Course Outcome Assessment Report
Course: Major Social Problems
Outcome: Students should understand the structure of society and identify the major elements of social structure.
Terms Included in this Report: Fall, 2009, Spring, 2010
Data Summary:
Criteria/Standards
Not Proficient
Proficient
An example of a proficient result for this
SLO is when students are able to identify
major social institutions and how they fit into
the general social order.
(Benchmark: 70%)
Benchmark Not Achieved
22 (35.5%)
40 (64.5%)
Qualitative Data/Comments and Observations
No additional information was submitted
Inferences: Based on the data presented, the outcomes appear to be consistent in both online and on ground courses. Upon review of the
SLO, it is the opinion of the full-time faculty that the SLO may be too broad and should be edited to a more specific and measurable outcome.
Action Plan: Full time faculty will consider reviewing and/or replacing the SLO with a more specific measurement.
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Local Resource Needs:
Resource Requests:
Request Type
Facilities
Description
Amount Requested
The department continues to request the
$1000
purchase of a document projector. It is the
opinion of the faculty that such a device would
enhance our teaching capabilities, and
promote student learning.
Additional Comments:
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Course Outcome Assessment Report
Course: Introduction to Geographic Information Systems
Outcome: Using GIS and obtained GIS data, a student completing GIS 120 will be able to perform spatial queries for demographic analysis
that allow student to visualize large amounts of complex, spatial data by creating and combining layers of customized maps. Student will have
a spatial understanding of GIS in their field of interest (fire, crime analysis, etc)
Terms Included in this Report: Spring, 2010
Data Summary:
Criteria/Standards
Not Proficient
Proficient
The student completes course lessons &
(with no or little support) can display
addresses from a table as geographic
location. You will successfully create &
submits lesson layouts and can perform
basic analysis to visualize & interpret
normally complex spatial relationships in
many disciplines.
(Benchmark: 100%)
Benchmark Achieved
0 (0%)
student performs proper file and data
management. Student can perform spatial
analysis lessons and completed field data
collection methods, and completed remote
sensing lesson.
—
27 (100%)
Student completes lessons. In addition, the
student (with some support) will display
addresses from a table in GIS isolated by
0 (0%)
Student can perform proper file and data
management.
Student
can
perform
classification of data, joining tables,
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type and geographic location and create
deliverable layout. Regular attendance
(Benchmark: 85%)
Benchmark Achieved
geocoding addresses, displaying XY data,
digitizing shapefiles, collecting GPS data
and creating layouts to submit.
—
15 (100%)
Student completes all lessons. In addition,
the student (with some support) will display
addresses from a table in GIS isolated by
type and geographic location and create
deliverable layout. Irregular attendance
(Benchmark: 70%)
Benchmark Achieved
0 (100%)
With some guidance by instructor (due to
poor attendance) Student performs proper
file and data management. Student can
complete lessons only with constant
guidance. All lessons submitted.
—
0 (100%)
No or few lessons submitted.
attendance in class.
(Benchmark: 50%)
Benchmark Not Achieved
student performs bad file management,
unable to perform review lessons. Unable to
work with spatial analysis functions, did not
attend field data collection methods. Unable
to explain GPS and its function in GIS.
Unable to explain function and importance
of remote sensing.
—
7 (100%)
0 (0%)
Little
Qualitative Data/Comments and Observations
1. good class of students, 3 students did not attend or irregularly attended and did not submit assignments
2. 4 online students irregularly visited the online BlackBoard page and submitted few if any assigments.
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Inferences: as expected, students must attend class or expect failing grade. Sessions online have long delay at beginner of class due to
hardware and software issues. Sporadic participation is expected due to work schedules for which reason students enroll for online class and
therefore online meetings are archived for later viewing for students unable to attend. Meetings are provided at various times to meet permit
most students to attend one minimum session online.
Action Plan: simple solution: provide ability for online students to log on to campus network with software provided (software 'on the cloud').
Current 2010 - 2011 Perkins has provisions for this. Lab administrator is currently working on server configuration and determining probability
of this service for Summer / Fall 2011
Local Resource Needs: CAD GIS Lab administrator MUST have support from campus IT to permit student access to server (firewalls)
remotely to enable student to perform lessons 'in the cloud.' This is the future of the digital classroom and if any campus department is to lead
this charge it certainly should be ours!
Resource Requests:
Request Type
Facilities
Description
Currently funds provided for 2010 - 2011 for
remote classroom. However support from IT
for Ruben Agus lab administrator is required
to successfully meet challenge of providing
our first virtual classroom Summer / fall
2010-2011
Amount Requested
$0
Additional Comments: Ruben Agus is working on his thesis related to security issues and student access to lab remotely. I am coordinating
with Ruben and consulted what material he needs and currently provided in the 2010 - 2011 Perkins.
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Course Outcome Assessment Report
Course: The Art of Mexico
Outcome: Given a slide image related to course lecture and reading material (Precolumbian through Modern Mexican art and architecture),
students will be able to identify the work of art and attribute it to the correct artist.
Terms Included in this Report: Spring, 2010
Data Summary:
Criteria/Standards
Not Proficient
Proficient
Exam score of 70% or higher.
(Benchmark: 75%)
Benchmark Not Achieved
47 (25.7%)
136 (74.3%)
Qualitative Data/Comments and Observations
1. students have trouble with artists' names-- multiple choice method of assessment is preferable
Inferences: Students may have trouble with artists' names. Online students may need to be reminded of this SLO. The students on campus
might have a better idea of what to expect on exams because I am verbally quizzing them during lectures and discussions.
Action Plan: Administer quiz or practice slide i.d. test before exam to both on-campus and Virtual College students.
Local Resource Needs:
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Resource Requests: None
Additional Comments:
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Course Outcome Assessment Report
Course: Introduction to Geographic Information Systems
Outcome: Using GIS and obtained GIS data, a student completing GIS 120 will be able to perform spatial queries for demographic analysis
that allow student to visualize large amounts of complex, spatial data by creating and combining layers of customized maps. Student will have
a spatial understanding of GIS in their field of interest (fire, crime analysis, etc)
Terms Included in this Report: Spring 2011
Data Summary:
Criteria/Standards
Not Proficient
Proficient
The student completes course lessons &
(with no or little support) can display
addresses from a table as geographic
location. You will successfully create &
submits lesson layouts and can perform
basic analysis to visualize & interpret
normally complex spatial relationships in
many disciplines.
(Benchmark: 100%)
Benchmark Not Achieved
7 (9.7%)
student performs proper file and data
management. Student can perform spatial
analysis lessons and completed field data
collection methods, and completed remote
sensing lesson.
—
65 (90.3%)
Student completes lessons. In addition, the
student (with some support) will display
addresses from a table in GIS isolated by
7 (11.7%)
Student can perform proper file and data
management.
Student
can
perform
classification of data, joining tables,
Page 8 of 31
type and geographic location and create
deliverable layout. Regular attendance
(Benchmark: 85%)
Benchmark Achieved
geocoding addresses, displaying XY data,
digitizing shapefiles, collecting GPS data
and creating layouts to submit.
—
53 (88.3%)
Student completes all lessons. In addition,
the student (with some support) will display
addresses from a table in GIS isolated by
type and geographic location and create
deliverable layout. Irregular attendance
(Benchmark: 70%)
Benchmark Achieved
7 (15.6%)
With some guidance by instructor (due to
poor attendance) Student performs proper
file and data management. Student can
complete lessons only with constant
guidance. All lessons submitted.
—
38 (84.4%)
No or few lessons
attendance in class.
(Benchmark: 50%)
Benchmark Achieved
student performs bad file management,
unable to perform review lessons. Unable to
work with spatial analysis functions, did not
attend field data collection methods. Unable
to explain GPS and its function in GIS.
Unable to explain function and importance
of remote sensing.
—
14 (26.9%)
38 (73.1%)
submitted.
Little
Qualitative Data/Comments and Observations
1. good class of students, 3 students did not attend or irregularly attended and did not submit assignments
2. 4 online students irregularly visited the online BlackBoard page and submitted few if any assigments.
3. Online students will greatly benefit with remote desktop access to perform lessons without installing software. Futhermore I will be able
to prepare desktop shrtcuts and install patches. This is extremely important for folks with limited access to computers (they can login
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from any online computer)) and also for Mac Users (GIS is a PC technology)
4. many of the students are working or attending other schools for which reason several students did not complete class, one started
working. Lab can be better improved (server issues currently being examined by lab admin) to provide less frustration by students to
perform lessons. Overall, great class .. students performed and participated very good.
Inferences: On campus students completed lessons successfully and presented their final lesson as expected. I'd like ot explore emphasizing
applications of GIS in the students respective field. There are students needing additional support and I find it difficult providing them support
without meeting with each student.
Action Plan: In the fall l plan to start each new lesson in the room S309 in smaller room without distraction of monitors and to engage the
students more in discussion. I'll have each student submit papers including one, about GIS in general, and two, regarding research using GIS
in their respective field. Clearly, the GIS classroom needs a support person for GIS .. I plan to explore what CTE programs can provide some
partial funding for a GIS lab support for couple of days each week.
Local Resource Needs: For online students, essentially important is the ability to provide student remote access to the lab through the 'cloud
computing.' While I was hoping summer 2011 would be targeted staring period, I forsee this will not be available until fall (hopefully). This will
make a HUGE difference in noth attrition and participation by avoiding any requirement to install software and downloading data and using the
required text by enabling me to preset defaults on our lab stations and having it turn key for starting lessons, following tech from ANY
computer regardless if Mac or a compuer in a library, grand parents, etc.
Resource Requests: None
Additional Comments:
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Course Outcome Assessment Report
Course: Automotive Specialized Elect
Outcome: Upon successful completion of this course, Students in the Automotive Technology Program will demonstrate proper use of hand
tools, power tools, and service equipment.
Terms Included in this Report: Spring 2012
Data Summary:
Criteria/Standards
Unsatisfactory
Satisfactory
Excellent
Excellent
(Benchmark: 100%)
Benchmark Achieved
0 (0%)
0 (0%)
28 (100%)
Satisfactory
(Benchmark: 80%)
Benchmark Achieved
0 (0%)
6 (75%)
2 (25%)
Unsatisfactory
(Benchmark: 70%)
Benchmark Achieved
0 (25%)
0 (25%)
0 (25%)
Qualitative Data/Comments and Observations
1. hands on training needed
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Inferences: Most students who could not complete this task are visual learners
Action Plan: Bring this class back to campus and not support online training
Local Resource Needs: Section will need full time class room
Resource Requests: None
Additional Comments:
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Course Outcome Assessment Report
Course: Survey of Humanities
Outcome: Students will be able to analyze the diffrent characteristics regarding an Archaic and Classical Greek statue.
Terms Included in this Report: Fall 2012
Data Summary:
Criteria/Standards
Not Proficient
Proficient
The students will identify at least three
components of an Archaic and Classical
statue.
(Benchmark: 70%)
Benchmark Achieved
The students were only able to identify two,
one or no components of an Archaic and
Classical statue
—
198 (26.4%)
The students wil be able to identify at least
three components of an Archaic and
Classical statue.
—
552 (73.6%)
Qualitative Data/Comments and Observations
No additional information was submitted
Inferences: Overall, 75% of the students were proficient. There was a difference in the online and on campus students, however. The on
campus students were able to do a much better job, even though the numbers were expected to of been higher. The data might indicate that
being present in class is a better way of being able to identify the characteristics indicated. This may be do to the fact that someone is there to
point out the features and answer any questions asked.
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Action Plan: The action plan to increase the number of online student's percentage includes reviewing the examples and explanations posted
online. Perhaps a few more examples being added are necessary? As far as trying to increase the on campus percentages, a few more
examples can be added, perhaps cover the material at a slower pace and ask the class to identify the characteristics out loud during class.
Local Resource Needs:
Resource Requests: None
Additional Comments:
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Course Outcome Assessment Report
Course: Introduction to Mexican Culture
Outcome: The students will be able to identify major causes that led up to the Mexican Revolution..
Terms Included in this Report: Fall 2012
Data Summary:
Criteria/Standards
Not Proficient
Proficient
The students will be abler to identify major
causes that led to the Mexican Revolution.
(Benchmark: 75%)
Benchmark Achieved
The students were only able to identify 2,1
or 0 causes that led up to the Mexican
Revolution.
—
154 (15.8%)
The students were able to identify 3 major
causes that led to the Mexican Revolution.
—
818 (84.2%)
Qualitative Data/Comments and Observations
No additional information was submitted
Inferences: Online and campus classes were very close in their results. However, the numbers should of been higher. The Mexican
Revolution is a chaotic time period, and perhaps not enough time was dedicated to the causes which led up to the revolution. There are many
names and many different causes that led to Revolution, perhaps it would be a good idea to eliminate some of the characters of the revolution,
and their causes, and emphasis the major causes?
Page 15 of 31
Action Plan: More time will be dedicated to the causes that led up to the revolution, as well as examining the if any characters and their
causes can be eliminated, while at the same time maintaining the focus of the causes. Perhaps a worksheet handed out to the students in
which they must identify the key characters and their causes can be handed out.
Local Resource Needs:
Resource Requests: None
Additional Comments:
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Course Outcome Assessment Report
Course: Introduction to Ethics
Outcome: Given a particular set of hypothetical circumstances (the "problem") and prior exposure to major ethical theories (e.g,. ethical
egoism, subjectivism, ethical relativism, utilitarianism, Kantianism/deontological theories, or virtue ethics), the student will interpret the
circumstances and identify what course of action would be the "right thing to do" according to the selected theory.
Terms Included in this Report: Fall, 2009, Spring, 2010, Fall, 2010, Spring 2011, Fall, 2011, Spring 2012, Fall 2012, Spring 2013, Fall 2013
Data Summary:
Criteria/Standards
Not Proficient
Proficient
For proficiency, student insight and
accuracy is at least adequate for basic
understanding. This represents the minimal
(passing) knowledge and skill needed for
this assessment. Errors are common, and
significant, but do not overwhelm the effort,
as a whole. (C quality work)
(Benchmark: 70%)
Benchmark Achieved
Student fails to articulate key aspects of the
idea or theory required for minimal
(accurate) understanding.
—
146 (22.1%)
Student insight and articulation is at least
minimally accurate and lacking in grave
errors of understanding.
—
516 (77.9%)
Qualitative Data/Comments and Observations
1. Majority of students who are "not proficient" are students who should have dropped the course but did not.
2. Although all students who earned a final grade of \"C\" or better displayed high quality work in general, there were a few students who
Page 17 of 31
performed poorly on the longer writing assignment. In particular, they did not write the full page requirement, and did not provide critical
analysis. It appeared that they did not want to put in the time that it would take to write a more detailed, robust essay.
3. As a whole, students performed well. Of the 9 students who have been identified as \"Not Proficient\", it seemed to mostly be students
who stopped participating in the course at some point throughout the semester. In the future, I may spend more time reaching out to
these types of students in an attempt to increase engagement.
Inferences: Success rates for both traditional and online sections exceed benchmarks, though the success rate for online courses is
somewhat higher. This is not surprising, as online students are often concurrently enrolled at 4-year institutions, have better preparation, and
have access to additional (outside) resources given the online nature of the course.
Action Plan: Given the consistent success rate over several years' worth of assessment, the department will discuss a new SLO to assess.
Local Resource Needs:
Resource Requests: None
Additional Comments:
Page 18 of 31
Course Outcome Assessment Report
Course: Spanish for the Spanish Speaker
Outcome: Using critical thinking skills, students will be able to read and analyze paragraphs for their topic sentences and content, as well as
write well-constructed paragraphs using planned language (topic sentence, supporting paragraph structure). Students will be able to answer
questions orally using paragraph structure as well. Furthermore, students will be able to show improvement in their Spanish language
structure and usage, including problematic areas such as common spelling errors, standard vs. non-standard Spanish language, use of accent
marks, and punctuation, among other topics.
Terms Included in this Report: Spring 2013
Data Summary:
Criteria/Standards
Unsatisfactory
Satisfactory
Communication:
Students
produce
sentences and/or string of sentences.
(Benchmark: 80%)
Benchmark Achieved
Student is able to produce minimal amount
of sentences and related words in a order to
accomplish basic tasks in the target
language.
—
91 (8.4%)
Student is able to produce varied lists of
related words and sentences strung
together in order to accomplish basic tasks
in the target language.
—
994 (91.6%)
Course Content: Vocabulary usage
(Benchmark: 80%)
Benchmark Achieved
Student demostrates a minimal knowledge
of basic vocabulary in the target language.
—
88 (8.1%)
Student demostrates a sufficient knowledge
of basic voacabulary in the target language.
—
997 (91.9%)
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Course Content: Proficiency in the use of of
learned structures and vocabulary.
(Benchmark: 80%)
Benchmark Achieved
Student is able to partially use learned
grammatical structures.
—
119 (10.9%)
Student is able to sufficiently use learned
grammatical structures.
—
968 (89.1%)
Culture: Knowledge of cultural practices and
products.
(Benchmark: 80%)
Benchmark Achieved
Student has limited and/or inappropriate
knowledge of cultural practices and
products.
—
62 (5.8%)
Student has sufficient knowledge of cultural
practices and products.
—
1011 (94.2%)
Qualitative Data/Comments and Observations
1. Amost 100% of all students performed at satisfactory level in all areas. Few students needed more practice with learned grammatical
structures.
2. Students who did not complete course with a satisfactory outcome stopped participating completely after the drop date so that
evaluation was not possible.
3. All students show great interest in increasing language competence.
4. Some students forget to drop the class. It does not mean they can not do the work.
5. The three students marked "unsatisfactory" they did not drop the class officially; it does not mean they can not do the work!
6. Very successful class. All students have demostrated great improvement in all language areas (specific focus on writing).
7. Students who registered for the class and initially attended, stopped attending and failed to officially drop the course. This led to failure
in the course.
8. Very successful class. All students improve their language skills (with specifoc focus on writing).
9. Vey successful class. All students demostrated great improvement in all language skills (specif focus on writing).
10. 92.30% of students have shown Satisfactory performance in the following areas: Communication, Course Content (Vocab.), Course
Content (Grammar Structures). 100% of students have shown Satisfactory performance in the area of Culture.
11. 88.23% of students have shown a Satisfactory performance.
12. There seems to be a wide range of levels in the Spanish 130 class, from very beginning heritage speakers to students who were
educated in Latin American schools. This is intimidating to beginners which leads to some students to stop showing up. I think an
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13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
assessment test would be helpful because it would still be a waste of time for the beginner students to enroll in the SP101 class (the
SP130 is advertised as a beginner class) and it would direct other students in appropriate level classes.
All students participating in class have shown satisfactory results in Sentence Production, Vocabulary, Use of Learned Structres and
Cultural Practices and Products. Students with unsatisfactory results (4) have a very low participation in class, this fact does not allow
an accurate assessment of their language abilities. The methodoly and pacing plan used have been very successful in this class
Almost all students have shown satisfactory levels of language competency in all areas: Sentences production, Vocabulary Usage,
Use of Learned Structures and Knowledge of Cultural Practices and Products. Students with unsatisfactory results had shown low
levels of participation. The methodoly and pacing plan used have been very successful in this class
Most students (96.15%) have shown satisfactory levesl of language compentency in all areas: Language Production, Vocabulary
Usage, Use of Learned Structures and Knowledge of Cultuaral Practices and Products. The only student with unsatisfactory results
has shown low leves of class participation; this fact does not allow to conduct an accurate assessment of student's abilities. The
methodoly and pacing plan used have been very successful in this class
Students who received Fs: is due to not dropping by the due date, not because they can not do the work.
All students were able to produce sentences with advanced vocabulary usage. Almost all students were able to use the learned
grammatical structures. Oral presentations were focused on the culture of the Spanish Speaking World. All students demonstrated
great command of oral skills and cultural awareness.
All students were able to produce sentences with advanced vocabulary usage. Almost all students were able to use the learned
grammatical structures. This class had high oral skills. Students participated in dynamic oral discussions connected to the class
content.
Students who did not participate in the class and failed to meet the drop deadline did not meet the proficiency guidelines.
All students have demonstrated significant improvement in writing skills (journaling, academic an creative writing). Most students have
improved their vocabulary usage and use of learned grammar structures. Very active class participation throughout the semester. All
students have demonstrated extensive knowledge of cultural practices and products.
All students have shown great understanding of cultural practice and products. All students have shown a significant improvement of
writing skills (academic writing, journaling and creative writing. 83.33% of students (20 of 24) have improved in all course content
areas.
All students have shown significant improvement of writing skills (journaling, academic and creative writing). All students have
demostrated deep understanding of cultural practices and products. Very active class participation throughout the semester.
Almost all students (24 of 26 = 92.30%) have shown significan improvement in all course content areas. 16 students (out of 26 =
Page 21 of 31
61.53%) have achieved an A (or B) grade. All students have demostrated great understanding of cultural practices and products.
Outstanding improvement in writing skills has been observed throughout the semester (journaling, creative and academic writing). Very
active class participation have been experienced throughout the semester.
Inferences: Most students have achieved satisfactory results. Highest results are achieved in the "Vocabulary usage" section. Online classes
show a lower satisfactory percentage; this is due to students leaving the class at the end of the semester wihout dropping.
Action Plan: Lowest score appears in the "use of structures and vocabulary". Therefore, more activities focused in this academic area should
be implemented.
Local Resource Needs:
Resource Requests: None
Additional Comments:
Page 22 of 31
Course Outcome Assessment Report
Course: Spanish II
Outcome: Given oral questions, written prompts, and/or reading selections, students will demonstrate productive and receptive skills in the
target language through sentences and strings of sentences and in some instances paragraphs. Students will demonstrate accuracy and
proficiency in the use of learned structures and vocabulary. In addition, students will comprehend and be intelligible to sympathetic speakers of
the target language. Students will demonstrate knowledge of cultural practices and products in the target language.
Terms Included in this Report: Spring 2013
Data Summary:
Criteria/Standards
Not Proficient
Proficient
Communication: Students discuss, and
analyze and produce well-constructed oral
and written reports, summaries, and
compositions/essays.
(Benchmark: 80%)
Benchmark Achieved
Student is able to produce a minimal
amount of tasks in the target language.
—
68 (12.5%)
Student is able to succssfully accomplish
the various types of tasks in the target
language with minimum difficulty.
—
475 (87.5%)
Course content: Vocabulary Usage.
(Benchmark: 80%)
Benchmark Achieved
Student demonstrates a minimal knowledge
of basic vocabulary in the target language.
—
53 (9.8%)
Student
demonstrates
a
sufficient
knowledge of basic vocabulary in the target
language.
—
490 (90.2%)
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Course Content: Proficiency in the use of
learned structures, critical thinking and basic
literary analysis skills.
(Benchmark: 80%)
Benchmark Achieved
Student is able to partially use and
comprehend
learned
vocabulary,
grammatical structyures and skills learned in
the target language.
—
67 (12.3%)
Student is able to sufficiently use
vocabulary, grammatical structures and
skills learned in the target language.
—
476 (87.7%)
Culture:
Increased
knowledge
and
appreciation of the Spanish language usage
in Spanish-speaking countries and their
cultural practices.
(Benchmark: 80%)
Benchmark Achieved
Student has limited and /or inappropriate
knowledge of literary/cultural practices and
products.
—
50 (9.2%)
Student has sufficient knowledge and
appreciation of literary/cultural practices and
products.
—
493 (90.8%)
Qualitative Data/Comments and Observations
1. Many of the students in this class were native speakers. The proposed placement exam will greatly assist in giving the native speakers
and more challenging course plan.
2. Students who did not have a positive outcome did not do well because their excessive absences affected their performance in this
course.
3. It is no surprise that attendance and participation are crucial to students' success in a Spanish class and those that had difficulty were
those that did not finish/ attend the course. The majority of the students did well this semester.
4. Benchmark was reached (84%) in this Spanish 102 in respect to Vocabulary usage, proficiency of learned structures and ability to
communicate in the target language, as well as in an increase in the knowledge and appreciation of the Spanish culture.
5. Course objectives were met with a majority (90%)of the students reaching a proficient level of communication and vocabulary usage in
this course. Students did even better (95% of students) in raising their proficiency of learned structures and critical thinking in reading
analysis and expanding their appreciation and knowledge of hispanic cultures.
6. Course objectives were met with a majority (90%)of the students reaching a proficient level of communication,vocabulary usage, and in
the proficiency of critical thinking in reading analysis skills in this course. Students did even better (100% of students) in expanding
their appreciation and knowledge of hispanic cultures.
Page 24 of 31
Inferences: Students are meeting the benchmark for proficiency in both traditional and online classroom settings in all target areas!
Action Plan: Students must maintain practice in proficiency in the use of the learned structures and vocabulary. Particular focus by instructors
can be made on communication and vocabulary usage. Continued implementation of guided practice in classroom activities is suggested.
Local Resource Needs: There seems to be an overwhelming need for another Full Time Spanish Instructor. There is a limited number of
Spanish 102 sections which makes it difficult to accommodate students to continue with the second semester of Spanish.
Resource Requests: None
Additional Comments: Resources requested: An added Spanish Instructor as well as Spanish Language cinema and Cultural movies. DVD's
and music which could be used by students in the Language Lab and shared by the instructor in class. These would increase proficiency,
interest and cultural knowledge.
Page 25 of 31
Course Outcome Assessment Report
Course: Introduction to International Business
Outcome: Students will describe the process required in the business globalization and the theories of global production and economy studies
.
Terms Included in this Report: Spring 2012, Spring 2013
Data Summary:
Criteria/Standards
Not Proficient
Proficient
Understand the drivers of globalization that
include trade, ethical issues and cultural
sensitivities in the international business
environment.
(Benchmark: 85%)
Benchmark Not Achieved
54 (37%)
92 (63%)
Identify
key
players
and
trade
processes/services
utilized
in
the
international business.
(Benchmark: 85%)
Benchmark Not Achieved
47 (38.5%)
75 (61.5%)
Qualitative Data/Comments and Observations
Page 26 of 31
1. 70% of the students in this fall semester understood internationalization process and demonstrated their proficiency level on the
subject. Another 29% of the students were below the proficiency level due to lack of motivation which will be need instructor's more
attention and encouragement in the coming semester.
2. This is the same course we offered both online and on campus this spring 2012. However, the successful rate has very different results
that compared with online class assessment. Please see the section #32721 for the assessment explaination.
3. The number in \\\"not - proficient\\\" level has 12 students which has almost occupied 50% from the total number of students in this
online class. Online students are lacking of motivations and patients in completion of their assignments, homeworks and quizzes. The
instructor must push more harder in terms of \\\\\\\"drop\\\\\\\" or \\\\\\\"withdrawal\\\\\\\" students and we shall see if it will be improved
next semester.
4. This is the class that we have been offered via online and on campus the same time in spring semester, from the students learning
outcome results, we can see that the successful rate from learning online is much lower than the one through on campus. One of the
reasons was that students may lack of continuation and consistancy to complete their entire coursework as suppose to be in the
traditional classroom learning style.
Inferences: This is the class that we have been offered via online and on campus the same time in spring semester, from the students
learning outcome results, we can see that the successful rate from learning online is much lower than the one through on campus. One of the
reasons was that students may lack of continuation and consistancy to complete their entire coursework as suppose to be in the traditional
classroom learning style.
Action Plan: Need to push online students of increase email frequency and discussion question exchanges via internet.
Local Resource Needs:
Resource Requests: None
Additional Comments:
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Course Outcome Assessment Report
Course: Theatre Arts Appreciation
Outcome: The student will identify Aristotle's six components of a play.
Terms Included in this Report: Fall, 2010, Spring 2011, Fall, 2011, Spring 2012
Data Summary:
Criteria/Standards
Not Proficient
Proficient
The student can identify 5 of 6 components
and cite examples from plays.
(Benchmark: 70%)
Benchmark Achieved
The student cannot successfully identify
these components and examples.
—
363 (25.2%)
The student can identify these components
and examples.
—
1077 (74.8%)
Qualitative Data/Comments and Observations
1.
2.
3.
4.
Students were evaluated via a short answer quiz. A score of 80% was considered "proficient."
Students were evaluated via a short answer quiz. A score of 80% was considered "proficient."
It seems to me the wrong boxes are labeled NOT Proficient and Proficient, it is confusing.
It seems to me that the boxes are mislabeled: Not proficient then describes proficiency, and proficient describes not proficient, it is
confusing.
5. The criteria for proficiency appear to be reversed. "The student can successfully identify...." should be evidence of proficiency. "The
student cannot identify..." should be evidence of insufficiency. Please interpret my numbers as per the following: 24 out of 26 students
achieved proficiency; 2 out of 26 students did not. Thanks. Susanna Levitt
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Inferences: These stats seem accurate and very positive. Over 80% of the students are at the proficient level which is above the benchmark.
Online is even higher, perhaps because of the testing method or lack of no-shows
Action Plan: Things should continue as is. Perhaps the benchmark should be raised to 75%.
Local Resource Needs:
Resource Requests: None
Additional Comments:
Page 29 of 31
Course Outcome Assessment Report
Course: The Art of Mexico
Outcome: Given a slide image related to course lecture and reading material (Precolumbian through Modern Mexican art and architecture),
students will be able to identify the work of art and attribute it to the correct artist.
Terms Included in this Report: Spring 2013
Data Summary:
Criteria/Standards
Not Proficient
Proficient
Exam score of 70% or higher.
(Benchmark: 75%)
Benchmark Achieved
192 (20.8%)
733 (79.2%)
Qualitative Data/Comments and Observations
1. students have trouble with artists' names-- multiple choice method of assessment is preferable
2. This is a course taught from 7 to 10 pm. Many of my students are working full time or engaged all day with young children. The rigors
curriculum requires a great degree of self motivation since we only meet weekly.
3. This program is for early college on the campus of Mt. View high school. These students are not chosen to participate due to their
grades and therefor anyone can apply. I have high expectations for them and they meet or exceed those expectations
4. The high grades in this class are due in part to the fact that it is a night class. Many of the students are mature adults who have very
busy lives and they work very hard to do well. I am continually puzzled by students who stay in the course so long in the semester, do
a lot of work, take many tests and still drop at the very last moment!
5. Assessment through quizzes, midterm and final examinations.
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6. This course is part of the Early College Academy at Mt. View high school.
7. This course was part of the Early College Academy at Pioneer High School.
Inferences: Current instruction provides students with adequate resources for achieving this student learning outcome.
Action Plan: Implementation of early non-participation-drop policy refines class to students more committed to success in online classes.
More careful monitoring of course progress throughout the semester will improve student success in traditional class.
Local Resource Needs:
Resource Requests: None
Additional Comments:
Page 31 of 31
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