Date post: | 04-Jan-2016 |
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Overview
University College:• Four departments• 2950 students• 150 faculty & 11 staff members• Circa 700 sections per semester • Six ZULO’s
2013-14 period of transition• Personnel • Approach to assessment
Language: Speaking
1_x0
00d_
(Low
beg
inni
ng)
2_x0
00d_
(Mid
beg
inni
ng)
3,4_
x000
d_(H
igh
begi
nnin
g, D
evelop
ing
high
er)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
7%
24%
69%
3%
15%
82%
AUH DXB
Spring 2014 - COL 120 - Group presentation in English - All sections
Actions
•Chair shared results were shared with faculty
•Consensus to raise attainment target from 50% ≥ High Beginning to 80% ≥ High Beginning
•Assessment sets baseline for students’ speaking abilities in Colloquy & new version of the course contains a comparable assessment
Language: READingFall 2013 – COL 140 - Midterm & final exam questions30 sections (approx 600 students –General stream) AUH & DXB
Target 50% ≥ High Beginning
REFLECTION
•The students did 20% BETTER in the assessment that was objectively more difficult (900 vs. 400words, readability FK 11.5 vs 9.5) on a broadly similar topic.
• Source of confusion among the faculty
•Need to explore more deeply the relationship of text length as much as text complexity in timed reading/writing assessments.
Actions
• Reading level of students remains source of concern for whole institution
• Attempts made to further scaffold & sequence reading activities
• Assessment instruments modified towards production of summaries and responses
• Integrated skills (Textbook now being adopted)
• Institutional approach?
Course Learning Outcome ZULOCultivate curiosity, reflect, and inquire about the natural and designed world
CTQR 1
Observe, seek patterns and make connections
CTQR 2
Review and discuss ideas among peers
CTQR 1
Develop and test hypotheses through research, collection and interpretation of data
CTQR 3
CTQR 1 : Identify essential information (Target: > 80% beginners)CTQR 2 : Interpret qualitative and quantitative information (Target: > 80% beginners)CTQR 3 : Formulate reasoned conclusion (Target > 50% developing)
CRITICAL THINKING
Data Collection
• Fall 2013 and Spring 2014 semesters
•Assessments: Test 1 & Final Exam
•Between 3-5 sections across both campus; male and female classes
Test 1 Results Fall2013
Test 1 Results Spring 2014
Final Exam Results Fall 2013
Final Exam Results Spring 2014
Data Analysis
• Achievement level in Test-1 (introductory and straightforward questions), was higher than that in the final exams (complicated and challenging questions).
• To analyze and obtain meaningful results, the final exam data should only be considered.
• Over 70% of the students (in both semesters) achieved CTQR 3 (developing > 50%) – suggesting students are successively acquiring CTQR.
Future Plans
• Next data collection is scheduled for the academic year 2015/2016.
• Data from the final exam will only be assessed.
• To minimize possible bias, data will be collected from one section per instructor for female students, and all three sections of male students.
• Questions assessed will be carefully created in the context of the ZULOs.’
UC CURRENT Plans
•Automate data collection & reporting process
•Reduce Number of outcomes assessed annually
•Use the time gained to focus groups of faculty on closing the loop