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Annual Program Review Update


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INSTRUCTIONAL PROGRAM REVIEW

Annual Program Review Update



Unit:___Early Childhood Studies_____

Campus:_____Moreno Valley__

Contact Person: Kim Metcalfe


Due: 2009





Riverside Community College District


Office of Institutional Effectiveness


Web Resources: http://www.rccdfaculty.net/pages/programreview.jsp


^

Last Revised: May 18, 2009




Annual Program Review Update


Instructions


The Annual Self-Study is conducted by each unit on each campus and consists of analysis of general changes, staffing, resources, facilities, equipment and other needs. It should be submitted or renewed every year by March 15th in anticipation of budget planning for the next fiscal year which begins July 1st.


The questions on the subsequent pages are intended to assist you in planning for your unit. ^ If there is no change from your prior report, you may simply resubmit that report (or any portion that remains constant) from the prior year with a new date.


Please include pertinent documents such as student learning outcomes assessment reports and data analysis supporting any requests for new faculty, facilities or equipment. You are encouraged to use lists, tables, and other formatting to clarify your requests and make them easy for large committees to review quickly. If there may be negative consequences for enrollment, safety or other important concerns please make this known in context.


The forms that follow are separated into pages for ease of distribution to relevant subcommittees. Please keep the pages separated if possible (though part of the same electronic file), with the headers as they appear, and be sure to include your unit, campus, contact person (this may change from topic to topic) and date on each page submitted. Don’t let formatting concerns slow you down. If you have difficulty with formatting, the Administrative Support Center can adjust the document for you. Simply add responses to those questions that apply and forward the document to the Administrative Support Center with a request to format it appropriately.


Please retain this information for your discipline’s use and submit an electronic copy to the Office of Institutional Effectiveness (institutional.effectiveness@rcc.edu). The Office of Institutional Effectiveness will distribute it to the relevant offices and committees.


^ Note: All Data will be preloaded into these forms by Institutional Research

Annual Program Review Update


Unit: ________EAR___________

Campus: ______MOV____________

Contact Person: Kim C. Metcalfe

Date: 5/13/09


Trends and Relevant Data (part 1)


1.      Has there been any change in the status of your unit? (if not, skip to #2).


The Moreno Valley (MV) ECE Academic Program has experienced changes as detailed in last years Annual Program Review. The specific changes of our Program have to do with the fact that the MV campus is moving toward becoming a college. In this endeavor MV has developed a Mission Statement that emphasizes that students are able to take all of the courses that are required to earn Certificates and Degrees of the Programs that are offered at the MV College on the MV campus. The Mission Statement, therefore implies that students attending MV do NOT need to attend classes on Riverside City or Norco campuses to complete Degrees or Certificates offered by MV Programs-the MV ECE Program is one of these Programs. It is important to note that the requirements to earn an A.S. Degree in ECE and/or any of the RCCD ECE Certificates are aligned with the requirements of the four levels, 1) Assistant teacher; 2) Associate Teacher; 3) Teacher; and 4) Master-Teacher, of the California State Preschool Credentialing Permit. These requirements include ECE coursework, ECE skills training, and ECE work experience opportunities. Therefore, it is the combination of the ECE coursework & the laboratory children’s preschool that allows students to meet all of the criteria needed to become an Early Childhood Educator in the state of California. Hence, the laboratory preschool on the MV campus plays a much more significant role in educating ECE students, compared to previous years, because it is in the children’s laboratory preschool that children complete their skills training and have opportunities for the work experience that is required to earn ECE Certificates or the ECE A.S. Degree. Consequently the children’s laboratory preschool must employ California Preschool Credentialed Master-Teachers (level 4) to supervise the Interns of the EAR 30 course; California Preschool Credentialed Teachers (level 3) to work with other students (ECE or Other Academic Programs using the ECE Laboratory Preschool); and California Preschool Credentialed Associate Teachers (level 2) to work along side the higher educated teachers. Note: teacher levels are defined by the state of California as level 4 is a teacher than has more education and training than a level 3 teacher whereas a level 3 teacher has more education and training than a level 2 teacher.


The information stated above means that the children’s laboratory preschool must operate in accordance to Accreditation standards rather than merely meet Title 22 Guidelines, which are only minimum health and safety standards for the State of California. In past years the children’s laboratory preschool site supervisor was not expected to satisfy the requirements of a full-time ECE faculty member who was bringing the entire ECE Program on line, in order to serve the requirements of a college rather than those of a campus who could send their students to the Riverside City Campus to take ECE capstone courses. In addition the children’s laboratory preschool was not expected to provide skills training for students of other Programs (e.g., dental, assistant speech pathology etc.). We now have an immediate need to hire the staffing to bring our laboratory preschool inot alignment with the accreditation standards of our industry.


The current budget of the children’s laboratory preschool program relies heavily on parent tuition revenue for early childhood education. However the change in our UNIT/PROGRAM, as described above means that the academic program needs to find ways to financially support its own skills training laboratory if the skills training is to meet accreditation standards required for a high quality skills training environment.


To sum, the ECE Program is in immediate need of hiring 4 part-time Master-Teachers for the afternoon sessions if we wish to double the enrollment in the EAR 30 internship class. MV will not be able to double its enrollment of the internships class without the 4 additional part-time master teachers—but hiring 4 part-time teachers to provide skills training during the afternoons will allow college students to use the lab throughout the day. Thus serving more students and respecting the diverse scheduling needs of students. In addition, the ECE Program needs to make certain that at least 8 part-time associate teachers are available to work along side of the Master-Teachers and/or Teachers who are the primary trainers for the skills laboratory preschool classrooms.

a.       Has your unit shifted departments?

No.


b.      Have new programs been created by your unit?


No.


c.       Have activities in other units impacted your unit? For example, a new nursing program could cause greater demand for life science courses.


Yes. The new Assistant Speech Pathology Program (ASPP) also demands that California Credentialed Preschool Teachers work in the laboratory preschool setting in order to provide the skills training for ASPP students to meet the requirements of their Program- which, include the EAR 20 Child Development course & the EAR 19 Observation course.


The lead instructor of the ASPP has visited the children’s laboratory preschool and she has requested that the observation windows be darkened so that her students are able to observe speech patterns and behaviors without disrupting the children’s class activities (this allows observations that are realistic because when children know they are being observed they tend to change their behavior).


In addition, the HHPS Department Chair has requested that the ECE Program develop a series of modules to provide the required developmental training for the Nursing & Physicians Assistant Program of Moreno Valley. Funding for video recording equipment or to hire IMC to develop these training modules will be helpful to satisfy this request.


This year the MV ECE Program participated in developing a PAIRED/LINKED course with the ESL instructor in order to satisfy a GRANT intended on promoting academic success in Programs commonly chosen by ESL college students. The MV ECE Program is one such Program- as such we notice that many of our students’ success in the ECE Program require them to get a better grasp of the English language. A requirement of the Grant is that linked courses (ESL 55 & EAR 28) allow enrollment for only students enrolling in both courses. Because EAR 28 is a course requirement of the State of California Preschool Teaching Credential there is typically a wait list for the course each semester that it is offered. It may be necessary to add a section of this course in order to meet the enrollment demands of the students and the requirement of the Grant. This will be determined after the linked course is offered and the enrollment impact of that course can be better assessed.


ECE does not promote partially filled sections and we are dedicated to making certain that the Program supports both the enrollment needs & efficiency expectations of the District. That said however, we do see growth in our Program and we are uncertain as to how this growth will really impact our UNIT at this time. Nevertheless, there are strong indicators that the children’s laboratory preschool will serve as a skills training lab for other disciplines of the campus.

^ Annual Program Review Update


Unit: __________ _EAR ________________

Campus: ___________MOV____________

Contact Person: Kim C. Metcalfe

Date: 5/13/09


Trends and Relevant Data (part 2)



  1. Have there been any significant changes in enrollment, retention, success rates, or environmental demographics that impact your discipline?


Yes. The MV Program for the first time this spring 2009 offered the ECE Internship course (EAR 30). As outlined in the Course Description interns work with a California Credentialed Master-Teacher. This year we hired 4 part-time Master-Teachers to work in the children’s preschool laboratory with the interns. The ratio requirement results in allowing each Master-Teacher to mentor/train 4 students per week, and each student needs to work 16 weeks in order to satisfy the 108 hour internship requirement. Therefore, the MV ECE Program is, at this time, able to serve 16 students per semester. We would like to see that number double in order to raise our efficiency with respect to this class, and to serve more students (we turned away 32 students this year.


3. What changes does the unit plan to make to advance enrollment management goals? If your plan necessitates resource changes make sure those needs are reflected in the applicable resource request sections.

The RCCD discipline of Early Childhood Education continues to work together in planning district course offerings. We meet monthly to discuss discipline issues including enrollment management. We make our decisions thoughtfully and carefully based on student needs. As we expand our programs, we want to continue to grow slow and smart. We realize that adding extra sections at one campus could cut enrollment at another campus. We are diligently collaborating on scheduling and rotating our courses so as to maximize student enrollment at each of the three campuses.

Despite the fact that the MV ECE Program works very closely with ECE faculty of Riverside City and Norco campuses, the MV ECE Program/Unit enrollment management goals are closely tied to our resource needs, which are influenced by two primary issues: 1) the fact that MV is becoming its own college and has opted to offer all of the courses that allow students to earn any of the ECE Certificates or the ECE A.S. Degree; and 2) the Mission Statement of both the MV ECE & the District ECE Program, which is to Provide High Level Education and Training for ECE Majors through the support and cooperation of the children’s laboratory preschool. These two issues serve as the foundation of the current MV ECE Program. Issue number 2 identifies the fact that the “Quality” of the MV ECE Academic College Program is closely linked to the “QUALITY” of the Children’s Laboratory Preschool Program. Therefore, the MV ECE Laboratory Preschool Program must be of the highest quality if it is to continue to serve as a skills training laboratory program for MV students.


The Quality of a Children’s Preschool Program is demonstrated when that Program meets Accreditation Standards from the ECE industry. Hence, the needs of the MV ECE Program are based on the goal of satisfying Accreditation Standards rather than the minimum health & safety standards identified in Title 22 Guidelines (previously & currently, the MV ECE Program has only sought to remain compliant with Title 22 guidelines, which does not allow our Program to satisfy issue # 1 & issue # 2 as described above).


To serve as a skills training laboratory for MV college students the Children’s Laboratory Preschool must employ 8 part-time California State Credentialed/Permitted Master-Teachers and 8 part-time California State Credentialed/Permitted Associate Teachers. Currently the Laboratory school employs 4 part time Master-Teachers and 8 part-time Associate Teachers. The discrepancy in these numbers is because the ECE Academic Program does not provide funding to the Children’s Laboratory School in order to support the required positions. The tuition rates brought into the laboratory school from parents paying for early childhood education are expected to fund the entire children’s laboratory (e.g., materials, clerical staff, site supervisor, laboratory teachers etc.). Tuition rates for MV ECE are extremely low compared to other centers in our zip code and this low rate is supported by the Board of Trustees. These rates might be reasonable if the children’s program was only meant to provide child care, however the children’s program is a laboratory school for our Academic and Occupational ECE Program and therefore we would like to see some funding contribution from the academic program.


We recommend that funding from the District, the Campus, and Student Services be used to support these positions. This support will allow us to move toward satisfying accreditation standards; allow us to remain true to the objectives identified in our mission statement; and provide the high quality academic and skills training that the community, and our students deserve. In fact, the only type of training that should be provided by the District and the college should be of the highest quality if we are to maintain the ethical standards that are expected of us by the state of California and our community.


^ Annual Program Review Update


Unit: ___________ _EAR ______________

Campus: ____________MOV____________

Contact Person: Kim C. Metcalfe

Date: 5/13/09


Learning Outcomes Assessment Update


  1. In order to help us complete the annual ACCJC report on our progress in assessing student learning, please provide the following information by completing the form. Please add lines as needed: [Units that perform these functions at a district level may use the same response for all campuses.]




Name of Program or Course (please list programs first)

Student learning outcomes have been identified

(Yes = 1

No = 0)

Outcomes assessment information or data has been generated

(Yes = 1

No = 0)

Assessment information or data has been used to improve student learning

(Yes = 1

No = 0)

EAR 19

1

1

1

EAR 33

1

1

1

EAR 43

1

1

1




  1. Fill out the chart on the next page for each assessment project your unit is engaged in (two identical charts are included for your convenience. Copy and paste more charts as needed if your unit has more than two assessment projects. For Steps 1 – 3, put an X on the line to indicate your answers. For step four and five use the forms on the subsequent pages to add your brief narrative. By 2012 our accreditation will require that you assess at least one SLO for each course in your discipline.

^ RCCD STUDENT LEARNING OUTCOMES COURSE-BASED ASSESSMENT PLANNING GUIDE
















CONTACT PERSON: Assessment is for single section_X__

Mary L. Flyr multiple sections___




^ CONTACT INFORMATION:

DATE SUBMITTED: May 2009

 Course EAR 33

Course Number and Title: DATE COMPLETED & REPORTED:

LIST SLO TO BE ASSESSED: 1) Identify the components of a quality infant/toddler center or early intervention setting, and compare and contrast those to components of a quality preschool or special education setting. 2) Describe specific aspects of curriculum routines and intervention. 3) Analyze principles of health and safety in caring for typical and atypical infants and toddlers. 4) Design a safe natural environment conducive to growth and learning. 5) Describe the components of positive infant/toddler caregiver relationships as well as caregiver and parent relationships, with typically and atypically developing infants and toddlers.




^ Step 1: Taking Stock

Step 2: Time & Methods of Assessment

Step 3: Measurement Criteria

Step 4: Summary and
Analysis of Data


^ Step 5: Use of Results and
Modifications


WHY?

HOW?

WHAT?

RESULTS

Act, enact, and disseminate

Provide a clear “picture” of why you selected this student learning outcome and explain the project or assignment you will be using as the assessment tool. Attach relevant documents to this sheet.

Why?

  1. X__improve instruction

  2. __student success rates

  3. __equity

  4. __retention rates

  5. __persistence rates

  6. __course completion rate

  7. __other



How will the learning outcome be assessed?


1. _X__Student self reported gains

2. ___Portfolio

3. ___Analytic Rubric

4. ___Pre/Post Assessment

5. ___Other

Describe how the selected tool “fits” your assessment.

Survey was constructed with items reflecting

  • the 5 student learning outcomes for the

  • course. Students were asked to mark each

  • SLO according to how they felt the course helped them achieve: highly, adequately,

  • Inadequately, no achievement.

What are your expectations? If this is the first assessment you have created, you may not have a specific benchmark or goal for this particular project. As you embed assessment in your teaching, you will begin to develop benchmarks.

Examples:

  1. ___specific % of all submissions will display competency

  1. _80__specific % of all performances will indicate competency

  2. ___benchmark not available; assessment activity to serve as initial benchmark.

  3. ___other

Analyze and report on the results of the assessment. Use the first 3 steps in this process..

Reporting Out:

  1. Provide overview of process selecting outcome, identifying methods and criteria and results from the activity.




  1. Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student learning.



  1. Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.

^ Report on how you will use the results of the assessment for improving teaching and learning.

Reporting Out (cont):

EXAMPLES:

Do the results of this assessment indicate a need for another assessment? When? Why?


As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they occur? Do they involve other units?



^ Assessment Detail

Please provide narrative details for previous worksheet(s).

Unit: ______________________

Campus: __________________________

Contact Person: ____________________________

Date: ____________________________

Course ^ EAR – 33 Caring for Infants and Toddlers in Group Settings

#5. Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria and results from the activity.

As a discipline, it was decided to pilot test a student survey of various courses to determine student satisfaction and opinion regarding

level of interest and learning as represented by the course specific SLOs. The course specific SLOs were used in each course survey as

the items for student response. Students used a rating scale of a) Highly, b) Adequately, c) Inadequately, d) No Achievement..


#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student learning.

31 students responded to the survey. An item analysis of the 5 SLOs was conducted. A median score of 3.78 was achieved out of a possible

5.00. A mean score of 3.39 with a standard deviation of 1.58 was reported. Overall, students felt that the course achieved its objectives, with

one area needing more emphasis. For SLO 1, more emphasis is needed in course material to distinguish infant/toddler environments from

those more appropriate for preschool-age children.


#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.

SLO 1 does have a potential link to EAR 34 (Creative Activities for Infants and Toddlers). Students need to be able to strongly distinguish

Infant/toddler environments from those of preschool, so they can appropriately support the activities of this younger age group.


#5, Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?

Yes – the results of the item analysis show a high degree of satisfaction with fulfilling the “mission” of the course. In survey research, one always

runs the risk that students try to demonstrate acquired knowledge, when in fact, knowledge is not achieved. It is also possible that students do

not understand the meaning of the SLOs (low reliability of the instrument), and therefore, the answers are not valid.


# 5, Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they occur? Do they involve other units?

The course instructor who surveyed this class has placed more emphasis on distinguishing infant/toddler environments from preschool environments. A new assessment is being planned that will use a pre- and post-test procedure, since the survey method presents too strong a possibility of unreliable results.



^ RCCD STUDENT LEARNING OUTCOMES OURSE-BASED ASSESSMENT PLANNING GUIDE
















CONTACT PERSON: Assessment is for single section_x__

Mary L. Flyr multiple sections___




^ CONTACT INFORMATION:

DATE SUBMITTED: May 2009

 Course EAR 19

Course Number and Title: DATE COMPLETED & REPORTED:

LIST SLO TO BE ASSESSED: 1) Define the purpose of assessing young children across all areas of development . 2) Utilize knowledge of developmental characteristics by observing, recording, and interpreting the behavior of children. 3) Recognize the importance of the legal, ethical, and professional responsibilities in assessment. 4) Articulate the purpose of observation and assessment, identify when it is to be used and choose which method is to be employed with children in the early years through adolescence. 5) Categorize, compare, and differentiate the various observation methods and assessment tools that assist professionals in developing curricula in a developmentally appropriate manner. 6) competently select, conduct, and record observational information and then summarize in such a manner that justifies future action. 7) Apply assessment information as a way to design, implement, and enhance curricula and environments that meet the individual abilities of young children, with and without special needs or other disabilities, and support the goals of the early childhood program. 8) Internalize the value that the copletion and application of child assessments is also an indicator of a teacher’s competency, accountability, and dedication to their professional role.




^ Step 1: Taking Stock

Step 2: Time & Methods of Assessment

Step 3: Measurement Criteria

Step 4: Summary and
Analysis of Data


^ Step 5: Use of Results and
Modifications


WHY?

HOW?

WHAT?

RESULTS

Act, enact, and disseminate

Provide a clear “picture” of why you selected this student learning outcome and explain the project or assignment you will be using as the assessment tool. Attach relevant documents to this sheet.

Why?

  1. x_improve instruction

  2. __student success rates

  3. __equity

  4. __retention rates

  5. __persistence rates

  6. __course completion rate

  7. __other

How will the learning outcome be assessed?

1. x__Student self reported gains

2. ___Portfolio

3. ___Analytic Rubric

4. ___Pre/Post Assessment

5. ___Other

Describe how the selected tool “fits” your assessment.

Survey was constructed with items reflecting

The 8 stunt learning outcomes for the

course. Students were asked to mark each

SLO according to how they felt the course

helped them achieve: highly, adequately,

inadequately, no achievement.



What are your expectations? If this is the first assessment you have created, you may not have a specific benchmark or goal for this particular project. As you embed assessment in your teaching, you will begin to develop benchmarks.

Examples:

  1. ___specific % of all submissions will display competency

  2. 80___specific % of all performances will indicate competency

  3. ___benchmark not available; assessment activity to serve as initial benchmark.

  4. ___other

Analyze and report on the results of the assessment. Use the first 3 steps in this process..

Reporting Out:


  1. Provide overview of process selecting outcome, identifying methods and criteria and results from the activity.




  1. Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student learning.




  1. Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.

^ Report on how you will use the results of the assessment for improving teaching and learning.

Reporting Out (cont):

EXAMPLES:

Do the results of this assessment indicate a need for another assessment? When? Why?


As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they occur? Do they involve other units?

^ Assessment Detail

Please provide narrative details for previous worksheet(s).

Unit: __________________________

Campus: __________________________

Contact Person: ____________________________

Date: ____________________________


Course ^ EAR – 19 Observation and Assessment Methods


#5. Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria, and results from the activity.

As a discipline, it was decided to pilot test a student survey of various courses to determine student satisfaction and opinion regard level of interest and learning as represented by the course specific SLOs. The course specific SLOs were used in each course survey as the items for student response. Students used a rating scale of a) Highly, b) Adequately, c) Inadequately, d) No Achievement.


#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student learning.

28 students responded to the survey. An item analysis of the 8 SLOs was conducted. A median score of 10.00 was achieved out of a possible 11.00. A mean score of 8.82 with a standard deviation of 2.59 was reported. Overall, students felt quite strongly that the course achieved its objectives/


#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.

No other outcomes at this time.


#5 Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?

Yes – the results of the item analysis show a too high degree of satisfaction with fulfilling the “mission” of the course. In survey research, one always runs the risk that students try to demonstrate acquired knowledge, when in fact, knowledge is not actually achieved. It is also possible that students do not understand the meaning of the SLOs (low reliability of the instrument, and therefore, the answers to not contribute to sound validity.


#5 Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they occur? Do they involve other units?

Not at this time.

^ RCCD STUDENT LEARNING OUTCOMES COURSE-BASED ASSESSMENT PLANNING GUIDE
















CONTACT PERSON: Assessment is for single section_X_

Debbie Cazares multiple sections___




^ CONTACT INFORMATION:

DATE SUBMITTED: May 2009

 Course EAR 43

Course Number and Title: DATE COMPLETED & REPORTED:

  1. ^ LIST SLO TO BE ASSESSED: Understand the sequence of physical, cognitive, social and emotional development of children from infancy through preschool.

  2. Able to describe atypical physical, cognitive, language, social and emotional developmental patterns.

  3. Understand the role the child’s family plays in emotional and social development.

  4. Understand theoretical perspectives in child development and education that guide the development and adaptation of behavioral intervention plans for infants and young children.

  5. Analyze and evaluate research methods and conclusions affecting our understanding of typical and atypical development.

Understand observation methods utilized with children; design and carry out a series of observations, and interpret the data obtained.




^ Step 1: Taking Stock

Step 2: Time & Methods of Assessment

Step 3: Measurement Criteria

Step 4: Summary and
Analysis of Data


^ Step 5: Use of Results and
Modifications


WHY?

HOW?

WHAT?

RESULTS

Act, enact, and disseminate

Provide a clear “picture” of why you selected this student learning outcome and explain the project or assignment you will be using as the assessment tool. Attach relevant documents to this sheet.

Why?

  1. _X_improve instruction

  2. __student success rates

  3. __equity

  4. __retention rates

  5. __persistence rates

  6. __course completion rate

  7. __other




How will the learning outcome be assessed?

1. __X_Student self reported gains

2. ___Portfolio

3. _X__Analytic Rubric

4. ___Pre/Post Assessment

5. ___Other

Describe how the selected tool “fits” your assessment.




What are your expectations? If this is the first assessment you have created, you may not have a specific benchmark or goal for this particular project. As you embed assessment in your teaching, you will begin to develop benchmarks. Examples:

  1. ___specific % of all submissions will display competency

  1. ___specific % of all performances will indicate competency

  2. _X__benchmark not available; assessment activity to serve as initial benchmark.___other

Analyze and report on the results of the assessment. Use the first 3 steps in this process..

Reporting Out:

  1. Provide overview of process selecting outcome, identifying methods and criteria and results from the activity.

  2. Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student learning.

  3. Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.

^ Report on how you will use the results of the assessment for improving teaching and learning.

Reporting Out (cont):

EXAMPLES:

Do the results of this assessment indicate a need for another assessment? When? Why?

As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they occur? Do they involve other units?




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