Assessment plan sample

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DRAFT
Chabot College Sample Course Assessment Plan
Psychology 65. Developmental Psychology
Catalog Description
This course covers changes in cognition, personality, and motor skills from birth to early
adulthood.
Course Learning Outcomes
Students who complete this course should be able to:
1. Describe changes in cognition, personality, and motor skills from birth to early adulthood.
2. Use developmental theories to explain these changes.
3. Apply what they learn to parenting, education, and public policy issues related to children
and families.
Psychology 65 Developmental Psychology
Course Plan for Engaging Students and Assessing Learning
Course Learning
Outcome
1.Describe changes
in cognition,
personality, and
motor skills from
birth to early
adulthood.
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What Students Do to
Master the Learning Outcome
Read about these changes in the
text.
Attend to lectures on this topic.
Respond to Quick Check
questions during lectures.
Develop a growth chart with
milestones for each dimension
during class discussion.
Observe 3 children of different
ages and analyze their
cognition, personality, and
motor skills.
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Evidence to Grade and
Assess Student Learning
five multiple-choice questions
on motor growth—Quiz 1
five multiple-choice questions
on cognitive growth—Quiz 2
five multiple-choice questions
on personality growth—Quiz 3
Observation Report
Final exam—5 multiple-choice
questions on each of the three
types of growth
DRAFT
Chabot College, July 29 2010, Office of the Learning Assessment Coordinator
We welcome your feedback! [email protected]
DRAFT
2.Use developmental
theories to explain
these changes.
 Read about developmental
theories in the text.
 Attend to lectures on this topic.
 Respond to Quick Check
questions during lectures.
 Use developmental theories to
explain differences between
children in the Observation
Report.
 multiple-choice questions on
developmental theories on the
three quizzes and final
 Observation Report section on
theoretical explanations of the
children's differences
3.Apply what they
learn to parenting,
education, and
public policy
issues related to
children and
families.
 Read about these issues in the
text.
 Attend to lecture examples on
this topic.
 Participate in group exercises
during class focused on a
variety of issues.
 Complete group project
focusing on an issue selected
from the approved list and write
a paper summarizing what was
learned.
 Issue Analysis paper
Assessment Plan:
1. Determine internal standards of acceptable student achievement for each of the outcomes.
What % of students needs to achieve what level of achievement for the achievement of the
outcome to be considered satisfactory? For example, we would be satisfied if 81 % of students
achieved a level 3 or higher.
2. Collect random sample of evidence for each of the three outcomes from the required number
of sections, as per Chabot’s Assessment Policy:
http://www.chabotcollege.edu/sloac/guidelines%20docs/assessment%20policy%207.29.10.pdf
And as often as set forth by the Discipline’s own Course Assessment Schedule:
http://www.chabotcollege.edu/sloac/clo_stats.cfm
3. Determine which outcome(s) are of satisfactory performance, and which outcome(s) will have
analysis and change implemented (i.e. they will “close the loop”). Determine which changes to
try. For example, they may be may be curricular, pedagogical, resource-based, or even a change
to the outcome or rubric itself.
4. Record your observations and planned actions in eLumen. Go under “my course offerings,” to
the “assessment analysis” page. These reflections are entered by individual instructor by section,
and are visible only to the instructor who enters them.
DRAFT
Chabot College, July 29 2010, Office of the Learning Assessment Coordinator
We welcome your feedback! [email protected]
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