assessment: course four column - el camino college · research paper, and/or oral ... semester and...

El Camino: Course SLOs (BSS) - Psychology

SPRING / SUMMER 2016Assessment: Course Four Column

ECC: PSYC 12:Human Sexuality

Course SLOs Assessment MethodDescription Results Actions

SLO #1 Logic of the Scientific Method- On examination (e.g., m/c, T/F, fill-in, matching, essay), written essay,research paper, and/or oralpresentation, students will be able toexplain historical developments inscientific sex research as well asidentify and evaluate specificresearch methods used to study thepsychological, biological, and culturalfactors in human sexuality.

Course SLO Assessment Cycle: 2013-14 (Spring 2014), 2014-15 (Spring2015), 2015-16 (Spring 2016), 2016-17 (Spring 2017)

Course SLO Status: Active

Input Date: 03/25/2014

Standard and Target for Success: Itis expected that the average scoreon the Multiple-Choice assessmentwill be approximately 70%,equivalent to a passing grade of “C.”

Faculty Assessment Leader: Angela Simon

Action: Instructors will meet tostandardize assessment process.(12/16/2016)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetThree items on the 10-item quiz covered this SLO - #4, #5,and #6. Across two Psychology 12 classes (N = 66), anaverage of 78.5% of the students identified the correctanswer for these three items. (05/03/2016)

Exam/Test/Quiz - The SLOAssessment will consist of 10,general, Multiple-Choice questionswhich will cover the three SLO’s forPsychology 12.



SLO #2 Fundamental Principles - Onexamination (e.g., m/c, T/F, fill-in,matching, essay), written essay,

Action: Instructors will meet tostandardize assessment process.(12/16/2016)

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met

Exam/Test/Quiz - The SLOAssessment will consist of 10,general, Multiple-Choice questions

06/08/2017 of 30Generated by TracDat® a product of Nuventive


research paper, and/or oralpresentation, students will be able toidentify and explain major theories,perspectives, and facets of humansexuality.






Action Category: SLO/PLOAssessment Process

Three items on the 10-item quiz covered this SLO - #1, #2,and #3. Across two Psychology 12 classes (N = 66), anaverage of 85% of the students identified the correctanswers for these three items. (09/07/2016)

which will cover the three SLO’s forPsychology 12.



SLO #3 Everyday Application - Onexamination (e.g., m/c, T/F, fill-in,matching, essay), written essay,research paper, and/or oralpresentation, students will be able toapply fundamental principles in thedevelopment of a personal sexualphilosophy.






Action: Instructors will meet tostandardize assessment process.(12/16/2016)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetFour items on the 10-item quiz covered this SLO - #7, #8, #9,and #10. Across two Psychology 12 classes (N = 66), anaverage of 62% of the students identified the correctanswers for these four items. [more] [more] (09/07/2016)


Standard and Target for Success: It




is expected that the average scoreon the Multiple-Choice assessmentwill be approximately 70%,equivalent to a passing grade of “C.”


ECC: PSYC 15:Abnormal Psychology


SLO #1 Logic of the Scientific Method- On examination (e.g., m/c, T/F, fill-in, matching, essay), written essay,research paper, and/or oralpresentation, students will be able toexplain and evaluate various sourcesof data focusing on mental disorders(e.g.,epidemiology, efficacy,effectiveness).




Standard and Target for Success: Dr.Galbavy’s standard was defined atthe level of the class as a whole: Theclass was expected to average 70%correct on each set of 5 itemsreflecting each of the 3 SLOs.Related Documents:Psych15SLOSp14GalbavyItemsTable2.docx

Exam/Test/Quiz - Dr. Galbavycollected scores from 3 sets of 5multiple-choice items reflecting eachof the current SLOs (see Table 2).

Standard and Target for Success:The standard for each SLO was aminimum 3 correct responses on the5 items sampled for that SLO. TheTargets were: 1) a minimum 67% ofstudents meeting the standard foreach individual SLO and 2) aminimum 67% of students meetingat least 2 of the 3 SLO standards.Reviewer's Comments: Dr. Braundeclined to provide Course

Exam/Test/Quiz - Table 1 shows the15-item assessment (5 items foreach of 3 SLOs) given near the end ofthe semester. For each studenttaking the Final Exam, the number ofcorrect responses was tallied andrecorded for each of the 3 SLOs.Course Percentages, needed tocorrelate SLO scores and CourseGrades, were provided by Drs.Galbavy and Mascolo.


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Related Documents:Psych15SLOItems(Table1)Sp15.docx

Percentages without explanation.

Standard and Target for Success: Dr.Mascolo’s standard was defined atthe level of the individual student:The standard for each SLO was aminimum 2 correct responses on the4 items sampled for that SLO. TheTargets were: 1) a minimum 67% ofstudents meeting the standard foreach individual SLO and 2) aminimum 80% of students meetingat least 2 of the 3 SLO standards.Related Documents:Psych15SLOSp14MascoloItemsTabl

Exam/Test/Quiz - Dr. Mascoloabandoned his 2013 dataassessment method for thefollowing reasons:1. the SLOs were expandedto cover 3 areas of knowledge2. the DSM-IV was updatedby the American PsychiatricAssociation; its DSM-5 proved to bea seismic shift in diagnosticnosology, and this required dramaticchanges in course material andlecture.

Therefore, Dr. Mascolo's primaryassessment method was constructedby sampling 12 Spring 14 Exam 1items – 4 items representing each ofthe 3 SLOs (see Table 3). For eachstudent taking Exam 1, the numberof correct responses was tallied andrecorded for each of the 3 SLOs. TheExam % and Course % were alsorecorded for each student.


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e 3.docx

Standard and Target for Success: Dr.Braun’s standard was defined at thelevel of the class as a whole: 70% ofthe class scoring correct on each ofthe 10 items.Related Documents:Psych15SLOSp14BraunItemsTable1.docx

Exam/Test/Quiz - Dr. Brauncollected scores from the same 10Test Bank multiple choice itemsreflecting the single SLO (Theories &Definitions of Mental Illness) for the2013 assessment; these 10 itemsnow reflect the second current SLO(Fundamental Principles -- see Table1).

Standard and Target for Success:The standard for each SLO was aminimum 3 correct responses on the5 items sampled for that SLO. TheTargets were: 1) a minimum 67% ofstudents meeting the standard foreach individual SLO, 2) a minimum67% of students meeting at least 2 ofthe 3 SLO standards, and 3) aminimum 2 of 3 Sections meetingthe 2 Targets above.

Faculty Assessment Leader: Richard Mascolo, Ph.D.Faculty Contributing to Assessment: Michael Braun, Ph.D.,Renee Galbavy, Ph.D.Related Documents:Psych15SLOTablesSp16.docx

Action: Instructors will meet tostandardize assessment process,especially because additionalSections have been added to theschedule with new Instructors.(12/16/2016)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetTable 2 shows that Sections 1 & 3 met the Target for SLO1(09/17/2016)

Exam/Test/Quiz - Table 1 shows the15-item assessment (5 items foreach of 3 SLOs) given at the end ofthe semester. For each studenttaking the Final Exam, the number ofcorrect responses was tallied andrecorded for each of the 3 SLOs. Alsocollected were Course Percentages

SLO #2 Fundamental Principles - Onexamination (e.g., m/c, T/F, fill-in,

Exam/Test/Quiz - Dr. Galbavycollected scores from 3 sets of 5



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matching, essay), written essay,research paper, and/or oralpresentation, students will be able toidentify and explain the majortheories and definitions of mentalillness (e.g., biological, cognitive-behavioral, psychoanalytic,humanistic, sociocultural), includingthe historical development of thesetheories.




Standard and Target for Success: Dr.Galbavy’s standard was defined atthe level of the class as a whole: Theclass was expected to average 70%correct on each set of 5 itemsreflecting each of the 3 SLOs.Related Documents:Psych15SLOSp14GalbavyItemsTable2.docx

multiple-choice items reflecting eachof the current SLOs (see Table 2).

Standard and Target for Success:The standard for each SLO was aminimum 3 correct responses on the5 items sampled for that SLO. TheTargets were: 1) a minimum 67% ofstudents meeting the standard foreach individual SLO and 2) aminimum 67% of students meetingat least 2 of the 3 SLO standards.


Reviewer's Comments: Dr. Braundeclined to provide CoursePercentages without explanation.

Exam/Test/Quiz - Table 1 shows the15-item assessment (5 items foreach of 3 SLOs) given near the end ofthe semester. For each studenttaking the Final Exam, the number ofcorrect responses was tallied andrecorded for each of the 3 SLOs.Course Percentages, needed tocorrelate SLO scores and CourseGrades, were provided by Drs.Galbavy and Mascolo.

Exam/Test/Quiz - Dr. Mascoloabandoned his 2013 dataassessment method for the followingreasons:






Standard and Target for Success: Foreach student taking Exam 1, thenumber of correct responses wastallied and recorded for each of the3 SLOs. The Exam 1% and Course %was also recorded for each studentRelated Documents:Psych15SLOSp14MascoloItemsTable 3.docx

1. the SLOs were expanded to cover3 areas of knowledge2. the DSM-IV was updated by theAmerican Psychiatric Association; itsDSM-5 proved to be a seismic shift indiagnostic nosology, and thisrequired dramatic changes in coursematerial and lecture.

Therefore, Dr. Mascolo's primaryassessment method was constructedby sampling 12 Spring 14 Exam 1items – 4 items representing each ofthe 3 SLOs (see Table 3).

Related Documents:Psych15SLOSp14BraunItemsTable1.docx

Exam/Test/Quiz - Dr. Brauncollected scores from the same 10Test Bank multiple choice itemsreflecting the single SLO (Theories &Definitions of Mental Illness) for the2013 assessment; these 10 itemsnow reflect the second current SLO(Fundamental Principles -- see Table1).

Action: Instructors will meet tostandardize assessment process,especially because additionalSections have been added to theschedule with new Instructors.

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Not MetTable 2 shows that Section 2 met the Target for SLO2(09/17/2016)

Exam/Test/Quiz - Table 1 shows the15-item assessment (5 items foreach of 3 SLOs) given at the end ofthe semester. For each studenttaking the Final Exam, the number of









(12/16/2016)Action Category: SLO/PLOAssessment Process

correct responses was tallied andrecorded for each of the 3 SLOs. Alsocollected were Course Percentages

SLO #3 Everyday Application - Onexamination (e.g., m/c, T/F, fill-in,matching, essay), written essay,research paper, and/or oralpresentation, students will be able toapply fundamental principles ofabnormal psychology in their effortsto understand everyday lifeexperiences such as these: concernsabout the behavior of family orfriends, cognitive decline of parent,violent crime (including effects ofmedia coverage).




Standard and Target for Success: Dr.Galbavy’s standard was defined atthe level of the class as a whole: Theclass was expected to average 70%correct on each set of 5 itemsreflecting each of the 3 SLOs.

Dr. Mascolo’s standard was definedat the level of the individual student:The standard for each SLO was aminimum 2 correct responses on the4 items sampled for that SLO. TheTargets were: 1) a minimum 67% ofstudents meeting the standard foreach individual SLO and 2) aminimum 80% of students meetingat least 2 of the 3 SLO standards.

Dr. Braun’s standard & target wasrestricted to SLO #2.

Exam/Test/Quiz - Dr. Galbavycollected scores from 3 sets of 5multiple-choice items reflecting eachof the current SLOs (see Table 2).

Exam/Test/Quiz - Table 1 shows the






Reviewer's Comments: Dr. Braundeclined to provide CoursePercentages for his section.

15-item assessment (5 items foreach of 3 SLOs) given near the end ofthe semester. For each studenttaking the Final Exam, the number ofcorrect responses was tallied andrecorded for each of the 3 SLOs.Course Percentages, needed tocorrelate SLO scores and CourseGrades, were provided by Drs.Galbavy and Mascolo.

Exam/Test/Quiz -Dr. Mascolo abandoned his 2013data assessment method for thefollowing reasons:1. the SLOs were expandedto cover 3 areas of knowledge2. the DSM-IV was updatedby the American PsychiatricAssociation; its DSM-5 proved to bea seismic shift in diagnosticnosology, and this required dramaticchanges in course material andlecture.

Therefore, Dr. Mascolo's primaryassessment method was constructed




Standard and Target for Success:For each student taking Exam 1, thenumber of correct responses wastallied and recorded for each of the3 SLOs. The Exam 1% and Course %was also recorded for each student.Related Documents:Psych15SLOSp14MascoloItemsTable 3.docx

by sampling 12 Spring 14 Exam 1items – 4 items representing each ofthe 3 SLOs (see Table 3).



Action: Instructors will meet tostandardize assessment process,especially because additionalSections have been added to theschedule with new Instructors.(12/16/2016)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetTable 2 shows that Sections 1, 2, & 3 met the Target forSLO3 (09/17/2016)

Exam/Test/Quiz - Table 1 shows the15-item assessment (5 items foreach of 3 SLOs) given at the end ofthe semester. For each studenttaking the Final Exam, the number ofcorrect responses was tallied andrecorded for each of the 3 SLOs. Alsocollected were Course Percentages





ECC: PSYC 16:Lifespan Development


SLO #1 Logic of the Scientific Method- On examination (e.g., m/c, T/F, fill-in, matching, essay), written essay,research paper, and/or oralpresentation, students will be able todescribe and contrast specificresearch methods in the study oflifespan development(e.g.,longitudinal, cross-sectional,sequential designs)as well as assessthe strengths and weaknesses ofeach.




Standard and Target for Success: Forboth Dr. Wynne & Dr. Himsel, it isexpected that 70% of students willanswer the target items correctly.

Faculty Assessment Leader: Dr. Amy Himsel

Action: Clarify the Standard versusthe Target. (02/06/2017)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetFor Dr. Himsel's class (86 students), 76% of the studentsanswered the target questions correctly. (09/08/2016)

Faculty Assessment Leader: Dr. Michael Wynne


Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetFor Dr. Wynne's class (31 students), 70% of the studentsanswered the target questions correctly. (09/08/2016)

Exam/Test/Quiz - Data werecollected separately by Dr. Wynne &Dr. Himsel. Each involved multiplechoice exam items reflecting SLO#1.One example is included below.

(Q) Which type of research design isintended to avoid the shortcomingsof both cross-sectional andlongitudinal studies by combiningfeatures of both?(A) Sequential design

SLO #2 Fundamental Principles - Onexamination (e.g., m/c, T/F, fill-in,matching, essay), written essay,research paper, and/or oralpresentation, students will be able toidentify, explain, and compare theseaspects of the major theoreticalperspectives of lifespan development:main focus, key concepts, and basicassumptions.




Standard and Target for Success: Forboth Dr. Wynne & Dr. Himsel, it isexpected that an average of 70% ofstudents will answer the target itemscorrectly.



Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetFor Dr. Himsel's class, (86 students), 84% of the studentsanswered the target questions correctly. (09/08/2016)


Action: In a class of 31 students, thedifference between the Target (70%of the students meeting theStandard) and the results (52% metthe standard) was 5 students,suggesting the need for a minoradjustment inpresenting/emphasizing thismaterial. (02/06/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Not MetFor Dr. Wynne's class, (31 students), 52% of the studentsanswered the target questions correctly. (09/08/2016)

Exam/Test/Quiz - Data werecollected separately by Dr. Wynne &Dr. Himsel. Each involved multiplechoice exam items reflecting SLO#2,for example:

(Q) What term did Bronfenbrenneruse to describe the impact of thespecific time in history on a person'sdevelopment?(A) Chronosystem



SLO #3 Everyday Application - Onexamination (e.g., m/c, T/F, fill-in,matching, essay), written essay,research paper, and/or oralpresentation, students will be able toapply fundamental lifespan principles(e.g., temperament, attachment,personality, parental style,milestones, interpersonal and familialrelationship) in their efforts tounderstand everyday life experiences(e.g., child rearing, bereavement).




Standard and Target for Success: Forboth Drs. Wynne & Himsel. For both,It is expected that a class average of70% will be achieved.



Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetFor Dr. Himsel's class (84 students), 95% of the studentswho wrote the paper earned a C or higher. The classaverage on the development analysis was 88%.(09/08/2016)



Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetFor Dr. Wynne's class (31 students), 72% of the studentsanswered the target questions correctly. (09/08/2016)

Multiple Assessments - Data werecollected separately by Drs. Wynne& Himsel. Dr. Wynne's involvedmultiple choice exam itemsreflecting SLO#3; Dr. Himsel'sinvolved a developmental analysispaper in which students analyze adevelopment-focused documentaryfilm or an interview of a professionalworking in a development-relatedfield using material from the course.

Standard and Target for Success:TestReviewer's Comments: Test

Case Study - Test


ECC: PSYC 17:Cultural Psychology


SLO #1 Logic of the Scientific Method- Identify and describe the challengesand advantages of cross-culturalresearch methodology and criticallyevaluate research findings concerningpsychological principles and culture.





Faculty Assessment Leader: Richard Mascolo, Ph.D.Faculty Contributing to Assessment: Renee Galbavy, Ph.D.Related Documents:Psych17SLOTablesSp16.docx

Action: This SLO Assessment heraldsthe introduction of Psychology 17 tothe ECC Psychology Departmentcourse offerings. The 3 SLOdescriptions are unique, but the basicassessment pattern follows that ofseveral of its predecessors (e.g.,Psychology 5, 7, and 15). The firstplan of action is to redesign theAssessment process so that it moreclosely measures the goalsenvisioned by its author.(02/24/2017)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetTable 1 shows that 85% of students met the SLO1 Standard,and so the SLO1 Target 1 was met. Table 2 shows that 93%of students met 2 or more of the SLO Standards, and soTarget 2 was also met. (09/26/2016)

Exam/Test/Quiz - A total of 15 items(5 items for each of 3 SLOs) weresampled from the first Exam of thesemester. For each student takingthis Exam, the number of correctresponses was tallied and recordedfor each of the 3 SLOs. Also collectedwere Course Percentages at the endof the semester.

Standard and Target for Success: Itis expected that 70% of students willanswer the target items correctly.

Exam/Test/Quiz - Questions arefrom a class exam. Each SLO includesfive multiple choice questions.

SLO #2 Fundamental Principles -Identify, explain, and critiquedifferent theoretical perspectivesrelating to cultural psychology andanalyze cultural differences andsimilarities, both within and acrosscultures.



Standard and Target for Success:The standard for each SLO was aminimum 3 correct responses on the

Faculty Assessment Leader: Richard Mascolo, Ph.D.Faculty Contributing to Assessment: Renee Galbavy, Ph.D.Related Documents:Psych17SLOTablesSp16.docx

Action: This SLO Assessment heraldsthe introduction of Psychology 17 tothe ECC Psychology Departmentcourse offerings. The 3 SLOdescriptions are unique, but the basicassessment pattern follows that ofseveral of its predecessors (e.g.,Psychology 5, 7, and 15). The firstplan of action is to redesign theAssessment process so that it moreclosely measures the goalsenvisioned by its author.

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetTable 1 shows that 93% of students met the SLO2 Standard,and so the SLO2 Target 1 was met. Table 2 shows that 93%of students met 2 or more of the SLO Standards, and soTarget 2 was also met. (09/26/2016)



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Input Date: 08/24/2015 5 items sampled for that SLO. TheTargets were: 1) a minimum 67% ofstudents meeting the standard foreach individual SLO and 2) aminimum 67% of students meetingat least 2 of the 3 SLO standards.

(02/24/2017)Action Category: SLO/PLOAssessment Process


Exam/Test/Quiz - Questions arefrom a class exam. Each SLO includesfive multiple choice questions.

SLO #3 Everyday Application -Identify and analyze the relationshipbetween culturalbackgrounds/perspectives andbehavior/mental processes and applythe knowledge gained to real lifesituations.





Faculty Assessment Leader: Richard Mascolo, Ph.D.Faculty Contributing to Assessment: Renee GalBavy, Ph.D.Related Documents:Psych17SLOTablesSp16.docx

Action: This SLO Assessment heraldsthe introduction of Psychology 17 tothe ECC Psychology Departmentcourse offerings. The 3 SLOdescriptions are unique, but the basicassessment pattern follows that ofseveral of its predecessors (e.g.,Psychology 5, 7, and 15). The firstplan of action is to redesign theAssessment process so that it moreclosely measures the goalsenvisioned by its author.(02/24/2017)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetTable 1 shows that 98% of students met the SLO3 Standard,and so Target 1 was met. Table 2 shows that 93% ofstudents met 2 or more of the SLO Standards, and so Target2 was also met. (09/26/2016)



Questions are from a class exam.Each SLO includes five multiplechoice questions.



ECC: PSYC 2:Psychology of Effective Living


SLO #1 Logic of the Scientific Method- On examination (e.g., m/c, T/F, fill-in, matching, essay), written essay,research paper, and/or oralpresentation, students will be able toincorporate the essential features ofscientific skepticism (e.g., maintainingopen-mindedness).




Standard and Target for Success: Itis expected that the overall score ofthe class will average 70%.

Exam/Test/Quiz - Assessment wasobtained using a multiple choiceexam measuring studentunderstanding of researchmethodology, ethics, and skepticism.


Exam/Test/Quiz - The primaryassessment method was constructedby sampling 15 Spring 15 Exam items– 5 items representing each of the 3SLOs (see Table 1). For each student,the number of correct responseswas tallied and recorded for each ofthe 3 SLOs. Also recorded wereCourse Percentage and Course(Letter) Grades.

Faculty Assessment Leader: Richard Mascolo, Ph.D.Faculty Contributing to Assessment: Lorrie Kato, Ph.D.Related Documents:Psych2TablesSp16.docx

Action: Validate AssessmentMeasurement by correlating eachSLO Standard and Target with CoursePercentage (01/27/2017)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met84% of students achieved the Standard for SLO1 (see Table2), and 92% achieved at least 2/3 SLO Standards (see Table3). (09/16/2016)

Multiple Assessments - The primaryassessment method was constructedby sampling a Spring 16 assignmentrepresenting each of the 3 SLOs; oneassignment was fill-in-the-blank, theother two were short essays, and allwere scored on a 0-5 scale (seeTable 1). Each student's score wasrecorded for each of the 3 SLOs, aswere the Course Percentage and


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Standard and Target for Success:The standard for each SLO was aminimum 3/5 points The Targetswere: 1) a minimum 67% of studentsmeeting the standard for eachindividual SLO and 2) a minimum67% of students meeting at least 2 ofthe 3 SLO standards.Related Documents:Psych2TablesSp16.docx

Course (Letter) Grades. (Active)

SLO #2 Fundamental Principles - Onexamination (e.g., m/c, T/F, fill-in,matching, essay), written essay,research paper, and/or oralpresentation students will be able todifferentiate and comparefundamental theories and models ofpsychological adjustment to modernlife (e.g., self-regulation, personaldevelopment).





Multiple Assessments - Assessmentwas obtained using a multiple choiceexam, four short essays (1-2 pages)measuring student understanding ofpersonality development andadjustment to modern life.


Exam/Test/Quiz - The primaryassessment method was constructedby sampling 15 Spring 15 Exam items– 5 items representing each of the 3SLOs (see Table 1). For each student,the number of correct responseswas tallied and recorded for each ofthe 3 SLOs. Also recorded wereCourse Percentage and Course(Letter) Grades.








Multiple Assessments - The primaryassessment method was constructedby sampling a Spring 16 assignmentrepresenting each of the 3 SLOs; oneassignment was fill-in-the-blank, theother two were short essays, and allwere scored on a 0-5 scale (seeTable 1). Each student's score wasrecorded for each of the 3 SLOs, aswere the Course Percentage andCourse (Letter) Grades.

SLO #3 Everyday Application - Onexamination (e.g., m/c, T/F, fill-in,matching, essay), written essay,research paper, and/or oralpresentation, students will be able todemonstrate awareness of personalfactors (e.g., emotions, motivations,behaviors) in their efforts tounderstand everyday life experiences.





Multiple Assessments - Assessmentdata were collected via the Keirsy-Bates Temperament Sorter(available to students on-line), fiveself-assessment exercises tomeasure physical health, levels ofstress, alcohol and drug usage, andself-efficacy (all located within thetext), and a semester project of self-improvement.

Exam/Test/Quiz - The primaryassessment method was constructedby sampling 15 Spring 15 Exam items– 5 items representing each of the 3SLOs (see Table 1). For each student,






the number of correct responseswas tallied and recorded for each ofthe 3 SLOs. Also recorded wereCourse Percentage and Course(Letter) Grades.





Multiple Assessments - The primaryassessment method was constructedby sampling a Spring 16 assignmentrepresenting each of the 3 SLOs; oneassignment was fill-in-the-blank, theother two were short essays, and allwere scored on a 0-5 scale (seeTable 1). Each student's score wasrecorded for each of the 3 SLOs, aswere the Course Percentage andCourse (Letter) Grades.




ECC: PSYC 7:Physiological Psychology


SLO #1 Logic of the Scientific Method- On examination (e.g., m/c, T/F, fill-in, matching, essay), written essay,research paper, and/or oralpresentation, students will be able toexplain and evaluate various types ofdata relevant to the biological basis ofbehavior (e.g., experimental versusnon-experimental, human versusinfrahuman, basic versus applied).




Standard and Target for Success:The standard for each SLO was aminimum 3 correct responses on the5 items sampled for that SLO. TheTargets were: 1) a minimum 67% ofstudents meeting the standard foreach individual SLO and 2) aminimum 67% of students meetingat least 2 of the 3 SLO standards(previous standard was 80% -- it waschanged so that the standard foreach individual SLO and the SLOs asa group would be the same).Related Documents:Psych7SLOExamItems(Table1)Sp15.docx

Exam/Test/Quiz - The primaryassessment method was constructedby sampling 15 Spring 15 On campusFinal Exam items – 5 itemsrepresenting each of the 3 SLOs.These items were the same as thoseused in the Spring 14 Assessmentwith the exception of one item eachfor SLO#1 and SLO#2 (see Table 1).For each student taking the FinalExam, the number of correctresponses was tallied and recordedfor each of the 3 SLOs. Also recordedwere Course Percentage, Final ExamPercentage, and Section QuizPercentage. Finally, Course (Letter)Grades were recorded for bothoncampus and online students.

Action: First and foremost the issueof Standardization will be addressed.(12/16/2016)


Exam/Test/Quiz - A 15-itemAssessment with 5 items measuringeach of 3 SLOs was pulled from the


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Standard and Target for Success:The Standard defined for each SLOwas a minimum 3/5 (60%) correctanswers. The Target for each SLOwas a minimum 66% of studentsmeeting the Standard. The Target forthe SLOs combined was a minimum66% of students meeting at least 2 ofthe 3 SLO Standards. The Target forthe Sections was a minimum 1 of 2(50%) meeting each Target.

Faculty Assessment Leader: Richard Mascolo, Ph.D.Faculty Contributing to Assessment: Kim Nguyen, M.A.Related Documents:Psych7SLOTablesSp16.docx


Tables 2 and 3 show that the Targets for SLOs individuallyand combined were met in Section 1 but not in Section 2, sothe Section Target was met.

These results are not surprising inasmuch as the Section 1Instructor has been developing the SLO Assessment Itemsas part of the Final Exam, whereas the Section 2 Instructorwas asked to help preserve continuity of data byadministering a separate quiz following the Section 2 FinalExam. So, there is no Standardization in this SLOassessment save the actual assessment items themselves.

Despite the fact that Section 2 did not meet any of the SLOTargets, Table 4 shows the Section 2 Success Rate andRetention Rate were very high in their own right and indeedoutpaced those of Section 1 (09/16/2016)

on campus Final Exam. This is nowreferred to as Section 1, because forthe first time in over 2 decades, asecond on campus Section taught bya different instructor was offered. Inorder to extend the data collectionto this Section 2 without dictatingFinal Exam content, the same itemswere delivered as a separateAssessment that was administeredfollowing the Section 2 Final Exam.

Table 1 shows the Assessmentcontent; whichever way it wasdelivered: the Assessment itemsspecific to SLO #1 are items 1-5; theAssessment items specific to SLO #2are items 6-10; the Assessmentitems specific to SLO #3 are items11-15

Also recorded for Assessment werestudent grades (defined as CoursePercentage), Success Rates (definedas percentage of final enrollmentassigned As, Bs, or Cs), andRetention Rates (defined as finalenrollment compared to enrollmentmaximum of 50).


https://elcamino.tracdat.com:443/tracdat/viewDocument?y=JJ1nZZ1MZosr


Related Documents:Psych7SLOTablesSp16.docx

SLO #2 Fundamental Principles - Onexamination (e.g., m/c, T/F, fill-in,matching, essay), written essay,research paper, and/or oralpresentation, students will be able toidentify and explain basic nervoussystem structures (e.g., neural andglial cells; brain stem and forebrain;meninges and blood-brain barrier)and functions (e.g., resting and actionpotentials; excitatory and inhibitorypostsynaptic potentials; sensorytransduction; agonistic andantagonistic drug effects).



Input Date: 03/25/2014Standard and Target for Success:The standard for each SLO was aminimum 3 correct responses on the5 items sampled for that SLO. TheTargets were: 1) a minimum 67% ofstudents meeting the standard foreach individual SLO and 2) aminimum 67% of students meetingat least 2 of the 3 SLO standards(previous standard was 80% -- it waschanged so that the standard foreach individual SLO and the SLOs asa group would be the same).Related Documents:Psych7SLOExamItems(Table1)Sp15.docx










Standard and Target for Success:The Standard defined for each SLOwas a minimum 3/5 (60%) correctanswers. The Target for each SLOwas a minimum 66% of studentsmeeting the Standard. The Target forthe SLOs combined was a minimum66% of students meeting at least 2 ofthe 3 SLO Standards. The Target forthe Sections was a minimum 1 of 2(50%) meeting each Target





Despite the fact that Section 2 did not meet any of the SLOTargets, Table 4 shows the Section 2 Success Rate andRetention Rate were very high in their own right and indeedoutpaced those of Section 1. (09/16/2016)








SLO #3 Everyday Application - Onexamination (e.g., m/c, T/F, fill-in,matching, essay), written essay,research paper, and/or oralpresentation, students will be able toapply fundamental psycho-psychological principles in theirefforts to understand everyday lifeexperiences (e.g., weight control,sexual behavior, insomnia; copingwith cognitive decline).




Standard and Target for Success:The standard for each SLO was aminimum 3 correct responses on the5 items sampled for that SLO. TheTargets were: 1) a minimum 67% ofstudents meeting the standard foreach individual SLO and 2) aminimum 67% of students meetingat least 2 of the 3 SLO standards(previous standard was 80% -- it waschanged so that the standard foreach individual SLO and the SLOs asa group would be the same).Related Documents:Psych7SLOExamItems(Table1)Sp15.docx










Standard and Target for Success:The Standard defined for each SLOwas a minimum 3/5 (60%) correctanswers. The Target for each SLOwas a minimum 66% of studentsmeeting the Standard. The Target forthe SLOs combined was a minimum66% of students meeting at least 2 ofthe 3 SLO Standards. The Target forthe Sections was a minimum 1 of 2(50%) meeting each Target.





Despite the fact that Section 2 did not meet any of the SLOTargets, Table 4 shows the Section 2 Success Rate andRetention Rate were very high in their own right and indeedoutpaced those of Section 1. (09/16/2016)






ECC: PSYC 9B:Experimental Methods in the Study of Behavior


SLO #1 Logic of the Scientific Method- On examination (e.g., m/c, T/F, fill-in, matching, essay), written essay,research paper, and/or oralpresentation, students will be able toexplain and critique essentialcomponents of the scientific methodin psychological research.




Standard and Target for Success:Course grades of D or F areconsidered failures because they donot transfer to 4-year institutions.Midterm or course numerical scoresbelow 70% are considered failuresfor the same reason.Related Documents:Psych9BSLO_Sp15_8_5.docx

Exam/Test/Quiz - Given thesedevelopments and the concern thathas emerged, this semester’s courseassessment compared midtermexam and final course scores acrossthe 2011, 2012, 2013, and now 2014spring semesters at ECC.

Standard and Target for Success:The standard for each SLO was aminimum 3 correct responses on the5 items sampled for that SLO. TheTargets were: 1) a minimum 67% ofstudents meeting the standard foreach individual SLO and 2) aminimum 67% of students meetingat least 2 of the 3 SLO standards.Related Documents:Psych9BSLOItems(Table1)Sp15.docx

Exam/Test/Quiz - Table 1 shows the15-item assessment (5 items foreach of 3 SLOs) For each studenttaking the Final Exam, the number ofcorrect responses was tallied andrecorded for each of the 3 SLOs. Alsorecorded were Course Percentage,Midterm Exam Percentage, FinalExam Percentage, Exam AveragePercentage, and Lab Percentage.


https://elcamino.tracdat.com:443/tracdat/viewDocument?y=YvcAM3YdW3u8

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


Psych9BSLO_Sp15_8_5.docx

Standard and Target for Success: Inresponse to the question, "Did Iprepare you for the challenges youfaced when you transferred? Workyou too hard? Too easy? Just right?",a minimum 80% of students willrespond "Just right"Related Documents:PsychDept9BSurveySLOSp16.docx

Faculty Assessment Leader: Richard Mascolo, Ph.D.Related Documents:PsychDept9BSurveySLOSp16.docx

Action: This Assessment is a majordeparture from previous ones; it hasthe potential to address the mostbasic question of an SLO -- hoe doour students fare after they transfer?Nonetheless, many improvementsmust be made; first and foremost arethese: response rate (likely bias) andvague questions (especially regardingthe 3 specific SLOs).. The Action Planis therefore focused on addressingthese limitations (12/16/2016)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetTable 2 shows that 100% of transferring students -- whetherto a UC or CSU -- rated my preparation "Just Right"(09/17/2016)

Survey/Focus Group - TheAssessment for Psychology 9B wasradically changed; instead of cullingdata from Final Exams, data weresolicited from 9B students who hadtransferred to 4-year Institutions. .

SLO #2 Fundamental Principles - Onexamination (e.g., m/c, T/F, fill-in,matching, essay), written essay,research paper, and/or oralpresentation, students will be able toexplain and apply essential elementsof the scientific method inpsychological research.




Standard and Target for Success:Please see SLO#1

Exam/Test/Quiz - Please see SLO#1

Standard and Target for Success:The standard for each SLO was aminimum 3 correct responses on the5 items sampled for that SLO. TheTargets were: 1) a minimum 67% ofstudents meeting the standard foreach individual SLO and 2) aminimum 67% of students meeting

Exam/Test/Quiz - Table 1 shows the15 Final Exam items (5 for each of 3SLOs) comprising this assessment.For each student taking the FinalExam, the number of correctresponses was tallied and recordedfor each of the 3 SLOs. Also recordedwere Course Percentage, MidtermExam Percentage, Final ExamPercentage, Exam AveragePercentage, and Lab Percentage.



https://elcamino.tracdat.com:443/tracdat/viewDocument?y=Cl7jREbVNQok



at least 2 of the 3 SLO standards.Related Documents:Psych9BSLO_Sp15_8_5.docx



Action: This Assessment is a majordeparture from previous ones; it hasthe potential to address the mostbasic question of an SLO -- hoe doour students fare after they transfer?Nonetheless, many improvementsmust be made; first and foremost arethese: response rate (likely bias) andvague questions (especially regardingthe 3 specific SLOs).. The Action Planis therefore focused on addressingthese limitations. (12/16/2016)Action Category: SLO/PLOAssessment Process


Survey/Focus Group - TheAssessment for Psychology 9B wasradically changed; instead of cullingdata from Final Exams, data weresolicited from 9B students who hadtransferred to 4-year Institutions.

SLO #3 Everyday Application - Onexamination (e.g., m/c, T/F, fill-in,matching, essay), written essay,research paper, and/or oralpresentation, students will be able toevaluate both the adequacy andrelevance of research in their effortsto understand everyday lifeexperiences (e.g., choose a diet plan,decide if a treatment or product issafe and effective, vote for or againsta proposition).




Standard and Target for Success:Please see SLO#1

Exam/Test/Quiz - Please see SLO#1

Standard and Target for Success:The standard for each SLO was aminimum 3 correct responses on the5 items sampled for that SLO. TheTargets were: 1) a minimum 67% ofstudents meeting the standard for

Exam/Test/Quiz - Table 1 shows the15 Final Exam items (5 for each of 3SLOs) comprising this assessment.For each student taking the FinalExam, the number of correctresponses was tallied and recordedfor each of the 3 SLOs. Also recordedwere Course Percentage, MidtermExam Percentage, Final ExamPercentage, Exam AveragePercentage, and Lab Percentage.






each individual SLO and 2) aminimum 67% of students meetingat least 2 of the 3 SLO standards.Related Documents:Psych9BSLO_Sp15_8_5.docx



Action: This Assessment is a majordeparture from previous ones; it hasthe potential to address the mostbasic question of an SLO -- hoe doour students fare after they transfer?Nonetheless, many improvementsmust be made; first and foremost arethese: response rate (likely bias) andvague questions (especially regardingthe 3 specific SLOs).. The Action Planis therefore focused on addressingthese limitations. (12/16/2016)Action Category: SLO/PLOAssessment Process


Survey/Focus Group - TheAssessment for Psychology 9B wasradically changed; instead of cullingdata from Final Exams, data weresolicited from 9B students who hadtransferred to 4-year Institutions.



