IV Assessment Implementation by Department

8/2/2019 IV Assessment Implementation by Department

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Implementation Status byDepartment {assessment

Matrix} a selection of rubrics}S 0, assessment repor s)

Transforming Actions


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Implementation Status CIBI(assessment Matrix, a selection

of rubrics, SLO, assessmentreports) Transforming Actions


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DepartmentofBiologicalScience1

Courses:CIBI:

3005,3006,3015,3016

3025,3026,3028

Department

SelectedCompetency

ScientificReasoningand

ResearchSkills

InformationCompetency

1.StudentLearning

Objectives(SLO)developed

byCourse

X X

2.SLOapprovedby

CurriculumCommitteeX X

3.Officialsyllabusmodifiedor

systematized,SLOintegrated,

andinplaceintheDept.Web

Page

X X

4.Learning

Activities

explicit

anddocumentedinsyllabus

allsections Laboratoryexperiences. Foreach

labexperiencestudentssubmita

reportcovering6criteria.Courses

integrateavarietyofinstructional

strategiessuchas,oralreports,

researchprojectsandpaper,lab

reports,groupwork,useof

computertechnology,analysisof

moviesandtexts.

Studentsubmit labreportoron

independentresearchfindings.

Performbibliographicresearch.

5.Rubricorappropriate

scoringinstrumentorpre

posttestsprepared

X X

6.Learning Activities

Implemented

X

24sections,290studentsX

7.LearningActivities

Implemented and

assessmentdatacollected

from apilotproject

X

Assessmentdatagatheredfrom

11sections,177studentsduring

firstsemester20112012.

Assessmentresultsshowinpost

testsecondcycle(December,

2011);%metexpectedoutcome

ineachofthecriteria:

Observation(71.8%),Data

Pilotproject: 4sections,CIBI

3016and3026,90students. %

meteachcriteria:Needfor

information(87%),Search

Strategies(97%),

Multiple

Sources database(81%),

MultipleSourcesjournals(70%),

Ethicaluse listofreferences

(80%),Ethicaluse informing

1Assessmentmatrixsuppliedbythedepartmentincludescourseobjectives, assessmentactivities,expected

outcomesandassessmentinstrument.


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Courses:CIBI:

3005,3006,3015,3016

3025,3026,3028

Department

SelectedCompetency


ResearchSkills


gathering(93.2%)

Criterianotmet:Problem

Statement(55.4%),DataAnalysis

(66.5%),FormulateHypothesis

(69.3%),Conclusion(50.8%).

Criteria: 70%ormoreofstudents

achievesatisfactory

or

excellent

levels

references(78%). Ethicaluseof

citationsintext(56%),ethicaluse

ofinformation (66%)

Criteria70%ormoreofstudents

meetexpectedresults

8.ResultsandTransforming

Actions

Thedepartmentisintheirsecond

cycleofassessment, andthe

processisunderrevision. The

numberofcoursesincludedhas

beenexpandedaslistedabove,

whichgeneratessomeissuesto

evaluateforcomparingresults.

Areasofimprovementhavebeen

identifiedbased

on

assessment

datain2010;revisionsweremade

tothelabexperiences basedon

2010assessmentresults.

Coordiantorappointed.

Learningassessementresultsby

criteriaarebeingdiscussed.

Syllabihasbeenmodifiedto

includeorrewordinformation

competencylearningobjectives.

Experiencetobeextendedto

moresectionsandcoursesina

systematicway.

Facultyparticipation

on

workshopsonassessment.


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UniversityofPuertoRico

RioPiedrasCampusGeneralEducationAssessmentMatrix

Course3026,3016

Allsections

CampusGeneral

EducationGoals

(Selected

Competencies)

Certification46,

20052006AS

LearningObjectives

(measurable)

LearningOpportunities

(suchas

essays,

oral

presentations,research

papers,etc.)

AssessmentInstruments

E

Outco

ScientificReasoning

andResearch

Studentswillhave

acquiredthe

necessary

competenciesfor

scientificreasoning

andresearch.

Studentswilldevelop

competenciesin

scientificreasoningand

researchinthefollowing

areas:identifying

problems,inductiveand

deductivereasoning,

generatinghypotheses,

experimentation,

collectingandpresenting

data,interpretingresults,

writingconclusions,and

makingcritical

evaluations.

Basedontwolaboratory

exercises,studentswill

writeonereportper

exercisetobeevaluatedfor

assessmentpurposes.

*1stactivity:

HowtoexplainNatural

Selection(applicationof

scientificmethod)

*discussionoftheactivity

2nd

activity:

Microevolution

(applicationofscientific

method)

Fourlevelrubric,rangingfrom

excellent(4)todeficient(1),for

evaluatinglaboratoryreports

basedonthefollowingcriteria:

(1)identifyingproblems

(2)inductiveanddeductive

reasoning

(3)generatinghypotheses

(4)experimentation,collecting

andpresentingdata

(5)interpretingresults

(6)writingconclusions

(7)makingcriticalevaluations.

Atleast7

students

theactiv

obtaina

(75%orh

oftheru

therespe

Preparedby: Dr.LuisG.QuionesLaFuente

Revised

by:

Dr.

Lizzette

Crdova

Santiago

Dr.AuroraLlopartGijn


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PilotProjectDepartmentofBiologicalSciences1st

sem201112;Courses:3005,3006,3015,3016,30

InformationCompetencies

CampusGeneral

EducationGoals

(SelectedCompetencies)

Certification46,2005

2006AS

LearningObjectives

(measurable)2


(suchasessays,oral


papers,etc.)

AssessmentInstruments Expecte

Outcom

Persons graduating with

bachelor's degrees from

theRoPiedrasCampus:

Will have developed the

necessary competencies

for the search for,

effectivemanagementof,

and ethical use of

information,

as

well

asfortheuseoftechnology

as a tool to create,

manage, and apply

knowledge.1

Students will be able to

recognize and define

their need for

information.


design and implement a

strategy for finding

information.


locate information from

multiplesources.


grasp the ethical, legal,

and social concerns

related to the use of

information.

Writing the introduction

to a laboratory exercise

carried out during the

semester, following the

proper format for

scientific writing, or

writing a short essay

following instructions

provided by the

professor.

Assessment exercise for

informationcompetencies.

Rubric for assessment of

information competencies as

seen inthe finalproductofthe

assigned work. Categories of

therubric:

1. NeedsImprovement2. Satisfactory3. Proficient

Seventy

student

the

assessed

categor

or Satis

rubric.

1Profileofgraduateswithbachelor'sdegreesasstatedinCertification46(20052006)oftheAcademicSenate.

2InformationcompetencylearningobjectivesoftheInformationCompetencyprojectoftheLibrarySystem,UPRRP,fornewstud


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University of Puerto RicoCollege of General Studies

Competencies Assessment Project in General Education

Department of BIOLOGICAL SCIENCESINFORMATION Competencies

Report on results of data collected in December, 2011

COURSES AND SECTIONS IMPACTED BY THIS ASSESSMENT

Courses inthe INFO-BISC study

Sectionsparticipatingin the study

Totalnumber ofsections persemesterper course

Percentage ofsectionsimpacted by theINFO-BISCstudy

Number ofstudents whoparticipated inthe assessmentpilot project

3016 108, 1023026 101, 180

Total:2 courses

Total:4 sections

Total: 90

RESULTS OF THE DATA - PILOT PROJECT December 2011


Proficient Satisfactory Needs Improvement

3N=90

% 2N=90

% 1N=90

.%

Need forinformation

61 67.77 17 18.88 12 13.33

Searchstrategies

77 85.55 10 11.11 3 3.33

Multiplesources A.

34 37.77 39 43.33 17 18.88

Multiplesources B.

44 48.88 19 21.11 27 30.00

Multiplesources A+B

Ethical use A. 40 44.44 32 35.55 18 20.00Ethical use B. 32 35.55 38 42.22 20 22.22Ethical use C. 16 17.77 34 37.77 40 44.44Ethical use D. 17 18.88 42 46.66 31 34.44Total ethicaluse


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2

ACHIEVEMENT OF EXPECTED RESULTS

Informationcompetencies

Less than 2 2 or more

N % N %

Need forinformation

12 13.33 78 86.66

Searchstrategies

3 3.33 87 96.66

Multiplesources A:Database

17 18.88 73 81.11

Multiplesources B:articles

27 30.00 63 70.00

Ethical use A:Reference list

18 20.00 72 80.00

Ethical use B:Writing refs.

20 22.22 70 77.77

Ethical use C:Citing in text

40 44.44 50 55.55

Ethical use D:Commonknowledge

31 34.44 59 65.55

The results indicate that the expected results were achieved in 6 of the 8 criteria

evaluated in this pilot project. The two criteria for ethical use for which the goals

stated in the rubric were not met were (4c) the specific manner of citing within a

text and (4d) differentiating between common knowledge and ideas that require

attribution. Both are advanced objectives.

Dr. Wilma V. Coln, representative for Information Competencies and CIBI

(Spanish acronym for Biological Sciences) is currently revising the rubric andplanning the expansion of the pilot project to other courses during the semester.

Progress report submitted by:Dr. Vanessa Irizarry, Coordinator, General Studies Assessment ProjectMs. Adriana Velozo Andrade, Teaching Assistant for the Project


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Faculty:GeneralStudy

Department:BiologicalSciences

Course ActivityModified Periodor

SemesterCiBI 3005

CiBI

3006

CiBI 3007

CiBI 3008

CiBi 3015

CiBI 3016

CiBI 3017

CiBI 3018

CiBi

3025

CiBi 3026

CiBi 3027

CiBI 3035

CiBI 3028

ReviewAssessmentToolsused

ReviewRubricused

Reviewandevaluatethedatacollected

Reviewthestatisticalanalysisused

Makenewstatisticalanalysisifnecessary

Reviewofpossibletransforming actionsmadeprocessing

Implementnewtransformativeactionsifnecessary

DesigninganewDevelopmentAssessmentifnecessary

Second

Semester

20112012

AcademicYear


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Implementaton 5 atus CIFI(PHSC)(assessment Matrix, aselecton of rubrcs J SLO Jassessment reports)Transforming Acfons


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DepartmentofPhysicalScience1

Courses:CIFI:

3003,3005,3010,3013,3016

3026,3036,3037,3055

Department

SelectedCompetency:


ResearchSkills


1.StudentLearningObjectives

(SLO)developed byCourseX X

2.SLOapprovedbyCurriculum

CommitteeX X

3.Officialsyllabusmodifiedor

systematized,SLOintegrated,

andinplaceintheDept.Web

Page

X X

4.LearningActivities explicitand

documentedinsyllabus

Scientificanalysisofacase

study,

laboratory

report.

Otheractivitiessuchas:

Researchprojectsand

reports,oralreportsor

discussionforums,modules,

analysisofvideos

Studentssubmit reporton

independentresearchfindings.

Performbibliographicresearch.

5.Rubricorappropriatescoring

instrumentorpreposttests

prepared

X X


Implemented

X

16sections,370studentsX PilotProject


Implementedand

assessment

datacollectedfrom apilot

project

X

Pilotproject 4sections59

students

75%ormorestudents

achieved 3criteriainlab

experience:Problem

Statement,Datagathering,

Writingskills(posttest).

Criterianotmet: formulating

hypothesis,conclusionand

dataanalysis.

Pilotproject:1sectionCIFI3037,

17students. %studentsmeteach

criteria:Needforinformation

(100%),Identifyavarietyof

sources(82.4%),Summarizemain

ideas(94.1%). Criterianotmet:

Searchstrategies(64.7%),

EvaluationofInformationcriteria

(47.1%),Ethicalandlegal

aspects(29.4%)

Criteria: 70%ormoreofstudents

meetexpectedresults

1Assessmentmatrixsuppliedbythedepartmentincludescoursestudentlearningobjectives,assessmentactivities,

expectedoutcomes,andassessmentinstruments.


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Courses:CIFI:

3003,3005,3010,3013,3016

3026,3036,3037,3055

Department

SelectedCompetency:


ResearchSkills



Actions

Criteria:70%

or

more

of

studentsmeetexpected

results

Curriculumcommittee

approvedtoextendtoall

coursesandsectionsthat

fulfillcorerequirement.

Assessmentinstruments

werevalidated.Learning

resultsarebeingdiscussed.A

departmentcoordinatorwas

appointed.

Learningresultsarebeing

discussed. Learningobjectives

integratedtosyllabusand

displayedonWEBpage.Thepilot

projectwillbeextendedtoother

corecoursesandsectionsin

secondsemester20112012. A

departmentcoordinatorwas

appointed.


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University of Puerto Rico-Ro Piedras Campus

Course: Equivalent required courses to fulfill the GE requirements in Physical Sciencesfor non-natural sciences majors; 2011-2012 first year students cohort

Sections1

End of first semester (12 weeks) assessment of the cohort for the selected

Selectedcompetencies

Learning Objectives LearningActivities(products)


ExOutcom

Scientificreasoningandresearch

The students will demonstratescientific reasoning and research

skills in the following areas:

1.The student identifies anddescribes the main problem thathe tried to solve by doing theexperiment

2. The student identifies orproposes a hypothesis to solvethe problem

3. The student produces andorganizes relevant data inappropriate tables

1. Scientificanalysis of acase study

2. Preparationof a laboratoryreport

Rubrics forassessment of

laboratoryreports andcase studies

70%studeSatis

better the 6 analyz

the a

116 sections of the following Physical Sciences courses, all coded as CIFI: 3003, 3005, 3010, 3013, 3016, 3026, 3036, 3037 o

2This document incorporates agreements between representatives of the Physical Sciences Department (DPS) and UPR-RP

23/09/2011 and 30/09/2011.3

Learning objectives translated by E. Ros. A rubric with objectives 1-5, was approved, as amended, by the Department of Pmeeting of 14/08/2009; objective 6 was approved, in 16/02/2010. In 05/10/2011, the DPS approved use of the modified rubricwell. The rubric was originally proposed by F Noriega for assessment of laboratory based research skills.


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UPR-RP-GE-Physical Sciences coursesAssessment of the 1st year cohortfor scientific reasoning and researchPage 2/2

Selectedcompetencies

Learning Objectives LearningActivities(products)


ExOutcom

4. The student analyzes dataobjectively, establishesrelationship and makes data-based inferences

5. The student states in his/herconclusion whether the data wasconsistent with the hypothesisunder consideration

6. The student presents his/her

ideas and arguments in a clear,coherent and logical way, usingscientific and epistemologylanguage coherently.


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PilotProjectDepartmentofPhysicalSciences1st

sem201112;Courses:3037

CampusGeneral

EducationGoals

(SelectedCompetencies)

Certification46,2005

2006AS

LearningObjectives

(measurable)2


(suchasessays,oral


papers,etc.)

AssessmentInstruments Expecte

Outcom

Persons graduating with

bachelor's degrees from

theRoPiedrasCampus:

Will have developed the

necessary competencies

for the search for,

effectivemanagementof,

and

ethical

use

ofinformation, as well as

fortheuseoftechnology

as a tool to create,

manage, and apply

knowledge.1

GeneralObjective:

Students will demonstrate

their ability to search

efficiently for information

and to use it effectively

andethically.

SpecificObjectives:

Studentsareabletodefine

and articulate their need

forinformation.

Students are able to

identify a wide variety of

types and formats of

potential sources of

information.

Students select those

research methods or

systems of information

retrieval that are best

ResearchSummary:

Each student writes a

summaryofthefindings

of his or her research,

carried out

independently but

guidedby

the

group

dynamic of the class.

Studentswereprovided

with an instruction

sheetandacopyofthe

rubric and were given

three weeks to

complete the summary

once the bibliographic

research had been

carriedoutfortheclass.

Rubric:

Rubric for evaluating

information competencies in

general in the research

summary.

Categoriesof

the

rubric:

0. Absent1. Deficient2. Satisfactory3. Excellent

Expecte

Seventy

student

research

assesse

categor

orSatis

rubric.

1Profileofgraduateswithbachelor'sdegreesasstatedinCertification46(20052006)oftheAcademicSenate.

2InformationcompetencylearningobjectivesfortheInformationCompetencyprojectoftheLibrarySystem,UPRRP,fornewstu


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suited to obtaining the

requiredinformation.

Students are able to

summarize themain ideas

to be drawn from the

information they have

gathered.

Students articulate and

apply basic criteria for

evaluating both the

information and the

sources.

Studentsgrasp theethical,

legal, and social issues

related to informationand

informationtechnologies.


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University of Puerto RicoFaculty of General Education

Assessment of General Education Competencies

Department PHYSICAL SCIENCECompetency SCIENTIFIC REASONING AND RESEARCH

Report of results data gathered Pre-Post August December 2011

COURSES AND SECTIONS INCLUIDED IN THIS STUDY

Courses Participantsections Totalsectionsinthe

semesterpercourse

PercentofsectionsparticipatingonCIBIassessment

Numberofstudents

participantsinthestudy

3036 8U1 1 100% 133055 106 8 13% 233065 702,802 2 100% 23

Total:3cursos Total:4secciones 11 59

RSULTS OF THE POST TEST DECEMBER 2011

Less than3

3 or more

N % N %Problem Statement 14 5 43 75Hypothesis 19 33 38 67

Data collection 13 23 44 77Data analysis 32 56 25 44Conclusion 23 40 34 60Writing 9 16 47 84

Participant professors: Rafael Ortiz Vega and Clarisa Cruz

The post data test indicates the students could reach the expected goals on three (3) ofthe six (6) evaluated criteria. Nonetheless, when we compare the post results with thepre results, we can observe that the students manage to achieve a high degree ofacademic performance or learning on all the criteria.


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Work submitted on February 8, 2012 by:Dr. Vanessa Irizarry, Assessment Project Coordinator College of General EducationMs. Adriana Velozo Andrade, Project Professor AssistantIn collaboration with William Estepar on the graphics.

(Prevs.Post) Barcharts:resultspercriteria(Prevs.Post) AssessmentResultsperTest:CriteriaProblemBlue:less than3 Red:morethan3


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AssessmentResultsperTest:Criteria:HyphothesisBlue:less than3 Red:3ormoremeetsthecriteria

AssessmentResultsperTest:Criteria:ProductionBlue:less than3 Red:3or moremeetsthecriteria


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AssessmentResultsperTest:Criteria:AnalysisBlue:less than3 Red:3ormore meetsthecriteria

AssessmentResultsperTest:Criteria:ConclusionBlue:less than3 Red:3ormore meetsthecriteria


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AssessmentResultsperTest:Criteria:WritingBlue:less than3 Red: 3ormoremeetsthecriteria


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II.Rawdata:resultspercriteria(Prevs.Post)1-PRE Problema

Frequency Percent Valid PercentCumulative

Percent

Valid 0 17 28.8 28.8 28.81 7 11.9 11.9 40.7

2 10 16.9 16.9 57.6

3 21 35.6 35.6 93.2

4 4 6.8 6.8 100.0

Total 59 100.0 100.0

1-POST Problema


Percent

Valid 0 5 8.5 8.8 8.8

1 3 5.1 5.3 14.0

2 6 10.2 10.5 24.6

3 27 45.8 47.4 71.9

4 16 27.1 28.1 100.0

Total 57 96.6 100.0

Missing System 2 3.4

Total 59 100.0

2-PRE Hiptesis


Percent

Valid 0 48 81.4 81.4 81.4

1 4 6.8 6.8 88.1

2 3 5.1 5.1 93.2

3 3 5.1 5.1 98.3

4 1 1.7 1.7 100.0

Total 59 100.0 100.0

2-POST Hiptesis


Percent

Valid 0 11 18.6 19.3 19.3

2 8 13.6 14.0 33.3

3 12 20.3 21.1 54.4

4 26 44.1 45.6 100.0

Total 57 96.6 100.0


Total 59 100.0


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3-PRE Produccin


Percent

Valid 0 7 11.9 11.9 11.9

1 10 16.9 16.9 28.8

2 11 18.6 18.6 47.5

3 12 20.3 20.3 67.8

4 19 32.2 32.2 100.0

Total 59 100.0 100.0

3-POST Produccin


Percent

Valid 1 4 6.8 7.0 7.0

2 9 15.3 15.8 22.8

3 9 15.3 15.8 38.6

4 35 59.3 61.4 100.0

Total 57 96.6 100.0


Total 59 100.0

4-PRE Anlisis


Percent

Valid 0 41 69.5 69.5 69.5

1 6 10.2 10.2 79.7

2 8 13.6 13.6 93.2

3 3 5.1 5.1 98.3

4 1 1.7 1.7 100.0

Total 59 100.0 100.0

4-POST Anlisis


Percent

Valid 0 13 22.0 22.8 22.8

1 5 8.5 8.8 31.6

2 14 23.7 24.6 56.1

3 14 23.7 24.6 80.7

4 11 18.6 19.3 100.0

Total 57 96.6 100.0


Total 59 100.0


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5-PRE Conclusin


Percent

Valid 0 19 32.2 32.2 32.2

1 8 13.6 13.6 45.8

2 20 33.9 33.9 79.7

3 7 11.9 11.9 91.5

4 5 8.5 8.5 100.0

Total 59 100.0 100.0

5-POST Conclusin


Percent

Valid 0 6 10.2 10.5 10.5

1 3 5.1 5.3 15.8

2 14 23.7 24.6 40.4

3 19 32.2 33.3 73.7

4 15 25.4 26.3 100.0

Total 57 96.6 100.0


Total 59 100.0

6-PRE Redaccin


Percent

Valid 0 9 15.3 15.5 15.5

1 8 13.6 13.8 29.3

2 12 20.3 20.7 50.0

3 29 49.2 50.0 100.0

Total 58 98.3 100.0


Total 59 100.0

6-POST Redaccin


Percent

Valid 1 3 5.1 5.4 5.4

2 6 10.2 10.7 16.1

3 27 45.8 48.2 64.3

4 20 33.9 35.7 100.0

Total 56 94.9 100.0


Total 59 100.0


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III.Recodeddata:resultspercriteria(Prevs.Post)Pre-Problema


Percent

Valid Menos de 3 34 57.6 57.6 57.6

3 o ms 25 42.4 42.4 100.0

Total 59 100.0 100.0

Post-Problema


Percent

Valid Menos de 3 14 23.7 24.6 24.6

3 o ms 43 72.9 75.4 100.0

Total 57 96.6 100.0


Total 59 100.0

Pre-Hipotesis


Percent

Valid Menos de 3 55 93.2 93.2 93.2

3 o ms 4 6.8 6.8 100.0

Total 59 100.0 100.0

Post-Hipotesis


Percent

Valid Menos de 3 19 32.2 33.3 33.3

3 o ms 38 64.4 66.7 100.0

Total 57 96.6 100.0


Total 59 100.0

Pre-Produccion


Percent

Valid Menos de 3 28 47.5 47.5 47.5

3 o ms 31 52.5 52.5 100.0

Total 59 100.0 100.0

Post-Produccion


Percent

Valid Menos de 3 13 22.0 22.8 22.8

3 o ms 44 74.6 77.2 100.0

Total 57 96.6 100.0


Total 59 100.0


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Pre-Analisis


Percent

Valid Menos de 3 55 93.2 93.2 93.2

3 o ms 4 6.8 6.8 100.0

Total 59 100.0 100.0

Post-Analisis


Percent

Valid Menos de 3 32 54.2 56.1 56.1

3 o ms 25 42.4 43.9 100.0

Total 57 96.6 100.0


Total 59 100.0

Pre-Conclusion


Percent

Valid Menos de 3 47 79.7 79.7 79.7

3 o ms 12 20.3 20.3 100.0

Total 59 100.0 100.0

Post-Conclusion


Percent

Valid Menos de 3 23 39.0 40.4 40.4

3 o ms 34 57.6 59.6 100.0

Total 57 96.6 100.0


Total 59 100.0

Pre-Redaccion


Percent

Valid Menos de 3 29 49.2 50.0 50.0

3 o ms 29 49.2 50.0 100.0

Total 58 98.3 100.0


Total 59 100.0

Post-Redaccion


Percent

Valid Menos de 3 9 15.3 16.1 16.1

3 o ms 47 79.7 83.9 100.0

Total 56 94.9 100.0


Total 59 100.0


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University of Puerto RicoRo Piedras CampusCollege of General StudiesDepartment of Physical Sciences

Research Summary Exercise to Integrate Information Competencies into the

Physical Sciences Curriculum

Title: Summary of an independent research project guided by the group dynamic of the class.

Information Competencies (ACRL): 1.1, 1.2, 2.1, 3.1, 3.2, 5.1

Format for Citations: To be specified in class.

Due date: Three (3) weeks from the day the assignment was made.

Presentation: Summaries will be accepted only if submitted on paper, well presented, and on time.

General goal: Students will define their need for information, search a variety of sources, verify their

findings using criteria for reliability established in class, and create summaries of their research as an

academic product.

General objective: Students will learn to utilize diverse sources of information and will establish

criteria for evaluating those sources in order to prepare summaries of their research findings.

Tasks to be Performed:

Define your need for information based on a topic selected in class.

Establish a clear goal for your research and select key terms.

Search for information from at least six (6) different sources and document the quotations.

The sources should include at least one book, two articles from popular periodicals, and one peer-

reviewed article.

Systems consulted in the search for information may include:

o Library System (References, Catalog, Science Databases)

o Digital journals, both popular and peer-reviewed

o Interviews, Newspapers, Blogs, Forums, Digital Video and Audio Files

o Books, Encyclopedias, Magazines, Dictionaries, and Technical Documents

o Academic, Government, and Non-Government Websites

Evaluate the reliability of the sources consulted utilizing the criteria discussed in class.

Write a summary of your research findings (2 pages, Arial 12, 1 spaces)

Submit a bibliography of the sources consulted for your summary. (1 page)


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RUBRIC FOR EVALUATING SCIENTIFIC REASONING AND RESEARCH SK[BASED ON PHYSICAL SCIENCE LABORATORY EXPERIMENTS]

Department of Physical Sciences

Professor: Student ID Number:

Course: Section: Lab Experiment:

Element to

be evaluated

Excellent (4) Good (3) Satisfactory (2) Deficient (1) Abs

Primary problem

of the

experiment

The student identifies

and describes the

primary problem to be

solved in performing

the experiment.


the primary problem to

be solved, but does not

provide a full

description.


one of the problems

in the experiment, but

it is not the primary

one.

The student fails to

identify any problem

whatsoever in the

experiment, but does

indicate the intention ofdoing so.

The stude

mention an

express an

doing so.

Hypothesis of

the experiment


the hypothesis(es)

proposed in the

experiment or the

hypothesis he or she

proposes for solving

the identified problem.

The student proposes a

hypothesis in the

experiment that leads

to a partial solution of

the problem that he or

she identified.

The student proposes

a hypothesis, but it is

not the one that leads

to the solution of the

problem that he or

she identified,

although it is related.

The student fails to

propose a working

hypothesis, but does

indicate the intention of

doing so.

The stude

write any

the report

any intent

so.

Production and

organization of

data

The student produces

data from the

experiment and

organizes the pertinent

and relevant data in

appropriate tables.


data from the

experiment and

organizes it in

appropriate tables, but

includes data that is not

pertinent or relevant.


data from the

experiment, but fails

to organize it in

tables, or the tables

are not appropriate.


only limited data from

the experiment, or data

that is irrelevant. The

data is not organized in

tables.

The stude

produce an


29/86


30/86

Universidad de Puerto Rico

Departamento de Ciencias Fsicas

Facultad de Estudios Generales

Progress Report about the Assessment of the Competence of Scientific Reasoning and Research

for the First and Second Semester of 2011-2012 February 17, 2011

Dr. Mayra E. Lebrn Santos

Assessment Coordinator

Department of Physical Sciences

College of General Studies

1. Coordinators of the assessment:

Prof. Rafael Ortiz during the first semester of 2011-2012

Dr. Mayra E. Lebrn during the second semester 2011-2012

2. No new courses started these semesters.3. No modifications were done on the courses.4. No modifications were done on assignments.5. No changes on courses support materials or resources, but discussions on the topic already

started at the Department.

6. No official changes on the learning-instruction experiences.7. The syllabus are being systematized to clearly identify the objectives on each course that are

related to the competence of Scientific Reasoning and Research.

On October 2011, the Department approved the use of a modified rubric, previously used forlaboratory based assessment of Research competencies, for assessment of Scientific Reasoning

skills, as well.

During the First Semester of 2011-2012 a pilot assessment of the Scientific Reasoning and Research

was performed on a total of 4 session of the courses CIFI 3036, CIFI 3065 and CIFI 3055. The

results from these pilot are being analyzed and the outcome of the analysis will be used to plan for

new or modified assessment strategies. After the pilot project the assessment instrument and

activity was validated.

No modifications have been made on the general content of the courses at the Department becausethe assessment has not being performed on a representative sample.

During this semester all syllabus have been studied to identify in each of them the objectives that

are related to the competence of Scientific Reasoning and Research. The syllabus are being

systematized to clearly identify these objectives. Courses CIFI 4995 on Development of Chemistry

and CIFI 3055 have been completed, and the work continues on the other courses. Non of the

already systematized syllabus are on the web yet but all syllabus will be there as soon as the

systematization process is completed.


31/86

During the Second Semester 2011-2012 a random sample of student's works from all first year

sections will be assessed using the same activity and assessment instrument as the previous

semester.

The result will be compared with the Department establish criteria to evaluate the student learning.

These results together with the results of the pilot assessments all together will be analyzed and

actions will be proposed for enhancing the learning-teaching strategies of our courses, and to plan

for new or modified assessment strategies for the next years.


32/86

Implementation Status ESPA(SPAN) (assessment Matrix, aselection of rubrics, SLO,assessment reports)T ansforming Acfons


33/86

Spanish Department1

Courses: ESPA:

3101,3102(regular),

3111,3112(superior),

3003,3004(first

level)

Department

SelectedCompetency:

OralandWritten

Communication


1.Stud rningentLea

Objectives(SLO)

developed by

Course

X

Alllevelsoral municationin Xcom

secondsemester20112012

2.SLO dbyapprove

Curriculum

Committee

X X

3.O usfficialsyllab

m odified,SLO

integrated, andin

pl .

acein

the

Dept

WebPage

x x


explicitand

documentedin

syllabus

X

Oralpresentationsandclass

discussions evaluated.

a

X

Afirstexercisewasdeveloped byeach

faculty memb todetermine

c

mo y

re

are

Analysisandinterpretationof

ssignedreadings.Essaysand

reviewsdependingoncourse

level.

er

ompetency poststudentparticipationin

dules;anannotatedbibliograph

requiredaspartof Individual finalessay

quiringuseofappropriatebibliography

andeffectiveuseofinformation;pilot

projectinESPA3111.Sameexperience in

onesection

of

ESPA

3101.Materials

are

beingadaptedto30033004,firstlevel

course,toapplyduringsecondsemester

20112012.

5.Rubricor

appropriatescoring

ins etrumentorpr

posttestsprepared

X X

6 .Learning Activities

Implemented X

X

Alreadyadoptedin ESPA3111andunder

revisiontoapplyin andfirstlevel

spanish

regular

1Assessmentmatrixsuppliedbythedepartmentincludescourseobjectives,assessmentactivities,expected

outcomes,andassessmentinstruments.


34/86

Courses: ESPA:

3101,3102(regular),

3111,3112(superior),

3003,3004(first

level)

Department

SelectedCompetency:

OralandWritten

Communication



Implemented and

assessmentdata

collectedfrom a

pilotproject

8.Results nda

TransformingActions

X

Alllevelswillassessoral

communicati nin second

semester2011 2012.Courses

3101 02and311112arebeing

reviewed. Facultyparticipatedin

assessment

Departmentcoordinatorsforthe

differentlevels

were

appointed.

Assessmentdatacollectedinapilotproject

ESP et

Exte st

Pilotsprojectstobe plementedinfirst

s

r

wo is

com

o

workshops.

of 6sectionsof3111(115students) and1

sectionof3101(19students).Atleast80%

ofstudentsmeteachofthecriteriainESPA

3111: Needforinformation,Varietyin

typesandformats,SearchStrategies,

Summaryofmainideas,Evaluationof

sources,Ethicaluseofinformation

A3101: All6criteria above werem

bymorethan70%ofstudents.

ndedtomoressectionsandtofir

levelSpanishinthesecondsemester.

im

levelSpanish,andextendedtomore

ectionsofSuperiorandRegularlevels.

Courses,ESPA3111and3101areunder

evision. SLOwereintegratedtosyllabus.

Facultyparticipatedinassessment

rkshops. Anewassessmentactivity

beingelaborated

for

information

petencies.Departmentcoordinator

wasappointed.


35/86

Univers i t y o f Puer to R ico

Rio Piedras Cam pus Genera l Educa t ion Assessm ent Mat r i x

Span i s h Depa r t m en t

Co r e Ge n e r al Ed u c at i o n Co u r s e ( s ) ESPA 3 0 0 3 / 3 0 0 4 , 3 1 0 1 / 3 1 0 2 . 3

A l l sect ion s

Academic Year :

Campus

Genera l Educat ion

Goals ( Selected

Competenc ies )

Cer t i f i ca t ion 46 ,

2 0 0 5 - 2 0 0 6 A S

Learn ing Ob jec t i ves

( m e a s u r a b l e )

Learn ing

Ac t i v i t i es

( s uch as

essays, or a l

p res en t a t i ons ,

m o n o g r a p h s

a m o n g o t h e r s)

Assessment

I n s t r u m e n t s

Expe

Ou t c o

F ind

I n f o r m a t i o n

L i te racy

Goal 6

I n t e g r a t e

t ec hno logy and

i n f o r m a t i o n

s y st em s i n

l ea rn i ng ,

research , and

c rea t ion

Objec t i ves

2. Deve lop

techno log ica l

com peten c ies in

s t uden t s , f ac u l t y ,

and non - t each ing

pe rs onne l .

Studen ts capac i ty

t o :

Sh o w k n o w l e d gein t h e us e o f

b i b l i og raph i c a l

a n d i n f o r m a t i o n

resources .

Recognize andde f i ne t he i r


needs .

Des ign andin i t i a t e an


s ea rc h s t r a t egy .

B ib l iog raph ica l

search

as s ignmen t


Research

exerc ise us ing

MLA f o rm a t

Anno t a t ed

b ib l i og raphy

Monog raph

Rubr i c f o r t h e

assessm ent o f

B ib l iog raph ica l

search

as s ignmen t

Rub r i c f o r t h e

ass es sm en t o f t he

us e o f MLA f o rm a t


ass es sm en t o f t he

Anno t a t ed

b ib l i og raphy

Rubr ic t o assess

speci f i c c r i t e r ia in

7 0 % o r

o f t he s

assesse

select ed

courses

m as t e r

i n f o r m a

l i t e racy

l ea rn i ng

ob jec t i vp e r f o r m

l ev e l o f

m o r e i n

c r i t e r i a

i n t he ru


36/86

Campus

Genera l Educat ion

Goals ( Selected

Competenc ies )

Cer t i f i ca t ion 46 ,2 0 0 5 - 2 0 0 6 A S



Learn ing

Ac t i v i t i es

( s uch as

essays, or a l

p res en t a t i ons ,m o n o g r a p h s


Assessment


Expe

Ou t c o

F ind

3 . St reng t hen

c o l l abo ra t i v e

e f f or t s w i t h t h e

L ib ra r y Sy s t em i n

o r d e r t o i m p r o v e

t he s uppo r t

serv ices fo r

s t uden t s and

f ac u l t y .

Ob ject i ve 6 o f t h e

5t h goa l s ta tes :

6. Co l labora t e

w i t h t h e Li b r a r y

Sy s t em t o

deve lop , in

s t uden t s and

f acu l t y , t h e

capaci t y t oaccess, eva luat e,

and us e


e th ica l l y .

Find t hei n f o r m a t i o n

des i re in

m u l t i p l e s ou rc es.

D et e r m i n e t h euse fu lness and

i n t e r p r e t t h e


f o u n d .

Repor t t h eres u l t s o f t he


research

process.

I d en t i f y t h ee th ica l , l ega l ,

and socia l i ssues

re l a t ed t o t heuse o f

i n f o r m a t i o n .

t he Monog raph


37/86

Campus

Genera l Educat ion

Goals ( Selected

Competenc ies )

Cer t i f i ca t ion 46 ,2 0 0 5 - 2 0 0 6 A S



Learn ing

Ac t i v i t i es

( s uch as

essays, or a l

p res en t a t i ons ,m o n o g r a p h s


Assessment


Expe

Ou t c o

F ind


38/86

Campus

Genera l

Educa t ion

Goals ( Selec ted

Competenc ies )Cer t i f i ca t ion 46 ,

2 0 0 5 - 2 0 0 6 A S


(meas u rab le )

Learn ing

Ac t i v i t i es

( s uch as

essays, or a lp res en t a t i ons ,

m o n o g r a p h s


Assessment


Expe

Ou t c oF ind

Goal 3

Pr o m o t e t h e

ana lys is o f t h e

bases and

pr ocesses of

k n o w l e d g e

dev e lopmen t i n

na t u r a l sciences,

soc ia l sc iences,

hum an i t i es, and

techno log ies .

Ob jec t i ve

4. Deve lop

l ingu is t i c and

c r i t i ca l t h i nk i ng

competenc ies .

Studen ts capac i ty

t o :

Ana lyze , ands y n t he t i z e t he

Eng l i sh and

Span ish langu age

d iscourse .

Deve lop b roaderv oc abu la r y i n

bo t h l anguages,

( w r i t t e n a n d

o r a l l y ) .

Expresst hem s el v es i n a

c lear , coheren t

and l og i ca l w ay

( w r i t t e n a n do r a l l y ) .

Sum m ar i z e as en t enc e w i t h

c la r i t y and

p rec i si on as w e l l

as th e thes is

s t a t e m e n t .

Ora l

P res en t a t i ons


assessm ent o f

o ra l

c o m m u n i c a t i o n

sk i l l s (deve loped

by Dr . Carm e lo

Santan a Mo j i ca , i n

c o l l abo ra t i on w i t h

Dr . Wanda

Ramos)

7 0 % o

o f t h e s

assesse

select e

courses

m a st

se le

l ea r

ob jec t i

p e r f o r

l ev el o f

m o r e

c r i t e r i a

i n t he r

These c

a re :

a) Discdeve

m e n

b) Lex ic

s eman t

m a s t e r y

c ) Morp


39/86

Campus

Genera l

Educa t ion

Goals ( Selec ted

Competenc ies )Cer t i f i ca t ion 46 ,

2 0 0 5 - 2 0 0 6 A S


(meas u rab le )

Learn ing

Ac t i v i t i es

( s uch as

essays, or a lp res en t a t i ons ,

m o n o g r a p h s


Assessment


Expe

Ou t c oF ind

Use th ei n f o r m a t i o n

p rov ided t o

dev e lop and

s ust a i n t he m a in

idea .

Use phrases andw ords t o c onnect

ideas e f fect i ve ly .

W r i t e a ne f fec t i ve

conc lus ion .

Wr i t e c l ea r ,e f fec t i ve , and

c ohe ren t r epo r t s .

t ac t i c m

d )

A r g u m e

pro f i c ie

Revised March 1 3 t h , 2012


40/86


Competency Assessment Project in General Education

SPANISH DepartmentINFORMATION competencies


COURSESANDSECTIONSIMPACTEDBYTHISASSESSMENT

Coursesinthe

INFOSPAN

study

Sections

participatingin

thestudy

Totalnumber

ofsectionsby

course

Percentageof

sectionsimpacted

bytheINFOSPAN

assessment

Numberof

studentsinthe

study

3111 408,409,411,

417,422,

430

20 30% 115

3101 027 40 2.5% 19

Total:

2courses

Total:

7sections 60

Total:

124

RESULTS OF THE DATA SPAN 3111 PILOT PROJECT December 2011

InformationCompetency 8 % 7 % 6 % 5 % 4 % 3 % 2 % 1 %

Need forInformation 15 15 25 25 28 28 19 19 7 7 3 3 1 1 1 1

Variety oftypes andformats

20 18 32 28 28 25 19 17 9 8 3 3 1 1 1 1

Searchstrategies 21 19 18 16 32 29 29 26 8 7 1 1 2 2 1 1

Summary ofmain ideas 22 19 33 29 30 26 14 12 8 7 5 4 1 1 2 2

Evaluation ofsources 16 14 20 17 41 36 20 17 7 6 7 6 1 1 3 3

Ethical use 28 25 31 28 20 18 19 17 7 6 4 4 7 6 1 1


41/86

2

ACHIEVEMENT OF EXPECTED RESULTS - SPAN 3111

Informationcompetency


N= % N= %Need for

information 12 12 87 88

Variety of

types and

formats14 12 99 88

Search

strategies 12 11 100 89

Summary of

main ideas 16 14 99 86

Evaluation of

information

and sources18 16 97 84

Ethical use19 17 98 88

Professors participating in the study at the Advanced Spanish level: Maribel Ortiz,Coordinator for the Information Assessment in the Spanish Department, CarmeloSantana, Vanessa Vilches, Chiara Bollentini, Ada Fuentes, and Eugenio Ballou.

The results indicate that the expected results were achieved in the six criteriaevaluated in this pilot project.

Dr. Ortiz will analyze the results and present them to the department forappropriate action.

Progress report submitted on 8 February 2012 by:Dr. Vanessa Irizarry, Coordinator, General Studies Assessment ProjectMs. Adriana Velozo Andrade, Teaching Assistant for the Project


42/86

3

RESULTS OF THE DATA: SPAN 3101 PILOT PROJECT

InformationCompetency 8 % 7 % 6 % 5 % 4 % 3 % 2 % 1 %


15 79 3 16 0 0 0 0 0 0 0 0 0 0 0 0

Searchstrategies 18 95 1 5 0 0 0 0 0 0 0 0 0 0 0 0

Summary ofmain ideas 2 11 5 26 6 32 2 11 2 11 0 0 0 0 0 0

Evaluation ofinformation

and sources

4 21 9 47 3 16 2 11 0 0 0 0 0 0 0 0

Ethical use 6 32 4 21 5 26 2 11 1 5 2 0 1 5 0 0

ACHIEVEMENT OF EXPECTED RESULTS: SPAN 3101 PILOT PROJECT



N= % N= %

Variety of

types andformats

0 0 18 95

Search

strategies 0 0 19 100

Summary of

main ideas 2 11 15 79

Evaluation of

information

and sources 0 0 18 95

Ethical use2 11 17 89

The results indicate that the expected results were achieved in the six criteriaevaluated in this pilot project.


43/86

RubricforAnnotatedBibliographyDRAFT1 December2011Nameofprofessor_____________________________________________________________________

Nameofstudent_______________________________________________________________________

NOTEtotheProfessor:Pleasewritethecorrespondingnumberintheappropriatecategory.Iftheitemthatthestudentisnotpreparingaresearchpaper,pleasewriteN/A.

Category 87 65 43

Content

Definesandarticulatesthe

need

for

information.

Designsatopic

toresearch

andidentifies

thekey

concepts

relatedtothat

topic.

Designsatopictoresearch

butdoesnotidentifythe

keyconceptsrelatedto

thattopic.

Failstodesignaprecise

topictoresearchorto

identifykeyconcepts

relatedtothattopic.

Identifiesavarietyoftypes

andformatsofpotential

sourcesofinformation.

Identifies

reliable

heterogeneous

sources.

Identifiessourcesthatare

ofsimilarformats.

Identifiessourcesthat

maybeheterogeneous

orsimilarbutthatare

notreliableinthe

student'swork.

Selectsthemostappropriate

informationretrieval

systemsin

order

to

Access

therequiredinformation.

Theselected

information

retrieval

systemsare

ideallysuitedtothe

student's

work.

Theselectedinformation

systemsareadequate.

Theselected

informationsystemsare

notsuitedtothe

student'swork.


44/86

Summarizesthemainideas

tobeextractedfromthe

collectedinformation.

Recognizes

and

summarizes

themainideas

ofthe

information.

Recognizesthemainideas

butfailstosummarize

themadequately.

Recognizesonlysomeof

themainideasandfails

tosummarizethem

adequately.

Articulatesandappliesinitial

criteriaforevaluatingthe

informationanditssources.

Articulatesand

appliesinitial

criteriathat

areidealfor

evaluatingthe

information

andits

sources.

Articulatesandapplies

initialcriteriathatare

adequateforevaluating

theinformationandits

sources.

Articulatesbutdoesnot

applyinitialcriteriafor

evaluatingthe

informationandits

sources.

Understandsthe

ethical,

legal,andsocialissues

relatedtotheuseof

information.

Fully

understandstheethical,

legal,and

socialissues

relatedtothe

useof

information.

Hasapartial

understandingof

the

ethical,legal,andsocial

issuesrelatedtotheuseof

information.

Understandstheissues

butis

inconsistent

in

applyingthem.


45/86

SchoolofGeneralStudiesDepartment: Spanish

Course ActivityModified PeriodorSemester

ESPA3111 Information Competencies Objectives were included. ESPA3112

Information Competencies Objectives were included.

LITE(Codificationpending)

New Course: The Spanish Civil War in Literature


LITE(Codificationpending)

New Course: Literature and Cultural Nationalism in Puerto

Rico



46/86

New release time assigned: Three credits were given in order to coordinate the work in thethree different Spanish courses levels. Most of the work to be done is related to the

Assessment Project.

Dr. Carmelo Santana Mojica (Oral and Written Communication skills assessmentCommittee). Dr. Santana Mojica has already worked on a rubric in order to assess the Oral

Communication skills. Oral Communications skills were the only ones selected to be

assessed.

Dra. Marisa Franco (Coordinator of ESPA 3101/3102 Level). She will be in charge of theAssessment Project at this level.

Dra. Maribel Ortiz Mrquez (Coordinator of ESPA 3111/3112, Honors Level). Beyond thework realized in the Curriculum Committee, Dra. Maribel Ortiz Marquez is the liaison

between the Library Committee (a committee part of the Information Competencies

Committee) and the Spanish Department.

Creation of New Courses: During the last semester, two new courses were approved:

Literature and Cultural Nationalism: the course was prepared by Dra. Catherine arsh.

This course included the Information Objectives required by the Information

Competencies Committee.

The Spanish Civil War in Literature: the course was prepared by Dra. Marisa Franco.

This course included the Information Objectives required by the Information

Competencies Committee.

Modifications to the courses: During this semester, the Information Competencies Objectiveswere included to the Spanish courses (ESPA 3111/3112). The revised syllabi were sent to the

Academic Affairs Office.NOTE: The course ESPA 3111/3112 is under revision.

Submitted by Dra. Maribel Ortiz Mrquez

Curriculum Committee Coordinator

March 12, 2012


47/86

Imp ementaton Status HUMA(assessment Ma rix, a selec ionof rubrics J SLO J assessmentreports) Transforming Actions


48/86

DepartmentofHumanities1

1

Courses:

Huma3101,3102,3106,3011,3012,

3013,3014,3034,3036,,3033,

3211,3210,3212

Competencyselected:

CriticalThinking

Information

Competency

1.StudentLearningObjectives(SLO)

developed byCourse

X X

2.SLOapprovedbyCurriculum

Committee

X X

3.Officialsyllabusmodified,SLO

integrated, andinplaceintheDept.

WebPage

X X

4.LearningActivities explicitand

documentedin

syllabus

Researchproposaland

project,

writtenreports,

essays,debatesonassigned

readings,groupwork,oral

presentations.

Testalignedto5criteria;

oralpresentations,and

reviews.

Researchproposaland

project,oral

presentations,

writtenreports,essays,

debates

5.Rubricorappropriatescoring

instrumentorpreposttestsprepared

X X

6.Learning ActivitiesImplemented Inallsections,36sections

comprising700

students

Inallsections, 36

comprising

700students

7.LearningActivities Implemented and

assessmentdatacollectedfrom apilot

project

Assessmentdatawillbe

collectedinapilo rojectof

4 sections,3courses during

t

3

Assessmentdatacollected

inapilotproje 12

sectionsofcoreGenEd

cou ns

c

to 0

ar s

an s.

tp

hesecondsemester.HUMA

10107;303401,11;3114

180

ctof

rses,24moresectio

ollecteddataandareinthe

processoftabulating fora

talofapproximately 70

studentsreached. Initial

resultsshow thatthetwo

criteriaassessed,

1.

Need

forinformation, and2.

VarietyofTypesand

Formats weremet. An

additional22sections(506

students)ofliteratureand

tcoursesintegratedSLO

deducationalactivitie


49/86

8. ResultsandTransformingActions Pendinglearning results

sinceassessment datawill

becollectedduringsecond

semesterinthepilot.

project.However, during

n

d

Le

by y

p

w

theprocess

SLOs

were

reviewedorsystematized

andintegratedtosyllabus,

owaccessiblethrough

departmentsWebPage.

Facultyworkshopson

assessmenthavebeen

offeredandeducational

activitieshavebeen

iversified,asshowninlist

attached.

arningobjectivesrevised

orsystematized;a

departmentcoordinator

appointed. Instructional

activitieswerediversified.

Seelist

attached

submitted

department.Facult

articipatedinassessment

orkshops.Learningresults

willbeconsideredandpilot

projectextended

systematically.


50/86

UniversityofPuertoRicoRoPiedrasCampusGeneralEducationAssessmentMatrix

Department:HUMANITIESCoreGeneralEducationCourse(s)HUMA3101,3102,3018,3013,3

3025,3113,3210,3211,3212,Academic Y

Campus

Genera l

Educa t ion

Goals ( Selec ted

Competenc ies )


2 0 0 5 - 2 0 0 6 A S

Learn ing

Ob jec t i ves


Learn ing

Ac t i v i t i es (such

as essays, or a l


research papers ,

etc . )

Assessment


Expec t

Ou t c o m e s/


Competenc ies

Genera l :

The s tuden t

w i l l h a v e

deve loped and

in t eg ra t ed

c ompe t enc ies

in th e ef f i c ien t

search fo r and

t he e t h i c al us e

o f i n f o r m a t i o n .

Spec i f ic :

1 . De f ine and

a r t i c u l a t e t he

need f o r


2 . I d e n t i f y a

Essays,

d iscuss ion

ques t i ons i n

ex ams ,

anno t a t ed

b ib l i og raphy ,

research paper ,

c r i t i ca l r ev i ew s ,

o ra l

p res en t a t i onsus ing

Pow erPoin t , e t c .

Check l is ts

Rubr ics

Ex ams

Seventy p er

t he s t uden t s

a ch i e v e 7 0 %

h ighe r ( acc e

a n d / o r ex c e

each o f t he c

1 . Need fo r


2 . Var ie t y o f

o f i n f o r m a t i o


51/86


52/86

University of Puerto Rico - Ro Piedras CampusCollege of General Studies - Department of the Humanities Competen

Critical Thinking (This competency is being developed in all courses in Humanities see the July 20Assessment Pilot Project January-December 2012 in the following courses: HUMA 3101-07Campus

General

Education

Goals(Selected

Competencies)

Certification46,

20052006AS

Learning

Outcomes

(measurable)

Learning

Opportunities

(suchasessays,

oralpresentations,

researchpapers,

etc.)

Assessment

Instruments

Expected*

Thestudentwill

havedevelopeda

critical

understandingof

differentwaysof

thinking.

General:

Thestudentwilldemonstratehisor

herskillsincriticalthinkingbymeans

oftheanalysisofatext.

Specific:

1. Identifythe

central

idea.

2. Select the evidence thatsupportsthecentral idea(the

assumptions).

3. Relate the facts to theirartistic, philosophical, and

historicalcontext.

4. Establishavaluejudgmenton

theissues.

5. Presents a position,supporting it with evidence

prioritizedinalogicalorder.

Review

Takehome exam

developing the five

(5) specific

objectives.

Oralpresentation.

Rubric Seventy per

students

"Satisfactory"

the 5 object

applicationof

1.Centralide

2.Evidence

3. Context

4. Valuejudg

5. Reasons/p

Design: Dr. Marta Medina in consultation with Dr. Vanessa Irizarry, Coordinator of the FEG (College of

acronym) Assessment Committee (9 Nov. 2011)

Presented to and approved by the Academic Affairs Committee, FEG Department of the Humanities (16


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University of Puerto Rico - Ro Piedras CampusCollege of General Studies - Department of the Humanities Competen

Critical Thinking (This competency is being developed in all courses in Humanities see the July 20Assessment Pilot Project January-December 2012 in the following courses: HUMA 3101-07

Design: Dr. Marta Medina in consultation with Dr. Vanessa Irizarry, Coordinator of the FEG (College of

acronym) Assessment Committee (9 Nov. 2011)

Presented to and approved by the Academic Affairs Committee, FEG Department of the Humanities (16


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Competencies Assessment Project in General Education

Department of the HUMANITIESINFORMATION Competencies


COURSES AND SECTIONS INCLUDED IN THIS STUDY

Courses inthe HUMA

study


Totalnumber of

sections percourse thissemester

Percentage ofsections

impacted by theHUMA

assessment

Number ofstudents in this

study

3018 001, 002,003, 004

3013 005, 006, 0073101 003, 008, 0093033 0113102 007

5 courses 12 sections Total: 258 students

RESULTS OF THE DATA


Beginning Developing Acceptable Excellent Total

1.

% 2 % 3 % 4.

% N

Need forinformation 9 3.49 42 16.28 71 27.52 136 52.71 258Variety oftypes andformats

11 6.47 6 3.53 42 24.71 111 65.29 170


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2ACHIEVEMENT OF EXPECTED RESULTS



N % N %

Need forinformation

51 19.77 207 80.23


17 10.00 153 90.00

According to the data above, the expected results were achieved in the two

criteria evaluated this semester. Dr. Brunilda Cotto will be expanding the

process to include additional objectives this semester.

The data that was analyzed was submitted to Dr. Carmen Campos, Coordinator for

Information Competency, by the following professors of the Department of the

Humanities: Mario Casanas, Arsenio Surez, Irma Rivera, Everlidis Vargas, Mary

Frances Gallart, Vctor Ruiz, and Carlos Prez Coffie.

DATA NOT INCLUDED--INCOMPLETE OR NOT RECEIVED(We will try to analyze this data and include it at a later date.)

Courses inthe HUMA

study


Professor

3013 002 Brunilda Cotto3013 008 Brunilda Cotto3025 001 Carlos Prez Coffie3101 001 Javier Almeyda3101 007 Javier Almeyda3101 012 Lilliam Cordero3101 013 Jos Rafael Encarnacin3101 016 Mario Casaas3102 2U1 Sylvia Sol

3113 180 Sylvia Sol3211 004 Mario Casaas3210 001 Eneida Vzquez3212 004 Eneida Vzquez

Total:8 courses

Total:13 sections


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3Other professors who carried out assessments this semester:

1. Dr. Eda Burgos-4 sections

2. Prof. Carmen Campos-3 sections-Literature Component (assessment of the

6 competencies using a model activity)

3. Dr. Ivette Fred-2 sections-Art4. Dr. Carlos Gil-2 sections of HUMA and 3 of Art

5. Dr. Denis P. Madrigal-4 sections. Worked with the ethical use of information.

6. Dr. Marta Medina-x sections of Art

7. Dr. Jaime Prez-2 sections

Progress report submitted on 8 February 2012 by:

Dr. Vanessa Irizarry, Coordinator, General Studies Assessment ProjectMs. Adriana Velozo Andrade, Teaching Assistant for the Project


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Rubric for Evaluating Critical Thinking. For more information, contact [email protected]://www.aacu.org/value/rubrics/Spanish Version: Dr. Marta Medina (October 2011)Presented to and approved by the Academic Affairs Committee, FEG (College of General Studies; Spanish acronym) Dep2011).Design adaptation: Dept. C.F. (FEG)

RUBRIC FOR EVALUATING SKILLS IN CRITICAL THINKINGDepartment of the Humanities

Professor: _________________________________________ Student ID number: _____

Course: __________________________ Section: _____________ Date: ____________

DefinitionCritical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, art

accepting or formulating a conclusion.

Element to beevaluated

Excellent (4) Good (3) Satisfactory (2) Deficient (1)

Explanation ofthe issues

The issue/problemto be consideredcritically ispresented clearlyand describedcomprehensively,providing all the

relevant informationnecessary for fullunderstanding.

The issue/problem tobe consideredcritically is presented,described, andclarified in such away thatunderstanding is not

impeded byomissions.

The issue/problemto be consideredcritically ispresented, but thedescription leavessome termsundefined,

ambiguitiesunexplored,boundariesundetermined,and/or backgroundsunknown.

The issue/problem tobe consideredcritically is presentedwithout clarification ordescription.


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EvidenceSelecting andusing informationto investigate apoint of view orconclusion.

Information is takenfrom source(s) withsufficientinterpretation/evaluation todevelop acomprehensive

analysis orsynthesis.Viewpoints ofexperts in the fieldare questionedconscientiously.

Information is takenfrom source(s) withsufficientinterpretation/evaluation to developa coherent analysisor synthesis.

Viewpoints of expertsin the field arequestioned.

Information is takenfrom source(s) withsome interpretation/evaluation but notenough to develop acoherent analysis orsynthesis.

Viewpoints ofexperts in the fieldare mostly taken asfact, with very littlequestioning.

Information is takenfrom source(s)without anyinterpretation/evaluation.Viewpoints of expertsin the field are taken

as fact, with noquestioning.

Influence ofcontext andassumptions

Analyzes ownassumptions andthose of othersconscientiously(systematically andmethodically) and

carefully evaluatesthe relevance ofcontexts whenpresenting aposition.

Identifies ownassumptions andthose of others andseveral relevantcontexts whenpresenting a position.

Questions someassumptions.Identifies severalrelevant contextswhen presenting aposition. May be

more aware of theassumptions ofothers than of his orher own (or viceversa).

Shows an incipientawareness of thepresent assumptions(occasionally labelsassertions asassumptions). Begins

to identify somecontexts whenpresenting a position.


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Rubric for Evaluating Critical Thinking. For more information, contact [email protected]://www.aacu.org/value/rubrics/Spanish Version: Dr. Marta Medina (October 2011)Presented to and approved by the Academic Affairs Committee, FEG (College of General Studies; Spanish acronym) Dep2011).Design adaptation: Dept. C.F. (FEG)



Student'sposition(perspective,thesis/hypothesis)

Student's ownspecific position(perspective,thesis/hypothesis) isimaginative, takinginto considerationthe complexities of

the issue. Studentacknowledges thelimits of his or herposition(perspective, thesis/hypothesis).Student synthesizesthe viewpoints ofothers within thatposition(perspective,thesis/hypothesis).

Student's ownspecific position(perspective,thesis/hypothesis)takes intoconsideration thecomplexities of the

issue. Acknowledgesthe viewpoints ofothers within thatposition (perspective,thesis/hypothesis).

Student's ownspecific position(perspective,thesis/hypothesis)acknowledgesdifferent sides of theissue.

Student's ownspecific position(perspective,thesis/hypothesis) ispresented, but in asimplistic andobvious way.

Conclusions andrelated outcomes(implications andconsequences)

Conclusions andrelated outcomes(implications andconsequences) arelogical and reflectthe student'sinformed evaluationand ability to placethe evidence andthe discussedviewpoints in orderof priority.

Conclusion is tiedlogically to a range ofinformation, includingopposing viewpoints;related outcomes(implications andconsequences) areclearly identified.

Conclusion is tiedlogically to theinformation(becauseinformation justifyingthe desiredconclusion has beenchosen); somerelated outcomes(implications andconsequences) areclearly identified.

Conclusion is notconsistently tied tosome of thediscussedinformation; relatedoutcomes(implications andconsequences) areoversimplified.


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TRANSFORMINGACTIONSASSOCIATEDWITH

ASSESSMENTOFGENERALEDUCATIONUPR

RIOPIEDRAS

CAMPUS

PeriodorSemester:InformationAssessment from August2011tofebruary2012Faculty:GeneralStudiesFaculty

Department:HumanitiesDepartment Preparedby:IrmaRiveraNieves,Ph.D

Courses Humanities3101,3201,3201,3018,3013,3033Arts3025,3017

ActivityModifiedorImproved ActivityModifiedorImproved1. meetingsandworkshopswithlibrarians

aboutinformationresourcesavailablefor

ourclasses;

9.invitationtolibrariansandexpertstotalkabout

plagiarism;informationethics;etc.

2. increased useoftechonologyinclass:applications,internetresearch,etc.;

10.journalwritingthatobligesthestudents

autoreflectionabouther/hislearning and

questioning capacitiesandawareness;

3. workshopsandtutorialsgivenbycolleagueswhohavemoreinformation

aboutinformationresourcesforthe

Humanities;

11.smallgroupstodiscussathemeandworkon

anincreaseddefinitionoftheproblemortheme

beingstudied;

4. assignmentsaboutveryparticularissuesorthemesthatrequiresincreasingfocus;

12.diversificationoftheclassscenario:

conference,seminars,oralpresentation, debates,

walktospecificplacesinCampusarea;

5. libraryresearchaboutresourcesavailableinCampusorthroughCampus(gettingto

knowtheLibrary);

13.virtualvisittothegreatmuseums and

collections;

6. specificresearchissuesthatlinksthetheme,essay,book,painting,

architecture,etc.beingstudiedwiththe

studentmajor

or

concentration;

14.invitationto visitourclassesto philosophers,

writers,artists,etc. whoseconferences,classesor

interviewsareavailableonInternet;

7. discussionofthenotionofpeerreviewandapplicationinspecificresearches;

15.promotionofworkshopsofferedbyspecialist

(CRET)abouttechnologyandInformation.

8. insistinthediscussionoftheproblemofplagiarism;

assessmentadria/anejosmonitoringreportabril2012/appendixIII/ESGEHUMAchangesincoursesassociatedwithassessmentfinal


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Implementation Sta us ING(ENGL) (assessment Matrix, aselection of rubrics, SLO,assessment reports)ransformang Actions


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EnglishDepartment1

Courses:INGL:

3161,3162,3101,3102,

3123,3124

3103,3104,3011,3012

Department

SelectedCompetency

Oraland

WrittenCommunication


1.StudentLearning

Objectives(SLO)developed

byCourse

X X

2.SLOapprovedby

CurriculumCommitteeX X

3.Officialsyllabusmodified,

SLOintegrated, andin

placeintheDept.WebPage

x x


explicitand

documented

in

syllabusX

Accordingtocourselevel

Include:film analysis,computer

assistance,groupwork,oral

presentations,theuse

ofdictionaries,providingexercisesfor

practiceontheelementsoftheessay,

reactionpapers,outlining,

summarizing, movies,audiorecordings,

researchpapersconference,guest

speakers,

journals

X

Annotatedbibliographyto

supportreactionpapers,

essays

5.Rubricorappropriate

scoringinstrumentorpre

posttestsprepared Inprocess

X

ForINGL3161,3162,3101,

3102,3123,3124,3103,

3104,3011,3012


Implemented

XX


Implemented and

assessmentdatacollected

from apilotprojectAssessmentdatawillbecollectedduring

secondsemester20112012

Pilotproject: 4sections

41students

ENGL31233124

(Intermediate)

Tobeextendedtoalllevels

duringthesecondsemester

20112012

1Anassessmentmatrixsuppliedbythedepartmentincludescourseobjectives,assessmentactivities,expected

outcomes,andassessmentinstruments.


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Courses:INGL:

3161,3162,3101,3102,

3123,3124

3103,3104,3011,3012

Department

SelectedCompetency

Oraland




Actions

.

Syllabirevisedandapprovedwithclear

andmoreexplicitlearningobjectivesinall

courses.

Morethan75%ofstudents

met3criteria:Needfor

information,Varietyof

formatsandtypesof

information,andSearch

strategies.

Didnotmeet: Summarizes

mainideas(63%),

EvaluationofInformation

andSources(48%),Ethical

useofinformation(52%).

Criteria:70%

or

more

of

studentsmetexpected

results. Learningresultsare

beingdiscussed.

Allsyllabiacrosslevelshave

integratedinformation

competencies.Thepilot

project

will

be

extended

to

allcoursesandmore

sectionsinsecondsemester

20112012. Coordinator

appointed.


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Courses:INGL:

3161,3162,3101,3102,

3123,3124

3103,3104,3011,3012

Department

SelectedCompetency

Oraland



Pilotprojectshavebeenestablished

duringsecondsemester20112012for

writtencommunicationatalllevels. A

rubricisbeingdevelopedforthis

competency. Asampleof100students

workswillbeassessedinENGL3161

3162,31013102,31033104,30113012,

inMay2012. Thefinalexamwillevaluate

writtencommunication. Asampleof

studentwork

in

May

2012

will

provide

assessmentdata.Coordinatorswere

assignedbylevels.


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University of Puerto Rico

Rio Piedras Campus General Education Assessment Matrix

English Department (approved by Level 11-5-11)

Core General Education Course (s) INGL 3123 & 3124

All sections

Academic Year: 2011-2012

CampusGeneral

Education

Goals (Selected

Competencies)

Certification

46, 2005-2006

AS

Learning Objectives(measurable)

LearningActivities (such

as essays, oral

presentations,

monographs

among others)


Expected*Outcomes/

Findings

Transfor-ming

Actions

Information

Literacy

Students will

have the

necessary

competencies

for the search,

effective

management

and ethical use

of information.

General:

Students will

demonstrate theircapacity to

efficiently search

for information and

effectively and

ethically use and

manage

information.

Specific:

Students will define

and articulate theneed for

information.

Students will

identify a variety of

types and formats

of potential sources

of information.

Students will select

the mostappropriate

investigative

methods or

information

retrieval systems for

accessing the

needed information.

Annotated

Bibliographies(INGL 3123)

&

Research

Papers

(INGL 3124)

Rubric

The INGL 3123rubrics

criterion

include:

Correlation,

Variety,

Annotation

(Critical

Evaluation,

Main Idea,

Fluency and

structure) andDocumentation

INGL 3124

Rubric Pending

At least 70%

of the

students willreach a

performance

level of 5 or

more in each

of the 8-point

scale of the

rubrics

criterion.


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Students will

summarize the main

ideas to be

extracted from the

informationgathered.

Students will

articulate and apply

initial criteria for

evaluating both the

information and its

sources.

Students will

understand many ofthe ethical, legal

and socioeconomic

issues surrounding

information and

information

technology.


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En g l i sh D e p ar t m e n t ( p r e l im i n a r y w o r k i n g d o c u m e n t 9 - 2 9 - 1

Core Gene ra l Educ a t i on Cou rs e ( s ) I NGL 3103 -3 104 & I NGL 3123

Al l sect ion s

Campus

Genera l Educat ionGoals ( Selec ted

Competenc ies )


2 0 0 5 - 2 0 0 6 A S

Learn ing

Ob jec t i ves(meas u rab le )

Learn ing Ac t i v i t i es

( such as essays,o ra l


m o n o g r a p h s


Assessment


Ex

Ou t c o m

St ud en t s w i l l be

ab le t o

c o m m u n i c a t e

e f fec t i ve ly , o ra l l y

o r i n w r i t i n g , i nSpan ish an d in

Eng l ish as a

Second Langu age.

Genera l :

Compose essays

i n t e g r a t i n g

e f f ect i v e w r i t i ng

s k i l l s t ha t w i l lbe use fu l i n

o t he r c o ll ege

courses and in

persona l and

pro fessiona l l i f e .

Spec i f ic :

Organ ize and

expr ess ideas in

w r i t t e n fo r m

w i t h c la r i t y ,

p rec is ion ,coherence and

log i c usi ng t h e

w r i t i ng p roc ess .

Essays Checkl is t

Rubr ic

Th ec h eck l i st / r u b r i c s

c r i t e r i on i nc l ude :

c on t en t ,

o rgan i z a t i on ,

v oc abu la r y ,

langu age use and

mec han i c s

A t l ea s

s t uden t

pe r f o rm

7 0 % o

rub r i


68/86



En g l i sh D e p ar t m e n t ( p r e l im i n a r y w o r k i n g d o c u m e n t 9 - 2 9 - 1

Core Genera l Educa t ion Cour se (s ) I NGL 3123

Al l sect ion s

Campus

Genera l

Educa t ion

Goals ( Selected

Competenc ies )


2 0 0 5 - 2 0 0 6 A S

Learn ing

Ob jec t i ves


Learn ing

Ac t i v i t i es (such

as essays, or a l


m o n o g r a p h s


Assessment


E

Ou t c o

St ud en t s w i l lh a v e t h e

c ompe t enc ies

necessary fo r th e

search , e f fect i v e

m a n a g em e n t a n d

eth ica l use o f


Genera l :Deve lop

e f fec t i ve

ev a lua t i on

c r i t e r i a f o r t he

us e o f on l i ne

sources o f


I n t e g r a t e

spec i f ic


l i t e racy ,research ,

techno log ica l

sk i l ls .

Spec i f ic :

W r i t e a n

a n n o t a t e d

b ib l i og raphy

Anno t a t edB ib l i og raphy Check l is t

Rub r i c

Th e

ch e ck l i st / r u b r i c s

c r i t e r i on i nc lude :

Sour ces (Re levancy ,

Currency, Level ,

A u t h o r i t y )

Su m m a r y / A n n ot a t i on

( S t r u c t u r e / Fl u e n cy ,

Cont en t ) MLA or APAConv en t i ons

A t l ea ss t uden

a pe r f o

o f 70 %

t he rub


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us ing MLA or

APA s ty le ,

w h i ch w i l l b e

us ed i n t he

in i t i a l stages o fa r esearch

pape r .

App l y and

a d ap t t h e

d i f f e ren t s t ages

o f t h e w r i t i n g

process,

recogn iz ing

an d

i m p l e m e n t i n g

t he d i f f e ren t

m e t h o d s o f

s t r uc t u r e and

dev e lopmen t i n

accordance

w i t h

app rop r i a t e

s ub jec t ,

aud ience and

pu rpos e goa l s

o f an anno t a t ed

b ib l i og raphy .


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D ep a r t m e n t : En g l i sh ( p r e l im i n a r y w o r k i n g d o cu m e n t 9 - 2 9 - 1

Core Gene ra l Educ a t i on Cou rs e ( s ) Basi c Eng l i s h I and I I : I ng l 31 0

A l l sect ion s

Campus

Genera l Educat ion

Goals ( Selec ted

Competenc ies )


2 0 0 5 - 2 0 0 6 A S

Learn ing

Ob jec t i ves

(meas u rab le )

Learn ing Ac t i v i t i es

( such as essays,

o ra l


m o n o g r a p h s


Assessment


Ex

Ou t c o m

Commun ic a t i on

The g radua t i ng

s t uden t :

w i l l be ab le t o

c o m m u n i c a t e

e f fec t i ve ly , o ra l l y

o r i n w r i t i n g i n

Span ish an d in

Eng l ish as aSecond Langu age

Students will

demonstrate, thatthey can express

their ideas in

written form withclarity, precision,

coherence, unity,and logic1 by

writing short

essays that:

-state anddevelop a thesis

statement withsupporting

evidence using

Essays Checkl is t

Rubr ic

Th e

c h eck l i st / r u b r i c s

c r i t e r i on i nc l ude :

c on t en t ,

o rgan i z a t i on ,

v oc abu la r y ,

langu age use andmec han i c s

A t l ea s

s t uden t

pe r f o rm

7 0 % o

rub r i

1 University of Puerto Rico, College of General Studies, English Department, General Objectives, approved by the Department by the

October 2001.


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various methods

of paragraph

development;

-exhibitorganization and

effective use oftransitional words

and phrases;

-use appropriatewords/idiom

choices;

-include well-

formed andcomplete

sentences.

Pre l im ina ry w o rk i ng documen t Sep tembe r 29 , 2011


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University of Puerto RicoFaculty of General Education

Assessment of General Education Competencies

DepartmentENGLISH

Competency INFORMATION

Report of results data gathered on December 2011

COURSES AND SECTIONS PARTICIPATING IN THE ASSESSMENT

PROCESS

Courses Participantsections

Totalsections inthe

semester

Percent ofsectionsparticipating on

informationassessment

Number ofstudents

INGL 3123001, 002,003, 004. 4 100% 48

Total:1 course

Total:4 sections

Total:48 students

RESULTS OF DATA - PILOT December 2011

Information Competency Less than 5 5 or more

N % N %

Need of information4 8 44 92

Variety and types of format7 15 41 85

Search Strategies11 23 37 77

Summarize main ideas18 38 30 63

Evaluation of information and sources25 52 23 48

Ethical use of information24 50 25

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