QCC COURSE ASSESSMENT FORM (SHORT)
QCC COURSE ASSESSMENT FORM
Fall 2004, Rev. 6/15/07
Date: 6/2/08
Department: Social Sciences
Course: Contemporary Education: Principles and Practices
Curriculum or Curricula: LE1
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
A course required for the LE1 curriculum. It provides students with an overview of the historical,
philosophical and sociological foundations of American education as well as the study of the evolution
of educational theory and the research-based practices that promote social, emotional and cognitive
development and enhance learning.
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:
Meet the requirements of the Queens
College Dual-Joint Education Program.
1. Read and interpret major
concepts from history, social
sciences and philosophy.
2. Analyze relevance of principles
of history, social sciences and
current social issues.
3. Demonstrate ability to use
artistic media to communicate
and educate.
4. Compose organized and clearly
written documents.
Students who complete ED-110 will satisfy the requirement
for articulations in teacher certification bachelors programs.
Students will describe the derivation of major concepts in the
field of education based upon readings and in class
cooperative learning activities.
Students will relate philosophies and theories of education to
the practices observed in contemporary classrooms.
Students will have the opportunity to use artistic media in the
execution of assignments designed to demonstrate
understandings of course objectives.
Students will write observation reports of field experiences
that will follow an organized structure and rubric
1(8)
TABLE 3. GENERAL EDUCATION OBJECTIVES
Gen Ed
objective’s ID
number from
list (1-10)
General educational objectives addressed by this course: Select from preceding list.
(1.)Use analytical reasoning to identify issues or problems and evaluate evidence in order
Gen Ed
to make informed decisions.
Objective 2
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
Learning outcomes
1. Social Foundations- students
will examine the relationship
between society and the schools
that society has established to
serve its needs
a. Describe the factors that impede or promote a child’s academic
achievement.
b. Discuss and analyze the effects of various cultural perceptions on
academic achievement.
c. Describe the concept of SES and describe the relationship between
home environment, social class and educational achievement
d. Discuss the findings of research analyzing the relationship of
social class and achievement.
a. Define the branches of philosophy and apply them to different
philosophical perspectives on education.
b. Differentiate the philosophical roots of the theories of education.
c. Outline the basic features of each theory of education.
d. Assess the influences of differing philosophies education on
current pedagogical practices.
2. Historical and Philosophical
Foundations-students will
analyze current educational
practices and trends in terms of
historical and philosophical
foundations of contemporary
education.
3. Curricular FoundationsStudents will analyze current
education practices and trends in
the context of the events and
ideas that have influenced the
development of education in the
United States.
4. School Effectiveness and
Reform in the U.S.- Students will
critically examine best practice
research in the context of our
educational system and research
base.
5. Technology- Students will use
technology to enhance
conceptual understanding, create
computer-generated products and
apply technical skills.
a. Explain the differences between a learner-centered and a subjectcentered approach to curriculum.
b. Identify and analyze the characteristics and effects of instructional
approaches that have emerged over time.
a. Describe research-based approaches to effective teaching and
instruction.
b. Identify the characteristics of effective schools.
a. Use electronic databases to retrieve primary source research
articles.
b. Create and present work using computer technology and
multimedia equipment.
2(8)
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)
Curricular Foundations- Students will analyze current education practices and trends in the context of
the events and ideas that have influenced the development of education in the United States.
Curricular Objective(s) selected for assessment: (select from Table 2)
Read and interpret major concepts from history, social sciences and philosophy.
General Education Objective(s) addressed in this assessment: (select from Table 3)
Use analytical reasoning to identify issues or problems and evaluate evidence in order to make
informed decisions.
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, 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.
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TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed:
1. Students will be instructed to study the section of the textbook that pertains to the seven form of
bias.
2. Students will be given case studies representing forms of bias to read in class.
3. Students will be given a ten item paper and pencil test that requires them to use information from
both the textbook and the case studies. The format of the test will be as follows: For each of the two
Learning Outcomes there will be at least 5 multiple choice questions.
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.
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.)
1. Students will distinguish the
problem or question from a
proposed solution or answer.
(Gen. Ed. Obj. 2)
a. Students will engage in
cooperative
learning activities with
classmates to promote the
identification of forms of bias.
a. Students will be able to
answer questions on a paper
and pencil test to determinate
the seven forms of bias.
2. Students will differentiate
between facts, assumptions, and
conclusions in the formulation of a
proposed solution or answer.
(Gen. Ed. Obj. 2)
2. Students will regularly read
case studies from diverse
sources that relate to the seven
forms of bias.
b. Students will be able to
apply on a paper and pencil test
their knowledge of forms of
bias from case studies.
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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.
TABLE 7: ASSESSMENT STANDARDS (RUBRICS)
Brief description of assignment: (Copy from Table 6 above)
1. Students will be instructed to study the section of the textbook that pertains to the seven form of
bias.
2. Students will be given case studies representing forms of bias to read in class.
3. Students will be given a ten item paper and pencil test that requires them to use information from
both the textbook and the case studies. The format of the test will be as follows: For each of the two
Learning Outcomes there will be at least 5 multiple choice questions.
Desired student learning
outcomes from the
assignment: (Copy from
Column 1, Table 6 above;
include Curricular 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
distinguish the problem or
question from a proposed
solution or answer. (Gen.
Ed. Obj. 2)
1. Paper-and-pencil test
with multiple –choice
questions.
1. It is expected that 60% of responses
will be correct given that these concepts
are considered fundamental to a
foundations of education course.
They represent seven forms of bias that
emerge in today’s textbooks. Teaching
students about these biases can help them
to become critical readers.
2. Students will
differentiate between facts,
assumptions, and
conclusions in the
formulation of a proposed
solution or answer. (Gen.
Ed. Obj. 2)
2. Same as 1
2. Differentiating between categories that
identify bias toward racial and ethnic
groups, English language learners,
females and others is a more difficult
ability. Approximately 60% of the class
is expected to meet these outcomes.
Students are required to critically read the
case studies and determine the form of
bias represented.
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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.
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Desired student learning outcomes:
(Copy from, Column 1,Table 6 above;
include Curricular and/or General
Education Objectives addressed)
____________________________________
1.
Students will distinguish the
problem or question from a
proposed solution or answer. (Gen.
Ed. Obj. 2)
Student achievement: Describe the group achievement of each desired
outcome and the knowledge and cognitive processes demonstrated.
A total of N=100 students participated in this assessment project
from thirteen different sections of Contemporary Education:
Principles and Practices(ED110)
____________________________________________________
The first learning outcome was assessed with five multiple choice
(MC) questions. Below are the incorrect and correct responses
(number and percentage) by question as well as combined over
questions.
Question 1 (MC)
Question 3 (MC)
Question 5 (MC)
Question 7 (MC)
Question 9 (MC)
Combined
Incorrect
N (%)
24 (24%)
6 (6%)
9 (9%)
10 (10%)
8 (80%
57 (11.4%)
Correct
N(%)
76 (76%)
94 (94%)
91 (91%)
90 (90%)
92 (92%)
443 (88.6%)
The results for this learning outcome greatly exceeded expectations.
Over 85% (88.6%) of the responses were correct. Students exhibited
considerable mastery over this learning outcome.
_
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2.
Students will differentiate
between facts, assumptions, and
conclusions in the formulation of a
proposed solution or answer. (Gen.
Ed. Obj. 2)
The second learning outcome was assessed with five multiple choice
questions (MC). Below are the incorrect and correct responses
(number and percentage) by question as well as combined over
questions.
Question 2 (MC)
Question 4 (MC)
Question 6 (MC)
Question 8 (MC)
Question 10 (MC)
Combined
Incorrect
N (%)
28 (28%)
49 (49%)
38 (38%)
52 (52%)
41 (41%)
208 (41.6%)
Correct
N (%)
72 (72%)
51 (51%)
62 (62%)
48 (48%)
59 (59%)
292 (58.4)
The results for this learning outcome were near expectations. Overall,
the majority of the students attained the skills necessary to answer the
questions correctly.
ALL OUTCOMES, ALL
QUESTIONS
Incorrect
N (%)
265 (26.5)
Correct
N (%)
735 (73.5%)
Overall, students responded correctly more than 70% of the
time to the questions posed on this assessment. Students
demonstrated an understanding of curriculum bias detectors
such that they were able to identify the seven forms of bias
and could draw conclusions in the formulation of an answer.
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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?
On the assessment, students answered the questions correctly more than 70% of the time. The
performance reflects 100 students from six sections of Contemporary Education: Principles and
Practices (ED110) taught during the Spring semester of 2008. By answering questions correctly,
students’ demonstrated knowledge regarding specific curriculum content in textbooks. Students
were able to read case studies, distinguish the problem or question from a proposed solution or
answer and differentiate between facts, assumptions and conclusions. These skills are critical to
understanding how educational curriculum influences learning because it allows students to
identify the subtle forms of bias that emerge in today’s texts and articles.
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 assignment and assessment process worked well at helping students learn and demonstrate
what they learned. Initially, students were instructed in key concepts during several class periods.
Next, students were given articles and case studies to demonstrate their knowledge and
comprehension. The assessment instrument required that students have an understanding of
curriculum bias detectors and that they apply the information learned. Application is essential
because this ability will be needed not only in the foundations of education course but also in
future education courses and when considering a career in education and the school system
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
Based on the results of this assessment, most instructors will continue to emphasize
curriculum and standards and feel confident that their pedagogical techniques are having
an impact on student learning. Education faculty will continue to make consistent efforts
to teach elements of curriculum emphasizing the goals of knowledge, comprehension,
and application.
QCC 12/3/04
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