QCC COURSE ASSESSMENT FORM (LONG)
Note that a Glossary and Selected Bibliography are available at the end of this form.
QCC COURSE ASSESSMENT FORM
With Explanations and Examples
Fall 2004; revisions 6/15/07
Date: Spring 2012 – Fall 2012
Department: Chemistry
Course: Chemistry 127 (Introductory College Chemistry)
Curriculum or Curricula:HS1, LA1
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
This course is the first semester of a two semester sequence. The first semester is intended to provide
students with basic knowledge of modern theory of general chemistry; while the second semester
introduces organic chemistry. The course covers the most essential topics of general chemistry for health
professions. Topics include elements and compounds; chemical bonding and chemical reactions;
properties of solutions and chemical equilibrium; acid-base chemistry; physical states and gas laws; intra
and inter – molecular forces.
1(38)
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. Meet requirements for successful transfer/acceptance into the junior year of a baccalaureate program in
Nursing, Dietetics, Nutrition, diagnostic medical imaging and other health related programs (LA1, HS1)
2. Demonstrate mastery of mathematics and science required for transfer to the junior year in a
baccalaureate program in Nursing or a related program. (LA1, HS1)
3. Demonstrate an understanding of the principles of chemistry and how they are fundamental to all
living systems. (HS1)
4. Reason quantitatively and mathematically as required in their fields of interest and in everyday life.
(LA1)
5. Use analytical reasoning to identify issues or problems and evaluate evidence in order to make
informed decision. (LA1)
6. Communicate effectively through reading, writing, listening and speaking. (LA1)
7. Employ concepts and methods of the natural and physical sciences to make informed judgments.
(LA1)
8. Integrate knowledge and skills in their program of study. (LA1)
9. Work collaboratively in diverse groups directed at accomplishing learning objectives. (LA1)
TABLE 3. GENERAL EDUCATION OBJECTIVES
Gen ed
General educational objectives addressed by this course: Select from preceding list.
objective’s ID
number from list
(1-10)
1.
Communicate effectively through reading, writing, listening and speaking
2.
Use analytical reasoning to identify issues or problems and evaluate evidence in order to
make informed decisions
3.
Reason quantitatively and mathematically as required in their fields of interest and in
everyday life
2(38)
5.
Integrate knowledge and skills in their program of study
7.
Work collaboratively in diverse groups directed at accomplishing learning
objectives
9.
Employ concepts and methods of the natural and physical sciences to make
informed judgments
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
Learning outcomes
To
develop
both
an a. Students will understand and apply the concepts of chemical bonding to
understanding and a working interpret molecular and structural formulas of covalent compounds, as well
knowledge of the theoretical and as ionic formulas for ionic compounds.
descriptive concepts of chemistry b. Students will be familiar with systematic chemical nomenclature of
(for example chemical formulas, compounds, and with common names used in health-related fields.
systematic nomenclature) used in
the elucidation of the complex c. Students will utilize knowledge of chemical bonding and formulas to write
and balance chemical equations, with an emphasis on health-related reactions
chemistry of the body.
1.
(respiration, photosynthesis, neutralization etc.).
d. Students will apply the concepts of solution chemistry with an emphasis
on acid-base reactions in biological systems.
e. Students will apply basic knowledge of the gas laws to understand
inhalation, exhalation, the administering of “oxygen” to patients, osmosis
and dialysis.
3(38)
2. To develop the abilities to solve a. Students will perform basic unit conversions using dimensional analysis,
both qualitative and quantitative including problems on temperature, pressure and density.
problems in chemistry and health
b. Students will use the concepts of a mole and molar mass to perform
related fields.
calculations on the percent composition of compounds, and calculations on
basic reaction stoichiometry, including percent yield.
c. Students will apply the concepts of the basic gas laws, including the law of
partial pressure, to problems on gases.
d. Students will interpret mathematically common units and scales of
concentration, such as parts per million, parts per billion, molarity, pH, and
percentage for solutions and gaseous mixtures.
To
learn
fundamental a. Students will formulate an objective to solve an experimental problem.
experimental techniques used in
b. Students will apply the scientific method to acquire, process and report
health related chemistry and to
scientific data.
effectively
communicate
experimental
findings
using c. Students will use basic chemistry laboratory techniques in solving
experimental problems.
writing.
3.
d. Students will formulate a conclusion based on experimental results.
e. Students will develop oral and written communication skills in scientific
reporting format.
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:
4(38)
TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT
Course Objective(s) selected for assessment: (select from Table 4)
1. To develop both an understanding and a working knowledge of the theoretical and descriptive concepts
of chemistry (for example chemical formulas, systematic nomenclature) used in the elucidation of the
complex chemistry of the body.
2. To develop the abilities to solve both qualitative and quantitative problems in chemistry and health
related fields.
Curricular Objective(s) selected for assessment: (select from Table 2)
3. Demonstrate an understanding of the principles of chemistry and how they are fundamental to all
living systems. (HS1)
4. Reason quantitatively and mathematically as required in their fields of interest and in everyday life.
(LA1)
5. Use analytical reasoning to identify issues or problems and evaluate evidence in order to make
informed decision. (LA1)
7. Employ concepts and methods of the natural and physical sciences to make informed judgments.
(LA1)
8. Integrate knowledge and skills in their program of study. (LA1)
5(38)
General Education Objective(s) addressed in this assessment: (select from Table 3)
2. Use analytical reasoning to identify issues or problems and evaluate evidence in order to make
informed decisions
3. Reason quantitatively and mathematically as required in their fields of interest and in everyday life
5. Integrate knowledge and skills in their program of study
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.
6(38)
TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed:
Departmental Assessment Questions for Introductory College Chemistry
Students will answer five standardized questions as part of their final examination. All questions have been selected to assess
particular learning outcomes for Introductory College Chemistry. The questions emphasize fundamental principles and theory of
chemistry, the use of analytical and quantitative reasoning, and applying this knowledge in the context of health sciences and
everyday life. The questions are health-related and require students to demonstrate mastery of basic gas laws, dimensional
analysis, molar mass, and the units of concentration. The questions are multiple choice and were designed to identify common
errors.
Desired student learning outcomes Briefly describe the range of
for the assignment
activities student will engage in for
this assignment.
(Students will…)
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.)
List in parentheses the Curricular
Objective(s) and/or General
Education Objective(s) (1-10)
associated with these desired learning
outcomes for the assignment.
a. Students will attend lecture and
A. Five multiple-choice questions
participate in discussion of relevant topics, designed by the course coordinators to
including dimensional analysis,
assess the desired student learning
interpretation of units, stoichiometric
outcomes (see far left) will be
calculations, gas laws, and other
administered as part of the students’
fundamental chemical concepts.
overall evaluation. The students’
responses will be analyzed according the
b. Students will participate in problemstandards described in Table 7.
solving exercises in class and in
2. Students will understand and apply homework assignments, which may
the concepts of chemical bonding to include online exercises.
1. Students will perform basic unit
conversions using dimensional
analysis, including problems on
temperature, pressure and density.
(Curricular Objectives 4, 5, 7 & 8,
Table 5; Gen Ed Objectives 2, 3, & 5,
Table 3)
interpret molecular and structural
formulas of covalent compounds, as
well as ionic formulas for ionic
compounds. (Curricular Objectives 3,
4, & 7, Table 5; Gen Ed Objective 3,
Table 3)
c. Students will perform laboratory
experiments, collect data, and perform
calculations that use quantitative concepts
described above.
d. As part of their overall evaluation for
the course, students will answer five
3. Students will be familiar with
multiple-choice questions designed to test
systematic chemical nomenclature of the learning outcomes described at left.
7(38)
compounds, and with common names
used in health-related fields.
(Curricular Objectives 3 & 8, Table
5; Gen Ed Objective 5)
4. Students will use the concepts of a
mole and molar mass to perform
calculations on the percent
composition of compounds, and
calculations on basic reaction
stoichiometry, including percent yield.
(Curricular Objectives 4, 5 & 8, Table
5; Gen Ed Objectives 2, 3, & 5, Table
3)
5. Students will apply the concepts of
the basic gas laws, including the law
of partial pressure, to problems on
gases. (Curricular Objectives 3, 4, 5,
7 & 8, Table 5; Gen Ed Objectives 2,
3, & 5, Table 3)
6. Students will interpret
mathematically common units and
scales of concentration, such as parts
per million, parts per billion, molarity,
pH, and percentage for solutions and
gaseous mixtures. (Curricular
Objectives 3, 4, 5, 7 & 8, Table 5;
Gen Ed Objectives 2, 3, & 5, Table 3)
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.
8(38)
TABLE 7: ASSESSMENT STANDARDS (RUBRICS)
Brief description of assignment: (Copy from Table 6 above)
Departmental Assessment Questions for Introductory College Chemistry
Students will answer five standardized questions as part of their final examination. All questions have been selected to assess
particular learning outcomes for Introductory College Chemistry. The questions emphasize fundamental principles and theory of
chemistry, the use of analytical and quantitative reasoning, and applying this knowledge in the context of health sciences and
everyday life. The questions are health-related and require students to demonstrate mastery of basic gas laws, dimensional
analysis, molar mass, and the units of concentration. The questions are multiple choice and were designed to identify common
errors.
Desired student learning outcomes Assessment measures for each
Standards for student performance:
from the assignment: (Copy from
learning outcome:
 Describe the standards or rubrics
Column 1, Table 6 above; include
(Copy
from
Column
3,Table
6
above)
for measuring student
Educational Goals and/or General
achievement of each outcome in
Education Objectives addressed)
the assignment.
1. Students will perform basic unit
conversions using dimensional
analysis, including problems on
temperature, pressure and density.
(Curricular Objectives 4, 5, 7 & 8,
Table 5; Gen Ed Objectives 2, 3, & 5,
Table 3)
A. Five multiple-choice questions
designed by the course coordinators to
assess the desired student learning
outcomes (see far left) will be
administered as part of the students’
overall evaluation. The students’
responses will be analyzed according the
standards described in Table 7.

Give the percentage of the class
that is expected to meet these
outcomes

If needed, attach copy(s) of
rubrics.
All questions for assessment of students in
Introduction to College Chemistry require
students to apply chemical concepts and
reasoning from the course. Most of the
questions also require a one- or two-step
calculation after the student has identified
the relevant concept.
2. Students will understand and apply
the concepts of chemical bonding to
interpret molecular and structural
formulas of covalent compounds, as
well as ionic formulas for ionic
compounds. (Curricular Objectives 3,
4, & 7, Table 5; Gen Ed Objective 3,
Table 3)
The projected outcomes for each question
and for the class average follow below.
3. Students will be familiar with
systematic chemical nomenclature of
compounds, and with common names
Expected Percent Correct: 50%
Question 1:
Relevant concept(s): Unit conversion
9(38)
used in health-related fields.
(Curricular Objectives 3 & 8, Table
5; Gen Ed Objective 5, Table 3)
Question 2:
4. Students will use the concepts of a
Relevant concept(s): Molar mass
mole and molar mass to perform
calculations on the percent
composition of compounds, and
calculations on basic reaction
stoichiometry, including percent yield.
Expected Percent Correct: 60%
Question 3:
Relevant concept(s): Partial pressures of
gases
(Curricular Objectives 4, 5 & 8, Table
5; Gen Ed Objectives 2, 3, & 5, Table
3)
Expected Percent Correct: 70%
5. Students will apply the concepts of
the basic gas laws, including the law
of partial pressure, to problems on
gases. (Curricular Objectives 3, 4, 5,
7 & 8, Table 5; Gen Ed Objectives 2,
3, & 5, Table 3)
Question 4:
Relevant concept(s): Solution
concentration
6. Students will interpret
mathematically common units and
scales of concentration, such as parts
per million, parts per billion, molarity,
pH, and percentage for solutions and
Expected Percent Correct: 40%
gaseous mixtures. (Curricular
Objectives 3, 4, 5, 7 & 8, Table 5;
Gen Ed Objectives 2, 3, & 5, Table 3)
Relevant concept(s): pH of solutions
Question 5:
Expected Percent Correct: 80%
Standards for measuring and interpreting student performance
Question 1:
Relevant concept(s): Unit conversion and the metric system
A correct response indicates that the student is able to perform basic unit conversions using dimensional
analysis (the factor-label method).
An incorrect response indicates that the student did not grasp (1) the pattern of prefixes commonly used
in the metric system, (2) the relative size of the units at hand, or (3) the proper use of the factor-label
method.
10(38)
Question 2:
Relevant concept(s): Molar mass of chemical compounds
A correct response indicates that the student is able to use the molar mass of a compound as the
conversion factor between mass in grams and quantity of matter in moles.
An incorrect response indicates that the student did not grasp (1) the interpretation of a chemical
formula, (2) the correct calculation of molar mass, or (3) the proper use of molar mass as a conversion
factor.
Question 3:
Relevant concept(s): Additivity of partial pressures of gases
A correct response indicates that the student understands that the partial pressures of individual gases
sum to the total pressure of a mixture.
An incorrect response indicates that the student (1) did not grasp the additive nature of partial pressures,
or (2) did not correctly distinguish the parts from the whole in the data.
Question 4:
Relevant concept(s): Units of solution concentration
A correct response indicates that the student is able to perform calculations that relate the concentration
and volume of a solution to the quantity of dissolved solute; the student also is able to interpret units of
concentration commonly used in the health sciences.
An incorrect response indicates that the student did not grasp (1) the use of percentage as a unit of
concentration, or (2) the application of the factor-label method to solution concentrations.
Question 5:
Relevant concept(s): The concept of pH for acidic and basic solutions
A correct response indicates that the student is able to interpret pH values as measurements of the acidity
or basicity of physiological fluids.
An incorrect response indicates that the student did not comprehend (1) the use of pH as a measure of
the concentration of an acid or a base, or (2) the inverse relationship between acidity and basicity.
11(38)
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 127 Assessment Results for Spring 2012, N=221 students, 14 sections
Question 1
Student Response
Correct
Incorrect
Interpretation of
response
The student is able to perform The student did not grasp (1) the pattern of
basic unit conversions using prefixes commonly used in the metric
dimensional analysis (the factor- system, (2) the relative size of the units at
label method) and to demonstrate hand, (3) the proper use of the factor-label
an understanding of numbers method, or (4) the use of numbers in
expressed
in
exponential exponential notation.
notation.
Number of Students
80
141
Actual Percent
36
64
Expected Percent
50
50
Question 2
Student Response
Correct
Incorrect
Interpretation of
response
The student is able to use the
The student did not grasp (1) the
molar mass of a compound as the interpretation of a chemical formula, (2)
conversion factor between mass the correct calculation of molar mass, or
12(38)
in grams and quantity of matter (3) the proper use of molar mass as a
in moles.
conversion factor.
Number of Students
150
71
Actual Percent
68
32
Expected Percent
60
40
Correct
Incorrect
Question 3
Student Response
Interpretation of
response
The student understands that the The student (1) did not grasp the additive
partial pressures of individual nature of partial pressures, or (2) did not
gases sum to the total pressure of correctly distinguish the parts from the
a mixture.
whole in the data.
Number of Students
175
46
Actual Percent
79
21
Expected Percent
70
30
Correct
Incorrect
Question 4
Student Response
Interpretation of
response
The student is able to perform
calculations that relate the The student did not grasp (1) the use of
concentration and volume of a percentage as a unit of concentration, or
solution to the quantity of (2) the application of the factor-label
dissolved solute; the student also method to solution concentrations.
is able to interpret units of
concentration commonly used in
the health sciences.
13(38)
Number of Students
130
91
Actual Percent
59
41
Expected Percent
40
60
Correct
Incorrect
Question 5
Student Response
Interpretation of
response
The student did not comprehend (1) the
The student is able to interpret
use of pH as a measure of the
pH values as measurements of
concentration of an acid or a base, or (2)
the acidity or basicity of
the inverse relationship between acidity
physiological fluids.
and basicity.
Number of Students
137
84
Actual Percent
62
38
Expected Percent
80
20
TABLE 8B: CH 127 Assessment Results for Summer 2012, N= 30 students; 3 sections
Question 1
Student Response
Interpretation of
response
Number of Students
Correct
Incorrect
The student did not grasp (1) the pattern of
The student is able to perform prefixes commonly used in the metric
basic unit conversions using system, (2) the relative size of the units at
dimensional analysis (the factor- hand, or (3) the proper use of the factorlabel method.
label method).
9
21
14(38)
Actual Percent
30
70
Expected Percent
50
50
Question 2
Student Response
Interpretation of
response
Correct
Incorrect
The student is able to use the
The student did not grasp (1) the
molar mass of a compound as the interpretation of a chemical formula, (2)
conversion factor between mass the correct calculation of molar mass, or
in grams and quantity of matter (3) the proper use of molar mass as a
in moles.
conversion factor.
Number of Students
23
7
Actual Percent
77
23
Expected Percent
60
40
Correct
Incorrect
Question 3
Student Response
Interpretation of
response
The student understands that the The student (1) did not grasp the additive
partial pressures of individual nature of partial pressures, or (2) did not
gases sum to the total pressure of correctly distinguish the parts from the
a mixture.
whole in the data.
Number of Students
26
4
Actual Percent
87
13
Expected Percent
70
30
15(38)
Question 4
Student Response
Interpretation of
response
Correct
Incorrect
The student is able to perform
calculations that relate the The student did not grasp (1) the use of
concentration and volume of a percentage as a unit of concentration, or
solution to the quantity of (2) the application of the factor-label
dissolved solute; the student also method to solution concentrations.
is able to interpret units of
concentration commonly used in
the health sciences.
Number of Students
14
16
Actual Percent
47
53
Expected Percent
40
60
Correct
Incorrect
Question 5
Student Response
Interpretation of
response
The student did not comprehend (1) the
The student is able to interpret
use of pH as a measure of the
pH values as measurements of
concentration of an acid or a base, or (2)
the acidity or basicity of
the inverse relationship between acidity
physiological fluids.
and basicity.
Number of Students
23
7
Actual Percent
77
23
Expected Percent
80
20
16(38)
TABLE 8C: CH 127 Assessment Results for Fall 2012, N= 217students, 14 sections
Question 1
Student Response
Correct
Incorrect
Interpretation of
response
The student is able to perform The student did not grasp (1) the pattern of
basic unit conversions using prefixes commonly used in the metric
dimensional analysis (the factor- system, (2) the relative size of the units at
label method) and to demonstrate hand, (3) the proper use of the factor-label
an understanding of numbers method, or (4) the use of numbers in
expressed
in
exponential exponential notation.
notation.
Number of Students
76
141
Actual Percent
35
65
Expected Percent
50
50
Question 2
Student Response
Interpretation of
response
Correct
Incorrect
The student is able to use the
The student did not grasp (1) the
molar mass of a compound as the interpretation of a chemical formula, (2)
conversion factor between mass the correct calculation of molar mass, or
in grams and quantity of matter (3) the proper use of molar mass as a
in moles.
conversion factor.
Number of Students
153
64
Actual Percent
71
29
Expected Percent
60
40
17(38)
Question 3
Student Response
Interpretation of
response
Correct
Incorrect
The student understands that the The student (1) did not grasp the additive
partial pressures of individual nature of partial pressures, or (2) did not
gases sum to the total pressure of correctly distinguish the parts from the
a mixture.
whole in the data.
Number of Students
177
40
Actual Percent
82
18
Expected Percent
70
30
Correct
Incorrect
Question 4
Student Response
Interpretation of
response
The student is able to perform
calculations that relate the The student did not grasp (1) the use of
concentration and volume of a percentage as a unit of concentration, or
solution to the quantity of (2) the application of the factor-label
dissolved solute; the student also method to solution concentrations.
is able to interpret units of
concentration commonly used in
the health sciences.
Number of Students
120
97
Actual Percent
55
45
Expected Percent
40
60
Correct
Incorrect
Question 5
Student Response
18(38)
Interpretation of
response
The student is able to interpret The student did not comprehend (1) the
pH values as measurements of use of pH as a measure of the
the acidity or basicity of concentration of an acid or a base, or (2)
physiological fluids.
the inverse relationship between acidity
and basicity.
Number of Students
144
73
Actual Percent
66
34
Expected Percent
80
20
TABLE 8D: SUMMARY OF ASSESSMENT RESULTS
Desired student learning outcomes:
(Copy from, Column 1,Table 6 above; include
Educational Goals and/or General Education
Objectives addressed)
1. Students will perform basic unit conversions
using dimensional analysis, including problems
on temperature, pressure and density.
(Curricular Objectives 4, 5, 7 & 8, Table 5;
Gen Ed Objectives 2, 3, & 5, Table 3)
Student achievement: Describe the group achievement of
each desired outcome and the knowledge and cognitive
processes demonstrated.
Learning outcome #1 was assessed in question # 1. On
learning outcome #1:
In Spring 2012: 80 students out of 221 (36%) answered
correctly. This result was 14% below the expectation of 50%.
In Summer 2012: 9 students out of 30 (30%) answered
correctly. This result was 20% below the expectation of 50%.
In Fall 2012: 76 students out of 217 (33%) answered
correctly. This result was 15% below the expectation of 50%.
The following process / knowledge / abilities were
demonstrated:
• remember and analyze factual knowledge
• analyze and evaluate procedural knowledge
2. Students will understand and apply the
concepts of chemical bonding to interpret
molecular and structural formulas of covalent
Learning outcome #2 was assessed in question # 2. On
learning outcome #2:
19(38)
compounds, as well as ionic formulas for ionic In Spring 2012: 150 students out of 221 (68%) answered
compounds. (Curricular Objectives 3, 4, & 7, correctly. This result was 8% above the expectation of 60%.
Table 5; Gen Ed Objective 3, Table 3)
In Summer 2012: 23 students out of 30 (77%) answered
correctly. This result was 17% above the expectation of 60%.
In Fall 2012: 153 students out of 217 (71%) answered
correctly. This result was 11% above the expectation of 60%.
The following process / knowledge / abilities were
demonstrated:
• remember and analyze conceptual knowledge
• analyze and evaluate procedural knowledge
3. Students will be familiar with systematic
Learning outcome #3 was assessed in Question #4. On
chemical nomenclature of compounds, and with learning outcome #3:
common names used in health-related fields.
(Curricular Objectives 3 & 8, Table 5; Gen Ed In Spring 2012: 130 students out of 221 (59%) answered
correctly. This result was 19% above the expectation of 40%.
Objective 5)
In Summer 2012: 14 students out of 30 (47%) answered
correctly. This result was 7% above the expectation of 40%.
In Fall 2012: 120 students out of 217 (55%) answered
correctly. This result was 15% above the expectation of 40%.
The following process / knowledge / abilities were
demonstrated:
• remember and analyze factual knowledge
• analyze and evaluate procedural knowledge
4. Students will use the concepts of a mole and Learning outcome #4 was assessed in question # 2. On
molar mass to perform calculations on the
percent composition of compounds, and
calculations on basic reaction stoichiometry,
including percent yield.
learning outcome #4:
In Spring 2012: 150 students out of 221 (68%) answered
correctly. This result was 8% above the expectation of 60%.
(Curricular Objectives 4, 5 & 8, Table 5; Gen In Summer 2012: 23 students out of 30 (77%) answered
correctly. This result was 17% above the expectation of 60%.
Ed Objectives 2, 3, & 5, Table 3)
In Fall 2012: 153 students out of 217 (71%) answered
correctly. This result was 11% above the expectation of 60%.
The following process / knowledge / abilities were
demonstrated:
• remember and analyze conceptual knowledge
20(38)
• analyze and evaluate procedural knowledge
5. Students will apply the concepts of the basic Learning outcome #5 was assessed in question # 3. On
gas laws, including the law of partial pressure, learning outcome #5:
to problems on gases. (Curricular Objectives 3,
4, 5, 7 & 8, Table 5; Gen Ed Objectives 2, 3, & In Spring 2012: 175 students out of 221 (79%) answered
correctly. This result was 9% above the expectation of 70%.
5, Table 3)
In Summer 2012: 26 students out of 30 (87%) answered
correctly. This result was 17% above the expectation of 70%.
In Fall 2012: 177 students out of 217 (82%) answered
correctly. This result was 12% above the expectation of 70%.
The following process / knowledge / abilities were
demonstrated:
• remember and analyze conceptual knowledge
• analyze and evaluate procedural knowledge
6. Students will interpret mathematically
common units and scales of concentration, such
as parts per million, parts per billion, molarity, Learning outcome #6 was assessed in Question # 4. On
pH, and percentage for solutions and gaseous learning outcome #6 assessed in question # 4:
mixtures. (Curricular Objectives 3, 4, 5, 7 & 8,
Table 5; Gen Ed Objectives 2, 3, & 5Table 3)
In Spring 2012: 130 students out of 221 (59%) answered
correctly. This result was 19% above the expectation of 40%.
In Summer 2012: 14 students out of 30 (47%) answered
correctly. This result was 7% above the expectation of 40%.
In Fall 2012: 120 students out of 217 (55%) answered
correctly. This result was 15% above the expectation of 40%.
Learning outcome #6 was also assessed in Question #5. On
learning outcome #6 assessed in question # 5:
In Spring 2012: 137 students out of 221 (62%) answered
correctly. This result was 18% below the expectation of 80%.
In Summer 2012: 23 students out of 30 (77%) answered
correctly. This result was 3% below the expectation of 80%.
In Fall 2012: 144 students out of 217 (66%) answered
21(38)
correctly. This result was 14% below the expectation of 80%.
The following process / knowledge / abilities were
demonstrated:
• remember and analyze factual knowledge
• analyze and evaluate procedural knowledge
The following discussion compares the overall performance of each cohort of students to two simulations: a
simulation of students guessing randomly before taking the course; and a simulation of students who answer
each question according to the expectations above. The second group of simulated students, for example,
answer Question 1 correctly 50% of the time, Question 2 correctly 60% of the time, and so on. All
probabilities are assumed to be uncorrelated.
22(38)
Expected Results before Completing CH-127
Random guessing produces a very low average score of 25% correct. Every real group of students to
complete the assessment has scored, on average, over 50% correct. Statistical tests allowed us to conclude
that, as a group, students have not been guessing randomly in any term since assessment began.
23(38)
Expected Results after Completing CH-127
The distribution above resulted from a simulation based on assumptions of each Question's difficulty
presented in Table 8. The simulation yielded an approximately Gaussian distribution. We compared actual
results for each term to this simulation using Student's t-tests.
24(38)
OVERALL PERFORMANCE SPRING 2012:
The overall performance of the students in Spring 2012 was consistent with the authors' a priori expectations.
5 QUESTIONS ANSWERED CORRECTLY – 100% GRADE:
20 STUDENTS OUT OF 221 = 9 %
4 QUESTIONS ANSWERED CORRECTLY – 80% GRADE: 59 STUDENTS OUT OF 221 = 27%
3 QUESTIONS ANSWERED CORRECTLY – 60% GRADE: 78 STUDENTS OUT OF 221 = 35%
2 QUESTIONS ANSWERED CORRECTLY – 40% GRADE: 42 STUDENTS OUT OF 221 = 19%
25(38)
1 QUESTION ANSWERED CORRECTLY – 20% GRADE:
0 QUESTIONS ANSWERED CORRECTLY – 0% GRADE:
OVERALL PERFORMANCE SUMMER 2012:
26(38)
18 STUDENTS OUT OF 221 = 8%
4 STUDENTS OUT OF 221 = 1.8%
The overall performance of the students in Summer 2012 was consistent with the authors' a priori
expectations.
5 QUESTIONS ANSWERED CORRECTLY – 100% GRADE:
3 STUDENTS OUT OF 30 = 10 %
4 QUESTIONS ANSWERED CORRECTLY – 80% GRADE:
7 STUDENTS OUT OF 30 = 23%
3 QUESTIONS ANSWERED CORRECTLY – 60% GRADE:
14 STUDENTS OUT OF 30 = 47%
2 QUESTIONS ANSWERED CORRECTLY – 40% GRADE:
4 STUDENTS OUT OF 30 = 13%
1 QUESTION ANSWERED CORRECTLY – 20% GRADE:
2 STUDENTS OUT OF 30 = 7%
0 QUESTIONS ANSWERED CORRECTLY – 0% GRADE:
NONE
OVERALL PERFORMANCE FALL 2012:
27(38)
The overall performance of the students in Spring 2012 was consistent with the authors' a priori expectations.
5 QUESTIONS ANSWERED CORRECTLY – 100% GRADE: 27 STUDENTS OUT OF 217 = 12 %
4 QUESTIONS ANSWERED CORRECTLY – 80% GRADE: 58 STUDENTS OUT OF 217 = 27%
3 QUESTIONS ANSWERED CORRECTLY – 60% GRADE: 66 STUDENTS OUT OF 217 = 30%
2 QUESTIONS ANSWERED CORRECTLY – 40% GRADE: 45 STUDENTS OUT OF 217 = 21%
28(38)
1 QUESTION ANSWERED CORRECTLY – 20% GRADE:
15 STUDENTS OUT OF 217 = 7%
0 QUESTIONS ANSWERED CORRECTLY – 0% GRADE:
6 STUDENTS OUT OF 217 = 3%
Overall Outcomes (All Data)
The following figures summarize the histograms, above, and allow visual comparison of students'
performance over time. The two left-most bars are simulated results based on the assumption of random
guessing (“Before”), and based on the assumptions detailed in Table 8 (“After”). All other data derive from
assessment results in 2011 or 2012.
29(38)
Overall Outcomes (Summer Terms Only)
The following figure omits all Spring and Fall data.
It is clear that the students in Summer terms met or exceeded expectation in both years assessed. The students
in Summer 2011 were particularly strong; both groups were less than a fifth the size of a typical Spring or Fall
cohort.
30(38)
Overall Outcomes (Spring and Fall Semesters Only)
While the statistical tests did not show a statistically significant difference between the simulated data
(“After”) and any real data from a Spring or Fall term, there is statistically significant improvement (greater
than 90% confidence level) from Spring 2011 to both terms in 2012.
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.
Seven example excerpts or full discussions follow.
31(38)
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
A correct response to Question 1 (medium difficulty) indicates that the student is able to perform
basic unit conversions using dimensional analysis (the factor-label method). Approximately 50% of
students were expected to answer correctly. Students taking CH 127 during Spring, Summer and
Fall of year 2012 did not meet these expectations.
A correct response to Question 2 (medium difficulty) indicates that the student is able to use the
molar mass of a compound as the conversion factor between mass in grams and quantity of matter
in moles. Approximately 60% of students were expected to answer correctly. Students taking CH127 in Spring, Summer and Fall terms of year 2012 met or exceeded expectations for this question.
A correct response to Question 3 (low difficulty) indicates that the student understands that the
partial pressures of individual gases sum to the total pressure of a mixture. Approximately 70% of
students were expected to answer correctly. Students taking CH-127 in Spring, Summer and Fall
terms of year 2012 met or exceeded expectations for this question.
A correct response to Question 4 (high difficulty) indicates that the student is able to perform
calculations that relate the concentration and volume of a solution to the quantity of dissolved
solute; the student also is able to interpret units of concentration commonly used in the health
sciences. Approximately 40% of students were expected to answer correctly. Students taking CH127 in Spring, Summer and Fall of year 2012 exceeded expectations for this question, and students
taking the course in Spring 2011 nearly met expectations.
A correct response to Question 5 (low difficulty) indicates that the student is able to interpret pH
values as measurements of the acidity or basicity of physiological fluids. Approximately 80% of
students were expected to answer correctly. Students taking CH 127 during Spring, Summer and
Fall of year 2012 did not meet these expectations.
Students have consistently exceeded expectations on Questions 2, 3, and 4, generally by ten to
fifteen percentage points; they have consistently underperformed the author's a priori expectations
on Questions 1 and 5, again by a similar margin. A discussion of these and other results follows.
The material covered in Question 5, while considered easy, appears at the very end of the course. It
is possible that not all instructors can spend sufficient time on the concept of pH. We note that the
students in Summer classes often are more motivated than students during the Spring and Fall
semesters, so Summer-term instructors may be able to treat all course material in greater depth.
During the Summer 2012, students scored only three percentage points below the authors'
expectation on Question 5 of the assessment.
Question 1 requires confident application of a quantitative technique—dimensional analysis, or
conversion of units—that is central to the course. This type of calculation is uncommon in most
courses outside of general chemistry, so it is not terribly surprising that many students struggle with
this type of question, even after completing the CH-127.
32(38)
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?
The administration of the assessment quiz allowed course coordinators to identify areas of
weakness in students comprehension of concepts or application of skills. These areas included
recalling the pattern of prefixes commonly used in the metric system, knowing the relative size of
the units at hand, or making proper use of the factor-label method (Question 1); interpreting a
chemical formula, correctly calculating molar mass, or properly using molar mass as a conversion
factor (Question 2); recognizing the additive nature of partial pressures, distinguishing the parts
from the whole in the data (Question 3); using percentage as a unit of concentration, applying the
factor-label method to solution concentrations (Question 4); using pH as a measure of the
concentration of an acid or a base, or recognizing the inverse relationship between acidity and
basicity (Question 5).
The sample-sizes for summer terms is small, and these students may not be representative of the
students taking CH-127 during the normal school year. In particular, approximately half of summer
students are not enrolled at QCC, but are instead seeking credit for an outside program.
Some questions of the current format of the quiz simultaneously assess multiple learning outcomes.
While this design provides valuable information and allows the quiz to be very short, the design
also complicates the identification of particular areas that require greater emphasis or practice.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
The results of the assessment will be disseminated to all instructors so they can adjust their courses
to address areas of weakness. Future assessments will reveal how assessment and feedback from
the results contribute to improved learning outcomes. Instructors will also be advised to compare
the overall results of their students to both the expected scores based on the estimated difficulty of
the assessment questions, and to the actual results across the department. If a group of students
notably underperforms either the theoretical expectations or actual past results for a particular
question, increased emphasis on the learning outcome(s) assessed by that question may be required.
An important means to increase the average score of all students will be to reduce the number who
score 20% or below (0 or 1 out of 5 questions).
While the current format of the assessment quiz provides valuable information towards measuring
student learning outcomes, future revisions of the quiz will attempt to assess only one learning
outcome per question. These revisions will help pinpoint particular areas of weakness with greater
precision, and therefore help instructors to appropriate emphasis on particular concepts and skills.
33(38)
We note that the last figure following Table 8D, above, shows gradual but consistent growth in the
proportion of students in the regular school year who score at least 4 out of 5 correct on the
assessment exam. The improvement in overall results since assessment began in Spring 2011 is
statistically significant. The assessment process has, therefore, led to greater success in achieving
our stated learning outcomes.
GLOSSARY OF TERMS
Note: These definitions of terms are for the purposes of this assessment project only
Assessment assignment
A course assignment, which may already be in place or may be designed specifically for the
assessment project, which will address at least one general educational objective, one
curricular objective (if applicable), and one or more of the course objectives. 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. It should be a meaningful part of the student’s learning in
the course. 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.
Rubric
An explicit description of the standards by which students’ performance will be measured for
each outcome. 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.
(Student) Learning objectives
An explicit statement of the skills and knowledge a student is expected to learn and be able to
demonstrate either in general education, in a curriculum, or in a course
(Student) Learning outcomes
Student behaviors, performance, or activities that demonstrate that students are meeting or
have met the learning objective(s)
General education objectives
Desired student learning in general education skills and in the liberal arts and sciences:
communication, analytic reasoning and problem solving, quantitative skills and
mathematical reasoning, information management, integration of knowledge, differentiation
of values, development of personal and collaborative skills, history, social sciences,
mathematics and sciences, the humanities and the arts
Curricular objectives
An explicit statement of the major points of learning that students must achieve to complete a
program of study; these include both general education objectives and objectives specific to
the curriculum
Course objectives
Major points of learning that students must achieve to complete a course; course objectives
include general education objectives, curricular objectives, and objectives specific to the
course
34(38)
HISTORY AND ATTRIBUTIONS
The prototype of the Course Objectives Form was called the QCC Individual Course
Assessment Form, and consisted of six tables. It was prepared by the following members of
the Summer 2002 Pilot Assessment Team:
Rob Becker – English
Belle Birchfield – Electrical and Computer Engineering Technology
Anita Ferdenzi – Social Sciences
Anna May Jagoda – Institutional Research and Assessment
Tom Smith – Speech Communication and Theater Arts
Karen Steele – Academic Affairs
Sylvia Svitak – Mathematics and Computer Science
The prototype of the Course Assessment Form was originally an extension of the QCC
Individual Course Assessment Form, Part 2 (Tables 7-10. It was prepared by the Ad Hoc
Assessment Committee in February 2003, with the assistance of Joseph Culkin, as an expansion
of the original Table 6. The whole form was revised September 2003 and again in Summer
2004. Mr. Emil Parrinello, in Queensborough’s Office of Information Technology, has designed
the Access database for the QCC Course Objectives Form.
After the pilot assessment project during 2003-04, the Individual Course Assessment Form was
separated into two components and revised as the QCC Course Objectives Form
(which is the base for the Access database form) and the QCC Course Assessment
Form.
All of the examples in this form were written by Queensborough Community College faculty
members participating in the Individual Course Assessment Project, 2002-03 and 2003-04.
In May 2007, the Academic Senate adopted a revised statement of Educational Goals and
Objectives for the College. The first two Objectives were renamed as Goals, and two objectives
(originally # 10 and 11) were combined. The new statement follows, with indications of
previous numbering:
35(38)
Educational Goals
Students graduating with an Associate’s degree will:
for transfer programs: meet requirements for successful transfer into upper division of
baccalaureate programs (rev. of #1)
for career programs: demonstrate mastery of discipline-specific knowledge, skills, and tools
required for entry into or advancement in the job market in their field (rev. of #2)
Educational Objectives
To achieve these goals, students graduating with an Associate’s degree will:
1.
communicate effectively through reading, writing, listening and speaking (rev. of #3)
2.
use analytical reasoning to identify issues or problems and evaluate evidence in order to make
informed decisions (rev. of #4)
3.
reason quantitatively and mathematically as required in their fields of interest and in everyday life (rev.
of #5)
4.
use information management and technology skills effectively for academic research and lifelong
learning (rev. of #6)
5.
integrate knowledge and skills in their program of study (rev. of #7)
6.
differentiate and make informed decisions about issues based on multiple value systems (rev. of #8)
7.
work collaboratively in diverse groups directed at accomplishing learning objectives (rev. of #9)
8.
use historical or social sciences perspectives to examine formation of ideas, human behavior, social
institutions, or social processes (rev. and comb. of #10 and 11)
9.
employ concepts and methods of the natural and physical sciences to make informed judgments (rev.
of #12)
10. apply aesthetic and intellectual criteria in the evaluation or creation of works in the humanities or the
arts (rev. of #13)
36(38)
6/15/07SELECTED
BIBLIOGRAPHY
This bibliography contains sources most heavily used in QCC’s Assessment Program 1999-2003
Angelo, Thomas A., and Cross, K. Patricia, eds.
Classroom Assessment Techniques: Handbook for College Teachers. 2nd ed.
San Francisco: Jossey-Bass, 1993.
Banta, Trudy W., and Palomba, Catherine A., eds.
Assessment Essentials. San Francisco: Jossey-Bass, 1999.
Brookhart, Susan M.
The Art and Science of Classroom Assessment: The Missing Part of Pedagogy.
Washington, D.C.: ASHE-ERIC, 1999.
Diamond, Robert M.
Designing & Assessing Courses & Curricula: A Practical Guide. 2nd ed.
San Francisco: Jossey-Bass, 1998.
Flateby, Teresa L., et al., eds.
A Training Guide for Cognitive Level and Quality of Writing Assessment:
Building Better Thought Through Better Writing.
University of South Florida, May 2000.
Gardiner, Lion. F.
Redesigning Higher Education : Producing Dramatic Gains in Student Learning.
37(38)
Volume 23, No. 7. Washington, D.C., ASHE-ERIC.
“Writing Curricular and Course Objectives,” Workshop at Queensborough Community College,
September 14, 2001.
Krathwohl, David R.
“A Revision of Bloom’s Taxonomy: An Overview. Theory into Practice, 41 (4), pp. 212-218,
College of Education, The Ohio State University.
National Research Council.
Knowing What Students Know: The Science and Design Of Educational Assessment.
Washington, D.C., National Academy Press, 2001.
Nassau Community College.
Concepts & Procedures for Academic Assessment.
Assessment Committee of the Academic Senate, February 1999.
Wiggins, Grant.
Educative Assessment: Designing Assessment to Inform and Improve Student
Performances. San Francisco: Jossey-Bass, 1998
QCC 7/15/04
38(38)