Assessment Report Standard Format
July 1, 2011 - June 30, 2012
PROGRAM(S) ASSESSED ___Anthropology______________________
ASSESSMENT COORDINATOR __R. Riordan
______________
YEAR ___2______ of a _____2____YEAR CYCLE
1. ASSESSMENT MEASURES EMPLOYED
Briefly describe the assessment measures employed during the
year.
Marker questions were used in Archaeology courses (by Krieg and Hanson) and
in Biological Anthropology courses (Bellisari)
Exit interviews were conducted with ten graduating seniors (Riordan)
Portfolios from four students were reviewed by faculty
2. & 3. ASSESSMENT FINDINGS and RESPONSES TO FINDINGS
List the objectives and outcomes assessed during the year, and briefly describe
the findings for each.
Objectives: 1. Preparing students for employment that utilizes social science
skills (e.g. as archaeologists, forensic specialists, social services administrators,
consumer researchers, etc.).
2. Preparing students for graduate and professional training.
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Findings: Exit interviews reveal that:
one graduate has gone directly into the graduate program in History at Wright
State
one continues his employment with a subcontractor firm for the Air Force
one was accepted into the graduate program in Anthropology at Kent State but
decided to apply to the MPH program at Wright State (no knowledge of
acceptance or not)
one applied to four graduate programs in Anthropology, without success, and is
working locally at present
one was accepted into the M.A. program in Anthropology at Ball State with an
assistantship
one intended to apply to UC’s Anthropology graduate program but then withdrew
her application, with the possibility of resubmitting it in 2012; she has worked for
Cultural Resource Management firms doing archaeology since graduation
one was accepted in WSU’s M.A. program in Applied Behavioral Science
 one was accepted into George Washington University’s M.A. program in
Forensic Science, and is doing work at the Smithsonian Institution
 one was accepted into the M.A. program in Medical Physiology at Case Western
Reserve University, with an intention to pursue an M.D. degree after completing
the M.A.
 one played tennis professionally after graduation, and is currently (Nov. 2012)
applying to law schools
Outcome #1. Students will master an undergraduate level of knowledge concerning
human origins, adaptive behavior, and biological diversity.
Findings: Marker questions in two sections of the introductory course in biological
anthropology (ATH 241).
Section 1, questions:
about Darwin’s contribution to evolutionary theory was answered 59% correct on
the first exam
about the Piltdown hoax, 97% correct on the last exam
Section 2, questions:
about gene frequencies from generation to generation, 58% correct on first exam
about the Piltdown hoax, 97% correct on third exam
An 80% correct rate is accepted as demonstrating mastery of the concepts. There was
an obvious difficulty with two of the questions, which the instructor addressed
subsequently during those courses.
Outcome # 2. Students will master an undergraduate level of knowledge concerning the
appearance and detection of archaeological sites.
Findings:
Marker questions were used in three sections of the introductory
archaeology course (ATH 242).
Section 1, questions:
about transformation processes at a site, 97% correct
about diagnostic artifacts/traits, 97% correct
about an important heritage site in the western US, 90% correct
about damage to cultural heritage, 90% correct
Section 2, questions:
about diagnostic artifacts/traits, 97% correct
about transformation processes at a site, 100% correct
about radiocarbon dating of sites, 76% correct
about an important heritage site in the western US, 81% correct
about damage to cultural heritage, 86% correct
Section 3, questions:
about radiocarbon dating of sites, 67% correct
about an important heritage site in the western US, 78% correct
about damage to cultural heritage, 74% correct
about transformation processes at a site, 94% correct
about the contents of the archaeological record, 75% correct
An 80% correct rate is accepted as demonstrating mastery of the concepts.
These findings are interpreted to generally reveal a general mastery of concepts, and
they represent an improvement over previous year results.
An essay question used in the summer Field School in Archaeology (ATH
369) concerned the discovery of features within an excavation context and was
answered in A or B-graded responses by 100% of the students. (B or better graded
responses on essay questions is the threshold used to evaluate mastery of content.)
Outcome # 4. Students will be able to write coherent and substantive research papers
and reports.
The review conducted of four Portfolios demonstrated that these
students had clearly mastered the ability to write forceful, economical, and
substantive papers that were also well-documented. Scoring of the papers was
conducted using a 10-point scale; on grammatical ability the students averaged
9.37; on the force and appropriateness of the arguments employed they averaged
9.18; and in the area of providing suitable documentation they averaged 10.0.
This sample scored higher than any previous graduating groups, although it was biased
by the fact that we received materials only from four of the ten graduates.
A letter will be sent out again to majors, apprising them once again of the need for them
to submit a writing portfolio at the time they seek a graduation check, in order to get a
larger number of submissions.
4. ASSESSMENT ACTIVITIES FOR THE COMING YEAR
A survey will be sent out to Anthropology alumni during the Spring semester 2013. We
will continue to collect writing portfolios from graduating seniors and marker question
data from introductory and selected upper division courses.
5. UNIVERSITY LEARNING OUTCOME ASSESSMENT
University Learning Outcomes: Wright State Graduates will be able to:
1. Communicate effectively.
2. Demonstrate mathematical literacy.
3. Evaluate arguments and evidence critically.
4. Apply the methods of inquiry of the natural science, social sciences, and the
arts and humanities.
5. Demonstrate global and multicultural competence.
6. Demonstrate understanding of contemporary social and ethical issues.
7. Participate in democratic society as informed and civically engaged citizens.
Information will be collected to assess proficiency with respect to two of the University
learning outcomes.