General Education Assessment
Professor Benita Hunter,
Professor Tabatha Robinson
Dr. Keith M. McCoy, Vice President
August 14, 2014
Assessment
Overview
Assessment
Plan
Fa13 & Sp14
Assessment
Actions to
be Taken
Fall 2014
Pilot
Assessment
Assessment
Process by which we measure student
achievement of learning outcomes or
attainment of aptitude.
Assessment
Assessment can…
• Answer questions about the learning of
individual students
• Be used to determine the effectiveness of a
single course, program, or institution
Association of American Colleges and University. (2005). Levels of Assessment: From the Student to the Institution.
Assessment
Overview
Assessment
Plan
Fa13 & Sp14
Assessment
Actions to
be Taken
Fall 2014
Pilot
Assessment
General Education Outcomes
1. Communicate using Standard American English.
2. Evaluate the moral, ideological, or intellectual viewpoints of
diverse peoples or institutions. (Human Diversity Outcome)
3. Prepare a document using digital technologies, such as a word
processor, spreadsheet, or presentation display software (e.g.
PowerPoint).
4. Evaluate a proposed solution to a local, national, or global issue.
5. Produce an original piece of work demonstrating creativity.
Developed October 2011
Daley Program Assessment Plan
Cycle
Assessment Stage
Research and
Design
Pilot Assessment
Instrument
Administer
Assessment
Instrument
Data Analysis
(Summer)
Results, Discussion
& Next Steps
(Fall – Faculty Dev.
Week)
Implementation
(Beginning of Term)
Evaluation
(End of Term)
Planning
Description
Determine the type of data needed to
address research questions, the
assessment instrument(s) needed, and
the types of analyses required.
Determine the minimum number of
students (sample size) necessary for
statistical significance (power).
Provide a random sample, if possible,
and pilot instrument. At this stage,
check reliability or validity.
Select course sections and students for
whom the assessment should be given.
Analyze the data obtained from the
assessment.
Based on the research questions,
determine the format in which the data
will be displayed (e.g., graphs, tables,
etc.). Present the results to
stakeholders (e.g., students, faculty,
and administration). Obtain feedback
and recommendations from stake
holders. Based on feedback from
stakeholders provide recommendations
for change that are supported by the
data collected and analysis provided.
Based on a feasibility study or budget
analysis, begin the implementation
process for recommended changes. For
those changes that cannot be
immediately implemented, provide a
rationale. Implementation strategies
may change based on end-of-term
evaluations.
In this stage, you design the evaluation
plan to be used for the next
implementation of each SLO. This plan
should address the expected outcomes
desired as a result of the implemented
changes. Implementation strategies
should be evaluated at the end of each
term.
1
2
Spring
2013
Fall 2013
3
Spring
2014
Fall 2014
4
Spring
2015
Spring 2012
Fall 2012
Fall 2015
SLO 1/2
SLO 1/2
SLO 3/4
SLO 5
SLO 1/2
SLO 1/2
SLO 1/2
SLO 3/4
SLO 5
SLO 1/2
Spring
2016
SLO 1/2
SLO 3/4
SLO 5
SLO 1/2
SLO 1/2
SLO 3/4
SLO 5
SLO 1/2
SLO 1/2
SLO 1/2
SLO 1/2
SLO 3/4
SLO 1/2
SLO 1/2
SLO 5
SLO 3/4
SLO 3/4
SLO 5
SLO 5
SLO 1/2
SLO 1/2
SLO 3/4
SLO 3/4
SLO 3/4
SLO 3/4
SLO 5
SLO 5
SLO 1/2
SLO 1/2
SLO 3/4
SLO 3/4
Assessment
Overview
Assessment
Plan
Fa13 & Sp14
Assessment
Actions to
be Taken
Fall 2014
Pilot
Assessment
Fa13 & Sp14 Program Assessment
• Assessed:
– Prepare a document using digital technologies, such
as a word processor, spreadsheet, or presentation
display software (e.g. PowerPoint).
– Evaluate a proposed solution to a local, national, or
global issue.
Fa13 & Sp14 Assessment Characteristics
• Administered
• Fall 2013: Wednesday & Thursday, November 20 & 21, 2013
• Spring 2014: Tuesday - Thursday, April 29 – May 1, 2014
– During Assessment Week
– Students completing assessment promised a free transcript
– Professor Jakob & Hunter proctored assessment for approximately 3-4
hours each day
– Students were assessed in 1105 and were provided with lunch
• Sample: (1) Convenience Sample, (2) Potential Fall
2013/Spring 2014 Graduates, (3) Varying Associate Degree
Completers, and (4) N=15 (Fall 2013) & N=11 (Fall 2014).
Fa13 & Sp14 Assessment Instrument
• Housed in Blackboard Shell
• Administered using a video prompt (thanks Professor
Hunter!!)
• Asked questions to elicit responses that could be used to
measure student achievement of program outcomes (SLO 3
& 4)
• Used a rubric (checklist) to evaluate student responses.
• Created a survey of technology readiness as an indirect
assessment.
Fa13 & Sp14 Assessment Instrument
http://www.youtube.com/watch?feature=player_detailpage&v=obho7uBg3-A
Fa13 & Sp14 Assessment Rubric – SLO 3
1. Creates a document using Microsoft Word, Excel, or PowerPoint.
2. Provides a document that communicates effectively the evaluation of the
proposed solution.
3. Organizes document in the following order: (1) introduction, (2) body,
and (3) conclusion.
4. Embeds or uses appropriate media, such as photos, video clips, audio
clips, and web links, into the document that supports evaluation of the
proposed solution.
5. Cites internet sources and media appropriately. (Fa13)
a.
b.
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
Cites internet sources and media. (Sp14)
Cites internet sources and media correctly according to MLA or APA documentation style.
(Sp14)
6. Provides a document that has minimal spelling and grammar errors.
Fa13 & Sp14 Assessment Rubric – SLO 4
1. Clearly explains the issue(s) that the tent city of Pinellas Hope,
Florida, is trying to address.
YES
NO
YES
NO
YES
NO
4. Explains whether the solution is long-term or short-term.
YES
NO
5. Describes what things may have been overlooked or not adequately
considered.
YES
NO
6. Identifies an alternate solution.
YES
NO
7. Supports statements with logical reasoning and factual support.
YES
NO
2. Explains the solution(s) presented to address the issue(s).
3. Explains the strengths and weaknesses with the proposed
solution(s).
Fa13 & Sp14 Assessment Rubric Evaluation
Benchmark: 75% Achieve Task
Criteria
Present Absent
Clearly explains the issue(s) that the tent city of Pinellas Hope, Florida, is trying to address.
92%
8%
Explains the solution(s) presented to address the issue(s).
92%
8%
Explains the strengths and weaknesses with the proposed solution(s).
79%
21%
Describes what things may have been overlooked or not adequately considered.
67%
33%
Explains whether the solution is long-term or short-term.
79%
21%
Identifies an alternate solution.
67%
33%
Supports statements with logical reasoning and factual support.
79%
21%
Creates a document using Microsoft Word, Excel, or PowerPoint.
Embeds or uses appropriate media, such as photos, video clips, audio clips, and web links, into the document
that supports evaluation of the proposed solution.
96%
4%
54%
46%
Organizes document in the following order: (1) introduction, (2) body, and (3) conclusion.
71%
29%
Cites internet sources and media appropriately. (Fa13)
62%
38%
Cites internet sources and media. (Sp14)
45%
55%
Cites internet sources and media correctly according to MLA or APA documentation style. (Sp14)
20%
80%
Provides a document that has minimal spelling and grammar errors.
58%
42%
Provides a document that communicates effectively the evaluation of the proposed solution.
79%
21%
Fa13 & Sp14 Technology Readiness Assessment
(N = 27)
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Daley College often required me to use
either Word, Excel or PowerPoint.
11%
4%
15%
67%
Besides Microsoft Word, I was required to
use Excel during my coursework at Daley
College.
22%
26%
22%
22%
Besides Microsoft Word, I was required to
use PowerPoint during my coursework at
Daley College.
15%
0%
26%
52%
I wish that Daley College had better
prepared me to use technology to
complete assignments like the one for the
assessment.
30%
41%
22%
4%
Question
Fa13 & Sp14 Technology Readiness Assessment
Please provide any additional comments that will assist Daley
College in helping students to be better prepared with the use
of technology.
– “We should do more educating on excel more than anything.” (FA13)
– “I have had to use Microsoft Word and Power Point for assignments and
presentations, but I have never before had to use Excel. Perhaps Professors should
be more sure to implement excel in their coursework.” (FA13)
– “I was only required to use Excel in my Stats class; however, I have not used it in any
other class.” (SP14)
– I think that everyone one should take a computer course for Microsoft office that way
they are familiar in using all formats. This allows them to get through assignments
and papers quicker as well. (SP14)
Fall 2013 Assessment
Student Examples
Example 1
Example 2
Assessment
Overview
Assessment
Plan
Fa13 & Sp14
Assessment
Actions to
be Taken
Fall 2014
Pilot
Assessment
Departmental Strategies
• Report Out
• Submit Action Plans
Next Steps
• Devise Evaluation Plan for Intervention
• Provide Follow-up Mechanisms for Implemented
Interventions or Strategies
• Craft a Professional Development Plan for Faculty
around Strategies to meet Intervention Goals
Assessment
Overview
Assessment
Plan
Fa13 & Sp14
Assessment
Actions to
be Taken
Fall 2014
Pilot
Assessment
Fall 2014 Pilot Assessment
Assess student learning outcomes 5:
5. Produce an original piece of work
demonstrating creativity.
Fall 2014 Pilot Assessment
• Determine the type of data needed to
address the SLO(s).
• Identify the assessment instrument(s)
needed, and the types of analyses required.
• Pilot assessment(s) during Fall 2014.
Fall 2014 Pilot Assessment
• Assessment linked to fall degree completers.
– Assessment week: November 17 - 21
• Assessment meetings linked to Department
Chair meetings in September and November.
– Department Chair meetings every second
Thursday of the month at 3pm. Assessment
Meeting convenes from 4 to 5pm.
THANK YOU
Daley on the move!
Student Example 1
Tent City
Hope for newly street residents
History

2007 individuals who had lost
their jobs started to build tent
communities along main
avenues in Pinellas Hope,
Florida.

Catholic Charities offered
them a temporal solution,
allowing them to stay at the
“Tent City. ”
Tent City Facts





Opened in 2007 by Catholic Charities
13 acres complex in Pinellas Hope, Florida
Holds up to 300 people at capacity
Fabric tents and wooden structures (casitas)
Provides computer labs and resume advice
Strengths
Offers a secure place for families.
The maximum stay limit is 90 days
Encourage people to move on by
providing technology resources and
professional guidance to find a new
job.
Weaknesses


Hosting drug addicts
Not having enough surveillance
Issues not adequately considered

Neighbor’s opinion and/or concerns

“ I am worried that some of those drug addicts or people
with mental illness [could] jeopardize [my peace]” said
Hal Hart (USA Today).

http://www.youtube.com/watch?feature=player_detailpage&v=obho7uBg3-A
Alternative Solution


Provide not only shelter but also specific training
programs for residents.
Partner with a serious institution, private or public, that
could offer employment to tent city residents.
References

DeCamp, David, and Sthephen Nohlgren. “Homeless Find
Hope in Pinellas Charity-run Complex” Tampa Bay
Times. 23 Jul. 2010. Web. 30 Apr. 2014.

USA Today. “The New Homeless.” Online video clip.
Youtube.Youtube, 04 May 2009.
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Student Example 2
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