click to add title · employer student eval % > 3 all 37 3.6 100% 80% aux 17 3.4 100% 80% dxb 20...

Learning Assessment: Preparation for Middle States Accreditation

Under Construction

March 22, 2011

• Language

• Information Literacy

• Critical Thinking & Quantitative Reasoning

• Global Awareness

• Leadership

• Information Technology

Jeffrey Belnap Belkeis Altareb

Susan Jones

Laura Matherly

Kevin Schoeep

Agenda

2

9-9:30 Jeff Belnap Welcome, Introductions & Overview

9-9:15 Susan Jones Ice Breaker

9:45-11:00 Laura Matherly

Susan Jones

Overview & Making Sense of Data

Reports - GSS/ IELTS, Problem Identification

11:00-11:15 BREAK

11:15-12:00 SJ, JB, LM, KS Group Exercise: GSS & IELTs by Area

12:00-12:45 LUNCH

12:45-1:45 Belkeis Altareb Culture and Resistance to Change

Examine Forces (15 min) Role Play (45 min)

1:45-2:30 Laura & Susan Cause Analysis and Solutions

2:30-2:45 BREAK

2:45-3:45 Jeff Belnap Unit Presentations

3:45-4:00 Eman Mahmoud Evaluation

Beginning

Developing

Year 3 Year 2 Year 1 Year 4

Assessment Points For Each ZULO TIMELINE PROJECT PLANNING

Accomplished+

ZULO in the

Colloquy MALO in the Major

ZULO Aligned MALOs

Curriculum Maps

Course embedded assessment points A

A

B

D D

D B

3

LANGUAGE

COLLEGE TIMELINE PROJECT PLANNING

Spring Fall

Sample 3 Year Plan for Data Collection of ZU Learning Outcomes

2012

Spring Fall Spring Fall

INFORMATION LITERACY

INFORMATION TECHNOLOGY

CRITICAL THINKING & QUANTITATIVE REASONING

GLOBAL AWARENESS

LEADERSHIP

Begin data collection of course

embedded assessment points

All six ZULOs

measured and

continuous

improvement

ongoing

4

Objectives

1. Reinforce the importance of develop-

ing a rich culture of evidence-based

learning improvement and leave with a

sense of forward momentum.

2. Build a common approach to

measurement tools, reports, and

continuous improvement.

3. Share best practices and progress/

learnings from other units.

4. Challenge experienced team members

as well as welcome new members.

5.

6. 5

Assess Outcome

Performance Gap?

Cause & Solution

Implement

Evaluate Findings

ASSESSMENT CYCLE

Co

ntin

uo

us Im

pro

ve

me

nt

Yes

No

Announcements

Upcoming consultancy in which Terry Rhodes

and Ashley Finley will meet with each of the

academic units to review their plans for

assessing their programs.

6

Va

lue

s

Un

ive

rsit

y, C

OL

&

Majo

rs

Zayed University shall become a leading university in the region, embodying the same rigorous standards

and intellectual elements found in major universities throughout the world.

H.E. Sheikh Nahayan Mabarak Al Nahayan Vis

ion

O

utc

om

es

Leadership & Teamwork

Social Responsibility

Character & Integrity

Cultural Appreciation

Evidence Based Learning

Intercollegiate Assessment Committee

Assessment Strategic Group Map: Pathway to Excellence Model

Arabic/Islamic

Studies

Education IT CCMS International

Studies

Goal II: Quality Undergraduate Programs*

Business

Key Success Factor: An Empirical, Integrated and Resourced Strategic Plan

1. Transform Teaching & Learning* 2. Create a Transformative University*

* Strategic Plans, 2011-2013

Learning Outcomes:

ZulOs & MALOs

Assessment Plan/Cycle &

Documentation (TracDat)

Reports, templates &

scorecards

A learning centered culture of assessment Evidence of student learning

English

Language

Critical

Thinking

Goal III: Faculty Success*

Strategic Enablers, Inputs & Resources: Develop the Infrastructure

Art &

Design

Student Life

& Leadership

Health

Sciences

Global

Awareness

Univ Social

& Career Ed

Align UG Programs w International Stds and Best Practices in Curriculum, Teaching, & Learning*

Key Success Factor: Faculty Involvement & Commitment

Leadin

g Indic

ato

rs

Laggin

g Indic

ato

rs

7

8

Is from

the

US o

r

Can

ada

Has a lo

t of

gray hair

Has traveled

to Th

ailand

Has h

ad a

car

acciden

t(s)

in th

e UA

E

Has b

een o

n

TV

Married

high

scho

ol

sweeth

eart

Has seen

the

mo

vie Avatar

Has m

et

Sheikh

Mo

ham

med

Likes

coo

king

Is from

Euro

pe o

r

Asia

Has p

erfect

English

From

the G

ulf

Regio

n

FREE SP

AC

E H

as ridd

en

a camel

Is an Elvis

Presley fan

Has b

een

scub

a divin

g

in th

e Gu

lf

Is or h

as been

a ZU

adm

inistrato

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Is a Man

Un

ited fan

Has b

een at

ZU o

ver 5

years

Plays a

mu

sical

instru

men

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Has a p

et W

ants to

jum

p

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Loves

assessmen

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no

the

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Ju

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ill de

term

ine tie

s.

Overview and Making Sense of Data

Assess Outcome

Performance Gap?

Cause & Solution

Implement

Evaluate Findings

ASSESSMENT CYCLE C

ontinuous Im

pro

vem

ent

Yes

No

9

Overview and Making Sense of Data

10

Stages of Assessment Maturity

Uncertainty Do we have a problem with learning?

Awakening Is it absolutely necessary to assess learning?

Enlightenment Through commitment and measurement we are

identifying and removing barriers to learning.

Wisdom Assessment and continuous improvement of learning is

integrated with strategy, college & faculty/staff activities.

Certainty We know why we do not have problems with learning.

ASSESSMENT CYCLE: Reports & Analysis Tools

Assess Outcome

Performance Gap?

Cause & Solution

Implement

Evaluate Findings

1. Scorecard

4.

Survey

2. Trend Chart

3. Pareto

Chart

5.

Qualitative

Analysis

ASSESSMENT CYCLE

Continuous Im

pro

vem

ent

Yes

No

11

Do not enter zeros for blank spaces.

Starting with check sheets . . .

12

Average 2.6 2.5 2.7 2.9 2.8 2.7 2.7 2.5 2.8 2.6 2.6 2.9 2.6 1 4 4 14 6 6 0 2 1 10

Std Dev 0.7 0.7 0.8 0.6 0.7 0.7 0.7 0.7 0.6 0.8 0.8 0.5 0.7 Count

Excel is Our Friend . . .

Ab

ility

to

Ad

apt

Pla

nn

ing

& O

rg

Res

ou

rcef

uln

ess

Co

mp

leti

on

of

Task

s

Dep

end

abili

ty

Mee

tin

g D

ead

lines

Init

iati

ve

Inte

rper

son

al S

kills

Mat

uri

ty

Ora

l Co

mm

un

icat

ion

Wri

tin

g Sk

ills

Team

wo

rk

Ove

rall

Sim

iluat

ed p

ract

icu

m in

pro

fess

ion

al s

etti

ng

Ind

ivd

idu

al w

ork

, les

s gr

ou

p w

ork

Tim

e m

anag

emen

t

Pre

sen

tati

on

/pu

blic

sp

eaki

ng

Ara

bic

tra

inin

g

Engl

ish

wri

tin

g sk

ills/

PR

Wri

tin

g

Lead

ersh

ip/e

ntr

epre

neu

rsh

ip

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Pu

blic

Rel

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ns

Pre

par

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or

wo

rk in

a m

ixed

en

viro

nm

ent

Oth

er

3 4 4 4 4 3 3 3 3 4 3 3 1

4 4 3 3 4 4 3 4 3 3 4 3 4 1

Faculty suggested student needs

improvement (Enter 1 if

mentioned)Faculty Rating of Intern's Performance

1=Beginning 2=Developing3=Accomplished4=Exemplary

13

2.5

2.5

2.6

2.6

2.6

2.7

2.7

2.8

2.8

2.9

2.9

1.0 2.0 3.0 4.0

Interpersonal Skills

Planning & Org

Oral Communication

Writing Skills

Ability to Adapt

Meeting Deadlines

Resourcefulness

Maturity

Dependability

Completion of Tasks

Teamwork

Faculty Rating of Interns' Performance2=Developing; 3=Accomplished; 4=Exemplary

Report Format

14

Making Sense of Data

Sample Average % > Target Target

Employer Student Eval % > 3

All 37 3.6 100% 80%

AUX 17 3.4 100% 80%

DXB 20 3.8 100% 80%

Internship Eval of Faculty % > 2

Internship 36 2.5 98% 80%

AUX 14 2.2 100% 80%

DXB 22 2.8 95% 80%

Learning Assessment Senior Courses

College of Communication & Media Sciences

EXECUTIVE SUMMARY

Spring, 2010

1 = Weak; 2 = Fair; 3 = Very Good; 4 = Excellent

Who is

“performing”

better: AUX

or DXB?

Which group is better?

4.5%

18.2%

68.2%

9.1%

1 Beginning

2 Developing

3 Accomplished

4 Exemplary

Faculty Evaluation of InternshipsDXB, 2010 Spring

95% > 2 Developing; Average = 2.8

Histogram

Week Ending 7/4/06

0

5

10

15

20

25

30

0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0

Response Time-EMT

Fre

qu

en

cy

Histogram

Week Ending 7/4/06

0

5

10

15

20

25

30

0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0

Response Time-Fire

Fre

qu

en

cy

Histogram Average vs. % Late to Target

Average

Response

Time = 3.5

Average

Response

Time = 3.9

% > 5 = 5%

% > 5 = 10%

Incident Type

Number of

Runs Percentage

Fire, Other 6 0.03

Building 43 0.22

Cooking 9 0.05

Furel/confined 3 0.02

Trash confined 2 0.01

Fire mobile 1 0.01

Fire motor 1 0.01

Vehicle 18 0.09

Vegetation 5 0.03

Brush 46 0.23

Grass 39 0.20

Rubbish other 2 0.01

Rubbish 5 0.03

Dumpster 5 0.03

Special 6 0.03

Storage 2 0.01

Equipment 5 0.03

Mailbox 1 0.01

Total 199 8.72%

Log Sheet & Tally

Fire - Incident Type

Pareto Chart

4643

39

18

96 6 5 5 5 5 3 2 2 2 1 1 1

05

101520253035404550

Bru

sh

Bu

ildin

g

Gra

ss

Ve

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Fir

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Number of

Runs

Pareto Chart - Frequency x Category

10

0

1

1

2

4

4

6

6

14

0 5 10 15

Other

Leadership/entrepreneurship

Similuated practicum in professional setting

Preparation for work in a mixed …

PR Public Relations

Indivdidual work, less group work

Time management

Arabic training

English writing skills/PR Writing

Presentation/public speaking

Learning AssessmentCollege of Communication & Media Sciences

AUH & DXB

Areas Where Faculty Suggested Student Needs Improvement:

Responses from interviews & open ended questions are

classified, tallied and displayed by frequency.

Rank ordered data is MUCH easier to interpret

Qualitative Data - Frequency x Category

Arabic Exam Reading, Spelling, Vocabulary, & Overall

Int’l English Language Testing System (IELTS) Please write your full name in CAPITAL letters on the line below:

Student Satisfaction Inventory (SSI) Indicate your responses to each item as requested. At the end of each

section, click on Employer Internship Student Evaluation

استبيان خاص ببرنامج تقييم عمل الطالبات المتدربات لدى أصحاب العمل

: القسم األول

Part I

(to be completed by Zayed University Internship Supervisor (

Assessment Overview

Institutional Measures

College/Area Measures

2009-2010 Graduating Senior Survey (GSS) Please read each question carefully before answering. Your individual responses

will be held strictly confidential. However, if any item requests information that

you do not wish to provide, just leave it blank and go on.

1. If you could start over again, would you attend Zayed University? (Select

one )

oDefining yes

oProbably yes

oProbably no

oDefinitely no

2. How would you rate your educational experience in Readiness?

oExcellent

oGood

oFair

oPoor

Mapped to ZULOs

Mapped to MALOs

21

Arabic ExamReading, Spelling, Vocabulary, & Overall

Int’l English Language Testing System (IELTS)Please write your full name in CAPITAL letters on the line below:

Student Satisfaction Inventory (SSI)Indicate your responses to each item as requested. At the end of each



القسم األول Part I

(to be completed by Zayed University Internship Supervisor 2009-2010 Graduating Senior Survey (GSS)

Please read each question carefully before answering. Your individual responses

will be held strictly confidential. However, if any item requests information that you do not wish to provide, just leave it blank and go on.


one )

o Defining yes

o Probably yeso Probably no

oDefinitely no


o Excellent

oGoodo Fair

o Poor











one )

o Defining yes


oDefinitely no


o Excellent

oGoodo Fair

o Poor











one )

o Defining yes


oDefinitely no


o Excellent

oGoodo Fair

o Poor

• Generally, students are

assessed:

• 1st semester (130)

• 3rd semester (230)

• 5th semester (A1/Lab 1)

• 7th semester (A2/Lab 2)

• Same instrument all

assessments

• 130 & 230 sample included all

students + linked to course grade

• Drop at A1 for spelling could

indicate measurement/small

sample problem

• Retesting in Fall, 2011 of all

students in A1/A2 + linked to

course grade led to the following

results . . .

Arabic Exam Results

22

Analysis

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

130 230 A1 A2

Average % Accurate

Course

Arabic Exam ResultsSpring and Fall, 2010

Reading

Vocabulary

Spelling

Grammar

Overall

23

Assess Outcome

Performance Gap?

Cause & Solution

Implement

Evaluate Findings

ASSESSMENT CYCLE

Co

ntin

uo

us Im

pro

ve

me

nt

Yes

No

• Baseline data

course embedded

all students

• Spelling &

vocabulary are

stronger than

reading &

grammar

• From 130 to 230,

there is no change

(improvement)

• From 230 to A1,

there is an

improvement in all

skills

• From A1 to A2, no

change in majors

Analysis

24

5.0

5.8

6.1

4.0

5.0

6.0

7.0

Entry to COL Exit from COL

Majors

IELTS Results 2010 - 2011

Overall

5.3

5.7

5.4

5.85.8 5.96.1

6.7

5.8

6.1

4.0

5.0

6.0

7.0

Exit from COL Majors

IELTS Results 2010 - 2011

Reading

Writing

Listening

Speaking

Overall

Students enter General Education with a 5.0 average; improve almost

one band exiting COL (.8); and in the Majors, improve slightly (.3).

IELTS Results – Fall 10 – COL240

Overall scores look “acceptable” but many skill areas are below average

Reading Writing Listening Speaking Overall Target

Overall Avg 5.4 5.6 6.0 6.3 5.9

Median 5.0 5.5 5.9 6.0 5.5

% ≥ 5.5 48% 67% 71% 84% 74% 80%

AUH S 5.6 5.5 6.2 6.2 6

Median 5.5 5.5 6 6 5.5

% ≥ 5.5 54% 60% 75% 77% 74% 80%

AUH N 5.0 5.1 5.2 5.9 5.4

Median 4.8 5.0 5.0 6.0 5.5

% ≥ 5.5 30% 45% 35% 80% 55% 80%

DXB W 5.3 5.8 6.0 6.4 5.9

Median 5.0 5.5 6.0 6.0 6.0

% ≥ 5.5 48% 75% 75% 90% 78% 80%

IELTS by Campus - COL

Assess Outcome

Performance Gap?

Cause & Solution

Implement

Evaluate Findings

ASSESSMENT CYCLE

Co

ntin

uo

us Im

pro

ve

me

nt

Yes

No

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Reading Writing Listening Speaking Overall

COL240 - % of students ≥ 5.5

All

AUH S

AUH N

DXB AM

IELTS Results - Fa10, Sp11 - Majors

Reading Writing Listening Speaking Overall Target

All 5.7 5.8 6.0 6.7 6.1

% > 6 38% 51% 54% 88% 66% 80%

CBS 5.8 6.0 6.1 6.6 6.2

% > 6 45% 61% 53% 85% 69% 80%

CCMS 5.6 5.9 6.0 7.0 6.2

% > 6 31% 53% 49% 93% 64% 80%

CAS 5.8 5.8 6.2 6.7 6.1

% ≥ 6 38% 39% 61% 92% 70% 80%

CIT 5.5 5.7 5.7 6.2 5.8

% ≥ 6 18% 24% 26% 42% 32% 80%

Reading and writing skill areas are below average

Assess Outcome

Performance Gap?

Cause & Solution

Implement

Evaluate Findings

ASSESSMENT CYCLE

Co

ntin

uo

us Im

pro

ve

me

nt

Yes

No

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Reading Writing Listening Speaking Overall

Majors - % of students ≥ 6

All

CBS

CCMS

CAS

CIT

IELTS by Campus - Majors

IELTS

Band 7 Good User

Has operational command of the language, though with occasional

inaccuracies, inappropriacies and misunderstandings in some

situations. Generally handles complex language well and

understands detailed reasoning.

Band 6 Competent User

Has generally effective command of the language despite some

inaccuracies, inappropriacies and misunderstandings. Can use and

understand fairly complex language, particularly in familiar

situations.

Band 5 Modest User

Has partial command of the language, coping with overall meaning

in most situations, though is likely to make many mistakes. Should

be able to handle basic communication in own field.

30

IELTS

Score

Linguistically

demanding

academic courses

e.g. Medicine, Law,

Linguistics,

Journalism, Library

Studies

Linguistically less

demanding

academic courses

e.g. Agriculture, Pure

Mathematics,

Technology.

Computer – based

work,

Telecommunications

Linguistically

demanding

training courses

e.g. Air Traffic

Control, Engineering,

Pure/Applied

Sciences, Industrial

Safety

Linguistically

less demanding

training courses

e.g. Animal

Husbandry,

Catering, Fire

Services

7.5 - 9.0 Acceptable Acceptable Acceptable Acceptable

7.0 Probably

acceptable Acceptable Acceptable Acceptable

6.5 English study

needed

Probably acceptable

Acceptable Acceptable

6.0 English study

needed

English study needed

Probably acceptable

Acceptable

5.5 English study

needed



Probably acceptable

International Entry Standards for IELTS

GSS ZU All

31

2.72.9

3.03.23.2

3.33.33.43.43.43.53.53.53.53.53.5

3.63.6

3.7

1 2 3 4

Writing clearly and effectively in ArabicSpeaking clearly and effectively in Arabic

Reading ArabicAnalyzing quantitative problems

Acquiring job related knowledge and skillsContributing to the welfare of your community

Understanding global issuesUnderstanding people of other racial and ethnic backgrounds

Speaking clearly and effectively in EnglishAcquiring a broad general education

Assuming leadership roles and responsibilitiesUnderstanding yourself

Thinking critically and analyticallyLearning effectively on your own

Using computing and information technologyAccessing and evaluating information

Reading EnglishWriting clearly and effectively in English

Working effectively with others

Graduating Senior Survey Fall 2009 and Spring, 2010

Abu Dhabi and Dubai Alln=332

Very Little Some Quite a Bit Very Much

32

2.6

2.8

2.8

3.2

3.2

3.3

3.3

3.4

3.4

3.4

3.4

3.5

3.5

3.5

3.5

3.5

3.6

3.6

3.7

1 2 3 4

Writing clearly and effectively in Arabic

Speaking clearly and effectively in Arabic

Reading Arabic

Acquiring job related knowledge and skills

Analyzing quantitative problems

Understanding global issues

Contributing to the welfare of your …

Acquiring a broad general education

Understanding people of other racial …

Speaking clearly and effectively in English

Understanding yourself

Assuming leadership roles and …

Accessing and evaluating information

Thinking critically and analytically

Learning effectively on your own

Using computing and information …

Writing clearly and effectively in English

Reading English



Abu Dhabi Campus Alln=147


2.9

3.0

3.1

3.1

3.2

3.3

3.4

3.4

3.4

3.4

3.4

3.4

3.5

3.5

3.5

3.5

3.6

3.6

3.6

1 2 3 4

Writing clearly and effectively in Arabic

Speaking clearly and effectively in …

Reading Arabic

Analyzing quantitative problems

Acquiring job related knowledge and …

Contributing to the welfare of your …

Understanding global issues

Understanding people of other racial …

Speaking clearly and effectively in …

Assuming leadership roles and …

Thinking critically and analytically

Using computing and information …

Learning effectively on your own

Acquiring a broad general education

Understanding yourself

Accessing and evaluating information

Reading English

Writing clearly and effectively in English



Dubai Campus Alln=185


33

LEARNING ASSESSMENT STORYBOARD

Zayed University Learning Outcome Leadership Language Global Awareness Critical Thinking & Quantitative Reasoning Information Technology Information Literacy

Assessment Method & Points IELTS Col 240/Graduating Seniors; Fall, 2010

Graduating Senior Survey, 2009-2010

Assessment Methods/Instruments IELTS Exam –direct measure

Graduating Senior Survey – indirect measure

Findings The IELTS results indicate that the

overall % of students not meeting the target (6.0)

at graduation is 34%. Moreover, 62% and 49%

of the reading and writing scores are below 6.0

while the speaking scores 12% below 6.0.

Students enter Col at 5.0; exit at 5.8; and leave

the majors at 6.1. At the same time the GSS

scores indicate that reading and writing English

are rated by students as the top skills that they

develop.

Action & Follow up A root cause analysis

and proposed solutions will be provided by the

assessment committee to the Provost’s Council.

Working effectively with others 3.7

Writing clearly and effectively in English 3.6

Reading English 3.6

Graduating Senior Survey 2009-2010 Rankings

Re

ad

ing

Wri

tin

g

Lis

ten

ing

Sp

ea

kin

g

Overall

Sample 184

%<6 62% 49% 46% 12% 34%

Average 5.7 5.8 6.0 6.7 6.1

IELTS Results - F2010/S2011

SUMMARY - ALL MAJORS

34

LEARNING ASSESSMENT STORYBOARD CCMS

Zayed University Learning Outcome Leadership Global Awareness Critical Thinking & Quantitative Reasoning Language Information Technology Information Literacy

Major Learning Outcome Leadership & Professionalism Global Awareness Critical Thinking Language & Communication Technological Competence Information Literacy

Assessment Method & PointsCOM 490 & COM 499 (Planned Spring, 2011)

Assessment Methods/InstrumentsEmployer Internship Student EvaluationEmployer’s Mid-Term Evaluation FormFaculty Panel Internship Evaluation FormZU Internship Work Agreement

Findings The results indicate that all

assessments are performing well above target.

Employer ratings are extremely high; 3.8 out of

4.0 for Dubai indicating an overall rating of

excellent. Suggested areas for improvement

mentioned by both Abu Dhabi & Dubai faculty

included a need to strengthen applied media

production skills in professional settings

Action & Follow Up ZML I & II were introduced

to the new curriculum with a recommendation to

use adjunct faculty to strengthen the professional

industry experience.

Sample Average % > Target Target

Employer Student Eval % > 3

All 37 3.6 100% 80%

AUX 17 3.4 100% 80%

DXB 20 3.8 100% 80%

Internship Eval of Faculty % > 2

Internship 36 2.5 98% 80%

AUX 14 2.2 100% 80%

DXB 22 2.8 95% 80%

Spring, 2010

1 = Beginning; 2 = Developing; 3 = Accomplished; 4 = Exemplary

1 = Weak; 2 = Fair; 3 = Very Good; 4 = Excellent

Group Exercise: GSS & IELTs by Area

Form groups by college/area

Hand out IELTS and GSS data by

college/area

Each group summarizes the data and

writes a problem statement to report out to

the group.

35

Culture and Resistance to Change

36

Force Field Analysis

Common Vision and Strategy

Accreditation

Value of Student Learning

Competitive Conditions

Resistance to Change

Committed Employees

5

9

5

7

8

Score

8

34 33

Score

Culture: Blame vs. Improvement

Time & Schedules

Shooting the Messenger

Uncertainty & Lack of Understanding

7

5

8

5

FORCES AGAINSTFORCES FOR

Root Causes Root Causes

1 = Very Low

5 = Medium10 = Very High Total

Role Play

Carefully read your role and do your best to

“act the part.”

The Central Administrator is the leader of the

group and his/her task is to get everyone to

agree (in 20 minutes) on ONE ZULO outcome

that everyone will focus their college on this

year.

Consensus means you agree to support the

groups decision even though it may not have

been your personal favorite.

37

Discussion

Observers

Central Administrator

Deans

Faculty

38

Conclusions?

39

Fishbone (Cause & Effect) Diagram

Causes of Small

Improvement in

English

Teachers

Students

Administration

Measurement System

Other Don’t require writing assignments

Unaware of

strategies &

techniques Not a priority of

administration

Not motivated

Not a priority

of teachers;

no incentive

Lack of

understanding

Lack of

understanding

Not a data

driven culture

Not a strategic

priority

Speak

Arabic at

home

K-12

Writing Center

Support

Not a priority

Resources

Not a priority

Resources

Not a priority of

administration

No Incentive

Not course

embedded

Data analysis

& reports

Resources

Not a priority

Focus on content

No Incentive

Not course

embedded

End of

term

40

Fishbone (Cause & Effect) Diagram

Causes of Small

Improvement in

English

Teachers

Students

Administration

Measurement System

Other

41

Poor Performance in English Reading and Writing

Vote Solutions

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

1. Course Embed Incentive

2. Course Requirements, e.g., reading & writing

3. Course: increase weight of reading & writing

4. Curriculum Changes, e.g., add course(s)

5. Administrative Priority

6. Rewards: Link to Faculty Evaluation

7. Structure: Link to Master Syllabus

8. Training: Professional Development

9. Resources: Writing Center

10. Tutoring, e.g, peer

11. Consistent focus/communication from Sheikh Nahayan and Administration

12.

13.

14.

15.

16.

17.

18.

19.

20.

42

Objectives

1. Reinforce the importance of develop-

ing a rich culture of evidence-based

learning improvement and leave with a

sense of forward momentum.

2. Build a common approach to

measurement tools, reports, and

continuous improvement.

3. Share best practices and progress/

learnings from other units.

4. Challenge experienced team members

as well as welcome new members.

5.

6. 42

Assess Outcome

Performance Gap?

Cause & Solution

Implement

Evaluate Findings

ASSESSMENT CYCLE

Co

ntin

uo

us Im

pro

ve

me

nt

Yes

No

Questions?

43

Appendix

44

45

Learning Outcomes Mapped to Institutional Measures

ZULOs

II.1.b Thinking critically and analytically 2 Understanding work assigned

II.1.o Analyzing quantitative problems 4 Quality of decisions made.

III.3.b Analyzing the basic elements of an idea, experience, or theory, such as

examining a particular case situation in depth and considering its components

5 Creativity in completing her work

III.3.c Synthesizing and organizing ideas, information or experiences into new, more

complex interpretations and relationships

6 Understanding the consequence of her

decisions

III.3.d Making judgments about the value of information, arguments, or methods such

as examining how others gathered and interpreted data and assessing the

soundness of their conclusions

III.3.e Applying theories or concepts to practical problems or in new situations

II.1.c Understanding global issues

II.1.r Understanding people of other racial and ethnic backgrounds

III.2.g Included diverse perspectives (different races, religions, genders, political

beliefs, etc.) in class discussion or writing assignments

II.1.a Accessing and evaluating information 3 Ability to identify information needed to

complete a task

III.2.f Worked on a paper or project that required integrating ideas or information from

various sources

II.1.e Using computing and information technology 18 Computer skills

III.2.k Used an electronic medium(list-serv, chat group, Internet, Instant Messaging,

etc.) to discuss or complete an assignment

II.1.f Writing clearly and effectively in English 12 Quality of written English

II.1.h Speaking clearly and effectively in English 14 Quality of spoken English

II.1.j Reading English

III.4.a Number of assigned textbooks, books or book-length packs of course readings

III.4.b Number of books read on your own (not assigned) for personal enjoyment or

academic enrichment

III.4.c Number of written papers or reports of 20 pages or more

III.4.d Number of written papers or reports between 5 and 19 pages

III.4.e Number of written papers or reports of fewer than 5 pages

Lan

guag

e -

En

glis

h

InternshipGSS (Graduating Senior Survey)

Cri

tica

l Th

inki

ng

& Q

uan

tita

tive

Re

aso

nin

g

Glo

bal

Aw

are

ne

ss

Info

rmat

ion

Lite

racy

Info

Tech

46

ZULOsII.1.g Writing clearly and effectively in Arabic 13 Quality of written Arabic

II.1.i Speaking clearly and effectively in Arabic 15 Quality of spoken Arabic

II.1.k Reading Arabic

II.1.d Assuming leadership roles and responsibilities 8 Motivation

II.1.l Working effectively with others 10 Ability to work with people of diverse

II.1.s Contributing to the welfare of your community 16 Interpersonal communication skills

III.2.d Worked with other students on projects during class 17 Listening skills

III.2.i Worked with other students outside of class to prepare class assignments 19 Accepting responsibility for her work

III.2.j Participated in a community-based project as part of a regular course 20 Understanding the limits of her authority

23 Professional conduct

24 Ability to work with others

I.3 How would you rate your educational experience in General Education?

II.1.m Acquiring a broad general education

V.2.a Course content in General Education courses

V.2.b Instruction in General Education

I.4 How would you rate your educational experience in your Major?

II.1.n Acquiring job related knowledge and skills

V.2.c Course content in your major

V.2.d Instruction in your major

II.1.p Learning effectively on your own 7 Maintaining confidentiality

II.1.q Understanding yourself 9 How well did the student fit into your

III.2.l Used e-mail to communicate with an instructor 11 Sensitivity to external issues which affect your

business.

III.2.o Discussed ideas from your readings or classes with faculty members outside of 21 Recognizing when to ask for help

22 Ability to meet deadlines

Un

clas

sifi

ed

GSS (Graduating Senior Survey) Internship

Lan

g -

Ara

bic

Lead

ers

hip

CO

LM

ajo

rLearning Outcomes Mapped to Institutional Measures

click to add title · employer student eval % > 3 all 37 3.6 100% 80% aux 17 3.4 100% 80% dxb 20...

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