ASSESSMENT HAPPENS!AGENDA

• General Education Abilities

• Communication results

• General Education Cycle Adjustment

• Critical Inquiry Assessment Recruitment

• Assessment Jeopardy!

• Assessment Overview and Share Out

• CATS

• Abstract tips

• CATS of the Month Sharing time

• CATS workshop – differentiated assistance/work during lunch

COMMUNICATION ASSESSMENT RESULTS

Comparison of Fall 2010 to Fall 2013

WHO RESPONDED?

• 552 valid communication assessments

• 33 sections, representing 14 instructors. Courses included COM 100, COM225, EDU221, EDU222, EDU230, EDU234, EDU292,BIO205, CFS176, CIS105 CON100, CRE101, ECH176, EPD227, ESL022, MAT217, MAT220, MAT221, RDG081, SOC130, and S0C212.

• 192 (35%) student respondents were considered of new freshman status (students with <= 7 cumulative credit hours in courses earned prior to the term assessed)

• 176 (32%) student respondents were considered sophomore status (students with >= 30 cumulative credit hours in courses earned prior to the term assessed.

LIMITATIONS

• Instrument not tested for inter-rater reliability; or the extent to which two or more individuals (coders or raters) agree.

• Variability in the ratings among faculty members may exist.

• With statistical significance when comparing groups, unclear:

• Whether this is due to inter-rater reliability or not

STUDENT PERFORMANCE 2013 – AREAS OF EXCELLENT PERFORMANCE

Section Question Sophomore Mean

New Freshman

MeanCombined

Mean

Physical Delivery

Q6. Audio/Visual & Multi-media aid(s) were presented smoothly and at appropriate times 3.82 3.76 3.79

Vocal Delivery Q12. Pronounced all words correctly, including jargon & foreign language 3.74 3.56 3.65

Vocal Delivery Q11. Articulated all sounds correctly, facilitating meaningfulness of the message 3.72 3.56 3.63

Vocal Delivery Q9. Consistently used an appropriate pace & pauses where message was understood 3.71 3.51 3.60

Vocal Delivery Q10. Was heard throughout and varied the pitch and volume to effectively extend the message 3.74 3.47 3.59

Vocal Delivery Q8. Used expressive, grammatically correct, & unbiased language appropriate to audience 3.65 3.48 3.56

STUDENT PERFORMANCE 2013 – AREAS OF POTENTIAL IMPROVEMENT

Section Question Sophomore Mean

New Freshman

MeanCombined

Mean

Physical Delivery

Q5. Used appropriate & controlled movement throughout at meaningful times. 3.17 2.97 3.06

Physical Delivery

Q1. Used strong, direct eye contact with each member of the audience 80-100% of the time 3.35 3.19 3.27

Physical Delivery

Q3. Consistently used natural & varied gestures that complimented & extended the message 3.33 3.24 3.28

Physical Delivery

Q4. Gave a concise thesis statement & previewed the main points of the speech 3.48 3.44 3.46

Physical Delivery

Q7. Speech appeared extemporaneous, though rehearsed (not memorized or read) 3.53 3.33 3.42

Physical Delivery

Q2. Consistently used facial expressions that conveyed appropriate meaning 3.57 3.38 3.47

CONCLUSIONS:

Following results were of statistical significance:• Both freshmen/sophomores: stronger in vocal delivery compared

to physical delivery• Freshmen in 2013 were lower than 2010 in 9 of the 12 questions at

a statistically significant level • Sophomores in 2013 performed better than 2010 in 2 of the 12

questions• 4 questions had a marginal drop in the mean (not statistically

significant)• Sophomores in 2013 performed better than new freshmen in 7 of

the 12• Sophomores had a higher mean in all questions

GENERAL EDUCATION CYCLE ADJUSTMENT(1 = COLLECT DATA; 2 = EVALUATE; 3 = IMPROVE)

CRITICAL INQUIRY ASSESSMENT

IDEAS FOR IMPLEMENTING CI

Systems Analysis• Potential applications: ecosystems, anatomical systems, government systems, economic

systems, transportation systems, educational systems.

Problem Solving• Potential applications: any discipline where scenarios exist that offer challenges to

their solutions or resolution.

Historical Investigation• Potential applications: students construct plausible scenarios for events from past where

no general agreement exists.

Case Studies• Potential applications: any discipline, especially the social sciences, where students can

generate an experiential analysis.

TIMELINE OF PARTICIPATION• August: Indicate your intent to participate

• September: Forms, guidelines, directions, etc. distributed to participants

• September – November: Implement the assessment

• October – December: email electronic results to OPIE

ASSESSMENT JEOPARDY!

AND NOW . . .

REMEMBER WHAT ASSESSMENT IS?

• The informal and formal gathering of student data to assess student learning.

• “Classroom Assessment helps individual college teachers obtain useful feedback on what, how much, and how well their students are learning” (Angelo & Cross, 1998)

WHY ASSESSMENT?

1 2 3 4 5 6 70

5

10

15

20

25

30

35

Learning Gain With Assessments

Series1

Number of Assessments per 15 week period

% Achievement Gain

0 5 10 15 20 25 30

Marzano, R.M. (2006)

WHICH IS MORE POWERFUL – FORMATIVE OR SUMMATIVE?

In Black and Williams (1998) meta-analysis of some 250 studies . . .The most powerful feedback/assessment strategy is FORMATIVE• And it is most powerful when it informs both the teacher and the student!And it is at it’s strongest when it informs the

ASSESSMENT OVERVIEW AND SHARE OUT• Stay with your division

• Everyone shares 2-3 types of formative assessments they use in class

• What – what type of assessment do they do?

• How – how is it implemented?

• When – when during the class or semester is it implemented?

• Choose the best two (have some in reserve)

• Spokesman shares – no duplication!

And it is at it’s strongest when it informs the.

CATS!

Abstract guidelines and tips• Read other CATS abstracts

• Brevity rules – 1200 character limit

• Include:

• Why

• What and how

• Results

• What results mean

CATS OF THE MONTH SHARING TIME!• Luvia Rivera

• Michelle Breaux

• Heather Muns

• Larry Pesta

• Kelly Loucy

CATS WORKSHOP!• Choose your level of assistance

• Independent work

• Read and rate a few CATS

• Write your own CATS

• Enjoy lunch while we help and answer your questions!