PROGRAM-LEVEL ASSESSMENT REPORT10/16/07
Direct Measures Pre/Post Tests Embedded Question Performance Assessment Capstone Exam/Project
Standardized Test Portfolio Primary Trait Analysis Professional Certification
Indirect Measures Focus Group Grad/Employer Survey Mapping Transfer/Employment Data
Department: Science Program: Chemistry
Person(s) contributing to this form: Dave Bird, Marie Straw, Larry Callan, Jeanette Rollinger,
Dan Shelly
Expected Program Outcome
(1) Write the outcome to reflect what the student
will be able to do after graduating with the degree
or certificate. (2) The outcome will reflect
thinking or behaving like a practitioner in the
field whether transferring or working in the
community. (3) State the outcome using a
measurable verb with enough specificity to drive
the course configuration of the degree or the
certificate.(Bloom’s Taxonomy.) (4) Give the
context for the student to display the newly
learned skills or behavior.
Assessment Methods and Criteria
(1) Which outcome(s) will be assessed? (2) Who
will be assessed? (3) What will be assessed? (4)
How and when will the assessment take place?
(5) Please give information about the research
design. (6) What will be considered “passing”?
Assessment Results
(1) Who wrote report? (2) When was the study
conducted? (3) What were the results?
Response Plan
(1) Since dialogue is an important part of SLO
Assessment, who discussed the results? (2)
When were the results discussed? (3) What
changes will result in the Program outcomes,
the assessment tool or the teaching?
Students will apply stoichiometry to
solve problems in laboratory,
examination or homework settings.
During Fall 2007, all chemistry
students will be asked to:
“Instructions: Complete as much of
the following problem as you can.
Show how the units cancel out. If
you don’t remember the metric
conversions, guess. Problem: How
many kilometers are equal to 1.4
feet? Use the conversion 2.54 cm =
1 inch.” The answers should have
the correct cancellation procedure
for the units, the correct metric
units, and the correct number of
significant figures.”
One instructor changed the instructions
which may have produced better results.
Percent of students with correct answer in
each class.
Course
N= 196
Units Metric Sig.
Figure
CHEM 1
CHEM 1
CHEM 12
CHEM 20
CHEM 20
CHEM 20
CHEM 21
CHEM 30
CHEM 253
NSCI 131
72%
100%
86%
83%
100%
83%
31%
88%
69%
50%
72%
90%
57%
48%
100%
48%
0%
59%
35%
50%
4%
40%
29%
33%
64%
15%
55%
47%
46%
47%
Total 79% 58% 38%
As a result of the analysis, faculty
noted that if would be wrong to
assume that students know the
proper calculations from a prior
class so it would either need to be
re-taught or it would be necessary
to emphasize it in one class. In
additions, the dialogue to plan an
assessment made it evident that
instructors have different
expectations. The faculty
anticipates continued discussion
on this difference.
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