Final Report for A and P 301 Course Assessment:
Approximately 600 students enrolled in Anatomy and Physiology Bio 301 during the
spring, 2013. The students attended 3-hour lecture and 3-hour laboratory session per week.
There were18 lecture sections and 24 laboratory sections taught by five tenure-track professors,
six untenured faculty member and 11 adjuncts. Course assessment data were taken from the
three assignments below using departmental finals or recorded during laboratory sessions. The
assessment started during the latter half of the semester. Results were formulated into a rubric
below.
Assignment 1: Five multiple-choice questions in Departmental Final given at the end of the
semester were analyzed. The questions were.
MULTIPLE CHOICE. Choose the one alternative that best completes the
statement or answers the question.
1) Anatomy is to ________ as physiology is to ________.
A) structure; form
B) function; form
C) structure; function
D) form; structure
E) growth; form
2) Which of the following is arranged in correct order from the most complex to
the simplest?
A) molecular, cellular, tissue, organ, system, organism
B) organism, system, organ, tissue, cellular, molecular
C) cellular, tissue, molecular, system, organ, organism
D) tissue, cellular, molecular, organ, system, organism
E) organ, organism, molecular, cellular, tissue, system
3) Which organ system provides support, protection of soft tissue, mineral
storage, and blood formation?
A) integumentary
B) muscular
C) skeletal
D) endocrine
E) nervous
4) The maintenance of a relatively constant internal environment in an organism
is termed
A) negative feedback.
B) integration.
C) positive feedback.
D) effector control.
E) homeostasis.
5) When body temperature rises, a center in the brain initiates physiological
changes to decrease the body temperature. This is an example of
A) nonhomeostatic regulation.
B) negative feedback.
C) fever.
D) positive feedback.
E) diagnostic regulation.
Results:
Fifteen of 18 lecture sections were assessed. Students who scored all five questions correct
were tabulated as 100% and those who scored four out of five were given 80% and so on.
Instructors AAA 100% 6 80%
60%
40%
20%
0% 2
1
BBB 4 6
4
1
1
0 CCC 3 5
5
1
DDD 11 3
2
EEE 1 4
FFF 2 sections GGG 19 10
2
0
1
6 6
4
1
0
JJJ 4 sections 18 27
11
2
KKK 2 sections 20 23
9
3
7 7
1
95
93
39
LLL Total:
1
9
0 2
227/238 = 95% of the sampled students scored above 60%.
188/238 = 79% of the sampled students scored above 80%
Assignment 2: The aim of this assignment was to determine whether students were competent
in handling a microscope and applying the technical skills which were learned during the first
month of anatomy and physiology. Sample competency measure sheet is given on the next
page.
Anatomy and Physiology 301 Competency Measure:
Directions: Students are presented with a microscope and a prepared slide from the Anatomy
and Physiology laboratory (eg. epithelium, connective tissue, muscle and nervous tissue).
Students are asked to identify five microscope parts and then to focus on the object (eg. the cells)
on the slide using the 40x objective.
This assessment is graded according to the following criteria. Passing grade is 70%
Instructor__________________Section______________________Semester________________
ASSESSMENT CRITERION
1.
STUDENT NAMES AND SCORES
Five (10) points each
______________________________
______________________________
______________________________
______________________________
______________________________
Identification of 5 parts of
the microscope from the
following list:









Stage
Ocular lens
Objective lens
Light Source
Iris Diaphragm
Condenser
Course adjustment knob
Fine adjustment knob
Mechanical stage
2.
Student ability to focus
the slide using the 40x
objective

Student begins the process
with the 4x objective,
proceeds to the 10x
objective and then utilizes
the 40x objective.

POINT VALUE
Student demonstrates
proper use of the coarse and
fine adjustment knobs
50 point Total
40 point Total
5 points for each adjustment
10 point Total
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Results:
Tenoutof24laboratorysectionswereassessed.
100% 90% 80%
70%
Instructors DDD 3 2 3
5
BBB 2 6 3
3
HHH 12 3
2 1 6
3 1 3 2 III 1 III 2 1 1
5
FFF 5 1 1
1
CCC 60% Less than 60%
2 7 MMM JJJ 2 6 3
3 1 2 2
1
0 1 JJJ Total 2 8 1
1
0 1 30281725813
100/121 = 83% of the sampled students scored above 70%.
Assignment 3: Each student in participating laboratory sections was given a hand out and was
asked to answer the questions in a written format. (Attachment 3)
Attachment 3:
1) Pleasedescribethefeaturesthatyouwilllookfortodeterminewhetheratissueis
anepithelium,connectivetissue,muscleornervoustissue.(40points)
2) Pleasereadthepassagebelowandanswerthefollowingquestions.(60points)
Smokinghurtsteengirls'bonesScienceNewsDec5,2012.Highschoolmightbeabitearlytostartthinking
aboutbonelossandosteoporosis,butanewstudyfindsthatteenagegirlswhosmokemayputthemselveson
atrajectorytoaccruelessbonemineralthanthosewhodon’tlightup.
Osteoporosisisalossofbonedensitythatpredisposespeopletofracturesandleavesmanyelderlypeople—
particularlywomen—hunchedover.Whilebonesregenerateandremodelnonstopoveralifetime,theteen
yearsarecrucialtodevelopingastrong,denseskeletons.“Thisagegroupiswhenyoushouldgainabout50
percentofyourboneaccrual,”saysstudycoauthorLorahDorn,adevelopmentalpsychologistandpediatric
nursepractitioneratCincinnatiChildren’sHospitalMedicalCenter.Failingtobuildadequatebonestrength
inadolescencecouldjeopardizeayoungwoman’sabilitytofullyaccumulatea“bonebank”thatwillbe
neededwhenshesomedayreachesmenopauseandbeginstolosebonemass,shesays.
Dornandhercolleaguesrecruited262healthygirlsages11to17.Eachfilledoutconfidentialquestionnaires
abouttheirnutritionalhabitsandlifestylesandreturnedforthreeyearlyvisitstoundergobonedensitytests.
Girlswhoreportedsmokingregularlyshowednearlyflatratesofbonedensitygrowthinthelowervertebrae
andadeclineinbonedensityatthehips.Nonsmokersshowednormal,steadilyrisingbonedensityinboth
regions,theauthorsreportonlineDecember4theJournalofAdolescentHealth.Bythetimetheyreachedage
19,dailysmokersinthestudyhadfallenafullyearbehindnonsmokersinbonemineralaccrual,theauthors
note.
1) Girlswhoreportedsmokingregularlyshowed
a. Highlevelsofbonedensitygrowthinthelowervertebre
b. Lowlevelsofbonedensitygrowthinthelowervertebre
c. Levelsofbonedensitygrowththatwerenearlyflatinthelowervertebre
d. Lowlevelsofbonedensitygrowthinthecericalvertebre
2) Osteoporosisis
a.Somethingthataffectstheneuronsabilitytocommunicate
b. Responsibleforthefatigueofmusclesduringprolongeduse
c. Whatgeneratestheincreaseddepositionofbonematerial
d. Alossofbonedensity
Results
Tenoutof24laboratorysectionswereassessed.
Assignment #3 Instructors: MMM 100% 90%
1 2
80%
70%
60% Less than 3
1
2 MMM 2 2
2
4 CCC 2 2
3
2 2 FFF 2
2
1
1
1
6
3
2
5
2
2
III 2 III 2 HHH 4 4
2
1
1 DDD JJJ JJJ 3 2
6
4
2 1 2
2
1 2 4 1
2
2
1 2 Total
20
12
25
22
79/113 = 70% of the sampled students scored above 70%.
15
3 19
Summary
Anatomy and Physiology BI-301 Rubric
The student
Outstanding Good
Satisfactory Inadequate No evidence
Assignment 1
5/5 correct
4/5
3/5
2/5
<1/5
(95/238)
(93/238)
(39/238)
(9/238)
(2/238)
40%
39%
16%
3%
2%
90-100
points
80-9
70-79
60-69
Below 60
(58/121)
(17/121)
(25/121)
(8/121)
(13/121)
48%
14%
21%
6%
11%
90-100
points
80-89
70-79
60-69
Below 60
(32/113)
(25/113)
(22/113)
(15/113)
(19/113)
29%
22%
19%
13%
17%
Understands the level of
organization, human as a
dynamic self-maintaining
system, and the concept of osmosis and its effect on the cell
Result:
Assignment 2
Understands the parts of the
microscope and
demonstrates it proper
usage.
Result:
Assignment 3
Recalls of basic tissue
histology and general
knowledge of anatomy and
physiology in a context of
human disease.
Result:
Summary:
Assignment 1: These questions were designed to determine whether students who having
almost completed a semester of A and P could understand the level of organization, human as a
“dynamic self-maintaining system” and the concept of osmosis and its effect on the cell. StudentlearningOutcome:
40% of the sampled students showed that they know level of the organization of the
human body, appreciate homeostasis as the body’s control to maintain stable
environment and familiar with different processes occur in the human body.
16% - 55% of the sampled students were either satisfactory or good at knowing the level
of organization, appreciate the homeostasis or familiar with the body processes.
5% of the students did not show this competency.
95% of the students passing of assignment 1 fulfilling two of the three course
objectives. 1) To understand the human organism on the chemical, cellular, tissue, organ and
organ system levels of organization and 2) To understand the healthy human organism as a
dynamic self-maintaining system and also fulfilling general education (objective 2): use
analytical reasoning to identify issues or problems and evaluate evidence in order to make
informed decisions is
Assignment 2: The aim of this assignment was to determine whether students were competent
in handling a microscope and applying the technical skills by demonstrating its proper usage
in identification of a specimen.
StudentlearningOutcome:
The usage of a microscope is the foundation of science and students in Anatomy and
Physiology BI-301 were introduced to the microscope. They were taught the proper
technique in handling the microscope and its usage in examination different human
tissues. The instructors tested each student in their section on the parts of the
microscope as well observed each student’s ability to focus on the specimen (eg.
muscle cell) on the slide using the 40x and 100x objective lenses.
48% of the sampled students demonstrated that they can identify the parts of the
microscope and its proper usage.
14-35% of the sampled students were either satisfactory or good at identify the parts of
the microscope and its proper usage.
6%-17% of the students did not show this competency.
83% of students passing of assignment 2 fulfilling general education (objective 4): use
information management and technology skills effectively for academic research and lifelong
learning
Assignment 3: Recollection of basic tissue histology and apply general knowledge of anatomy
and physiology in a context of human disease.
Students were asked to write down what features they would use to determine four basic tissues.
They were also asked to read a passage about smoking and osteoporosis and answer two
questions after the passage.
29% of the sampled students demonstrated that they can differentiate different
tissues using features that were taught in A and P. They also showed an
understanding of human disease and related the disease to materials learned in A
and P.
19-41% of the sampled students were either satisfactory or good at differentiation of
tissues or understanding of human disease
13%-30% of the students did not show this competency.
70% of the students passing of assignment 3 fulfilling the third course objective: To
provide the foundations for the understanding of human health and disease through the
knowledge of human anatomy and physiology and also fulfilling general education (objective 1),
communicate effectively through reading, writing, listening, and speaking.
Recommendations:
Itisrecommendedthatacourseassessmentshouldbedoneduringthelatterhalfofthe
semesterasmanystudentsinthisintroductorycoursetoanatomyandphysiologydroppedout
mainlybecauseofpoorperformance.ItissuspectedthatthosestudentswerenotpreparedforA
andP301.Theinclusionofthesestudentscouldskewthesignificanceoftheresultastheir
performanceisindicativeofonlypartofthecoursematerials.Theattritionrateassociatedwith
thiscoursehasbeenacknowledged.Thisassessmentdidnotfocusonexaminingthenumberof
studentswhodroppedthecourse.Futurestudycouldincludethis.Evenwithoutsuchstudy,a
prerequisiteforthiscoursehasbeendiscussedbutnoresolutionhasbeenmade.
Itshouldbenotedthatassignment#1attemptstoevaluationthecourseobjectivesusing
onlyfivequestionswheninfact,theobjectivesforthecoursearebroadandnosingleparameter
willbesufficient.Inthefuture,studenttestscoresonthewholedepartmentalexamwith100
questionscouldbeused.Asreportedhere,notallsessionswereassessedanditappearsthatnotall
instructorshavegiventheassessmentasanecessarypriority.Amoreformalannouncement
indicatingthesignificanceofthecourseassessmentcouldbedoneinthefuture.
AhighnumberofstudentsinAandP301(upto42%)wasnotcompetentindemonstrating
theusageofthemicroscopeoridentifyitsparts.Ifthemicroscopeweretobeusedinthefutureto
assessstudent’slearnedtechnicalskills,theinstructorsmayneedmoreallottedtimetocoverthe
usageofit.Alternatively,differentmethodcouldbeusedtogaugeatstudenttechnicalskills.Eg:
usageofcomputer,openwebsiteseekingscientificarticle,submittingelectronicreportetc.
Aslightlyhigherthan50%ofthestudentsinAandPdemonstratedeffectreadingand
writing.Infact,student’sperformanceinthiscourseisdeterminedfrommultiplechoicelecture
examsandwrittenshortanswerinlaboratorypractical.Averylimitedwritingskillisrequiredto
passthecourseasrecollectionofscientificinformation(anatomy)andhoworganandorgansystem
functionsaregenerallystressedmore.Itshouldbenotedthatcorrectspellingofanatomicalterms
isconsidered.Ifwritingplaysasanimportantcomponentofthiscourse,theinclusionoflaboratory
reportorcasestudyisrecommended.
Code:
AAA–Campbell
BBB‐Harris
CCC–Kulawy DDD ‐ Nguyen EEE – Boris FFF – Bronstein GGG – Ellerton HHH ‐ Kuper III ‐ Keegan JJJ ‐ Sherman KKK ‐ Altimari LLL ‐Mader MMM ‐ anonymous