QCC COURSE ASSESSMENT FORM
Date: Spring 2010
Department: Chemistry
Course: CH-121
Curriculum or Curricula: LA 1
PART I. STUDENT LEARNING OBJECTIVES
For Part I, attach the summary report (Tables 1-4) from the QCC Course Objectives Form.
TABLE 1. EDUCATIONAL CONTEXT
The course is intended to provide students with basic knowledge of modern experimental chemistry. The course
introduces the most essential experimental techniques of general chemistry. The experiments performed include
Density determination; Melting and Boiling Points measurements; Separation of substances by chromatography;
Chemical reactions and equilibrium; Electrical conductivity of solutions; Acid-Base chemistry: pH analysis and
titration; Nuclear Chemistry: radioactivity.
TABLE 2. CURRICULAR OBJECTIVES
Note: Include in this table curriculum-specific objectives that meet Educational Goals 1 and 2:
Curricular objectives addressed by this course:
1. Students understand and apply the concept of plotting and extrapolating.
2. Students draw conclusions from obtained experimental data and express them in written lab reports.
3. Students apply algebraic concepts in chemistry.
TABLE 3. GENERAL EDUCATION OBJECTIVES
Gen ed objective’s ID
number from list (1-10)
Use analytical reasoning
to identify issues or
problems and evaluate
evidence in order to make
informed decisions(GE#2)
Reason quantitatively and
mathematically as
required in their fields of
interest and in everyday
lifelong learning(GE#3)
Communicate effectively
through reading, writing,
listening and
speaking(GE#1)
General educational objectives addressed by this course: Select from preceding list.
(1.) To develop critical thinking and understanding of scientific laws and concepts.
(2.) To develop the ability to use reasoning and logic to solve problems in science.
(3.) To sharpen basic mathematics needed to solve these problems.
(4.) To acquire writing skills to communicate this experience.
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
Learning outcomes
1. To expose non-science majors to
a. Students will discuss different sources of error associated with the particular lab they perform
b. Students will write lab reports and draw conclusions from obtained experimental data.
fundamental experimental techniques in
chemistry.
2. To sharpen the abilities to solve both
qualitative and quantitative problems in
chemistry.
3. To motivate students and increase their
awareness of the significance of chemistry
in society.
a. Students will use the varied forms of mathematical communication: language, symbolic notation, graphs,
charts, to formulate quantitative ideas and patterns.
b. Students will draw conclusions from the plotted graphs.
a. Students will increase their knowledge on matters such as natural radioactivity.
PART II. ASSIGNMENT DESIGN: ALIGNING OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
For the assessment project, you will be designing one course assignment, which will address at least one general educational objective, one
curricular objective (if applicable), and one or more of the course objectives. Please identify these in the following table:
TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT
Course Objective(s) selected for assessment: (select from Table 4)
Students will use the varied forms of mathematical communication: language, symbolic notation, graphs, charts, to formulate quantitative ideas and patterns.
Curricular Objective(s) selected for assessment: (select from Table 2)
1. Students understand and apply the concept of plotting and extrapolating.
2. Students draw conclusions from obtained experimental data and express them in written lab reports.
General Education Objective(s) addressed in this assessment: (select from Table 3)
Reason quantitatively and mathematically as required in their fields of interest and in everyday lifelong learning
In the first row of Table 6 that follows, describe the assignment that has been selected/designed for this project.
In writing the description, keep in mind the course objective(s), curricular objective(s) and the general education
objective(s) identified above,
The assignment should be conceived as an instructional unit to be completed in one class session (such as a
lab) or over several class sessions. Since any one assignment is actually a complex activity, it is likely to
require that students demonstrate several types of knowledge and/or thinking processes.
Also in Table 6 (see the sample that follows), please
a) identify the three to four most important student learning outcomes (1-4) you expect from this assignment
b) describe the types of activities (a – d) students will be involved with for the assignment, and
c) list the type(s) of assessment tool(s) (A-D) you plan to use to evaluate each of the student outcomes.
(Classroom assessment tools may include paper and pencil tests, performance assessments, oral
questions, portfolios, and other options.)
Note: Copies of the actual assignments (written as they will be presented to the students) should be gathered in an
Assessment Portfolio for this course.
TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed:
Lab Report #4: Properties of Natural Radioactivity
Description:
Student will perform an experiment to investigate the relationship between distance from a radioactive source and degree of
radioactive signal. Student will represent their data on a graph and draw conclusions.
Desired student learning outcomes for
the assignment
(Students will…)
List in parentheses the Curricular
Objective(s) and/or General Education
Objective(s) (1-10) associated with these
desired learning outcomes for the
assignment.
1. Students will successfully obtain
experimental data.
2. Students will correctly plot
experimental data, using
appropriate scale, axes and titles.
3. Students will draw conclusions
from plotted experimental data
reported in written lab-reports.
(GEN ED OBJECTIVES # 3)
Briefly describe the range of
activities student will engage in for
this assignment.
What assessment tools will be
used to measure how well students
have met each learning outcome?
(Note: a single assessment tool may
be used to measure multiple learning
outcomes; some learning outcomes
may be measured using multiple
assessment tools.)
a. Students will attend a pre-lab
session to obtain background
knowledge on radioactivity
and plotting of graph.
b. Students will work in pairs in
lab class to obtain
experimental data.
b. Students will individually plot
their data on graph paper.
c. Students will write a lab-report
describing their activities,
represent their results in a
table and on a graph and
draw conclusions.
d. Students will take an exam on
plotting radioactivity data.
A. Written lab reports including
plotted data and conclusion.
B. Paper and pencil exam given
in lab class, after corrected
lab reports have been
returned to students, on
plotting experimental data
PART III. ASSESSMENT STANDARDS (RUBRICS)
Before the assignment is given, prepare a description of the standards by which students’ performance will be measured. This could be a checklist,
a descriptive holistic scale, or another form. The rubric (or a version of it) may be given to the students with the assignment so they will know what
the instructor’s expectations are for this assignment.
Please note that while individual student performance is being measured, the assessment project is collecting performance data ONLY for the
student groups as a whole.
Five examples of Table 7 follow. Please note how Table 7 can be adjusted to accommodate specific presentations of the
rubrics.
TABLE 7: CH-121: ASSESSMENT STANDARDS (RUBRICS)
Brief description of assignment: (Copy from Table 6 above)
Lab Report #4: Properties of Natural Radioactivity
Description: Student will perform an experiment to investigate the relationship between distance from a radioactive source and
degree of radioactive signal. Student will represent their data on a graph and draw conclusions.
Desired student learning outcomes
(Copy from Column 1, Table 6 above;
include Educational Goals and/or
General Education Objectives
addressed)
Assessment measures for each
learning outcome
(Copy from Column 3,Table 6 above)
Standards for student performance:
 Describe the standards or rubrics for measuring student achievement
of each outcome in the assignment.
 Give the percentage of the class that is expected to meet these
outcomes
If needed, attach copy(s) of rubrics.
1. Students will
successfully obtain
experimental data.
A. Written lab reports
including plotted data
and conclusion.
B. Paper and pencil exam
given in lab class, after
corrected lab reports
have been returned to
students, on plotting
experimental data
See rubric below.
2. Students will correctly
plot experimental data,
using appropriate scale,
axes and titles.
3. Students will draw
conclusions from plotted
experimental data in
written lab reports.
(GEN ED OBJECTIVES # 3)
Projected outcomes:
Learning outcome#1: _85_% expected to be 4 and 3
_15_% expected to be 2
Learning outcome#2: Lab report: _35_% expected to be 4 and 3
_25_% expected to be 2
_40_% expected to be 1 or 0
Lab exam: _45_% expected to be 4 and 3
_35_% expected to be 2
_20_% expected to be 1 or 0
Learning outcome#3: Lab report: _35_% expected to be 4 and 3
_25_% expected to be 2
_40_% expected to be 1 or 0
Lab exam: _45_% expected to be 4 and 3
_35_% expected to be 2
_20_% expected to be 1 or 0
RUBRIC for LAB REPORT for CH-121
Description of standards of performance on report for the desired learning outcomes:
LEARNING
Students will
successfully obtain
experimental data.
Students will correctly plot
experimental data, using
appropriate scale, axes and titles.
Students will draw
conclusions from plotted experimental
data in written lab-reports.
4
Student obtained all experimental
data which seem very reasonable.
The student is able to plot the data.
All axes are labeled correctly and
student understands that each axis
should start from zero and even
divisions should follow.
The student is able to draw all complete
conclusions.
3
Student obtained all experimental
data which seem somewhat
reasonable.
The student is able to plot the data.
Student understands that each axis
should start from zero and even
divisions should follow. Although the
axes are assigned correctly, they are
not labeled
Student cannot draw all complete conclusions.
2
Student obtained most experimental
data which seem somewhat
reasonable.
The student correctly assigned and
labels the axes but does not use
correct scale on the axes.
Student can only draw a few conclusions.
1 (not passing)
Student obtained few experimental
data which seem somewhat
reasonable.
The student correctly assigns each
axis but does not label the axes or
does not understand that each axis
should start from zero and even
divisions should follow.
Student attempts but cannot draw correct
conclusions from plotted data.
0
Student does not obtain any
experimental data which is logical.
The student is unable to plot the data.
Student does not correctly assign
each axis, does not label axes and
does not understand that each axis
should start from zero and even
divisions should follow.
The student cannot draw conclusions from
plotted data.
OUTCOMES>
PERFORMANCE
LEVEL
V
RUBRIC for LAB EXAM for CH-121
Description of standards of performance on report for the desired learning outcomes:
LEARNING
Students will correctly plot experimental data, using
appropriate scale, axes and titles.
Students will draw
conclusions from plotted experimental data in pencilpaper exam.
4
(highest)
The student is able to plot the data. All axes are labeled
correctly and student understands that each axis should
start from zero and even divisions should follow.
The student is able to draw all conclusions.
3
The student is able to plot the data. Student understands
that each axis should start from zero and even divisions
should follow. Although the axes are assigned correctly,
they are not labeled
Although the student is able to plot the data correctly, he/she
cannot draw complete conclusions.
2
The student correctly assigned and labels the axes but
does not use correct scale on the axes.
Although the student is able to plot the data correctly, he/she
can only draw a few conclusions.
1 (not passing)
The student correctly assigns each axis but does not label
the axes or does not understand that each axis should
start from zero and even divisions should follow.
Due to inaccurate representation of data on graph, the
student cannot draw correct conclusions.
0
(lowest)
The student is unable to plot the data. Student does not
correctly assign each axis, does not label axes and does
not understand that each axis should start from zero and
even divisions should follow.
The student is unable to draw conclusions from plotted data.
OUTCOMES>
PERFORMANCE
LEVEL
V
PART IV. ASSESSMENT RESULTS
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Use the following table to report the student results on the assessment. If you prefer, you may report
outcomes using the rubric(s), or other graphical representation. Include a comparison of the outcomes you
expected (from Table 7, Column 3) with the actual results. NOTE: A number of the pilot assessments did not
include expected success rates so there is no comparison of expected and actual outcomes in some of the
examples below. However, projecting outcomes is an important part of the assessment process; comparison
between expected and actual outcomes helps set benchmarks for student performance. Six examples follow.
TABLE 8A: CH-121: SUMMARY OF ASSESSMENT RESULTS
LAB REAPORT Record of performance Spring 2010: N=104 students in 8 class sections
LEARNING OUTCOMES>
PERFORMANCE LEVEL
V
Students will
successfully obtain
experimental data.
Students will correctly plot
experimental data, using
appropriate scale, axes and titles.
Students will draw
conclusions from plotted
experimental data in written labreports.
4 (highest)
65%
2%
2%
3
24%
10%
5%
2
11%
25%
23%
1
0%
0%
25%
38%
35%
35%
0(lowest)
LAB EXAM Record of performance Spring 2010: N=104 students in 8 class sections
LEARNING OUTCOMES>
PERFORMANCE LEVEL
Students will correctly plot experimental data,
using appropriate scale, axes and titles.
V
Students will draw
conclusions from plotted experimental data in written
lab-reports.
4 (highest)
50%
49%
3
0%
0%
2
38%
37%
1
0%
12%
0%
14%
0(lowest)
TABLE 8B: SUMMARY OF ASSESSMENT RESULTS
Desired student learning outcomes:
(Copy from, Column 1,Table 6 above;
include Educational Goals and/or
General Education Objectives
Student achievement: Describe the group achievement of each desired
outcome and the knowledge and cognitive processes demonstrated.
addressed)
1. Students will successfully obtain
experimental data.
On learning outcome#1: 89% of students scored 4 (highest)or 3. These
results exceeded the expectation of 85%. The following process/knowledge
abilities were demonstrated:
• analyze and evaluate factual knowledge
• evaluate procedural knowledge
2. Students will correctly plot
experimental data, using
appropriate scale, axes and titles.
On learning outcome #2 for the lab report, 12% of students scored 4 or 3,
which is below the expectation of 35%. However for the lab exam, 50% of
students scored 4 or 3, which exceeded the expectation of 45%. In general,
students demonstrated an improved knowledge on plotting experimental
data. The following process/knowledge abilities were demonstrated:
• Analyze factual knowledge
• Remember and analyze factual knowledge
3. Students will draw conclusions
from plotted experimental data
reported in written lab-reports.
(GEN ED OBJECTIVES # 3)
On learning outcome #3 for the lab report, 7% of students scored 4 or 3,
which is below the expectation of 35%. However for the lab exam, 49% of
students scored 4 or 3, which exceeded the expectation of 45%. In general,
students demonstrated an improved knowledge on analyzing plotted
experimental data and drawing conclusions. The following
process/knowledge abilities were demonstrated:
• Analyze factual knowledge
• Remember and analyze factual knowledge
• Evaluate conceptual knowledge
TABLE 9. EVALUATION AND RESULTING ACTION PLAN
In the table below, or in a separate attachment, interpret and evaluate the assessment results, and describe the
actions to be taken as a result of the assessment. In the evaluation of achievement, take into account student
success in demonstrating the types of knowledge and the cognitive processes identified in the Course
Objectives.
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
In comparing the assessment data obtained for the lab report and lab exam, it can be concluded that (1) the majority of
students do not have prior knowledge to this class on plotting experimental data and (2) students better understood the
theory of plotting a graph and interpreting a plotted graph after reinforcement of this knowledge.
B. Evaluation of the assessment process:
What do the results suggest about how well the assignment and the assessment process worked both to help students
learn and to show what they have learned?
This particular assignment and assessment process (written lab-report and lab exam) were very effective in assessing
whether the students sharpened their abilities to solve both qualitative and quantitative problems in chemistry. A significant
increased number of students eventually were able to use the varied forms of mathematical communication: language, symbolic notation,
graphs, and charts, to formulate quantitative ideas and patterns and draw conclusions from the plotted graphs.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
Since the students better understood the theory of plotting data and interpreting this data by reinforcement, it would be
suggested that additional graphical representation of experimental data for the other appropriate experiments be
implemented in the CH-121 laboratory course.
Assessment for STEM Academy – Fall 2009
Instructor:
Tirandai Hemraj-Benny
Course:
CH-121 – Fundamentals of Chemistry Laboratory
General Education Objective 3:
Reason quantitatively and mathematically as required in their fields of interest and everyday
life.
Specific Objective (Outcome):
Used the varied forms of mathematical communication: language, symbolic notation, graphs,
charts, to formulate quantitative ideas and patterns.
Assessment Plan and Rubrics:
Assessment Plan
0
& Rubrics
Lab Report #4:
Properties of
Natural
Radioactivity
Description:
Student will
perform an
experiment to
investigate the
relationship
between distance
from a radioactive
source and degree
of radioactive
signal. Student will
represent their
data on a graph
and draw
conclusions.
Quiz #2:
Description
1
The student is unable to
plot the data and draw
conclusions. Student does
not correctly assign each
axis, does not label axes
and does not understand
that each axis should start
from zero and even
divisions should follow.
The student correctly
assigns each axis but
The student is unable to
plot the data and draw
The student correctly
does not understand that
each axis should start
from zero and even
divisions should follow.
Thus, correct conclusions
cannot be drawn.
2
3
4
The student is able to
plot the data but cannot
draw complete
conclusions. Axes are
correctly assigned and
divided but not labeled.
The student is able to
plot the data but cannot
draw complete
conclusions. All axes are
labeled and student
understands that each
axis should start from
zero and even divisions
should follow.
The student is able to
plot the data and
draw complete
conclusions. All axes
are labeled and
student understands
that each axis should
start from zero and
even divisions should
follow.
The student is able to
Student will be
given radioactive
data to plot on a
graph and draw
conclusions after
graded lab reports
have been
returned.
conclusions. Student does
not correctly assign each
axis, does not label axes
and does not understand
that each axis should start
from zero and even
divisions should follow.
Assessment Data:
# of students
assigns each axis but
does not understand that
each axis should start
from zero and even
divisions should follow.
Thus, correct conclusions
cannot be drawn.
plot the data but cannot
draw complete
conclusions. Axes are
correctly assigned and
divided but not labeled.
The student is able to
plot the data but cannot
draw complete
conclusions. All axes are
labeled and student
understands that each
axis should start from
zero and even divisions
should follow.
The student is able to
plot the data and
draw complete
conclusions. All axes
are labeled and
student understands
that each axis should
start from zero and
even divisions should
follow.
Lab Report
0
3
1
2
2
2
3
1
4
0
1
0
2
3
3
0
4
4
Lab Quiz
# of students
0
1
Instructor:
Tirandai Hemraj-Benny
Course:
CH-120 – Fundamentals of Chemistry Lecture
General Education Objective 3:
Reason quantitatively and mathematically as required in their fields of interest and everyday
life.
Specific Objective (Outcome):
Identify problems that need a mathematical solution, and use computational methods in the
mathematics applicable in everyday life.
Assessment Plan and Rubrics:
Assessment Plan
& Rubrics
Exam #4:
Question #4
Description:
Student will be
asked to assign the
oxidation number
of each element in
compounds
0
1
2
3
4
The student is not aware
that mathematical
calculation is necessary
and cannot determine the
oxidation numbers of any
element.
The student is aware that
mathematical calculation
is necessary but cannot
determine the oxidation
numbers of any of the
elements correctly.
The student is aware that
mathematical calculation
is necessary and
determines the oxidation
numbers of some of the
elements correctly.
The student is aware
that mathematical
calculation is necessary
and determines the
oxidation numbers of
most of the elements
correctly.
The student is aware
that mathematical
calculation is
necessary and
determines the
oxidation numbers of
all elements
correctly.
2
3
3
6
Assessment Data:
# of students
0
0
1
2
4
0
Instructor:
Tirandai Hemraj-Benny
Course:
CH-120 – Fundamentals of Chemistry Lecture
General Education Objective 2:
Use analytical reasoning to identify issues or problems and evaluate evidence to make
informed decisions.
Specific Objective (Outcome):
Distinguish the problem or question from a proposed solution.
Assessment Plan and Rubrics:
Assessment Plan
& Rubrics
EXAM #4:
Question #3
Description:
Students will be
asked to provide
the molecular,
ionic and net ionic
equations when a
carbonate and a
nitrate compound
are mixed
together.
0
The student does not
identify the specific topic
or problem, where they
are unable to predict the
products formed and
represent the reaction in
the three types of
equations.
1
2
3
4
The student identifies the
specific topic or problem,
where they are able to
predict the products
formed but cannot
represent the reaction in
the three types of
equations.
The student identifies the
specific topic or problem,
where they are able to
predict the products
formed and can
represent the reaction in
the three types of
equations to some
extent.
The student identifies
the specific topic or
problem, where they
are able to predict the
products formed and
can represent the
reaction in the three
types of equations with
a few mistakes.
The student
identifies the specific
topic or problem,
where they are able
to predict the
products formed and
represent the
reaction in the three
types of equations
correctly.
2
3
3
5
Assessment Data:
# of students
0
2
1
1
4
0