FICTIONAL EXAMPLES

1.  Application of Knowledge

Learning Goal:  Students are able to apply content knowledge to solve problems

Assessment Method:  Embedded questions on a multiple choice final exam, spring 2003 semester.  Questions relating to this learning goal were grouped together and the number correct recorded for each student.

Assessment Results:  54% of the students answered at least 7 of the ten questions correctly.  37% answered 4 or less correctly.

Action Taken:  Application of content knowledge is taught in 1xx level courses.  We increased time and emphasis on this topic in those courses.

Action Results:  Same measurement on multiple choice final exam, Fall 2004.  74% of students answered at least 7 questions correctly.  14% answered 4 or less correctly.

Future Steps:  Continue with current strategy.  Re-assess this learning goal on a semester basis with the final exam. 

2.  Growth in Critical Analysis of Literature

Learning Goal:  Students are able to critically analyze a piece of literature

Assessment Method:  Comparison of writing samples in Introductory Level course taken by all majors with Capstone course taken by all seniors.  Samples of writing from both courses scored by a team of faculty using faculty-designed rubric. 

Assessment Result:  Average score on all five criteria for Introductory Level samples was a 2.5 on a 5 point scale (5 being the highest score).  Average score on all five criteria for Capstone course samples was a 4.5 (5 being the highest score).

Action Taken:  No action was taken.  A score of 2.5 on the rubric is both acceptable and expected for students just beginning to understand critical analysis.  A 4.5 score as a senior indicates students are developing this skill by the time they are completing this program. 

Action Results:  Not applicable

Future Steps:  Monitor this learning goal by repeating this assessment on a two-year cycle.

3.  Clinical or Practicum Assessment

Learning Goal:  Students will be able to work effectively in a practical setting.

Assessment Method:  Evaluation by site supervisor and student self-evaluation.  Supervisors use a scoring rubric to rate students in the areas of skill, knowledge, communication, and professional demeanor.  Students complete a self-evaluation anonymously.  All ratings are aggregated.  Advisory Board of working professionals meets yearly to discuss current trends in the workplace, issues and concerns.

Assessment Results:   Aggregated site supervisor ratings show students score well overall in skill, knowledge, and professional demeanor.  Supervisors indicate students require direct supervision in the area of  XXX and our expectation is that students will be able to perform this skill with little or no supervision.  Communication skills were rated “adequate.”  Students also identify XXX skill as being more difficult than they anticipated.  In addition, the Advisory Board reports the ability to communicate clearly with clients as being a growing concern.

Action Taken:  The department will appoint a group of faculty to review the curriculum to determine where the practical skill in question is taught, with special attention being paid to communication skills.  The report, including recommendations will be made available by the end of November, 2004 and discussed at the departmental meeting in January, 2005.  Changes will be implemented in the Fall, 2005 cycle.

Action Results:  Not applicable at this time.

Future Steps:  We will continue to assess each site using the same design.  Any changes will have been implemented with the Spring, 2006 clinical/internship placements.  We will compare this group of students with previous groups to determine whether or not the change was effective.