Assessment: Course Four Column - elcamino.edu · assessment test to include specific questions on...

El Camino: Course SLOs (BUS) - Accounting

FALL 2016Assessment: Course Four Column

ECC: BUS 1A:Financial Accounting

Course SLOs Assessment MethodDescription Results Actions

SLO #1 Evaluation - Evaluate thefinancial position and profitability ofthe business entity using variousfinancial ratios.

Inactive Date:

Course SLO Assessment Cycle: 2014-15 (Fall 2014), 2017-18 (Fall 2017)

Course SLO Status: Active

Input Date: 11/12/2013

Comments::

Standard and Target for Success:80% of students will answer thequestion correctly.

% of Success for this SLO:Faculty Assessment Leader:Faculty Contributing to Assessment:

Action: We will make sure that thequestion in question will beaddressed in the next semester....(06/06/2013)Action Category:

Semester and Year Assessment Conducted: 2011-12 (Fall2011)Standard Met? : Standard Not Met73.7% (14/19) of students answered the mid term examquestion correctly. All of the students who answered thequestion correctly still had issues with answering theincome statement part of the question. (05/28/2013)

Additional Information:

Case Study - Question #3 on MidTerm Exam

Standard and Target for Success: Itis expected that a minimum of 75%of the students will score at leastsatisfactorily (70% or higher) on this

Action: Develop a commonassessment tool – for example acomprehensive problem, projector exam used in all BUS1A classes– to specifically address this SLO.This should be given at the end ofthe course after understanding ofbasic accounting concepts andfinancial statements has beenobtained. (Faculty) (12/10/2015)Action Category: SLO/PLOAssessment ProcessAction: Extra time with additionalexamples should be devoted tofinancial ratios. (Randy Harris)(12/10/2015)

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Not MetA sample was taken from five instructors with a total of 11class sections. The results are as follows:

1 Number of students completing the course.267

2 Number of students with a final average(including all course points) of > 70% 192 72%3 Number of students with a final average(including all course points) of < 70% 75 28%4 Mean final grade as a % 705 Median final grade as a % 74

(03/04/2015)

Exam/Test/Quiz - The students aregiven a year-end balance sheet andincome statement, and they thencalculate a variety of financial ratios.This is generally a part of the finalexam, or spread out among thevarious exams during the semester.Collectively, final course grades,means, medians, and distributionsare used to assess whether studentsretained and understood thematerial.

01/22/2018 Page 1 of 27Generated by TracDat® a product of Nuventive


SLO. See below for rubric/definitionof satisfactory.Excellent: >= 90%Good: >= 80% and < 90%Satisfactory: >= 70% and < 80%%Unsatisfactory: >= 60% and < 70%Failing: < 60%

% of Success for this SLO:Faculty Assessment Leader: K. HullFaculty Contributing to Assessment: Norbert Maler, PhilLau, Kurt Hull, Liz Jennison, Randy Harris, Arnold Blanshard

Action Category: TeachingStrategiesAction: Implement more groupproject to account for 15% of thetotal assessment. (ArnoldBlanshard). (08/26/2015)Action Category: TeachingStrategiesAction: Use more Practice exerciseand allow for gradual assessment.(Arnold Blanshard) (08/26/2015)Action Category: TeachingStrategiesAction: Replace textbook with amodern, up to date text thatincludes robust online resources.(Faculty) (08/26/2015)Action Category: TeachingStrategies


Standard and Target for Success: >70% exam average indicates thatSLO was achieved.< 70% exam average indicates thatSLO was not achieved.

Action: Revise commonassessment test to include specificquestions on financial ratioanalysis. (09/01/2017)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2016-17(Spring 2017)Standard Met? : Standard MetThe instructors administered a common assessment testcovering all chapters assigned during the semester. A totalof 232 students were included in the sample, and thefollowing table outlines the scores by question. The datasuggests that we need to work on topics covered inquestions 5, 6, and 17. Overall, however, the students seemto be retaining the material.

Question # Topic Total Test TakersAverage Scores

# Test takers 232

1 Accounting equation 100%2 Calculate total liabilities 96%3 Normal debit balance 88%4 RE statement 97%5 Prepaid insurance AJE 68%


Exam/Test/Quiz - The instructorsadministered a common assessmenttest covering all chapters assignedduring the semester.



% of Success for this SLO:Faculty Assessment Leader: K. HullFaculty Contributing to Assessment: B.Khoddam, S. Porter,B. Giles, P. Koch, M. Lu, E. Dimaculangan, R. Knight, L.Huang

6 Closing trial balance 51%7 Financial statements 92%8 Balance Sheet 92%9 Net income 96%10 Double entry accounting 95%11 Common attribute 81%12 Gross profit 97%13 FIFO COGS 91%14 Interest 74%15 Doubtful accounts 71%16 Plant assets 90%17 Depreciation 62%18 Current liabilities 94%19 Bonds 94%20 Common stock 86%

Overall average score 86%(06/14/2017)

SLO #2 Problem Solving - Solve acomprehensive accounting problemthat involves preparation of 3 of the 4basic financial statements, whichinclude the balance sheet, the incomestatement, and the statement ofretained earnings.

Inactive Date:

Course SLO Assessment Cycle: 2015-16 (Fall 2015)



Comments::

Standard and Target for Success: Itis expected that a minimum of 75%of the students will score at leastsatisfactorily (70% or higher) on thisSLO. See below for rubric/definitionof satisfactory.Excellent: >= 90%Good: >= 80% and < 90%Satisfactory: >= 70% and < 80%%Unsatisfactory: >= 60% and < 70%

Action: Standardize policy oncomprehensive accountingproblem amongst all classes. Forexample – individual vs. groupactivity, in-class vs. take-home,etc. (Faculty). (12/10/2015)Action Category: TeachingStrategiesAction: Replace textbook with amodern, up to date text thatincludes robust online resources.(Faculty) (08/26/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetA sample was taken from five instructors with a total of 11class sections. The results are as follows:Number of students who completed the comprehensiveaccounting cycle problem. (NOTE: If no comprehensiveaccounting problem is given, utilize the overall class finalgrades). 221Number of students with a grade of 70% or above.

207 94%Number of students with a grade below 70%. 20

6%Mean grade. 81Median grade. 88

Project - The students are given acomprehensive problem where theymust journalize transactions, postthem to a ledger, and preparemultiple trial balances standardmonth-end accounting statements.



Failing: < 60%% of Success for this SLO:Faculty Assessment Leader: K. HullFaculty Contributing to Assessment: Norbert Maler, PhilLau, Kurt Hull, Liz Jennison, Randy Harris, Arnold Blanshard

(03/04/2015)


Standard and Target for Success: Itis expected that 70% of studentscompleting the comprehensiveproblem will score 70% or above onthis SLO.

% of Success for this SLO:Faculty Assessment Leader: K. HullFaculty Contributing to Assessment: N. Maler, K. Hull, E.Jennison, P. Koch

Action: Standardize policy oncomprehensive accountingproblem amongst all classes. Forexample – all classes use the sameproblem, in-class vs. take-home,etc. (09/15/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetThe scores from three instructors and five sections weretabulated, and the results are as follows:

# of students completing the project 177# of scores above 70% 144percent above 70% 81%mean of means, all sections 80%

This data is clearly indicative of success, and we believe canbe extrapolated to the larger population of studentscompleting the project in Business 1A. (01/27/2016)


Project - A project using Excel thatrequired students to complete allparts of the accounting cycle.

Standard and Target for Success: >70% exam average indicates thatSLO was achieved.< 70% exam average indicates thatSLO was not achieved.

Action: Develop and distributeaccounting cycle project to allaccounting faculty. (09/01/2017)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2016-17(Spring 2017)Standard Met? : Standard MetThe instructors administered a common assessment testcovering all chapters assigned during the semester. A totalof 232 students were included in the sample, and thefollowing table outlines the scores by question. The datasuggests that we need to work on topics covered inquestions 5, 6, and 17. Overall, however, the students seemto be retaining the material.Question # Topic Total Test Takers

Average Scores# Test takers 232

1 Accounting equation 100%2 Calculate total liabilities 96%3 Normal debit balance 88%


Multiple Assessments - Theinstructors administered a commonassessment test covering all chaptersassigned during the semester.In addition, several instructorsadministered a comprehensiveaccounting problem as well.



% of Success for this SLO:Faculty Assessment Leader: K. HullFaculty Contributing to Assessment: B.Khoddam, S. Porter,

4 RE statement 97%5 Prepaid insurance AJE 68%6 Closing trial balance 51%7 Financial statements 92%8 Balance Sheet 92%9 Net income 96%10 Double entry accounting 95%11 Common attribute 81%12 Gross profit 97%13 FIFO COGS 91%14 Interest 74%15 Doubtful accounts 71%16 Plant assets 90%17 Depreciation 62%18 Current liabilities 94%19 Bonds 94%20 Common stock 86%

Overall average score 86%

In addition, several instructors administered acomprehensive accounting problem as well. Below are thecombined results of that assessment. A total of 128students were included in the sample, and it is clear thatthe students understood how to complete the accountingcycle.

Accounting Cycle Project Total Test Takers3008 3011 3014 3022 Average

Score# Test takers 31 32 31 34

128Section Average 86% 96% 94% 95%

93%% > 70% 81% 94% 97% 97% 92%% < 70% 19% 6% 3% 3% 8%(06/14/2017)



B. Giles, P. Koch, E. Dimaculangan, R. Knight, L. Huang

SLO #3: Concepts & Terminology -Understand and utilize financialaccounting concepts and terminology.

Inactive Date:




Comments::

Standard and Target for Success: Itis expected that a minimum of 75%of the students will score at leastsatisfactorily (70% or higher) on thisSLO. See below for rubric/definitionof satisfactory.Excellent: >= 90%Good: >= 80% and < 90%Satisfactory: >= 70% and < 80%%Unsatisfactory: >= 60% and < 70%Failing: < 60%

% of Success for this SLO:Faculty Assessment Leader: K. HullFaculty Contributing to Assessment: Norbert Maler, PhilLau, Kurt Hull, Liz Jennison, Randy Harris, Arnold Blanshard

Action: Develop a commonassessment exam used in allBUS1A classes – to specificallyaddress this SLO. We will identifythe key accounting concepts andterminology that must be learnedin this class, and give acomprehensive exam at the end ofthe course. (Faculty) (12/10/2015)Action Category: TeachingStrategiesAction: Implement more groupproject to account for 15% of thetotal assessment. (ArnoldBlanshard). (08/26/2015)Action Category: TeachingStrategiesAction: Use more Practice exerciseand allow for gradual assessment.(Arnold Blanshard) (08/26/2015)Action Category: TeachingStrategiesAction: Replace textbook with amodern, up to date text thatincludes robust online resources.(Faculty) (08/26/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Not MetA sample was taken from five instructors with a total of 11class sections. The results are as follows:1 Number of students completing the course.

2672 Number of students with a final average(including all course points) of > 70% 196 73%3 Number of students with a final average(including all course points) of < 70% 71 27%4 Mean final grade as a % 715 Median final grade as a % 74

(03/04/2015)


Exam/Test/Quiz - The students aregiven multiple “hands-on” examsthroughout the semester that testtheir comprehension of, and theirability to apply concepts presentedin chapters of their textbook.

Standard and Target for Success: >70% exam average indicates that

Action: Develop and implement acommon assessment tool for allBUS 1B courses. (01/15/2016)

Follow-Up: The commonassessment tool is in process, andwill be completed by the end ofthe fall 2015 semester for

Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetA sample was taken from five instructors with a total of 11class sections. The results are as follows:1 Number of students completing the course.

138 100%2 Number of students with a final average(including all course points) of > 70% 116 84%

Multiple Assessments - Final coursegrade distributions, means, andmedians are used to assess studentsuccess on this SLO. A sample offinal grades from three instructorsand six sections were used to assessthis SLO.



SLO was achieved.< 70% exam average indicates thatSLO was not achieved.

% of Success for this SLO:Faculty Assessment Leader: Ana Milosevic-NguyenFaculty Contributing to Assessment:

implementation in the spring2016 semester (09/14/2015)

Action: Update textbook toinclude more online resources andcomputer based homework.(01/15/2016)

Follow-Up: In a previousassessment cycle in Business 1Aand Business 1B, it was suggestedby many that we changetextbooks. That result wasachieved in the spring 2015semester by unanimousdepartment decision, and will beimplemented as indicated abovestarting in the spring of 2016.(09/14/2015)

Action Category: TeachingStrategies

3 Number of students with a final average(including all course points) of < 70% 22 16%4 Mean final grade as a % 76.35 Median final grade as a % 79.4(09/11/2015)Additional Information:

Standard and Target for Success: Itis expected that 80% of the multiplechoice questions will be answered

% of Success for this SLO:Faculty Assessment Leader: A. Milosevic-NguyenFaculty Contributing to Assessment: K. Hull, B. Khoddam, P.Koch, T. LewisRelated Documents:

Action: Consistently, incongruence with our teachingstrategies action plan (see above),re-evaluate our SLO assessmentprocess through the review anddevelopment of better questions.(09/25/2017)

Follow-Up: In a previousassessment cycle in Business 1Aand Business 1B, it was suggestedby many that we develop acommon assessment tool. This isour first semester that we haveimplemented a commonassessment test. As noted above,there are areas for improvementbut overall we believe that ourfirst attempt was a great success.

Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard MetBased on the results noted above, 4/20 (20%) multiplechoice questions did not meet our standard for success(>70%). This means that 80% of the multiple choicequestions were answered satisfactorily. In other words,80% of the multiple choice questions were answeredcorrectly by at least 70% of the students. Our standard wasmet.Although our standard was met, we believe that the 4multiple choice questions that were answered incorrectlyby a large percentage of the class need to be addressed.This will be documented below under ‘Action Plan’.(02/24/2017)

Exam/Test/Quiz - The SLO wasassessed using a commonassessment tool – a 20 questionmultiple choice exam. Eachinstructor distributed the exam intheir own class/ section. The resultswere combined from all assessedsections for purposes of assessingSLO#3. (NOTE: A total of 8 classsections were used for purposes ofassessing SLO #3. We took the classaverage for each multiple choicequestion, for each class section.From there, we found the average ofall class sections, by question.Please see attached document forbreakdown).



satisfactorily (see below for rubric/breakdown). Assessment was basedon the average of all class sectionsbeing assessed. Above Average: 80-100%

Satisfactory: 70-80%Below Average: <70%

BUS 1A - Common Assessment - updated 050516.rtfBUS 1A _ Fall 2016_ Combined Assessment_SLO#3.doc

(02/27/2017)

Action: For the 4 multiple choicequestions that were answeredincorrectly by a large percentageof the students, re-evaluatewhether teaching strategies needto be altered. Because we havethe data broken down byprofessor, by section, we caneasily address/discuss areas forpotential changes in teachingstrategies. (09/25/2017)

Follow-Up: In a previousassessment cycle in Business 1Aand Business 1B, it was suggestedby many that we develop acommon assessment tool. This isour first semester that we haveimplemented a commonassessment test. As noted above,there are areas for improvementbut overall we believe that ourfirst attempt was a great success.(02/27/2017)




https://elcamino.tracdat.com:443/tracdat/viewDocument?y=9oFC7I99jTlF

https://elcamino.tracdat.com:443/tracdat/viewDocument?y=rF77M5e67uT4

ECC: BUS 2A:Intermediate Accounting


SLO #1 Concepts and Terminology -Understand the concepts andterminology used in AccountingInformation Systems, the basicaccounting process, and key financialstatements.

Inactive Date:




Comments::

Standard and Target for Success: Itis expected that 80% of students willscore at least Satisfactory (70% orabove) on this SLO. See below forrubric/ definition of Satisfaction.Above Average: 80-100%Satisfactory: 70-80%Below Average: <70%

Action: Enhance the currenttextbook interactive softwaretechnology and provide studentswith extra support in their studiesthrough voluntary softwaretechnology reviews. (11/01/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Not MetTotal Student Count: 36 (100%)Above Average – 8 (22%)

Satisfactory – 4 (11%)Below Average – 24 (67%)

It was noted that 33% of the class completed the final(assessment method) with either satisfactory or aboveaverage results. Twenty-four (67%) of the students fellbelow average. The standard was not met.The assessment results fell well below our expectations.The standard was not met due to the following reasons:A) No time restrictions between completion ofBusiness 1A/1B series and Business 2A enrollment.Students who waited longer than 2 years after completionof 1A/1B to take 2A, had to work much harder in this class.Their basic accounting skills were ‘rusty’ and as a result,their ability to learn intermediate accounting skills suffered.The majority of the students who did not meet the standardwaited many years after completion of 1A/1B to enroll inthe intermediate course. This was noted during the prioryear assessments (Fall 2013 and Fall 2014), although it wasmuch more prevalent during the Fall 2014 semester. Thishas been an issue since I have started teaching this course,and I don’t believe it will go away our prerequisite rules.Many of the students who enroll in this class are individualswho are return students after being in the job market formany years. Naturally, much time has passed since theirBusiness 1A/ 1B completion. Changing our prerequisiterules (time restriction) would hurt enrollment andultimately may result in class cancellation.B) Student Pool/ Mixed InstitutionsEvery semester brings a different pool of students, this goeswithout say. This particular class appeared to be a group ofstudents who were quite weak in the area of accountingbasics. Many students expressed that the institutions at


Exam/Test/Quiz - Course midtermexam #1 – assesses the student'sunderstanding of the concepts andterminology used in AccountingInformation Systems, the basicaccounting process, and key financialstatements.



% of Success for this SLO:Faculty Assessment Leader: A. MilosevicFaculty Contributing to Assessment:

which they completed their Business 1A/ 1B equivalent didnot introduce them to some basic accounting knowledge(financial statement completion/ comprehension).(12/21/2015)

Action: New textbook withinclusion of interactive softwaretechnology (11/01/2015)

Follow-Up: It was determinedduring the Fall 2013 assessment(class is only offered during theFall semester), that curriculumand/ or program college supportwas necessary to improve studentsuccess in this class. Although thestandard was met in Fall 2013, Iconcluded that a timeprerequisite would beappropriate for this class. Inorder to improve success ratesand the overall teachingapproach, I was interested inimplementing a requirement inwhich a student must havecompleted the Business 1A/1Bseries no longer than 2 academicyears prior to enrollment in theBusiness 2A/2B series. This wouldeliminate information retentionissues that we see in everyBusiness 2A class. If the basicaccounting skills are ‘fresh’ intheir minds, success rates wouldimprove in Business 2A.After much analysis anddiscussion with colleagues and



Satisfactory – 6 (15%)Below Average – 16 (40%)

It was noted that 60% of the class completed the final(assessment method) with either satisfactory or aboveaverage results. Sixteen (40%) of the students fell belowaverage. The standard was not met.The assessment results fell well below our expectations.The standard was not met due to the following reasons:A) No time restrictions between completion ofBusiness 1A/1B series and Business 2A enrollment.Students who waited longer than 2 years after completionof 1A/1B to take 2A, had to work much harder in this class.Their basic accounting skills were ‘rusty’ and as a result,their ability to learn intermediate accounting skills suffered.The majority of the students who did not meet the standardwaited many years after completion of 1A/1B to enroll inthe intermediate course. This was noted during the prioryear assessment (Fall 2013), although it was much moreprevalent during the Fall 2014 semester.B) Student Pool/ Mixed InstitutionsEvery semester brings a different pool of students, this goeswithout say. This particular class appeared to be a group ofstudents who were quite weak in the area of accountingbasics. Many students expressed that the institutions atwhich they completed their Business 1A/ 1B equivalent didnot introduce them to some basic accounting knowledge(financial statement completion/ comprehension). (01/15/2015)




division leaders, it wasdetermined that this wouldgreatly hurt enrollment, andultimately, might result in classcancellation. This is becausemany of the students who enrollin this class are individuals whoare return students after being inthe job market for many years.Naturally, much time has passedsince their Business 1A/ 1Bcompletion.As such, we passed on last year’saction plan and have decided toimplement a new version of thecurrent text. The new version willinclude new computertechnologies that will be given tothe student as part of the classassignments. It will function as arequired homework assignment.This program is an interactive,student specific practice guidewhich will greatly improve and/or refresh basic accounting skills.The publishers of this text/program have demonstrated itssuccess to me and I believe it willbe an enormous help uponimplementation, not only foraddressing this particularassessment, but for the overallclass (all SLOs).This will be implemented as soonas this class is offered again (Fall2015). (02/05/2015)

Action: Emphasis should be madeand imprinted on the class

Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard Not Met

Exam/Test/Quiz - Course Final exam#1 – assesses the students’Understanding of the concepts and



Standard and Target for Success: Itis expected that 80% of students willscore at least Satisfactory (70% orabove) on this SLO. See below forrubric/ definition of Satisfaction.Above Average: 80-100%Satisfactory: 70-80%Below Average: <70%

% of Success for this SLO:Faculty Assessment Leader: A. BlanshardFaculty Contributing to Assessment:

syllabus information students thetime commitment warranted topass this class. (08/21/2017)Action Category:Program/College SupportAction: Set up a refresher crashcourse that will help the studentsin bringing back the knowledgefrom Accountings 1A and 1B.(08/21/2017)Action Category: TeachingStrategies

Total Student Count: 35 (100%)Above Average – 15 (43%)

Satisfactory – 10 (28.5%)Below Average – 10 (28.5%)

It was noted that 71.5% of the class completed the final(assessment method) with either satisfactory or aboveaverage results. Ten (28.5%) of the students fell belowaverage. The standard was not met.The assessment results fell well below our expectations.The standard was not met due to the following reasons:A. Students were taking too many classes and workfull time. Most of the students in my class were alsoenrolled in Business 5A Income tax.B. Student Pool/ Mixed InstitutionsEvery semester brings a different pool of students, this goeswithout say. This particular class appeared to be a group ofstudents who were quite weak in the area of accountingbasics. Many students expressed that the institutions atwhich they completed their Business 1A/ 1B equivalent didnot introduce them to some basic accounting knowledge(financial statement completion/ comprehension).(02/13/2017)


terminology used in AccountingInformation Systems, the basicaccounting process, and key financialstatements.

SLO #2 Analyzing and Preparation -Analyze transactions, prepare journalentries recording those transactions,and prepare Balance Sheets, IncomeStatements, Statements of Changes inStockholders‘ Equity.

Inactive Date:




Comments::

Standard and Target for Success: Itis expected that 80% of students willscore at least Satisfactory (70% orabove) on this SLO. See below forrubric/ definition of Satisfaction. Above Average: 80-100%

Action: Enhance the currenttextbook interactive softwaretechnology and provide studentswith extra support in their studiesthrough voluntary softwaretechnology reviews. (11/01/2016)Action Category: TeachingStrategies


Satisfactory – 6 (19%)Below Average – 12 (37%)It was noted that 63% of the class completed the final(assessment method) with either satisfactory or aboveaverage results. Twelve (37%) of the students fell belowaverage. The standard was not met.The assessment results fell well below our expectations.The standard was not met due to the following reasons:A) No time restrictions between completion of

Exam/Test/Quiz - Course mid-term#2 exam – assesses the student'sability to analyze transactions,prepare journal entries recordingthose transactions, and prepareBalance Sheets, Income Statements,Statements of Changes inStockholders‘ Equity.





Business 1A/1B series and Business 2A enrollment.Students who waited longer than 2 years after completionof 1A/1B to take 2A, had to work much harder in this class.Their basic accounting skills were ‘rusty’ and as a result,their ability to learn intermediate accounting skills suffered.The majority of the students who did not meet the standardwaited many years after completion of 1A/1B to enroll inthe intermediate course. This was noted during the prioryear assessments (Fall 2013 and Fall 2014), although it wasmuch more prevalent during the Fall 2014 semester. Thishas been an issue since I have started teaching this course,and I don’t believe it will go away our prerequisite rules.Many of the students who enroll in this class are individualswho are return students after being in the job market formany years. Naturally, much time has passed since theirBusiness 1A/ 1B completion. Changing our prerequisiterules (time restriction) would hurt enrollment andultimately may result in class cancellation.B) Student Pool/ Mixed InstitutionsEvery semester brings a different pool of students, this goeswithout say. This particular class appeared to be a group ofstudents who were quite weak in the area of accountingbasics. Many students expressed that the institutions atwhich they completed their Business 1A/ 1B equivalent didnot introduce them to some basic accounting knowledge(financial statement completion/ comprehension).(12/21/2015)

Action: New textbook withinclusion of interactive softwaretechnology (01/15/2015)

Follow-Up: It was determinedduring the Fall 2013 assessment(class is only offered during theFall semester), that curriculumand/ or program college support


Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Not MetTotal Student Count: 40 (100%)Above Average – 19 (47.5%)Satisfactory – 5 (12.5%)Below Average – 16 (40%)It was noted that 60% of the class completed the final(assessment method) with either satisfactory or aboveaverage results. Sixteen (40%) of the students fell below





was necessary to improve studentsuccess in this class. Although thestandard was met in Fall 2013, Iconcluded that a timeprerequisite would beappropriate for this class. Inorder to improve success ratesand the overall teachingapproach, I was interested inimplementing a requirement inwhich a student must havecompleted the Business 1A/1Bseries no longer than 2 academicyears prior to enrollment in theBusiness 2A/2B series. This wouldeliminate information retentionissues that we see in everyBusiness 2A class. If the basicaccounting skills are ‘fresh’ intheir minds, success rates wouldimprove in Business 2A.After much analysis anddiscussion with colleagues anddivision leaders, it wasdetermined that this wouldgreatly hurt enrollment, andultimately, might result in classcancellation. This is becausemany of the students who enrollin this class are individuals whoare return students after being inthe job market for many years.Naturally, much time has passedsince their Business 1A/ 1Bcompletion.As such, we passed on last year’saction plan and have decided toimplement a new version of thecurrent text. The new version willinclude new computer

average. The standard was not met.The assessment results fell well below our expectations.The standard was not met due to the following reasons:A) No time restrictions between completion ofBusiness 1A/1B series and Business 2A enrollment.Students who waited longer than 2 years after completionof 1A/1B to take 2A, had to work much harder in this class.Their basic accounting skills were ‘rusty’ and as a result,their ability to learn intermediate accounting skills suffered.The majority of the students who did not meet the standardwaited many years after completion of 1A/1B to enroll inthe intermediate course. This was noted during the prioryear assessment (Fall 2013), although it was much moreprevalent during the Fall 2014 semester.B) Student Pool/ Mixed InstitutionsEvery semester brings a different pool of students, this goeswithout say. This particular class appeared to be a group ofstudents who were quite weak in the area of accountingbasics. Many students expressed that the institutions atwhich they completed their Business 1A/ 1B equivalent didnot introduce them to some basic accounting knowledge(financial statement completion/ comprehension).

(01/15/2015)



technologies that will be given tothe student as part of the classassignments. It will function as arequired homework assignment.This program is an interactive,student specific practice guidewhich will greatly improve and/or refresh basic accounting skills.The publishers of this text/program have demonstrated itssuccess to me and I believe it willbe an enormous help uponimplementation.This will be implemented as soonas this class is offered again (Fall2015). (02/05/2015)Follow-Up: New textbook withinclusion of interactive softwaretechnology (02/05/2015)

Action: See above underCurriculum Changes (11/01/2014)Action Category:Program/College SupportAction: Pre-requisites may need tobe altered/ added. (11/01/2014)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2013-14 (Fall2013)Standard Met? : Standard MetTotal Student Count: 43(100%)Above Average – 28 (65%)

Satisfactory – 11 (26%)Below Average – 4 (9%)It was noted that 91% of the class completed the final(assessment method) with either satisfactory or aboveaverage results. Only 4 (9%) of the students fell belowaverage. The standard was met.One item to note is that we may want to consider settingrestrictions on enrollment based on Business 1A/ Business1B completion. For example, a student should only havethe ability to enroll in Intermediate Accounting (Business2A/ Business 2B) if they have successfully completed the1A/1B series in the last two years. Although the standardswere met (assessment was successful), it was noted thatthe students who waited longer than 2 years after



% of Success for this SLO:Faculty Assessment Leader: Ana MilosevicFaculty Contributing to Assessment:

completion of 1A/1B to take 2A, had to work much harderin this class. Their basic accounting skills were ‘rusty’ and asa result, their ability to learn intermediate accounting skillssuffered. The majority of the students who did not meetthe standard waited many years after completion of 1A/1Bto enroll in the intermediate course. (12/13/2013)

SLO #3 Problem Solving - Solve avariety of problems related to theaccounting for cash, receivables,inventory, long term assets, incomemeasurement, profitability analysis,and the time-value of money.

Inactive Date:




Comments::

Standard and Target for Success: Itis expected that 80% of students willscore at least Satisfactory (70% orabove) on this SLO. See below forrubric/ definition of Satisfaction. Above Average: 80-100%



Action: Emphasis should be madeand imprinted on the classsyllabus information students thetime commitment warranted topass this class. (08/21/2017)Action Category:Program/College SupportAction: Set up a refresher crashcourse that will help the studentsin bringing back the knowledgefrom Accountings 1A and 1B.(08/21/2017)Action Category: TeachingStrategies


Satisfactory – 16 (46.%)Below Average – 8 (22)

It was noted that 78% of the class completed the final(assessment method) with either satisfactory or aboveaverage results. Eight (22%) of the students fell belowaverage. The standard was not met.The assessment results fell well below our expectations.The standard was not met due to the following reasons:A. Students were taking too many classes and workfull time. Most of the students in my class were alsoenrolled in Business 5A Income tax.B. Student Pool/ Mixed InstitutionsEvery semester brings a different pool of students, this goeswithout say. This particular class appeared to be a group ofstudents who were quite weak in the area of accountingbasics. Many students expressed that the institutions atwhich they completed their Business 1A/ 1B equivalent didnot introduce them to some basic accounting knowledge(financial statement completion/ comprehension).(02/13/2017)

Action: New textbook withinclusion of interactive software

Semester and Year Assessment Conducted: 2014-15 (Fall2014)


Exam/Test/Quiz - Course final exam– assesses the students’ ability tosolve a variety of problems relatedto the accounting for cash,receivables, inventory, long termassets, income measurement,profitability analysis, and the time-value of money.




technology (11/01/2015)

Follow-Up: It was determinedduring the Fall 2013 assessment(class is only offered during theFall semester), that curriculumand/ or program college supportwas necessary to improve studentsuccess in this class. Although thestandard was met in Fall 2013, Iconcluded that a timeprerequisite would beappropriate for this class. Inorder to improve success ratesand the overall teachingapproach, I was interested inimplementing a requirement inwhich a student must havecompleted the Business 1A/1Bseries no longer than 2 academicyears prior to enrollment in theBusiness 2A/2B series. This wouldeliminate information retentionissues that we see in everyBusiness 2A class. If the basicaccounting skills are ‘fresh’ intheir minds, success rates wouldimprove in Business 2A.After much analysis anddiscussion with colleagues anddivision leaders, it wasdetermined that this wouldgreatly hurt enrollment, andultimately, might result in classcancellation. This is becausemany of the students who enrollin this class are individuals whoare return students after being inthe job market for many years.


Standard Met? : Standard Not MetTotal Student Count: 40 (100%)Above Average – 22 (55%)

Satisfactory – 4 (10%)Below Average –14 (35%)It was noted that 65% of the class completed the final(assessment method) with either satisfactory or aboveaverage results. Sixteen (35%) of the students fell belowaverage. The standard was not met.The assessment results fell well below our expectations.The standard was not met due to the following reasons:A) No time restrictions between completion ofBusiness 1A/1B series and Business 2A enrollment.Students who waited longer than 2 years after completionof 1A/1B to take 2A, had to work much harder in this class.Their basic accounting skills were ‘rusty’ and as a result,their ability to learn intermediate accounting skills suffered.The majority of the students who did not meet the standardwaited many years after completion of 1A/1B to enroll inthe intermediate course. This was noted during the prioryear assessment (Fall 2013), although it was much moreprevalent during the Fall 2014 semester.B) Student Pool/ Mixed InstitutionsEvery semester brings a different pool of students, this goeswithout say. This particular class appeared to be a group ofstudents who were quite weak in the area of accountingbasics. Many students expressed that the institutions atwhich they completed their Business 1A/ 1B equivalent didnot introduce them to some basic accounting knowledge(financial statement completion/ comprehension).

(01/15/2015)



Naturally, much time has passedsince their Business 1A/ 1Bcompletion.As such, we passed on last year’saction plan and have decided toimplement a new version of thecurrent text. The new version willinclude new computertechnologies that will be given tothe student as part of the classassignments. It will function as arequired homework assignment.This program is an interactive,student specific practice guidewhich will greatly improve and/or refresh basic accounting skills.The publishers of this text/program have demonstrated itssuccess to me and I believe it willbe an enormous help uponimplementation, not only foraddressing this particularassessment, but for the overallclass (all SLOs).This will be implemented as soonas this class is offered again (Fall2015). (02/05/2015)

Action: See above underCurriculum Changes (11/01/2014)Action Category:Program/College SupportAction: Pre-requisites may need tobe altered/ added. (11/01/2014)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2013-14 (Fall2013)Standard Met? : Standard MetTotal Student Count: 43(100%)Above Average – 28 (65%)

Satisfactory – 11 (26%)Below Average – 4 (9%)It was noted that 91% of the class completed the final(assessment method) with either satisfactory or aboveaverage results. Only 4 (9%) of the students fell belowaverage. The standard was met.



% of Success for this SLO:Faculty Assessment Leader: Ana MilosevicFaculty Contributing to Assessment:

One item to note is that we may want to consider settingrestrictions on enrollment based on Business 1A/ Business1B completion. For example, a student should only havethe ability to enroll in Intermediate Accounting (Business2A/ Business 2B) if they have successfully completed the1A/1B series in the last two years. Although the standardswere met (assessment was successful), it was noted thatthe students who waited longer than 2 years aftercompletion of 1A/1B to take 2A, had to work much harderin this class. Their basic accounting skills were ‘rusty’ and asa result, their ability to learn intermediate accounting skillssuffered. The majority of the students who did not meetthe standard waited many years after completion of 1A/1Bto enroll in the intermediate course. (12/13/2013)


ECC: BUS 3:QuickBooks


SLO #1 Accounting Software - Utilizeaccounting software to preparejournals, ledgers, and financialstatements of the business entity.

Inactive Date:




Comments::

Standard and Target for Success: Itis expected that at least 75% of thestudents will received a score of 75%or higher on this assignment.

% of Success for this SLO:Faculty Assessment Leader: K. HullFaculty Contributing to Assessment: J. Cowan

Action: I can use another caseproblem which I work with theclass so that all students willunderstand and be able tocomplete the project.(12/01/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Met

13/18 submitted the case problem receiving 45 points(90%) or higher4 did not submit the project. 1 received 25/50 (partialcredit)

(03/13/2015)

Additional Information: Studentswere given two class periods in a labas well as a time on their own tocomplete the case project. Because Iassist them in rectifying any errors, Igenerally expect all of them toreceive the maximum points uponcompletion (50).

Case Study - The students wereassigned one comprehensiveproblem (worth 50 points) requiringthem to create a new company inQuickbooks which was previouslymaintained using a manualaccounting system. They set upcustomers, suppliers, and inventoryitems and then transferred balancesfrom the previous month intoQuickbooks. Upon completion ofthe project a number of reportsincluding a transactions journal,profit and loss stamen and balancesheet were submitted to me.

SLO #2 Reports and Graphs - Prepareand use a variety of reports andgraphs to analyze the results ofbusiness accounting operations.

Inactive Date:

Course SLO Assessment Cycle: 2015-16 (Spring 2016)


Input Date: 11/12/2013% of Success for this SLO:Faculty Assessment Leader: K. Hull

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetAll 18 students completed the case project successfully.

(03/13/2015)

Case Study - The students wereassigned 9 case problems during thesemester. The third one introducedthem to the reporting process wherebusiness transactions previouslyjournalized and posted weresummarized and reported in both aprofit and loss statement and abalance sheet.



Comments:: Standard and Target for Success: Itis expected that at least 75% of thestudents will received a score of 70%or higher on this assignment.

Faculty Contributing to Assessment: J. Cowan

Additional Information: Studentswere given 2 and ½ hours in a lab aswell as a subsequent week on theirown to complete the case project.Because I assist them in rectifyingany errors, I generally expect all ofthem to receive the maximum pointsupon completion (25).

Standard and Target for Success: Itis expected that 75% of students willscore at least 70% on the casestudies.

% of Success for this SLO:Faculty Assessment Leader: P. NagpalFaculty Contributing to Assessment:

Action: Case studyimplementation. Case studies duedate will be changed so thateveryone completes case studiesbefore the end of semester.(12/15/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetMore than 80% of the students scored higher than 75% inthe case studies. (05/20/2016)


Case Study - Students were assigned9 case studies for evaluating theirability to analyze the results ofbusiness accounting operations.

SLO #3 Concepts and Terminology -Understand the concepts andterminology utilized by accountingsoftware packages.

Inactive Date:




Comments::

Standard and Target for Success: Iexpected the 75% of the studentswould receive 70% of the totalpoints or higher (105 or above)

% of Success for this SLO:Faculty Assessment Leader: K. HullFaculty Contributing to Assessment: J. Cowan

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Met18 students completed the final exam. 16/18 scored 105points or higher.

(03/13/2015)


Exam/Test/Quiz - Students weregiven a comprehensive 50 questionshort answer final examination (150points) testing their overallunderstanding of the terminologyand concepts presented in ourtextbook.

Action: Accounting concepts (notjust software) will be taught ingreater detail. (05/15/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard MetThere were two exams: Midterm and Final. The averagescore in the exams was 81% and Median score was 82%. The standard deviation was 10%. That is, about two-

Exam/Test/Quiz - Students weregiven an exam that tested all theaccounting concepts and assessedtheir understanding of theseconcepts and terminologies utilizedby accounting software packages.



Standard and Target for Success: Itis expected that 75% of the studentswill score at least 70% on theassessment.

% of Success for this SLO:Faculty Assessment Leader: A. MilosevicFaculty Contributing to Assessment: P. Nagpal

thirds of the class score fell between 71% and 91%.About 90% of the class scored higher than 70%.

The test results show that the concepts (and terminology)utilized by accounting software was well understood by thestudents. (12/20/2016)

% of Success for this SLO:Faculty Assessment Leader: P. NagpalFaculty Contributing to Assessment:

Action: Accounting concepts (notjust software) will be taught ingreater detail. (12/15/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetMore than 80% of the students scored higher than 70% inthe exam. (05/20/2016)



ECC: BUS 5A:Income Tax Accounting


SLO #1 Preparation - Prepare acorrect form 1040 tax returnincluding the necessary forms andschedules.

Inactive Date:




Comments:: Standard and Target for Success:The students will be graded on thefollow Rubric: A: 90% to 100% B: 80% to 89.99% C: 70% to 79.99% D: 60% to 69.99% F: 0 to 59.99% “It is expected that 80% ofstudents will score C or above onthis SLO.”


Action: Implement in class groupproject to account for 25% of thetotal assessment. (09/15/2017)Action Category: SLO/PLOAssessment ProcessAction: Use more Practice exerciseand allow the for gradualassessment. (09/15/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard MetSCORE CP C1-C4 CP C1-C9 CP C1-C12A 10% 15% 18%B 34% 42% 46%C 22% 26% 28%D 24% 10% 6%F 10% 7% 2%TOTAL 100% 100% 100%C OR Better 66% 83% 92%CP Cumulative ProgramC Chapter

20 students out of 30 students scored 80% or better.

During the first cumulative program students were havingdifficulties in completing the forms; I created a reviewsection of similar problems prior to the assessment. Thishad an immediate impact on the student learning outcome.Additionally, I allowed the students to review their workwith me in a progressive manner. Feedbacks are given toascertain and identify the cause for their mistakes.(12/16/2016)

Action: Implement group projectto account for 25% of the totalassessment (12/01/2016)Action Category: SLO/PLOAssessment ProcessAction: Use more Practice exerciseand allow the for gradualassessment. (12/01/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetSCORE CP C1-C4 CP C1-C9 CP C1-C12A 14% 17% 21%B 26% 33% 38%C 24% 27% 24%D 27% 17% 14%F 9% 6% 3%TOTAL 100% 100% 100%


Exam/Test/Quiz - Students weregiven comprehensive problems afterevery four chapters and wereassessed on their progression. Theproblems evaluate the student'sability to complete forms 1040X,1040A, and 1040 inclusive ofschedule A, Schedule EIC, Form8812, schedule b, Form 3903, andform 8863.




C OR Better 64% 77% 83%CP Cumulative ProgramC Chapter


During the first cumulative program students were havingdifficulties in completing the forms: I created a reviewsection of similar problems prior to the assessment. Thishad an immediate impact on the student learning out.Additionally, I allowed the students to review their workwith me in a progressive manner. Feedbacks are given toascertain and identify the cause for their mistakes.(12/23/2015)

Action: Use more Practice exerciseand allow the for gradualassessment (09/01/2014)Action Category: TeachingStrategiesAction: Implement group projectto account for 25% of the totalassessment (09/01/2014)Action Category: SLO AssessmentProcess

Semester and Year Assessment Conducted: 2013-14 (Fall2013)Standard Met? : Standard MetSCORE CP. 1-2 CP. 1-4 CP. 1-7 CP. 1-9 CP. 1-12A 19% 21% 24% 25% 28%B 27% 28% 32% 34% 37%C 23% 26% 23% 22% 21%D 22% 19% 18% 16% 14%F 9% 6% 3% 3% 0TOTAL 100% 100% 100% 100% 100%C OR BETTER 69% 75% 79% 81%

86%CP: CUMULATIVE PROBLEMS


During the first cumulative program students were havingdifficulties in completing the forms: I created a reviewsection of similar problems prior to the assessment. Thishad an immediate impact on the student learning outcome.Additionally, I allowed the students to review their workwith me in a progressive manner. Feedbacks are given to



% of Success for this SLO:Faculty Assessment Leader: Arnold J. BlanshardFaculty Contributing to Assessment:

ascertain and identify the cause for their mistakes

(12/23/2013)

SLO #2 Schedule C - Prepare a correctSchedule C including the necessaryforms and schedules.

Inactive Date:




Comments::

Standard and Target for Success:The students will be graded on thefollow Rubric: A: 90% to 100% B: 80% to 89.99% C: 70% to 79.99% D: 60% to 69.99% F: 0 to 59.99% “It is expected that 80% ofstudents will score C or above onthis SLO.”


Action: Implement in-class groupproject to account for 25% of thetotal assessment. (09/01/2017)Action Category: SLO/PLOAssessment ProcessAction: Use more Practice exerciseand allow for gradual assessment.(09/01/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard MetGRADE A B C D FCP. 1-12 15% 74% 8% 2% 1%C or Better 97%


I allowed the students to review their work with me in aprogressive manner. Feedbacks are given to ascertain andidentify the cause for their mistakes. (12/16/2016)

Action: Implement group projectto account for 25% of the totalassessment (12/01/2016)Action Category: SLO/PLOAssessment ProcessAction: Use more Practice exerciseand allow the for gradualassessment (12/01/2016)




Exam/Test/Quiz - Students weregiven a comprehensive problem thatevaluates the students ability tocomplete form Schedule C Profit andLoss of Business.




Action Category: TeachingStrategiesI allowed the students to review their work with me in a

progressive manner. Feedbacks are given to ascertain andidentify the cause for their mistakes. (12/23/2015)


Action: Implement group projectto account for 25% of the totalassessment (09/01/2014)Action Category: SLO AssessmentProcessAction: Use more Practice exerciseand allow the for gradualassessment (09/01/2014)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14 (Fall2013)Standard Met? : Standard MetGRADE A B C D FCP. 1-12 28% 37% 21% 14% 0C OR BETTER 86%



SLO #3: Schedule E - Prepare acorrect Schedule E including thenecessary forms and schedules.

Inactive Date:




Comments::

Standard and Target for Success:The students will be graded on thefollow Rubric: A: 90% to 100% B: 80% to 89.99% C: 70% to 79.99% D: 60% to 69.99% F: 0 to 59.99% “It is expected that 80% ofstudents will score C or above onthis SLO.”


Action: Implement group projectto account for 25% of the totalassessment (08/31/2017)Action Category: SLO/PLOAssessment ProcessAction: Use more Practice exerciseand allow the for gradualassessment (08/31/2017)Action Category: TeachingStrategies


29 students out of 31 students scored 80% or better.(02/13/2017)

Action: Implement group projectto account for 25% of the totalassessment (12/01/2016)Action Category: SLO/PLO

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetGRADE A B C D F

Exam/Test/Quiz - Students weregiven a comprehensive problem thatevaluate the students ability tocomplete form Schedule E.




Assessment ProcessAction: Use more Practice exerciseand allow the for gradualassessment (12/01/2016)Action Category: TeachingStrategies

CP. 1-12 20% 72% 4% 3% 1%C or Better 96%




Action: Implement group projectto account for 25% of the totalassessment. (09/01/2014)Action Category: SLO AssessmentProcessAction: Use more Practice exerciseand allow the for gradualassessment (09/01/2014)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14 (Fall2013)Standard Met? : Standard MetGRADE A B C D FCP. 1-12 28% 37% 21% 14% 0C OR BETTER 86%





Date post:	27-Aug-2018
Category:	Documents
Upload:	lytram
View:	213 times
Download:	0 times