for all sections of LIBR 100: Introduction to
Library and Online Research
– Evaluation of assessment: individual class results
will be compiled and then normed through
sharing of results in group meeting of library
instructors
• Objective: to see if methods used
to teach evaluation of web
resources is effective and to
improve these methods, if
needed
• This assessment will also meet
the requirements of our General
Education outcome
Sample of Measurement
ASSESSMENT QUESTION
LIBRARY 100: Introduction to Library and Online Research
For a paper in English, you are researching the topic of violence in the media. You found this
web site [link will be in BlackBoard] in your search. Evaluate this site using the C.O.S.T. method:
Content: substance
Is the site comprehensive? Is the information supported by cited sources? Is the site
free of grammatical and spelling errors?
Objectivity: point of view
What is the purpose of the site? Is there evidence of bias? Is the information provided
fact or opinion?
Source: authority
Is the author or sponsor of the site identified? If an author, are credentials listed? If an
organization, is it a legitimate one?
Timeliness: currency
When was the site last updated? If this date is not provided, is there a date created? Are
links working? Is the information up-to-date?
Gen Ed Course used for Assessment:
Musi 108- Music Appreciation
 Cumulative Listening Exam
 A 45 fill-in-the-blank cumulative
listening exam spanning music from
the Medieval Era through the
Romantic Era, c: 450-1900. Examples
were selected from 15 compositions.
.
Political Science
Cohort 3
Discipline outcome(s) chosen to measure
• Explain the distribution of powers and protection of rights
in the U.S. and Missouri Constitution with regard to:
governmental powers and Checks and balances
• Describe and analyze the following methods of changing
the Constitution: Constitutional Amendment, Judicial and
Institutional Interpretation
• Describe and explain the gradual application of the Bill of
Rights to the states through selective incorporation and
analyze the gradual increase of individual rights through
constitutional amendment and interpretation
Political Science
Cohort 3
General Education Outcome Attribute chosen to assess
Informational Literacy
• Critical Thinking - The student will be able to
evaluate and apply information gathered from
observation, experience, reflection, reasoning, or
communication
• Information Literacy – The student will be able to
access and apply information from multiple sources,
evaluating the accuracy and credibility of each, with
appropriate documentation
Political Science
Cohort 3
Classes Given Assessment (Full-time instructors)
POLS 136 American National Politics—optional
POLS 135 Introduction to Political Science—optional
POLS 137 State and Local Politics (Longview Only)
At what point in the semester and how?
Pre- test at beginning of semester to assess prior knowledge and
develop a baseline
Post- test after learning unit is covered (may be final exam)
Political Science
Cohort 3
Assessment results reported as:
Reported to IR as:
• Average percentage increase/decrease per student
• Percentage improvement as overall for students in each
course (overall course results)
•
•
•
•
Number of Students improving by ½ letter grade or more
Number of students declining by ½ letter grade or more
Number of Students staying the same
Number of students staying the same who had already
achieved highest grade on pre-test
Political Science
Cohort 3
Political Science Results
Classes Assessed
10 Students Assessed
259
Political Science Results
Course
Students
Pre-test Avg.
Post-Test Avg.
Increase
Combined
259
38.16%
65.57%
27.41%
POLS 135
58
41.41%
71.72%
30.31%
POLS 136
155
37.98%
61.84%
23.86%
POLS 137
46
34.66%
70.38%
35.72%
Summer Symposium 2013
Speech/Theater
Ayanna Bridges, Deborah Craig-Clair, Bill Cue, Lynette Jachowicz,
Anne Mahoney, Dee Mathison, Kim Wilcox, Daniel Wright,
Discipline Outcome #1
Manage communication apprehension levels in performance
situation.
 Approach
 PRPSA (a speaking apprehension survey created by Jim McCroskey)…IR scores it.
 Logistics




A number of sections of SPDR100 (randomly identified by IR)
Full-time/adjunct instructors
On-ground, on-line and hybrid
Pre-Test and Post-Test
 Things we found useful
 # of courses completed in your discipline, compass scores, GPA, # of credit
hours completed, Class size
Discipline Outcome #1: Experience
Experience with the process
 What we predicted
 Apprehension will decrease, more college experience will result in
lower levels of speaking apprehension, and larger sections of
SPDR100 have higher levels of speaking apprehension.
 How the initial assessment went
 Positives
 Negatives
 Results are pending…
Discipline Outcome #2
Identify and distinguish between key ideas and supporting ideas.
 Approach
 Each assessment tool consists of a paragraph that includes several main points and pieces of
supporting material for each main point. Subjects will be asked to identify each main point
as well as the supporting material given for each main point within the paragraph.
Instructor scores it.
 Logistics




A number of sections of SPDR100 (randomly identified by IR)
Full-time/adjunct instructors
On-ground, on-line and hybrid
Pre-Test and Post-Test
 Things we found useful
 # of courses completed in English discipline, compass scores, GPA. Developmental
Education courses
Discipline Outcome #2: Experience
Experience with the process
 What we predicted
 Student scores on the main point/supporting materials
assessment tool will improve at the end of the semester as
compared to the beginning of the semester.
 How the initial assessment went
 Positives
 Negatives
 Results are pending…
Cohort #4
Business/Accounting – Lynn Canady and Kim Luken
Computer Science – Cindy Herbert and Melissa
Napper
Counseling – Jim McGraw and Dachia Scroggins
Education – Rusty Powlas
Math – Jason Pallett
Reading – Vicki Raine
Business – Cohort #4
Lynn Canaday – BR*
Diane Enkelmann – PV
Randy Kidd – LV*
Kim Luken - MW
Zack McNeil - LV
James Moes – MW
* Presenters at 5/9/13 DACC Meeting
The student will be able to:
1.
2.
3.
4.
5.

Produce financial statements using the complete accounting cycle
Analyze corporate balance sheets, income statements, and cash flow
statements
Produce financial statements with proper disclosures, asset
management, income determination, and valuation of liabilities and
investment
Utilization of accounting software packages in a computerized business
accounting system
Application of Internal Revenue Code as applied to individual forms.
General Education Outcome – Critical Thinking : Analyze and synthesize
information from a variety of sources and apply the results to resolve
complex situations and solve problems.
Method:
Comprehensive accounting cycle problem given to all BSAD 101: Accounting
Principle students beginning Fall 2013.
Specifics:
 Accounting cycle assessment problem will be administered via
Connect, online homework management tool used by all BSAD 101
instructors.
 Points awarded for the problem will be the same for all BSAD 101
students.
 Algorithmic problem allows for same fact pattern but numerical
variables will differ by student. Connect automatically and
consistently grades problem.
 Problem will be timed.
 Connect learning aids will be disabled for this problem.
Problem Requirements
1.
Prepare journal entries to record the transactions provided for a sole
proprietorship and post them to the ledger.
2.
Prepare an unadjusted trial balance.
3.
Use information to journalize and post adjusting entries for the month.
Prepare the adjusted trial balance. Prepare the financial statements for
the month.
4.
Prepare journal entries to close the temporary accounts and post these
entries to the ledger.
5.
Prepare a post-closing trial balance.
Mastery
Acceptable
Emerging
Ineffective
Score of 90% or above
Student is able to
complete the entire
accounting process
using the transaction
data provided
culminating in the
creation of financial
statements that are
accurate and can be
relied upon.
Score of 80% - 89%
Student is able to
complete all or
most of the
accounting process
using the
transaction data
provided.
Financial
statements that are
produced are
materially correct
but errors are
present.
Score of 70% - 79%
Student is able to
analyze the basic
transactions correctly
but is unable to
correctly complete
the adjusting entries
and then synthesize
the information in
the financial
statements. Financial
statements that are
produced are
reasonably correct
but if relied upon
could lead to
incorrect conclusions.
Score below 70%
Student is unable to
correctly analyze the
basic transactions.
Student is unable to
complete the
adjusting entries and
synthesize the
information in the
financial statements.
Financial statements,
if produced, are not
accurate and cannot
be relied upon.
MCC-Counseling Assessment
Overview:
• Class Assessed- GUID 109 (Career Exploration Seminar)
• Why
• Large percentage of college students are undecided, or
they change career paths
• Being undecided is a risk factor for attrition
• GUID 109 taught at all campuses in a variety of modes
• How- Multiple measures:
• 1 embedded qualitative assessment- final written project:
• 1 pre-post standardized self report quantitative instrument
• What & Where- All Fall 2013 sections of GUID 109 taught
at different campuses in diverse modalities (standard,
hybrid, short-term, 1:1, open entry/exit).
Gen Ed. Outcome #2
• “Analyze and synthesize information from a variety of sources
and apply the results to resolve complex situations and solve
problems”
• Method: Assess with a common, written Final Project that will
be independently rated with a rubric
• Outcome: Collect information that can be used to make
improvements. For example:
• To what degree do students exercise critical thinking when
making career-related decisions?
• To what degree do they assess the credibility of information
sources, differentiate between opinion and fact, etc.?
• What are common areas of student deficit and how can the class
be modified to address these deficits?
•
•
•
•
•
•
•
•
Final Project- Papers will be evaluated on the depth of personal exploration and quality of thought demonstrated in
the writing using the scoring rubric listed on the opposite side. Please remember that there is no expectation that
you have made a final decision regarding the career path you are considering, rather the focus is on engaging in a
thoughtful, systematic process of career exploration.
Self
Please offer your opinions and reactions regarding the results from inventories and activities (e.g., interest inventory,
MBTI) from this class. For example; do you agree/disagree with the results? Is the information you gathered fact or
interpretation or value judgment?
• Strengths
• Values
• Interests
• Personality
Career
Please identify a career path you are considering. Using the resources from the class, address the items listed below
and explain why this path was chosen as one of your options. Please cite your resources and critique the accuracy
and credibility of the information you collected.
• Typical duties
• Income range
• Training and education requirements
• Predicted job outlook
• Related occupations
Plan of Action
In recognition of the fact that career exploration and planning is an ongoing process, please describe in specific detail
some of specific steps you will take to continue to advance on your career path at the following points in time:
• 2 weeks
• 6 months
• 1 year
• 5 years
Discipline Outcome
• Evaluate factors in Decision Making
• Method: Use the Career Decision Profile (CDP: Laurence
Jones, North Carolina State University) Pre & Post (start/close
of class)
• Has immediate learning/counseling applications, along with
data collection capability for research purposes
• Assess “Assurance” questions: To what degree do students
change as a function of the GUID 109 class?
• CDP provides:
• Self report, quantitative estimates on student:
•
•
•
•
•
•
Self Clarity
Knowledge about careers & training
Decisiveness
Career Choice Importance
Decidedness
Comfort (with current decision status)
Next Steps:
• Summer- 2013
• Refine rubric and final project with feedback from all instructors
• Conduct a norming session in which a mock paper is rated with
the rubric
• Fall 2013
• Collect data
• End of December:
• Rate the final papers
• Collect/Analyze the quantitative results from the CDP
• Begin to interpret/discuss findings
Outcomes and Student LearningDefining, Assessing, Improving!
Computer Science/Cohort #4 Participants:
Cindy Herbert
Gary May
Mark Murtha
Melissa Napper
CSIS Program Outcomes
1. Use industry specific software and/or apply troubleshooting
skills to solve problems.
2. Create and defend solutions to real life business challenges.
3. Demonstrate professional oral and written communication
skills.
4. Work effectively in a team environment.
5. Recognize the need for continued professional development.
General Education Outcome:
Information LiteracyDocument sources utilizing the correct format and articulate the
legal and ethical implications of information use.
Methods of Assessment
Methods:
Project-based assessment and common comprehensive final
given to selected sections of CSIS students beginning Fall 2013.
Specifics:





Project-based assessment will be administered via SAM (Skills
Assessment Manager) used by instructors in CSIS 115.
Points awarded for project will be the same for all participating
CSIS students.
Reports will be generated for selected sections to analyze results.
Students have three attempts to submit project to earn highest
score.
Common comprehensive final exam will be given to selected
sections of CSIS 115 students.
Project-based Assessment
PREPARING A SHORT RESEARCH PAPER
SKILLS:
Save a document with a new filename
Modify a style
Adjust line spacing
Modify paragraph spacing
Create a document header
Right-align a paragraph
Insert page numbers
Insert text
Center a paragraph
Left-align a paragraph
Indent the first line of a paragraph
Change the bibliography style
Insert a citation
Create a source
Edit a citation
Insert a page break
Insert a bibliography
Convert a field to regular text
Italicize text
Project Rubric
Discipline:
EDUCATION
Prepared by: Carrie Pickerel-Brooks
and Rusty Powlas
Discipline Outcomes

 Explain state standards designed to evaluate teachers
 Specify characteristics of effective teachers and/or
teaching
 Defend theories of diverse approaches to learning
 Summarize teaching strategies and resources to meet
diverse student learning needs
 EDUC 201 The Teaching Profession with Field
Experience
General Education Outcome

Communications
The student will be able to use
receptive and productive skills to
interpret, synthesize, and integrate
ideas of their own with those of others
 Productive skills
 The students should be able to organize material
coherently into a meaningful whole
MoSPE Reflection Assignment

 3-4 page paper (grading rubrics
provided)
 Connecting classroom observations of
teacher/environment to the standards
for professional educators
 Documenting personal growth in
knowledge, skills and dispositions
regarding the standards
 80% of paper’s value will be content
driven
 20% of paper’s value will be writing
organization
 Full-time EDUC faculty will review all
papers each semester
Use of Data

 EDUC faculty will determine
need for additional training in
MoSPEs and curriculum
revision
 MO DESE requires multiple
data collection points of
teachers in training
 The data collected may
eventually serve that purpose
 Unusual findings may
determine need for career
counseling
Discipline and General
Education Assessment
Mathematics
Getting Started
Choosing a Class to Assess
How Do We Assess?
• College Algebra (Math 120),
College Mathematics (Math
119), and Statistics (Math 115)
were all considered.
• Originally, it was decided to
include College Algebra and
Statistics.
• Creating assessment problems
appropriate for both classes
proved difficult – College
Algebra was chosen.
• In the past, our discipline has
used short answer questions for
assessment.
• A Saturday was used to hold a
norming session for grading the
assessment as a group.
• Getting large involvement was
difficult.
• Maintaining consistent grading
was difficult.
• We have therefore decided to use
a multiple-choice assessment.
• Individual instructors can easily
grade their own assessment.
Discipline Assessment
• We will assess the outcome: Interpret and
analyze graphical representations to solve
problems.
• Only on-ground College Algebra classes will be
assessed.
• Problems will be imbedded in the final exam.
• All adjunct and dual-credit instructors will be
included.
• There are 3 multiple-choice problems all graded
as either right or wrong.

fx
Sample Problem
10
8
(1.33, 6.17)
6
4
2
4
3
2
1
1
2
4
6
8
10
2
3
4
Which of the following could possibly be
the leading term of the polynomial
function 𝑓𝑓 𝑥𝑥 ?
1 4
a) 𝑥𝑥
3
1 3
b) − 𝑥𝑥
3
1 3
c) 𝑥𝑥
3
1 4
d) − 𝑥𝑥
3
e) None of the above.
General Education Assessment
Outcome Assessed
•
•
We will assess the outcome: Information
Literacy – The student will be able to
access and apply information from
multiple sources, evaluating the accuracy
and credibility of each, with appropriate
documentation. The student should be
able to
– 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.
The assessment will be embedded in the
final exam in on-ground College Algebra
classes and adjunct and dual credit
instructors are included.
How It Is Assessed
• The assessment will include 3 multiplechoice problems.
• Scores will be correlated with the rubric
as follows:
• 3 problems correct = 4 in the rubric
• 2 problems correct = 3 in the rubric
• 1 problem correct = 2 in the rubric
• 0 problems correct = 1 in the rubric
Sample Problem
A person at work gets into a car and
begins to drive. The following graph
represents the distance that the person
has traveled from work. Use this graph
to answer the questions.
Distance
A B
C
D
E
Time
At which of the times is
the person traveling with
the fastest speed?
a) A only
b) A and C only
c) A, C, and D
d) C only
e) C, D and E