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COURSE ASSESSMENT RECORD DATABASE (CARD) WORKSHOP
Wendy Marley, Ph.D.Research Analyst
Institutional Effectiveness and PlanningSpring 2007
Why is the CARD important?The CARD provides valuable information that is used in a number of ways: Data from CARDs provided by all academic divisions is entered into
a centralized database (also called the CARD) that provides an institutional perspective on the assessment of student learning.
The CARD serves as the basis for an annual report with longitudinal comparisons including
The number of assessments of each general education outcome, and The percent of assessments where the criteria for success was
achieved. This information is shared with LCCC’s AQIP-Assessment Design
Team, faculty, administration, and program review committees as well as the College’s regional accreditation and state quality award committees.
For a copy of the CARD report, go to CampusNet, select IEP under Departments and then click on Reports.
When is the CARD due and to whom does it go? Each year, CARDs completed by the various
Divisions are due June 15. They are to be sent as an attachment to Wendy Marley in Institutional Research and Planning (wmarley@lorainccc.edu).
What semesters/terms are included in the annual CARD? All terms comprising a single academic year
are included in a Division’s annual CARD. Note: an academic year begins with the
summer terms and includes the following fall and spring semesters. For example, the 2006 academic year includes summer 2006 (CMDS code 2005-47), fall 2006 (2006-18), and spring 2007 (2006-28).
Changes in the CAR and CARD Forms
The Course Assessment Record (CAR) and CARD forms have been revised for spring 2007.
The revised forms can be accessed at www.lorainccc.edu/assessment .
Please remind your faculty to use the revised forms.
Why revisions?To Close the Assessment Loop The revised CAR and CARD forms ask
faculty members to indicate whether they made the changes they suggested for continuous improvement and, if yes, what the results were.
This information will allow us to better assess the extent of student progress and then develop strategies to further improve student learning.
Lorain County Community College COURSE ASSESSMENT RECORD (CAR) Revised 2006/07 Course NO: Course Title: Semester: Section #: Course Description: Student Learning Outcomes [Select from course description and student outcomes CC document]
General Education Outcomes [Select from measurable general education objective document]
Learning Processes / Activities [In class, homework, and research assignments etc.]
Assessment Techniques / Methods / Measures [Qualitative/ descriptive points ]
Expected Outcomes / Performance Evaluation Criteria [Rubrics, levels, time limit, competencies, etc.]
Assessment data analyses [Formative, Diagnostic, or Summative evaluation etc.]
Recommendation for continuous improvement [Contents, lab setting, instruction, pedagogy, etc.]
Results on implementation of recommended improvement since these outcomes were previously assessed
What cognitive, affective, and / or psychomotor learning outcomes have been identified for this course?
What general education outcomes/measurable objectives are embedded in the course content?
What learning experiences and strategies will students be exposed to in order to achieve these learning outcomes?
What assessment strategies will you use to demonstrate student learning?
What are the benchmark targets you will use as indicators of adequate learning in this course?
What did you find out? What does the data show?
Based on your data and the results obtained, what do you plan to do?
Indicate: a) What are your
results? b) Have you shared
these results with others?-Yes- No- Not applicable
c) When did you implement this improvement?
The Revised CAR
The Revised CARD
Contact Person: Extension: Revised 2007Date Submitted: Academic year:
Divison
Course (indicate Internet courses
with I after course
number.)
CMDS Year & Term
PerformanceCriteria
Achieved?Summary of FacultyRecommendations
Summary of Results of Implementing
Recommendations (if available)
Division Director
Comments (optional)
0=BUS1=AF2=ALHN3=HPER4=AHUM5=SSHS6=ET7=SM8=ECS
(e.g., HSTR 162
orHSTR 162 I)
First and Last Names 1=
Full T
ime
2=
Adjun
ct
(e.g
., 03
-15)
Cour
se S
pecif
ic Ou
tcom
e(s)
Gen
Ed #
1 (p
rof c
ompe
tenc
e)Ge
n Ed
#2
(tech
liter
acy)
Gen
Ed #
3 (s
cient
ific in
quiry
)Ge
n Ed
#4
(arts
& h
uman
ities)
Gen
Ed #
5 (h
ist'y,
soc,e
con,
poli)
Gen
Ed #
6 (w
riting
)Ge
n Ed
#7
(spo
ken
com
mun
)Ge
n Ed
#8
(mat
h co
ncep
ts)Ge
n Ed
#9
(crit
ical th
inking
)Ge
n Ed
#10
(mult
icultu
ral)
Gen
Ed #
11(lif
estyl
e) 1=yes2=no3=partial achievement of criteria Ru
bric
Pre/
Post-
Test
Test
Item
Ana
lysis
Gene
ral T
ools
(e.g
. mud
diest
point
,m
inute
pap
er)
Prac
tical,
com
pete
ncy
Jour
nal, P
ortfo
lio, P
rojec
tPr
esen
tatio
n, P
erfo
rman
ce
Othe
r (de
scrib
e br
iefly)
Outcomes(indicate with an "x" all that apply)
Assessment Tools/Methods Used("x" all that apply)
Faculty MemberCompleting the CAR
LORAIN COUNTY COMMUNITY COLLEGE
COURSE ASSESSMENT RECORD DATABASE (CARD)
Column Entry
#1:Division Division code (see column header)
#2:Course Course prefix and number; add “I” after
the number for Internet courses
#3: Faculty Member Faculty member’s first and last name
#4: F/T P/T Status 1 = Full Time, 2 = Part Time (see next page)
When an instructor is emeritus or does not teach a full load in your
division:
When completing the CARD, faculty who are not teaching a full load in your Division should be considered adjunct, even if they are full-time in another Division or are emeriti. Note: this is for purposes of the CARD only.
Contact Person: Extension:Date Submitted: Academic year:
Divison Cou
rse
(indi
cate
In
tern
et c
ours
es
with
I af
ter
cour
se
num
ber.
)
CM
DS
Yea
r &
Ter
m
Per
form
ance
Cri
teri
a A
chie
ved?
Summary of FacultyRecommendations
Division Director
Comments (optional)
0=BUS1=PSS2=ALHN3=HPER4=AHUM5=SSHS6=ET7=SM8=ECS (e
.g. H
STR
162
or H
STR
162
I)
Firs
t and
Las
t Nam
e
1=Fu
ll Ti
me
2=
Adj
unct
(e.g
. 03-
15)
Cou
rse
Spe
cific
Out
com
e(s)
Gen
Ed
#1 (p
rof c
ompe
tenc
e)
Gen
Ed
#2 (t
ech
liter
acy)
Gen
Ed
#3 (s
cien
tific
inqu
iry)
Gen
Ed
#4 (a
rts &
hum
aniti
es)
Gen
Ed
#5 (h
ist'y
,soc
,eco
n,po
li)
Gen
Ed
#6 (w
ritin
g)
Gen
Ed
#7 (s
poke
n co
mm
un)
Gen
Ed
#8 (m
ath
conc
epts
)
Gen
Ed
#9 (c
ritic
al th
inki
ng)
Gen
Ed
#10
(mul
ticul
tura
l)
Gen
Ed
#11(
lifes
tyle
)
1=ye
s
2=n
o3=
parti
al a
chie
vem
ent o
f crit
eria
Rub
ric
Pre
/Pos
t-Tes
t
Test
Item
Ana
lysi
s
Gen
eral
Too
ls(e
.g. m
uddi
est p
oint
,m
inut
e pa
per)
Pra
ctic
al, c
ompe
tenc
y
Jour
nal,
Por
tfolio
, Pro
ject
Pre
sent
atio
n, P
erfo
rman
ce
Oth
er (d
escr
ibe
brie
fly)
7 BIOG 121 John Doe 1 04-16 X X X 3 X
Will incorporate more critical thinking activities into future course lectures
X X X X X 1 X X Same as above
7 BIOG 151 Jane Deer 1 04-16 X X 2 X
Additional lecture time will be devoted to these topics and an additional homework assignment will be created for these topics.
5 ECED 275 Ed Emeritus 2 04-16 X X 1 X X X X X
Increase small group discussion with real
case scenarious applying licensing rules
and certification examples.
LORAIN COUNTY COMMUNITY COLLEGE
Outcomes(indicate with an "x" all that apply)
Assessment Tools/Methods Used("x" all that apply)
COURSE ASSESSMENT RECORD DATABASE (CARD)
Faculty MemberCompleting the CAR
Column Entry• #5:CMDS CMDS year and term code
Year & Term Note: an academic year begins with the summer term and includes the
following fall and spring semesters.
• #6:Course From the Course Description & Specific Outcome Outcomes document; place
an “X” in the column if acourse specific outcome is assessed on the CAR
• #7-17: Gen Ed’s Place an “X” in the appropriate column(s)
A Practical Suggestion
The Challenge: As you complete more rows and move down the CARD form, the column headings disappear.
One possible solution: Freeze the headings by clicking on the cell in the first column below the listing of the Division codes (i.e., click on cell A8) and then, from your Excel toolbar, select “Freeze Panes” under “Windows.”
Column Entry
• #18: Performance 1=yes, 2=no, 3=partially Criteria Achieved? achieved (see next page)
How do you determine if the performance criteria was achieved?
• You must make the judgment by comparing entries in the CAR’s “Expected Outcomes/Performance Evaluation Criteria” column with the “Assessment Data Analyses” column.
• Often more than one assessment method will have been used and you must decide if, overall, the criteria were achieved (i.e., success), partially achieved, or not achieved. (See next page.)
Example of CAR with Multiple Assessment Methods
Lorain County Community College COURSE ASSESSMENT RECORD Faculty name:…………………….. Course NO:…….… Course Title:……………………………………………………….. Semester:/Year……… Section #:-………. Course Description:………………………………………………………………………………………………………………………………………………….... ……………………………………………………………………………………………………………………………………………………….
Student Learning Outcomes [Select from course description and student outcomes CC document]
General Education Outcomes [Select from measurable general education objective document]
Learning Processes / Activities [In class, homework, and research assignments etc.]
Assessment Techniques / Methods / Measures [Qualitative/ descriptive points ]
Expected Outcomes / Performance Evaluation Criteria [Rubrics, levels competencies, time limit etc.]
Assessment data analyses [Formative, Diagnostic, or Summative evaluation etc.]
Recommendation for continuous improvement [Contents, lab setting, instruction, pedagogy etc]
What cognitive, affective, and / or psychomotor learning outcomes have been identified for this course?
What general education outcomes/measurable objectives are embedded in the course content?
What learning experiences and strategies will students be exposed to in order to achieve these learning outcomes?
What assessment strategies will you use to demonstrate student learning?
What are the benchmark targets you will use as indicators of adequate learning in this course?
What did you find out? What does the data show?
Based on your data and the results obtained, what do you plan to do?
CMMC 151- Oral Communication Demonstrate competence in the construction and presentation of the persuasive speech.
#3 (scientific inquiry), #7 (spoken communication)
Students are presented with different organization patterns for persuasion as well as rational and emotional appeals. Students prepare draft of an outline for the speech with reliable sources and offer strategies for persuasion. Thesis, organization, and sources are examined by the small group and professor.
Students will give individual speeches, evaluated on a rubric.
On the second, persuasive speech, 75% of students should be able to achieve a minimum of:
1. 4/5 for thesis 2. 12/15 for
organization 3. 8/10 for quality
of sources and oral citations
4. Maintain eye contact
The following results were: 1.94% achieved 4 or higher for a complete thesis. 2.94% achieved a 12 or higher for organization. 3.78% achieved 8 or higher for quality and citing of sources. 4.89% maintained eye contact
Because students were not as strong in the third area—citing quality sources—students will be required to write their sources inside their outline where they will be citing them. For those who did not do this well on the first speech, they will be required to write on their references page next to each source, where in the outline that source appears, e.g., IIA.1.
Column Entry• #19-26:Assessment Enter an “X” under every method
usedMethods/Tools Used (e.g., 2007-18)
• #27: Summary of Summarize the faculty member’s Faculty Recommendations recommendation(s) for continuous
improvement
• #28: Summary of Summarize changes resulting fromResults of Implementing implementation of recommendation(s)Recommendations in column #27 (if available)
• #29: Division (Optional)Director Comments
When there are multiple entries on the CAR, how should they entered on
the CARD?
Each line on the CARD corresponds to one line on a CAR form. The first two lines on this CARD illustrate how to complete the form when two lines are reported on a single CAR. Please note that the first line corresponds to a new CAR and the following line is “indented” to indicate that these assessments are reported on the same CAR.
Contact Person: Extension:Date Submitted: Academic year:
Divison Cou
rse
(indi
cate
In
tern
et c
ours
es
with
I af
ter c
ours
e nu
mbe
r.)
CM
DS
Year
& T
erm
Perf
orm
ance
Crit
eria
Ach
ieve
d?
Summary of FacultyRecommendations
Division Director
Comments (optional)
0=BUS1=PSS2=ALHN3=HPER4=AHUM5=SSHS6=ET7=SM8=ECS (e
.g. H
STR
162
or H
STR
162
I)
Firs
t and
Las
t Nam
e
1=Fu
ll Ti
me
2=
Adju
nct
(e.g
. 03-
15)
Cou
rse
Spec
ific
Out
com
e(s)
Gen
Ed
#1 (p
rof c
ompe
tenc
e)
Gen
Ed
#2 (t
ech
liter
acy)
Gen
Ed
#3 (s
cien
tific
inqu
iry)
Gen
Ed
#4 (a
rts &
hum
aniti
es)
Gen
Ed
#5 (h
ist'y
,soc
,eco
n,po
li)
Gen
Ed
#6 (w
ritin
g)
Gen
Ed
#7 (s
poke
n co
mm
un)
Gen
Ed
#8 (m
ath
conc
epts
)
Gen
Ed
#9 (c
ritic
al th
inki
ng)
Gen
Ed
#10
(mul
ticul
tura
l)
Gen
Ed
#11(
lifes
tyle
)
1=ye
s
2=n
o3=
parti
al a
chie
vem
ent o
f crit
eria
Rub
ric
Pre/
Post
-Tes
t
Test
Item
Ana
lysi
s
Gen
eral
Too
ls(e
.g. m
uddi
est p
oint
,m
inut
e pa
per)
Prac
tical
, com
pete
ncy
Jour
nal,
Portf
olio
, Pro
ject
Pres
enta
tion,
Per
form
ance
Oth
er (d
escr
ibe
brie
fly)
7 BIOG 121 John Doe 1 04-16 X X X 3 X
Will incorporate more critical thinking activities into future course lectures
X X X X X 1 X X Same as above
7 BIOG 151 Jane Deer 1 04-16 X X 2 X
Additional lecture time will be devoted to these topics and an additional homework assignment will be created for these topics.
5 ECED 275 Ed Emeritus 2 04-16 X X 1 X X X X X
Increase small group discussion with real
case scenarious applying licensing rules
and certification examples.
LORAIN COUNTY COMMUNITY COLLEGE
Outcomes(indicate with an "x" all that apply)
Assessment Tools/Methods Used("x" all that apply)
COURSE ASSESSMENT RECORD DATABASE (CARD)
Faculty MemberCompleting the CAR
When a single CAR lists assessments of two or more different course outcomes (i.e., two or
more lines on the CAR):
When a CAR reports assessments of the same outcome in several sections of the same course, how are they recorded? When a CAR reports assessments of the
same outcome in several sections of the same course, each of these assessments should be reported on a separate line of the CARD.
Example of a Completed CARD from 2005/06
Contact Person: xxx Extension: 7245Date Submitted: 15-Jun-05 Academic year: 04/05
Divison Cou
rse
(indi
cate
In
tern
et c
ours
es
with
I af
ter
cour
se
num
ber.
)
CM
DS
Yea
r &
Ter
m
Per
form
ance
Cri
teri
a A
chie
ved?
Summary of FacultyRecommendations
Division Director Comments (optional)
0=BUS1=PSS2=ALHN3=HPER4=AHUM5=SSHS6=ET7=SM8=ECS (e
.g. H
STR
162
or H
STR
162
I)
Firs
t and
Las
t Nam
es
1=Fu
ll Ti
me
2=
Adj
unct
(e.g
. 03-
15)
Cou
rse
Spe
cific
Out
com
e(s)
Gen
Ed
#1 (p
rof c
ompe
tenc
e)
Gen
Ed
#2 (t
ech
liter
acy)
Gen
Ed
#3 (s
cien
tific
inqu
iry)
Gen
Ed
#4 (a
rts &
hum
aniti
es)
Gen
Ed
#5 (h
ist'y
,soc
,eco
n,po
li)
Gen
Ed
#6 (w
ritin
g)
Gen
Ed
#7 (s
poke
n co
mm
un)
Gen
Ed
#8 (m
ath
conc
epts
)
Gen
Ed
#9 (c
ritic
al th
inki
ng)
Gen
Ed
#10
(mul
ticul
tura
l)
Gen
Ed
#11(
lifes
tyle
)
1=ye
s
2=n
o3=
parti
al a
chie
vem
ent o
f crit
eria
Rub
ric
Pre
/Pos
t-Tes
t
Test
Item
Ana
lysi
s
Gen
eral
Too
ls(e
.g. m
uddi
est p
oint
,m
inut
e pa
per)
Pra
ctic
al, c
ompe
tenc
y
Jour
nal,
Por
tfolio
, Pro
ject
Pre
sent
atio
n, P
erfo
rman
ce
Oth
er (d
escr
ibe
brie
fly)
7 BIOG 151 xxx 2 05-17 X 2 X
The lab reports need to be done by each individual student to allow them to learn to interpret their own results instead of using another's opinion. Discuss possibility of dissecting earthworm or other organism to help students better identify organ systems.
LORAIN COUNTY COMMUNITY COLLEGE
Outcomes(indicate with an "x" all that apply)
Assessment Tools/Methods Used("x" all that apply)
COURSE ASSESSMENT RECORD DATABASE (CARD)
Faculty MemberCompleting the CAR
Questions or Concerns?
Contact Wendy Marley at x7743 or email wmarley@lorainccc.edu
This presentation will be available as a Power Point tutorial on CampusNet at www.lorainccc.edu/assessment