Course Assessment Report S2012

Course assessment is process that includes development of student learning outcomes (recorded on the syllabus .syll file), defining how achievement of those outcomes will be evaluated (recorded in the course assessment plan's .assm file), reviewing the assessment data collected and sharing those results with other faculty or stakeholders, and using that data to close-the-loop through changes to the course which are monitored over time. The Course Assessment Report records a snapshot of the assessment process within each course, allowing further aggregation of assessment activities university wide. Each instructor is to complete the Course Assessment Report for each lecture course they teach. Estimated time of completion: first use 15 min, subsequent use 5 min.

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* 1. Please enter your course information:

Course prefix (e.g. BIOL)

Course number (e.g. 101)

Course section (e.g. 001)

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* 2. Which summary best describes this course's student learning outcomes as evident on the current syllabus for this course?

(4) Multiple and measurable course outcomes defined at appropriate level for this course (e.g. evaluate and synthesize stressed more in upper division courses)

(3) Multiple course outcomes include measurable as well as less-measurable outcomes (e.g. understand or appreciate) but developed at appropriate level

(2) A few identified course outcomes, some may be measurable, some at lower cognitive levels (e.g. know or recite) when compared to the course level

(1) Course outcomes are vague and/or unmeasurable, tend to be stated at lower levels (e.g. to know or appreciate)

(0) Course outcomes not listed; outcomes define what course will do, not what the student will do (e.g. "this course will cover..." as compared to "the student will be able to...")

Comments (if any):

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* 3. Thinking in the context of your program or those this course serves, how could the program show this course's outcomes are appropriate to the mission, programs, degrees, students and other stakeholders?

(4) Course outcomes are formally aligned to program outcomes using a curriculum map, standards matrix or some other document or structure reflecting extent the course contributes to the outcome (e.g. course 221 introduces concept A, gives advanced content in concept C)

(3) Alignment to program outcomes with a form of curriculum map or matrix (e.g. course 221 addresses concepts A & C)

(2) Alignment is informal but has been discussed, no map or matrix on record

(1) No formal curriculum alignment at this time

Comments (if any):

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* 4. What kinds of evidence do you collect and analyze in this course to demonstrate that students have achieved your stated student learning outcomes? (select all that apply)

Tests and exams

Papers and writing assignments

Graded homework

Laboratory activities

Practical skill-based assessments

Presentations

Projects

Field work

Service Learning

Practicum/internship evaluations

Assessments of creative endeavors

Usage data from online activities or resources

Other (please specify)

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* 5. In what ways do you analyze and use the evidence of student learning collected in this course? (select all that apply)

Course-level assessment analyzed only by faculty teaching the course

Course-level assessment evidence used to inform changes in assignments

Course-level assessment evidence used to inform changes in lecture

Course-level assessment evidence used to inform changes in laboratories

course-level assessment evidence used to inform changes in course outcomes

Data review by the entire faculty (periodic)

Data sharing with other departments (e.g. service course)

Review by advisory board or panel

Evidence informs changes to course requirements

Evidence informs textbook selection

Course assessments modified based on evidence collected

Program changes guided by evidence collected

Other (please specify)

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* 6. OVERALL, considering the factors identified above, assign this course an Assessment Factor Score (AFS) (from 1 to 4). The AFS can be used in program-level assessment, particularly when reviewing service courses from other departments.

(4) The course fully closes the assessment loop: well developed objectives are linked to measurable outcomes, evidence collected in assessments from multiple sources validates student achievement, data shared with stakeholders for purpose of course, program and faculty improvement

(3) Course objectives less developed, may use lower level descriptors, links between assessments and learning outcomes present but not explicit, course evidence has guided curriculum changes to some extent, course data has been shared with stakeholders (faculty, advisory board, etc)

(2) Course objectives present, but vague, links between assessments and outcomes present but not explicit, evidence used to assign grade, but no use of evidence at departmental level or beyond to inform or improve instruction or achievement.

(1) Course objectives not measurable (understand) or listed, course assessments not linked to outcomes, evidence not used beyond course grading

Comments (if any):

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* 7. Is this course approved for General Education?

Yes, Communication

Yes, Humanities

Yes, Mathematics

Yes, Natural Science

Yes, Social Science

Yes, DIversity

Comments (if any):

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* 8. Skip if you answered "NO" to the previous question. If this course is approved as meeting the General Education outcomes, what methods/records were used to specifically assess achievement of the the general education outcomes?

Gen Ed assessment was integral to other assessment, no specific records

Specific test and/or exam questions

Specific papers and writing assignments

Specific graded homework

Specific laboratory activities

Specific practical skill-based assessments

Specific presentations

Specific projects

Specific Service Learning activity

Practicum/internship evaluations

Assessments of specificcreative endeavors

Other (please specify)

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* 9. In a short sentence or two provide an example, quote or caption summarizing for this course your use of assessment data to "close the loop"; that is to collect and use evidence of student learning to improve the effectiveness of your efforts, student learning, and to inform others of what students learn and how well they learn it.