standard a3 - evidence & organizationnacep.org/docs/accreditation/institute/a3binder.pdf ·...

Standard A3 - Evidence & Organization

Well Organized Example. These screen shots show the contents of the A3 folder and Paired Assessments subfolder:

Note that the parent folder has only two files – the required coversheet which includes the description of the processes, and one additional piece of evidence – this college did a comprehensive study of student writing across its Composition course sections and included it as additional evidence. The Assessment folder includes one example from each of the 8 disciplines this college offers concurrent enrollment courses in. Note that the types of assessments included differed for different courses – exams, lab assignments, writing assignment rubrics, etc. Disciplines are consistent with the list provided in the Program Description (see example in A1) and used elsewhere in the application.

Note the commentary in the Accreditation Guide about using syllabi as evidence for A3. Before submitting syllabi, carefully review the syllabi to make sure they provide specific examples of comparable assessments assigned to students. Assessments (e.g. paper topics, writing methods, and page expectations) are sometimes sufficiently described in courses such as English or speech, but typically not for all courses.

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- NACEP Training Materials

Assessment Standard A3

INTRO TO ACCOUNTING ACC-115

Community College

Spring 2010

Instructor Jane

@p .edu

Office: Room 129

Office hours are posted.

Required College Accounting 19th

ed. By Heintz & Parry

Materials Working papers and Study Guide that accompany textbook

Calculator (no cell phones please)

Course Basic accounting principles introduce beginning students to

Description fundamental accounting concepts. The accounting cycle of

journalizing transactions, posting, adjusting and closing entries,

along with the preparation of financial statements are emphasized

for service and merchandising businesses. Payroll topics will be

included in the semester.

Course 1. Describe the purpose and focus of accounting.

Objectives 2. Introduce the three types of business ownership and types of

businesses.

3. Analyze the accounting equation and the effects of business

transactions on it.

4. Use proper accounting techniques including journal entries,

posting and trial balances.

4. Prepare financial statements in proper form.

5. Describe and apply all ten steps of the accounting cycle.

6. Work with cash accounting by preparing bank reconciliations

and the accounting for a petty cash fund.

7. Describe and prepare payroll records for employees.

8. Describe and prepare payroll taxes and reports for employer.

9. Describe and prepare the special records for a professional

service business.

Grading 93-100% A 73-76 C Scale 90-92% A- 70-72 C-

87-89% B+ 67-69 D+ 83-88% B 63-66 D

80-82 B- 60-62 D- 77-79 C+ < 60 F

Course cont’d --2—



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Note on Page 2 that tests comprise 60% of the course grade.

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A3 Example 1 Campus Syllabus

Course Policies Class attendance is critical to the learning process and to your

success in the course. Your success also depends upon your

commitment to being an active participant in the class.

Homework assignments are very important in an accounting

class. This means the assigned textbook reading and problems

should be completed before class time. Some homework will

either be collected and graded or checked for completion in class.

Several unannounced homework checks will be used to assign

points to students in class on that day with the assigned homework

completed. You must be in class to earn these points, no make up

allowed.

Class work is also important to your learning success. It is

the practice of accounting that will assist you in learning the

concepts. Some class work may be collected for grading. There

will be occasional group work and you must be in class to earn

the points. No make up on graded class work.

Tests will include multiple choice, matching and problems. In the

unlikely event you find it impossible to take a test, it is your

responsibility to notify the instructor by phone prior to the time of

the exam. You should leave a message stating the reason for your

absence and contact the instructor as soon as possible to schedule a

make up time. Do not leave the message with the switchboard.

No student should have more than one make up exam per semester,

and, again, this is to be used only for unusual circumstances. The

test make up center has very limited hours and it may be

inconvenient for you to make up the test.

Course Tests 60%

Grading Class work/homework/participation 40%

Total 100%



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--3— " is committed to the equal provision of education for all students. Any student who needs accommodation because of a physical or learning disability is encouraged to contact

Coordinator of Developmental Education, at - , Ext. 280 for assistance." “ values and encourages writing across the curriculum because writing supports clear thinking and makes possible the recording and sharing of knowledge. Therefore, students will be required to use writing as a learning mode in this course. For writing assistance, students are encouraged to use the Learning/Writing Center.” The instructor reserves the right to make changes in the course schedule or learning activities as needed. It is your responsibility to stay informed of these changes.

Tear here- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Name______________________ Intro to Accounting Date_________________

I have read and understand the class policies as described in the above syllabus.



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AA:CR:002

Course Syllabus

Common Course Number and Name: INTRO TO ACCOUNTING ACC:115 Semester: FALL 2009 Classroom & Class Time: ROOM 322: 9:12-9:59 a.m. and 10:55-11:40 a.m.

Instr

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Phone: .3852 EXT. 291

Email Address: @

Office: ROOM 322

Office Hours: DURING PREP HOUR AS POSTED

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Course Description: Students will be introduced to the fundamental accounting concepts. The following portions of the accounting cycle: journalizing transactions, posting, adjusting and closing entries and the preparation of financial statements for both service and merchandising businesses. Chapters 1-13 will be covered during this

course along with one business simulation.

Course Objectives: 1. Describe the purpose of accounting.

2. Name and describe the three types of business ownership.

3. Analyze business transactions using the fundamental accounting equation.

4. Prepare financial statements in proper form and order.

5. Apply and describe all ten steps of the accounting cycle.

6. Prepare and journalize various transactions including sales, cash receipts, purchases, and cash payments.

7. Record entries using special journals.

Required Materials: (Including textbook and any other mat-

erials or supplies required for the class)

TEXT:

College Accounting 1-27 & Working Papers chp 1-15 by Heintz & Parry

ISBN:9781-111-289317 Cengage Publishing

**Calculator required!**

Assignments: Please see attached schedule.

Methods of Assessment:

FORMAL ASSESSMENTS:

End-of-chapter tests will be given at the completion of each chapter. In addition, midterm tests and a comprehensive semester final will be given. Students will be required to be in class on the day of tests. If you miss for any excused reason, you will have two days after return to complete your assessment. You MUST provide a written pass to the instructor at the beginning of the next class period in order to have an excused absence. All assessments must be completed within one date of

the original testing date. Assessments are weighted 30% of total grade.

CLASS PARTICIPATION/DISCUSSION:

It is imperative to be in class on a DAILY basis. Missed discussions may not be recovered, and you miss out on valuable class information. Each student will be graded DAILY on your participation and active discussion in class. These points will not be able to be made up. Your final grade is a direct reflection on your attendance and the amount of effort put forth. Class participation/discussion are weighted 50% of total grade.

HOMEWORK:

All homework is assigned in order for the student to demonstrate their understanding of material presented in class. You MUST have homework completed on the DATE DUE in order to use notes on your assessments. There will be NO exceptions to this! Homework is weighted as 20% of total grade.

Grading Scale and Procedures:

Letter Grade Percent Correct

A 95-100

A- 92-94



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Note below that end of chapter tests comprise 30% of the course grade, vs 60% on campus. This is a significant difference, leading a reviewer to question whether the processes for campus review of CEP assessment methods is sufficient.

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A3 Example 1 CEP Syllabus

AA:CR:002

B+ 89-91

B 86-88

B- 83-85

C+ 80-82

C 76-79

C- 73-75

D+ 70-72

D 67-69

D- 64-66

F 63 and below

Methods of delivery:

Materials will be delivered in a variety of means including: in-class review, peer discussion, lecture, computerized programs, and notes.

Course Calendar: Beginning date: August 19, 2009-January 8, 2009.

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Attendance/ Participation:

CLASS PARTICIPATION/DISCUSSION:

It is imperative to be in class on a DAILY basis. Missed discussions may not be recovered, and you miss out on valuable class information. Each student will be graded DAILY on your participation and active discussion in class. These points will

not be able to be made up.

Academic Dishonesty Definition and Consequences

Copying other student’s work will not be accepted! If you copy another’s work on a test or

assignment, you will receive a score of “0” and will not be allowed to retake the material.

Late Work: Late work will not be accepted for grading.

Missing Assignments:

Any missing assignments MUST be completed within the guidelines of the student handbook. Missing assignments will only be accepted for grading if incomplete for

an excused absence.

Makeup Testing: Makeup testing will be provided within the guidelines in Room 322 upon instructor approval. You may not take tests outside of the classroom; including study halls.

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Cell Phone/Text Messaging Use:

While technology plays an important role in today’s society, they also inhibit the learning process and are a major distraction to others in the classroom. Therefore; NO CELL PHONES WILL BE ALLOWED IN THE CLASSROOM! A student found using their cell phone in class will result in loss of points for the day and that day’s assignment.

Laptop Use: Laptops will be used frequently in direct correlation to classroom content. Any use of the internet not related to classroom content, will result in loss of points

for the day and that day’s assignment.

Tape Recording: Allowed per instructor approval.

Behavior: Please refer to the college handbook and the North Fayette Student Handbook.

Emergency Procedures:

Please refer to the college handbook and the North Fayette Student Handbook.

Disclaimer:

Course schedules are subject to change because of illness/death in the family, weather conditions, school cancellations, power outages, etc. The course calendar is meant as a guide for activities and assessments and is subject to change.

Accommodation Policy:

The Americans with Disabilities Act (ADA) provides protection from illegal discrimination for qualified students with disabilities. Community College is committed to the equal provision of education for all students. Any student who needs instructional

accommodation because of physical or learning disability is encouraged to contact the Coordinator of Developmental Education: Campus, at or 1-800 ext. 280, or Accommodations Office, Campus, at or 1-800-

ext. 258.



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A3 Example 1 CEP Syllabus

COMMUNITY COLLEGE

Post-Secondary ENG 105: Composition I

Portfolio Assessment—Fall Semester 2009

PURPOSE:

The purpose of this assessment is to provide evidence that the goals, objectives, and

requirements of the ENG 105: Composition I course guide and syllabus are being met

with consistency in high school settings where ENG 105: Composition I is offered.

METHODOLOGY:

Instructors at high school sites were asked to submit two portfolios from their Fall 2008

ENG 105 Composition I classes--one the instructor’s choice and one randomly selected by the

Coordinator of High School Relations. Twelve portfolios were analyzed by a member of a

committee consisting of the Dean of the Communications Department, the High School

Relations Coordinator, and full-time composition instructors. Checklists, which are included

with this report, were used to assess each portfolio, and these were provided to the instructors

following the assessment procedure. The checklist indicates where students met specific

portfolio requirements and areas that need attention in improving sections of that particular

portfolio.

FINDINGS:

The ENG 105: Composition I portfolios provide evidence of the following:

1. Students are using writing as a means of discovery and clarifying ideas.

2. Although instructors may use different writing topics and prompts, students are

implementing writing strategies for varying purposes and audiences.

3. Students are developing an authentic, personal writing voice and tone appropriate for

these varying purposes and audiences.

4. Finished products indicate that students organize essays which present logical

progression and support through introduction, body, and conclusion.

5. Final products show evidence of improved style through precise syntax, phrasing,

diction, and use of standard written English.

6. Students are using higher order thinking skills of analysis, evaluation, and synthesis

to critique their own and their peers’ writings in partner and peer response groups.

7. Portfolios indicate students are asked to use metacognition to analyze their growth as

thinkers, writers, and learners via self-reflective entry slips provided for each artifact

and in an overall concluding essay assessment of their progress in the course.

FURTHER FINDINGS &

IMPROVEMENT OPPORTUNITIES:

A. Introduction:



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An example of additional evidence a program provided, a report summarizing an exercise where campus faculty reviewed student portfolios from a CEP course.

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A3 Example 2

While most portfolios open with a metaphor-based introduction, some students need

to further unify their portfolios by tying the introductory metaphor to the individual entry

slips within the portfolio.

B. Table of Contents: Most portfolios display an annotated Table of Contents which establishes the

organization of the portfolio.

C. Examples of Writing For Varying Purposes and Audiences: Portfolios show that students write for varying purposes and audiences in modes such

as description, narration, explanation, persuasion, research, and varying audiences such

as instructors, peers, and letters to specified individuals.

Some instructors have chosen to assign research-based writing assignments. These

research samples, in some instances, need to be updated to use the changes recommended

in the Seventh Edition of the MLA Handbook. In addition, some students need to

recognize the difference between a bibliography and a Works Cited page and include

evidence of that distinction with their research paper text.

D. Thirty-two Pages of Final, Polished Text: The portfolios show a range of variance in the total number of pages of final copy.

has established a 32- page requirement of final copy beyond drafts and revisions.

Ten of the twelve portfolios reach and, in some instances, even exceed the 32-page

requirement. The range varied from a minimum of 23 pages to a maximum of 56 pages of

final copy writing. Suggestions have been provided to each instructor and individual

student for increasing the page requirement where applicable.

Some students included assignments from previous school years. Since the ENG 105:

Composition I portfolio applies to this particular course and semester of college-level

course work, students should include only artifacts composed this present semester—with

cross-curricular artifacts as optional inclusions.

E. Example(s) of Writing Process:

Instructors are providing instruction in the writing process, and students are using the

process (pre-write, draft, revise, polish, edit-proofread) in developing their pieces of

writing. Instructors also effectively use various strategies of peer response during the

writing process. Most writers have included examples of a full writing process in their

portfolios. However, in a few instances, one or more stages were not evident. Some

students stopped their writing process after instructor evaluation prior to the portfolio and

included the instructor’s graded copy. Therefore, they chose not to use the instructor’s

comments and recommendations to revise and polish the writing for demonstration

purposes in their portfolios. Instructors are urged to expand and extend the writing

process by requiring students to revise each piece of writing following instructor

evaluation and include the revisions along with a track changes verification of those

revisions in the portfolios.

Some instructors and students are making productive use of the Track Changes

feature of Microsoft Word in order to illustrate revisions made throughout the writing

process. Others choose to use colored felt markers to indicate revisions throughout the

writing process. In either case, it is evident that instructors recognize the importance of

revision in the writing process and are requiring students to submit evidence of revision

techniques at some point in the writing process.



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A3 Example 2

F. Entry Slips (Self-reflection on each entry):

Most students showed focused attention to reflection on each artifact they

have included in their portfolios. The entry slips should also provide a connection to the

sustained metaphor established in the introduction either via the entry slip title or the

opening of the entry slip reflection’s text. This portfolio unifying element of tying the

metaphor created in the introduction had not occurred in eight of the twelve writers’

portfolios.

G. Metacognitive Conclusion:

Most students included a metacognitive conclusion whereby they evaluated

their performance and growth as writers, thinkers, and learners in this course. In some

instances, however, students simply repeated ideas from their introduction rather than

evaluating their performance. Others traced a history of their writing experience

throughout their high school years rather than focusing specifically on the ENG 105:

Composition I course and self-analyzing their performance and progress in this particular

college-level course.

CONCLUSION:

Analysis of the Post-secondary ENG 105: Composition students’ portfolio

samples offer evidence that instructors are teaching to the prescribed course guides and

using portfolios as evidence of student performance and growth in the course. Consistency is

evident in the quality and completeness of the pairs of portfolios submitted from various schools.

For example, when introductions were not included or did not display a sustained unifying

metaphor throughout the portfolio, it occurred in both portfolios. When a metacognitive

conclusion was missing or lacked adequate depth of self-analysis, that factor applied to both

portfolios. While other variable patterns are evident per instructor, some of the variables in the

portfolios seem to pertain to individual student decision-making rather than to inadequate

instruction.

This report and suggestions for improving individual portfolios are provided to the

instructors for future reference and adjustments. The evaluators are encouraged by the focused

attention and writing improvement demonstrated in many of the portfolios they analyzed. We

commend the instructors and students for the time and effort they put into most of the portfolio

projects. Upon completion of their portfolios, the majority of student writers have compiled

evidence of their efforts and growth as writers, thinkers, and learners. In their metacognitive

reflections, many expressed more confidence in their abilities and talents as writers which will

help them in future academic and working world writing situations. Furthermore, many

expressed pride in their accomplishments in meeting the goals, objectives, and rigor of

Community College’s ENG 105: Composition I course. We urge students and instructors to

analyze this report and their individual portfolio responses and make necessary adjustments and

improvements in their portfolio presentations for future assessments.



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A3 Example 2

COMMUNITY COLLEGE

ENG 105: Composition I – Fall Semester 2008

Portfolio Assessment Totals

N = 12

Evidence Needs

Provided Attention

**A. Introduction

(establishes sustained, 12 3

unifying metaphor)

**B. Table of Contents

(annotated & paginated) 12 0

C. Examples of writings

for varying purposes 12 0

and audiences

D. Thirty-two pages of 10 2

final, polished text 1-56 1-46 1-29 1-23

(beyond drafts & 1-40 2-36

revisions) 3-34 1-33

1-32

E. Example(s) of writing

process (prewrite, draft,

revision, peer responses, 12 3

track changes,

editing/proofreading)

**F. Entry Slips (self-reflections 12 10

on each entry)

**G. Final Metacognition

(student self-analysis of

performance and growth 12 10

as a learner, thinker, writer)

**Note:

Sections A, B, F, and G may show evidence that students did include some attention to the

portfolio requirement but that the inclusion needed more or improved focus and/or

development. Therefore, the same student’s portfolio may be tallied in both columns.



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A3 Example 2

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