Provide A Quality Core Curriculum (Core Curriculum Component 1 - Communication)
Sam Houston State University will continue to provide the highest quality Core Curriculum courses to its students, thus ensuring that they are receiving the proper knowledge and instruction in the areas of Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency, and Computer Literacy.
At SHSU, the Core Curriculum is divided into six components; Component Area 1 - Communication, Component Area 2 - Mathematics, Component Area 3 - Natural Sciences, Component Area 4 - Humanities and Visual and Performing Arts, Component Area 5 - Social and Behavioral Sciences, Component Area 6 - Institutionally Designated Option. Within each of these Core Curriculum Component Areas, the Texas Higher Education Board has outlined Exemplary Learning Objectives, which must be evaluated and satisfied in order to assure that students are leaving the institution with the proper core knowledge and skills.
for 2008-2009, SHSU has decided to evaluate its efforts and success within Core Curriculum Component 1 - Communication.
Objective
Objective 1 - Students Will Understand And Demonstrate Writing And Speaking Processes
Students taking classes within Core Curriculum Component 1 will satisfy Objective 1 of the THECB's Exemplary Learning Objectives for this component by being able to understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.
Indicator
ENG 165 End Of Semester Essay
The final essay for ENG 165, Composition II, will be the document collected for the purpose of determining relevant student progress on this objective. This essay is a researched argument that requires the writer (a) to identify and explore a problem, (b) to explore various solutions to the problem, and (c) to argue for the solution the writer feels would best solve the problem. The assignment requires students to conduct independent research and to document the sources they use in their writing using either MLA or APA style. Coming at the end of the second semester of our two-semester sequence of freshman composition, the essay is the most comprehensive of the papers students write in ENG 164 and 165; thus, it should provide a writing sample that best addresses the Objective.
The specific prompt students were to have responded was found in "The Longwood Guide to Writing," Second Custom Edition, (Lunsford and Bridges, Boston: Pearson Longman, 2008):
"Identify a problem, something that bothers you. Explore it, and offer a possible solution. The first part of your job is to identify a specific problem, define it clearly, and explore its implications. The second part is to consider potential solutions, evaluate those solutions, and then make an argeument for the one you think is best. (555)
A total of 530 students are enrolled in Eng 165. To collect a random sample the English Department can collect a paper from every fourth, every fifth, or every tenth student. Every fourth student would generate a total of 132 essays to be scored, every fifth student a total of 106 essays, every tenth a total of 53. The Department would prefer the last of these. However, if 10% is not deemed enough of a representative sample, the Department will collect the essays needed to make the assessment reliable.
The sampled essays will be scored holistically. That is, clean (unmarked) essays will be read by a selected group of English faculty, including the five faculty who constitute the Department's Undergraduate Studies Committee. In addition, supporting materials (e.g., prewriting and various drafts) will be collected for examination. The Faculty serving as readers will be trained by the Department Chair, who has credentials in teaching composition and has conducted several holistic scorings in writing classes both at SHSU and at New Mexico State University. The scoring system involves the following.
A. When the samples are collected, the Chair will survey them to identify writing samples from weaker to stronger for use in a norming session. This session will serve as training, so that faculty readers are grounded in the process and reach a consensus on the traits of a successful essay. A rubric will be used in this norming process.
B. Scoring will be on a 4-point scale, with a score of 4 the highest possible to attain. Two faculty will read each essay independently, and their scores will be added to yield a total, with the possible final scores ranging from 8 to 2 (highest to lowest). A final score of 5 or higher will be a passing score. A score of 7 or 8 will indicate an excellent essay; a score of 5 or 6 will indicate an acceptable essay; a score of 4 or less will indicate an unacceptable essay.
C. Reliability of the two scores will be assumed when both scores are congruent, that is, when they are within 1 mark of each other. For example, a score of 6 that would be seen as reliable would mean both readers marked the essay a 3. A reliable score of 5 would mean that on e reader assessed the essay as a 3 while the other reader assessed it as a 2. Should the individual scores not be congruent - e.g., a 4 and a 1, a 3 and a 1, a 4 and a 2 - the essay will be referred to a third reader. If that third reader agreeswith the higher score, the essay will be certified as acceptable or excellent; if the reader agrees with the lower score, the essay will be certified as unacceptable.
Criterion
75% Or More Of Sampled ENG 165 Essays Rated Acceptable Or Excellent
The Department will consider the objective successfully satisfied if 75% of the essays scored will be assessed as acceptable or excellent; that is, 75 will be scored a 5 or higher in the holistic scoring.
Finding
71% Or More Of Sampled ENG 165 Essays Rated Acceptable Or Excellent
During the final week of the Fall 2008 semester, the English Department collected a total of 34 essays from ENG 135 students. The essay collected was E-4, a researched argument grounded in a problem/solution framework. That is the student was to identify a problem, consider possible solutions, and then make an argument for the best solution, will all of this work supported by research. 10 additional essays were collected by the Department, but they did not meet the criteria that was requested from the instructors, so they were not included in the reading. That is, they had been asked for the entire student packet, showing all prewriting and rewriting, but the department received only the final drafts.
On Friday, May 8, 2009, ten composition teachers, including two adjunct writing teachers and eight graduate assistants, met to conduct a reading of the essays collected. They began by discussing the criteria for the reading to ensure the reader' expectations were as closely aligned as possible. Once this discussion had taken place, essays were distributed to the readers, who were to assess each essay on a scale of one to four, with four being the highest score possible. Each essay was read twice, and the two scores were then added to give a final mark. Thus, a final mark on any given paper could range from two (the lowest possible score) to eight (the highest). An essay with a final mark of five or higher would be deemed acceptable, that is, as showing the writer's competence at the college freshman level of writing abilities.
Once the final results of this assessment process were tabulated, the Department determined that 71% (24 of 34) of the essays read were scored at five or higher. The Department's initial criterion was that 75% of the essays read would be rated at five or higher; thus the department did not meet this criterion. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). While the Department did not fully satisfy this objective, it did see progress to that end, in that it had a 68% pass rate in Fall 2007, so the Department saw an increase of three percentage points.
Action
Actions For Core Curriculum Component I
While the English Department is disappointed that it did not meet its Criterion, it is pleased to see that the pass rate has increased from the previous year. This indicates that, while students taking classes within Core are not yet performing at the higher standard established for them by the Department, they are making good progress towards this end. To ensure that its students continue to make good progress, the English Department will look for strategies to specifically address those areas identified as being weakest by the assessment.
Objective
Objective 2 - Students Will Understand The Importance Of Specifying Audience And Purpose And To Select Appropriate Communication Choices
Students taking classes within Core Curriculum Area 1 will satisfy Objective 2 of the THECB's Exemplary Learning Objectives for this component by being able to understand the importance of specifying audience and purpose and to select appropriate communication choices.
Indicator
ENG 165 End Of Semester Essay
The final essay for ENG 165, Composition II, will be the document collected for the purpose of determining relevant student progress on this objective. This essay is a researched argument that requires the writer (a) to identify and explore a problem, (b) to explore various solutions to the problem, and (c) to argue for the solution the writer feels would best solve the problem. The assignment requires students to conduct independent research and to document the sources they use in their writing using either MLA or APA style. Coming at the end of the second semester of our two-semester sequence of freshman composition, the essay is the most comprehensive of the papers students write in ENG 164 and 165; thus, it should provide a writing sample that best addresses the Objective.
The specific prompt students were to have responded was found in "The Longwood Guide to Writing," Second Custom Edition, (Lunsford and Bridges, Boston: Pearson Longman, 2008):
"Identify a problem, something that bothers you. Explore it, and offer a possible solution. The first part of your job is to identify a specific problem, define it clearly, and explore its implications. The second part is to consider potential solutions, evaluate those solutions, and then make an argeument for the one you think is best. (555)
A total of 530 students are enrolled in Eng 165. To collect a random sample the English Department can collect a paper from every fourth, every fifth, or every tenth student. Every fourth student would generate a total of 132 essays to be scored, every fifth student a total of 106 essays, every tenth a total of 53. The Department would prefer the last of these. However, if 10% is not deemed enough of a representative sample, the Department will collect the essays needed to make the assessment reliable.
The sampled essays will be scored holistically. That is, clean (unmarked) essays will be read by a selected group of English faculty, including the five faculty who constitute the Department's Undergraduate Studies Committee. In addition, supporting materials (e.g., prewriting and various drafts) will be collected for examination. The Faculty serving as readers will be trained by the Department Chair, who has credentials in teaching composition and has conducted several holistic scorings in writing classes both at SHSU and at New Mexico State University. The scoring system involves the following.
A. When the samples are collected, the Chair will survey them to identify writing samples from weaker to stronger for use in a norming session. This session will serve as training, so that faculty readers are grounded in the process and reach a consensus on the traits of a successful essay. A rubric will be used in this norming process.
B. Scoring will be on a 4-point scale, with a score of 4 the highest possible to attain. Two faculty will read each essay independently, and their scores will be added to yield a total, with the possible final scores ranging from 8 to 2 (highest to lowest). A final score of 5 or higher will be a passing score. A score of 7 or 8 will indicate an excellent essay; a score of 5 or 6 will indicate an acceptable essay; a score of 4 or less will indicate an unacceptable essay.
C. Reliability of the two scores will be assumed when both scores are congruent, that is, when they are within 1 mark of each other. For example, a score of 6 that would be seen as reliable would mean both readers marked the essay a 3. A reliable score of 5 would mean that on e reader assessed the essay as a 3 while the other reader assessed it as a 2. Should the individual scores not be congruent - e.g., a 4 and a 1, a 3 and a 1, a 4 and a 2 - the essay will be referred to a third reader. If that third reader agreeswith the higher score, the essay will be certified as acceptable or excellent; if the reader agrees with the lower score, the essay will be certified as unacceptable.
Criterion
75% Or More Of Sampled ENG 165 Essays Rated Acceptable Or Excellent
The Department will consider the objective successfully satisfied if 75% of the essays scored will be assessed as acceptable or excellent; that is, 75 will be scored a 5 or higher in the holistic scoring.
Finding
71% Or More Of Sampled ENG 165 Essays Rated Acceptable Or Excellent
During the final week of the Fall 2008 semester, the English Department collected a total of 34 essays from ENG 135 students. The essay collected was E-4, a researched argument grounded in a problem/solution framework. That is the student was to identify a problem, consider possible solutions, and then make an argument for the best solution, will all of this work supported by research. 10 additional essays were collected by the Department, but they did not meet the criteria that was requested from the instructors, so they were not included in the reading. That is, they had been asked for the entire student packet, showing all prewriting and rewriting, but the department received only the final drafts.
On Friday, May 8, 2009, ten composition teachers, including two adjunct writing teachers and eight graduate assistants, met to conduct a reading of the essays collected. They began by discussing the criteria for the reading to ensure the reader' expectations were as closely aligned as possible. Once this discussion had taken place, essays were distributed to the readers, who were to assess each essay on a scale of one to four, with four being the highest score possible. Each essay was read twice, and the two scores were then added to give a final mark. Thus, a final mark on any given paper could range from two (the lowest possible score) to eight (the highest). An essay with a final mark of five or higher would be deemed acceptable, that is, as showing the writer's competence at the college freshman level of writing abilities.
Once the final results of this assessment process were tabulated, the Department determined that 71% (24 of 34) of the essays read were scored at five or higher. The Department's initial criterion was that 75% of the essays read would be rated at five or higher; thus the department did not meet this criterion. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). While the Department did not fully satisfy this objective, it did see progress to that end, in that it had a 68% pass rate in Fall 2007, so the Department saw an increase of three percentage points.
Action
Actions For Core Curriculum Component I
While the English Department is disappointed that it did not meet its Criterion, it is pleased to see that the pass rate has increased from the previous year. This indicates that, while students taking classes within Core are not yet performing at the higher standard established for them by the Department, they are making good progress towards this end. To ensure that its students continue to make good progress, the English Department will look for strategies to specifically address those areas identified as being weakest by the assessment.
Objective
Objective 3 - Students Will Understand And Appropriately Apply Modes Of Expression
Students taking classes within Core Curriculum Area 1 will satisfy Objective 3 of the THECB's Exemplary Learning Objectives for this component by understanding and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication.
Indicator
ENG 165 End Of Semester Essay
The final essay for ENG 165, Composition II, will be the document collected for the purpose of determining relevant student progress on this objective. This essay is a researched argument that requires the writer (a) to identify and explore a problem, (b) to explore various solutions to the problem, and (c) to argue for the solution the writer feels would best solve the problem. The assignment requires students to conduct independent research and to document the sources they use in their writing using either MLA or APA style. Coming at the end of the second semester of our two-semester sequence of freshman composition, the essay is the most comprehensive of the papers students write in ENG 164 and 165; thus, it should provide a writing sample that best addresses the Objective.
The specific prompt students were to have responded was found in "The Longwood Guide to Writing," Second Custom Edition, (Lunsford and Bridges, Boston: Pearson Longman, 2008):
"Identify a problem, something that bothers you. Explore it, and offer a possible solution. The first part of your job is to identify a specific problem, define it clearly, and explore its implications. The second part is to consider potential solutions, evaluate those solutions, and then make an argeument for the one you think is best. (555)
A total of 530 students are enrolled in Eng 165. To collect a random sample the English Department can collect a paper from every fourth, every fifth, or every tenth student. Every fourth student would generate a total of 132 essays to be scored, every fifth student a total of 106 essays, every tenth a total of 53. The Department would prefer the last of these. However, if 10% is not deemed enough of a representative sample, the Department will collect the essays needed to make the assessment reliable.
The sampled essays will be scored holistically. That is, clean (unmarked) essays will be read by a selected group of English faculty, including the five faculty who constitute the Department's Undergraduate Studies Committee. In addition, supporting materials (e.g., prewriting and various drafts) will be collected for examination. The Faculty serving as readers will be trained by the Department Chair, who has credentials in teaching composition and has conducted several holistic scorings in writing classes both at SHSU and at New Mexico State University. The scoring system involves the following.
A. When the samples are collected, the Chair will survey them to identify writing samples from weaker to stronger for use in a norming session. This session will serve as training, so that faculty readers are grounded in the process and reach a consensus on the traits of a successful essay. A rubric will be used in this norming process.
B. Scoring will be on a 4-point scale, with a score of 4 the highest possible to attain. Two faculty will read each essay independently, and their scores will be added to yield a total, with the possible final scores ranging from 8 to 2 (highest to lowest). A final score of 5 or higher will be a passing score. A score of 7 or 8 will indicate an excellent essay; a score of 5 or 6 will indicate an acceptable essay; a score of 4 or less will indicate an unacceptable essay.
C. Reliability of the two scores will be assumed when both scores are congruent, that is, when they are within 1 mark of each other. For example, a score of 6 that would be seen as reliable would mean both readers marked the essay a 3. A reliable score of 5 would mean that on e reader assessed the essay as a 3 while the other reader assessed it as a 2. Should the individual scores not be congruent - e.g., a 4 and a 1, a 3 and a 1, a 4 and a 2 - the essay will be referred to a third reader. If that third reader agreeswith the higher score, the essay will be certified as acceptable or excellent; if the reader agrees with the lower score, the essay will be certified as unacceptable.
Criterion
75% Or More Of Sampled ENG 165 Essays Rated Acceptable Or Excellent
The Department will consider the objective successfully satisfied if 75% of the essays scored will be assessed as acceptable or excellent; that is, 75 will be scored a 5 or higher in the holistic scoring.
Finding
71% Or More Of Sampled ENG 165 Essays Rated Acceptable Or Excellent
During the final week of the Fall 2008 semester, the English Department collected a total of 34 essays from ENG 135 students. The essay collected was E-4, a researched argument grounded in a problem/solution framework. That is the student was to identify a problem, consider possible solutions, and then make an argument for the best solution, will all of this work supported by research. 10 additional essays were collected by the Department, but they did not meet the criteria that was requested from the instructors, so they were not included in the reading. That is, they had been asked for the entire student packet, showing all prewriting and rewriting, but the department received only the final drafts.
On Friday, May 8, 2009, ten composition teachers, including two adjunct writing teachers and eight graduate assistants, met to conduct a reading of the essays collected. They began by discussing the criteria for the reading to ensure the reader' expectations were as closely aligned as possible. Once this discussion had taken place, essays were distributed to the readers, who were to assess each essay on a scale of one to four, with four being the highest score possible. Each essay was read twice, and the two scores were then added to give a final mark. Thus, a final mark on any given paper could range from two (the lowest possible score) to eight (the highest). An essay with a final mark of five or higher would be deemed acceptable, that is, as showing the writer's competence at the college freshman level of writing abilities.
Once the final results of this assessment process were tabulated, the Department determined that 71% (24 of 34) of the essays read were scored at five or higher. The Department's initial criterion was that 75% of the essays read would be rated at five or higher; thus the department did not meet this criterion. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). While the Department did not fully satisfy this objective, it did see progress to that end, in that it had a 68% pass rate in Fall 2007, so the Department saw an increase of three percentage points.
Action
Actions For Core Curriculum Component I
While the English Department is disappointed that it did not meet its Criterion, it is pleased to see that the pass rate has increased from the previous year. This indicates that, while students taking classes within Core are not yet performing at the higher standard established for them by the Department, they are making good progress towards this end. To ensure that its students continue to make good progress, the English Department will look for strategies to specifically address those areas identified as being weakest by the assessment.
Objective
Objective 4 - Students Will Be Able To Participate Effectively In Groups With Emphasis On Listening, Critical And Reflective Thinking, And Responding
Students taking classes within Core Curriculum Area 1 will satisfy Objective 4 of the THECB's Exemplary Learning Objectives for this component by being able to participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
Indicator
ENG 165 End Of Semester Essay
The final essay for ENG 165, Composition II, will be the document collected for the purpose of determining relevant student progress on this objective. This essay is a researched argument that requires the writer (a) to identify and explore a problem, (b) to explore various solutions to the problem, and (c) to argue for the solution the writer feels would best solve the problem. The assignment requires students to conduct independent research and to document the sources they use in their writing using either MLA or APA style. Coming at the end of the second semester of our two-semester sequence of freshman composition, the essay is the most comprehensive of the papers students write in ENG 164 and 165; thus, it should provide a writing sample that best addresses the Objective.
The specific prompt students were to have responded was found in "The Longwood Guide to Writing," Second Custom Edition, (Lunsford and Bridges, Boston: Pearson Longman, 2008):
"Identify a problem, something that bothers you. Explore it, and offer a possible solution. The first part of your job is to identify a specific problem, define it clearly, and explore its implications. The second part is to consider potential solutions, evaluate those solutions, and then make an argeument for the one you think is best. (555)
A total of 530 students are enrolled in Eng 165. To collect a random sample the English Department can collect a paper from every fourth, every fifth, or every tenth student. Every fourth student would generate a total of 132 essays to be scored, every fifth student a total of 106 essays, every tenth a total of 53. The Department would prefer the last of these. However, if 10% is not deemed enough of a representative sample, the Department will collect the essays needed to make the assessment reliable.
The sampled essays will be scored holistically. That is, clean (unmarked) essays will be read by a selected group of English faculty, including the five faculty who constitute the Department's Undergraduate Studies Committee. In addition, supporting materials (e.g., prewriting and various drafts) will be collected for examination. The Faculty serving as readers will be trained by the Department Chair, who has credentials in teaching composition and has conducted several holistic scorings in writing classes both at SHSU and at New Mexico State University. The scoring system involves the following.
A. When the samples are collected, the Chair will survey them to identify writing samples from weaker to stronger for use in a norming session. This session will serve as training, so that faculty readers are grounded in the process and reach a consensus on the traits of a successful essay. A rubric will be used in this norming process.
B. Scoring will be on a 4-point scale, with a score of 4 the highest possible to attain. Two faculty will read each essay independently, and their scores will be added to yield a total, with the possible final scores ranging from 8 to 2 (highest to lowest). A final score of 5 or higher will be a passing score. A score of 7 or 8 will indicate an excellent essay; a score of 5 or 6 will indicate an acceptable essay; a score of 4 or less will indicate an unacceptable essay.
C. Reliability of the two scores will be assumed when both scores are congruent, that is, when they are within 1 mark of each other. For example, a score of 6 that would be seen as reliable would mean both readers marked the essay a 3. A reliable score of 5 would mean that on e reader assessed the essay as a 3 while the other reader assessed it as a 2. Should the individual scores not be congruent - e.g., a 4 and a 1, a 3 and a 1, a 4 and a 2 - the essay will be referred to a third reader. If that third reader agreeswith the higher score, the essay will be certified as acceptable or excellent; if the reader agrees with the lower score, the essay will be certified as unacceptable.
Criterion
75% Or More Of Sampled ENG 165 Essays Rated Acceptable Or Excellent
The Department will consider the objective successfully satisfied if 75% of the essays scored will be assessed as acceptable or excellent; that is, 75 will be scored a 5 or higher in the holistic scoring.
Finding
71% Or More Of Sampled ENG 165 Essays Rated Acceptable Or Excellent
During the final week of the Fall 2008 semester, the English Department collected a total of 34 essays from ENG 135 students. The essay collected was E-4, a researched argument grounded in a problem/solution framework. That is the student was to identify a problem, consider possible solutions, and then make an argument for the best solution, will all of this work supported by research. 10 additional essays were collected by the Department, but they did not meet the criteria that was requested from the instructors, so they were not included in the reading. That is, they had been asked for the entire student packet, showing all prewriting and rewriting, but the department received only the final drafts.
On Friday, May 8, 2009, ten composition teachers, including two adjunct writing teachers and eight graduate assistants, met to conduct a reading of the essays collected. They began by discussing the criteria for the reading to ensure the reader' expectations were as closely aligned as possible. Once this discussion had taken place, essays were distributed to the readers, who were to assess each essay on a scale of one to four, with four being the highest score possible. Each essay was read twice, and the two scores were then added to give a final mark. Thus, a final mark on any given paper could range from two (the lowest possible score) to eight (the highest). An essay with a final mark of five or higher would be deemed acceptable, that is, as showing the writer's competence at the college freshman level of writing abilities.
Once the final results of this assessment process were tabulated, the Department determined that 71% (24 of 34) of the essays read were scored at five or higher. The Department's initial criterion was that 75% of the essays read would be rated at five or higher; thus the department did not meet this criterion. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). While the Department did not fully satisfy this objective, it did see progress to that end, in that it had a 68% pass rate in Fall 2007, so the Department saw an increase of three percentage points.
Action
Actions For Core Curriculum Component I
While the English Department is disappointed that it did not meet its Criterion, it is pleased to see that the pass rate has increased from the previous year. This indicates that, while students taking classes within Core are not yet performing at the higher standard established for them by the Department, they are making good progress towards this end. To ensure that its students continue to make good progress, the English Department will look for strategies to specifically address those areas identified as being weakest by the assessment.
Objective
Objective 5 - Students Will Understand And Apply Basic Principles Of Critical Thinking, Problem Solving, And Technical Proficiency
Students taking classes within Core Curriculum Area 1 will satisfy Objective 5 of the THECB's Exemplary Learning Objectives for this component by understanding and applying basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument.
Indicator
ENG 165 End Of Semester Essay
The final essay for ENG 165, Composition II, will be the document collected for the purpose of determining relevant student progress on this objective. This essay is a researched argument that requires the writer (a) to identify and explore a problem, (b) to explore various solutions to the problem, and (c) to argue for the solution the writer feels would best solve the problem. The assignment requires students to conduct independent research and to document the sources they use in their writing using either MLA or APA style. Coming at the end of the second semester of our two-semester sequence of freshman composition, the essay is the most comprehensive of the papers students write in ENG 164 and 165; thus, it should provide a writing sample that best addresses the Objective.
The specific prompt students were to have responded was found in "The Longwood Guide to Writing," Second Custom Edition, (Lunsford and Bridges, Boston: Pearson Longman, 2008):
"Identify a problem, something that bothers you. Explore it, and offer a possible solution. The first part of your job is to identify a specific problem, define it clearly, and explore its implications. The second part is to consider potential solutions, evaluate those solutions, and then make an argeument for the one you think is best. (555)
A total of 530 students are enrolled in Eng 165. To collect a random sample the English Department can collect a paper from every fourth, every fifth, or every tenth student. Every fourth student would generate a total of 132 essays to be scored, every fifth student a total of 106 essays, every tenth a total of 53. The Department would prefer the last of these. However, if 10% is not deemed enough of a representative sample, the Department will collect the essays needed to make the assessment reliable.
The sampled essays will be scored holistically. That is, clean (unmarked) essays will be read by a selected group of English faculty, including the five faculty who constitute the Department's Undergraduate Studies Committee. In addition, supporting materials (e.g., prewriting and various drafts) will be collected for examination. The Faculty serving as readers will be trained by the Department Chair, who has credentials in teaching composition and has conducted several holistic scorings in writing classes both at SHSU and at New Mexico State University. The scoring system involves the following.
A. When the samples are collected, the Chair will survey them to identify writing samples from weaker to stronger for use in a norming session. This session will serve as training, so that faculty readers are grounded in the process and reach a consensus on the traits of a successful essay. A rubric will be used in this norming process.
B. Scoring will be on a 4-point scale, with a score of 4 the highest possible to attain. Two faculty will read each essay independently, and their scores will be added to yield a total, with the possible final scores ranging from 8 to 2 (highest to lowest). A final score of 5 or higher will be a passing score. A score of 7 or 8 will indicate an excellent essay; a score of 5 or 6 will indicate an acceptable essay; a score of 4 or less will indicate an unacceptable essay.
C. Reliability of the two scores will be assumed when both scores are congruent, that is, when they are within 1 mark of each other. For example, a score of 6 that would be seen as reliable would mean both readers marked the essay a 3. A reliable score of 5 would mean that on e reader assessed the essay as a 3 while the other reader assessed it as a 2. Should the individual scores not be congruent - e.g., a 4 and a 1, a 3 and a 1, a 4 and a 2 - the essay will be referred to a third reader. If that third reader agreeswith the higher score, the essay will be certified as acceptable or excellent; if the reader agrees with the lower score, the essay will be certified as unacceptable.
Criterion
75% Or More Of Sampled ENG 165 Essays Rated Acceptable Or Excellent
The Department will consider the objective successfully satisfied if 75% of the essays scored will be assessed as acceptable or excellent; that is, 75 will be scored a 5 or higher in the holistic scoring.
Finding
71% Or More Of Sampled ENG 165 Essays Rated Acceptable Or Excellent
During the final week of the Fall 2008 semester, the English Department collected a total of 34 essays from ENG 135 students. The essay collected was E-4, a researched argument grounded in a problem/solution framework. That is the student was to identify a problem, consider possible solutions, and then make an argument for the best solution, will all of this work supported by research. 10 additional essays were collected by the Department, but they did not meet the criteria that was requested from the instructors, so they were not included in the reading. That is, they had been asked for the entire student packet, showing all prewriting and rewriting, but the department received only the final drafts.
On Friday, May 8, 2009, ten composition teachers, including two adjunct writing teachers and eight graduate assistants, met to conduct a reading of the essays collected. They began by discussing the criteria for the reading to ensure the reader' expectations were as closely aligned as possible. Once this discussion had taken place, essays were distributed to the readers, who were to assess each essay on a scale of one to four, with four being the highest score possible. Each essay was read twice, and the two scores were then added to give a final mark. Thus, a final mark on any given paper could range from two (the lowest possible score) to eight (the highest). An essay with a final mark of five or higher would be deemed acceptable, that is, as showing the writer's competence at the college freshman level of writing abilities.
Once the final results of this assessment process were tabulated, the Department determined that 71% (24 of 34) of the essays read were scored at five or higher. The Department's initial criterion was that 75% of the essays read would be rated at five or higher; thus the department did not meet this criterion. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). While the Department did not fully satisfy this objective, it did see progress to that end, in that it had a 68% pass rate in Fall 2007, so the Department saw an increase of three percentage points.
Action
Actions For Core Curriculum Component I
While the English Department is disappointed that it did not meet its Criterion, it is pleased to see that the pass rate has increased from the previous year. This indicates that, while students taking classes within Core are not yet performing at the higher standard established for them by the Department, they are making good progress towards this end. To ensure that its students continue to make good progress, the English Department will look for strategies to specifically address those areas identified as being weakest by the assessment.
Objective
Objective 6 - Students Will Develop The Ability To Research And Write A Documented Paper And/or To Give An Oral Presentation
Students taking classes within Core Curriculum Area 1 will satisfy Objective 6 of the THECB's Exemplary Learning Objectives for this component by developing the ability to research and write a documented paper and/or to give an oral presentation.
Indicator
ENG 165 End Of Semester Essay
The final essay for ENG 165, Composition II, will be the document collected for the purpose of determining relevant student progress on this objective. This essay is a researched argument that requires the writer (a) to identify and explore a problem, (b) to explore various solutions to the problem, and (c) to argue for the solution the writer feels would best solve the problem. The assignment requires students to conduct independent research and to document the sources they use in their writing using either MLA or APA style. Coming at the end of the second semester of our two-semester sequence of freshman composition, the essay is the most comprehensive of the papers students write in ENG 164 and 165; thus, it should provide a writing sample that best addresses the Objective.
The specific prompt students were to have responded was found in "The Longwood Guide to Writing," Second Custom Edition, (Lunsford and Bridges, Boston: Pearson Longman, 2008):
"Identify a problem, something that bothers you. Explore it, and offer a possible solution. The first part of your job is to identify a specific problem, define it clearly, and explore its implications. The second part is to consider potential solutions, evaluate those solutions, and then make an argeument for the one you think is best. (555)
A total of 530 students are enrolled in Eng 165. To collect a random sample the English Department can collect a paper from every fourth, every fifth, or every tenth student. Every fourth student would generate a total of 132 essays to be scored, every fifth student a total of 106 essays, every tenth a total of 53. The Department would prefer the last of these. However, if 10% is not deemed enough of a representative sample, the Department will collect the essays needed to make the assessment reliable.
The sampled essays will be scored holistically. That is, clean (unmarked) essays will be read by a selected group of English faculty, including the five faculty who constitute the Department's Undergraduate Studies Committee. In addition, supporting materials (e.g., prewriting and various drafts) will be collected for examination. The Faculty serving as readers will be trained by the Department Chair, who has credentials in teaching composition and has conducted several holistic scorings in writing classes both at SHSU and at New Mexico State University. The scoring system involves the following.
A. When the samples are collected, the Chair will survey them to identify writing samples from weaker to stronger for use in a norming session. This session will serve as training, so that faculty readers are grounded in the process and reach a consensus on the traits of a successful essay. A rubric will be used in this norming process.
B. Scoring will be on a 4-point scale, with a score of 4 the highest possible to attain. Two faculty will read each essay independently, and their scores will be added to yield a total, with the possible final scores ranging from 8 to 2 (highest to lowest). A final score of 5 or higher will be a passing score. A score of 7 or 8 will indicate an excellent essay; a score of 5 or 6 will indicate an acceptable essay; a score of 4 or less will indicate an unacceptable essay.
C. Reliability of the two scores will be assumed when both scores are congruent, that is, when they are within 1 mark of each other. For example, a score of 6 that would be seen as reliable would mean both readers marked the essay a 3. A reliable score of 5 would mean that on e reader assessed the essay as a 3 while the other reader assessed it as a 2. Should the individual scores not be congruent - e.g., a 4 and a 1, a 3 and a 1, a 4 and a 2 - the essay will be referred to a third reader. If that third reader agreeswith the higher score, the essay will be certified as acceptable or excellent; if the reader agrees with the lower score, the essay will be certified as unacceptable.
Criterion
75% Or More Of Sampled ENG 165 Essays Rated Acceptable Or Excellent
The Department will consider the objective successfully satisfied if 75% of the essays scored will be assessed as acceptable or excellent; that is, 75 will be scored a 5 or higher in the holistic scoring.
Finding
71% Or More Of Sampled ENG 165 Essays Rated Acceptable Or Excellent
During the final week of the Fall 2008 semester, the English Department collected a total of 34 essays from ENG 135 students. The essay collected was E-4, a researched argument grounded in a problem/solution framework. That is the student was to identify a problem, consider possible solutions, and then make an argument for the best solution, will all of this work supported by research. 10 additional essays were collected by the Department, but they did not meet the criteria that was requested from the instructors, so they were not included in the reading. That is, they had been asked for the entire student packet, showing all prewriting and rewriting, but the department received only the final drafts.
On Friday, May 8, 2009, ten composition teachers, including two adjunct writing teachers and eight graduate assistants, met to conduct a reading of the essays collected. They began by discussing the criteria for the reading to ensure the reader' expectations were as closely aligned as possible. Once this discussion had taken place, essays were distributed to the readers, who were to assess each essay on a scale of one to four, with four being the highest score possible. Each essay was read twice, and the two scores were then added to give a final mark. Thus, a final mark on any given paper could range from two (the lowest possible score) to eight (the highest). An essay with a final mark of five or higher would be deemed acceptable, that is, as showing the writer's competence at the college freshman level of writing abilities.
Once the final results of this assessment process were tabulated, the Department determined that 71% (24 of 34) of the essays read were scored at five or higher. The Department's initial criterion was that 75% of the essays read would be rated at five or higher; thus the department did not meet this criterion. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). While the Department did not fully satisfy this objective, it did see progress to that end, in that it had a 68% pass rate in Fall 2007, so the Department saw an increase of three percentage points.
Action
Actions For Core Curriculum Component I
While the English Department is disappointed that it did not meet its Criterion, it is pleased to see that the pass rate has increased from the previous year. This indicates that, while students taking classes within Core are not yet performing at the higher standard established for them by the Department, they are making good progress towards this end. To ensure that its students continue to make good progress, the English Department will look for strategies to specifically address those areas identified as being weakest by the assessment.
Goal
Provide A Quality Core Curriculum (Core Curriculum Component 5 - Social And Behavioral Sciences)
Sam Houston State University will continue to provide the highest quality Core Curriculum courses to its students, thus ensuring that they are receiving the proper knowledge and instruction in the areas of Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency, and Computer Literacy.
At SHSU, the Core Curriculum is divided into six components; Component Area 1 - Communication, Component Area 2 - Mathematics, Component Area 3 - Natural Sciences, Component Area 4 - Humanities and Visual and Performing Arts, Component Area 5 - Social and Behavioral Sciences, Component Area 6 - Institutionally Designated Option. Within each of these Core Curriculum Component Areas, the Texas Higher Education Board has outlined Exemplary Learning Objectives, which must be evaluated and satisfied in order to assure that students are leaving the institution with the proper core knowledge and skills.
for 2008-2009, SHSU has decided to evaluate its efforts and success within Core Curriculum Component 5 - Social and Behavioral Sciences.
Objective
Objective 1 - Students Will Demonstrate The Knowledge And Skills Necessary To Investigate The Human Condition
Students taking classes within Core Curriculum Component 5, will satisfy Objective 1 of the THECB's Exemplary Learning Objectives for this component by being able to demonstrate the knowledge and skills necessary to employ the appropriate methods, technologies, and data that social and behavioral scientists used to investigate the human condition.
Indicator
PHL 262 Pre-to-Post Examination
Philosophy 262 (Critical Thinking) covers the basics of the logic of hypothesis testing, generalizing on the basis of samples, and the design of experiments in addition to treating of classical fallacies in public discourse such as Ad hominem, Begging the Question, and Straw Man. In order to measure student learning, there will be in each section of PHL 262 a pre-to-post test using the Texas Assessment of Critical Thinking Skills (TACTS). If the same students who took the pret-test show a net gain in their score, then the course meets this objective. The TACTS has been subjected to extensive validation studies comparing students' scores on it with other nationally recognized tests of critical thinking skills, and with items such as GPA. It was developed as an aid to the College of Business in their work of reaffirmation and accreditation by the AACSB.
Criterion
Statistically Significant Net Gain From Pre-to-Post
This objective will be satisfied if the sampled students show a significant net gain on their pre-to-post TACTS scores.
Finding
Statistically Significant Increase In TACTS Scores, Pre-to-Post
In both the fall and spring semesters of the 2008-2009 academic year, student progress was measured using the TACTS. Combining Fall and Spring, 365 students took the pre-test while 340 took the post test. 300 students took both pre and post tests. Among students who took both tests, the pre-test measure was an average of 8.17 items answered correctly while the post-test measure was 14.07. The improvement of 5.9 items was statistically significant with a p-value less than .05.
Indicator
SCM (COM) 286 Departmental End Of Semester Exam (Sub-Scale 1)
5 questions, covering knowledge that should be known by any student upon completing SCM 286, will be embedded into the Final Exam taken by students in the course. By answering at least three of the 5 questions correctly, the student will demonstrate a sufficient level of knowledge of the subject.
Criterion
60% Class Average On Embedded SCM 286 Final Exam Questions (Sub-Scale 1)
The objective will be considered successfully achieved if at least 60% of the students completing the questions embedded into the Final Exam of SCM 286 answer at least three of the five questions correctly.
Finding
75% Class Average On Embedded SCM 286 Final Exam Questions (Sub-Scale 1)
Upon review of the results from the embedded questions in the SCM 286 Final Exams, it was determined that the class average for the 5 questions was 75%. Given this information, the department determined that its students were not only meeting the standard expected of them, but were exceeding it.
Indicator
SOC 131 Departmental End Of Semester Examination
5 questions, covering knowledge that should be known by any student upon completing SOC 131, will be embedded into the Final Exam taken by students in the course. By answering at least three of the five questions correctly, the student will demonstrate a sufficient knowledge of the subject.
Criterion
60% Of Students Will Answer Three Or More Questions Embedded Into SOC 131 Final Exam Correctly
The objective will be considered successfully achieved if at least 60% of the students completing the questions embedded into the Final Exam of SOC 131 answer at least three of the five questions correctly.
Finding
97.3% Of Students Answered Three Or More Questions Correctly
Altogether, one hundred and eighty-seven SOC 131 students were tested using the designed instrument. Upon review of the results from the questions embedded in the Final Exam's of students taking SOC 131, it was determined that 97.3% (182/187) of the students tested answered three or more of the questions correctly. Given this information, the department determined that its students were not only meeting the standard expected of them, but were greatly exceeding it.
Indicator
SOC 264 Extra Credit Writing Assignment
Students taking SOC 264 will be given an assignment which will serve to measure their progress on the relevant learning objectives. To encourage their best efforts on the assignment, the students will be informed that by completing it successfully they will be able to earn 5 extra credit points for their third exam. To complete the assignment, the students will watch the film, "The Heart of the Nation," from which they will have to identify the central values of the three societies discussed in the film and then write a brief essay describing how these values are manifested in several major institutions in respective societies. These essays will be scored on a scale of 1-5, with a score of 3 or higher being deemed acceptable.
Criterion
60% Of Students Will Score Three Or Higher On The Extra Credit Writing Assignment
The objective will be considered successfully achieved if at least 60% of the students completing the extra credit writing assignment score a three or higher with their essays.
Finding
100% Of Students Scored A 3 Or Higher
A total of 20 of the 35 students enrolled in SOC 264 watched the video and completed the extra credit assignment. Upon review of the 20 completed essays, it was determined that 100% of the students scored a three or higher. Sixteen students scored a 5, two students scored a 4, and two students scored a three. Given this information, the department determined that its students were not only meeting the standard expected of them, but were greatly exceeding it.
Indicator
ECO 233 End Of Semester Exam
The Economics Department designed ten questions which were embedded into the final, comprehensive exam given to two sections of Principles of Microeconomics (ECO 233). For comparison purposes, the questions and answer choices were identical to those given in the Fall 2007 assessment; although, the material addressed in three of the questions was not covered by the instructor this semester. These questions were designed to cover a broad range of general microeconomics topics, such as:
Understanding Opportunity Costs.
Understanding the "Invisible Hand" of Prices and the Market System.
Identifying the Basic Institutional Framework of the U.S. Economy.
Assessing the Increasing Integration of the Global Economy.
Criterion
60% Class Average On Embedded ECO 233 Questions
The objective will be considered successfully achieved if the class average for the 10 embedded exam questions is at 60% or higher.
Finding
53% Class Average For Embedded ECO 233 Questions
At total of 63 students, in two ECO 233 Sections, completed the ten embedded questions. Upon a review of the results the department determined that, overall, the class average was 5.3, or 53%. As such, the department did not meet its criteria of 60%.
The correct response was chosen more than 70% of the time for four of the questions (questions 1, 3, 5, and 6). The correct response was chosen approximately half of the time for two questions. For the remaining four questions, the correct response was chosen roughly 25% of the time, or less-no better than random guessing. This includes two questions addressing material the instructor did not cover (questions 4 and 8) and two other questions which also had a low number or correct responses on the Fall 07 assessment (questions 7 and 9).
Indicator
ECO 234 End Of Semester Exam
The Economics Department designed ten questions which were embedded into the final exam given to two sections of Principles of Macroeconomics (ECO 234) in both the Fall and Spring Semesters. The total scores from each semester will be combined together to create an overall average. These ten questions were designed to cover a broad range of general macroeconomic topics, such as:
The concept of Gross Domestic Product (GDP) and its main components.
The difference between real and nominal GDP.
Unemployment statistics and measurement.
The importance of the financial system as a manager of risk and allocator of savings and the role of interest rate.
The concept of productivity and how it determines the long-run growth of the economy.
Functions of money, money supply, and monetary policy. The role of the Federal Reserve.
Fiscal policy and the role of government.
Aggregate demand, aggregate supply and policy making.
Short-run growth and business cycles.
Measurement of inflation.
Short-run relationship between inflation and unemployment.
Criterion
60% Class Average For Embedded Eco 234 Questions
The objective will be considered successfully achieved if the class average for the 10 embedded exam questions is at 60% or higher.
Finding
59% Class Average For Embedded ECO 234 Questions
A total of 54 students, in two ECO 234 Sections, completed the ten embedded questions in Fall 2008 and. Upon a review of the results, the department determined that for that semester the class average was a 5.7, or 57%. For Fall 2009, a total of 32 students completed the ten embedded questions. Upon review of the results, the department determined that the class average for that semester was 6, or 60%. When combined, the overall class average for both semesters was 59%. As such, while the department did meet the criterion for the Spring semester, the department did not meet its criterion of 60%.
In the Fall, only five of the ten questions received a "passing" response rate (at least 60% of respondents answering the question correctly). Additionally, of the ten questions, question 5 was the most frequently missed question, with only 40.7% of students answering it correctly. Specifically, question 5 focused on important Economic theories such as Fiscal policy and the role of government; aggregate demand, aggregate supply and policy making; and short-run growth and business cycles.
In the Spring, only four of the ten questions received a "passing" response rate, and questions 5 and 7 were the most frequently missed, with only 46.9% of the students answering each of them correctly. Question 7 focused on important Economic theories, such as unemployment statistics and measurement, short-run growth and business cycles, and the short-run relationship between inflation and unemployment.
Indicator
PSY 131 Departmental End Of Semester Examination (Sub-Scale 1)
The Psychology Department developed a 15 questions, which were embedded into the final exams given to students taking PSY 131 in both the fall and spring semesters, for use in conducting student learning outcomes assessment for three specific objectives. In regards to this specific Objective, a sub-scale of 5 questions was used. These questions were designed to determine the students relevant progress on this objective. The scores from the Fall and Spring will be combined together and analyzed to determine whether the Department is successfully meeting its objective in this area.
Criterion
60% Class Average For Embedded PSY 131 Questions (Sub-Scale 1)
The objective will be considered successfully achieved if the combined Fall and Spring class averages for the 5 embedded exam questions is 60% or higher.
Finding
63.8% Class Average For Embedded PSY 131 Questions (Sub-Scale 1)
For 2008-2009 the PSY 131 instrument was given to a total of 20 PSY 131 class sections (11 in the Fall and 9 in the Spring)and was completed by 602 students. Upon review of the results, the department determined that the overall class average was 63.8% (64.7% for the Fall and 62.7% for the Spring). As such, the department meet its criterion of a 60% class average for the five embedded questions, thus indicating that its students are make sufficient progress on the relevant objective.
Indicator
PSY 289 Departmental End Of Semester Examination (Sub-Scale 1)
The Psychology Department developed 15 questions, which were embedded into the final exams given to students taking PSY 289 in both the fall and spring semesters, for use in conducting student learning outcomes assessment for three specific objectives. In regards to this specific Objective, a sub-scale of 5 questions was used. These questions were designed to determine the students relevant progress on this objective. The scores from the Fall and Spring will be combined together and analyzed to determine whether the Department is successfully meeting its objective in this area.
Criterion
60% Class Average For Embedded PSY 289 Questions (Sub-Scale 1)
The objective will be considered successfully achieved if the combined Fall and Spring class averages for the 5 embedded exam questions is 60% or higher.
Finding
65.4% Class Average For Embedded PSY 289 Questions (Sub-Scale 1)
For 2008-2009 the PSY 289 instrument was given to a total of 4 PSY 289 class sections (2 in the Fall and 2 in the Spring)and was completed by 208 students. Upon review of the results, the department determined that the overall class average was 65.4% (70.2% for the Fall and 60.6% for the Spring). As such, the department met its criterion of a 60% class average for the five embedded questions, thus indicating that its students are make sufficient progress on the relevant objective.
Action
Actions For Core Curriculm Component V: Objective 1
It would appear from these findings that the University Core Curriculum is approaching the goal of meeting this Objective 1. In all cases, except for one, of those reporting, the criterion was met. For a more adequate assessment next year it is recommended that the departments addressing this Objective arrive at a standardized method of assessment, scoring, and perhaps consider raising the criterion from 60% to 70% correct for the items used in the various tests. It could be argued that 60%, though passing, in most classes would earn the grade of D. We should strive for at least a grade of C.
Objective
Objective 2 - Students Will Examine Social Institutionas And Processes Across A Range Of Historical Periods, Social Structures And Cultures
Students taking classes within Core Curriculum Component 5 will satisfy Objective 2 of the THECB's Exemplary Learning Objectives for this component by being able to demonstrate the knowledge and skills necessary to examine social institutions and processes across a range of historical periods, social structures, and cultures.
Indicator
SCM (COM) 286 Departmental End Of Semester Exam (Sub-Scale 2)
5 questions, covering knowledge that should be known by any student upon completing SCM 286, will be embedded into the Final Exam taken by students in the course. By answering at least three of the 5 questions correctly, the student will demonstrate a sufficient level of knowledge of the subject.
Criterion
60% Class Average On Embedded SCM 286 Final Exam Questions (Sub-Scale 2)
The objective will be considered successfully achieved if at least 60% of the students completing the questions embedded into the Final Exam of SCM 286 answer at least three of the five questions correctly.
Finding
65% Class Average On Embedded SCM 286 Final Exam Questions (Sub-Scale 2)
Upon review of the results from the embedded questions in the SCM 286 Final Exams, it was determined that the class average for the 5 questions was 65%. Given this information, the department determined that its students were not only meeting the standard expected of them, but were exceeding it.
Indicator
SOC 131 Departmental End Of Semester Examination
5 questions, covering knowledge that should be known by any student upon completing SOC 131, will be embedded into the Final Exam taken by students in the course. By answering at least three of the five questions correctly, the student will demonstrate a sufficient knowledge of the subject.
Criterion
60% Of Students Will Answer Three Or More Questions Embedded Into SOC 131 Final Exam Correctly
The objective will be considered successfully achieved if at least 60% of the students completing the questions embedded into the Final Exam of SOC 131 answer at least three of the five questions correctly.
Finding
97.3% Of Students Answered Three Or More Questions Correctly
Altogether, one hundred and eighty-seven SOC 131 students were tested using the designed instrument. Upon review of the results from the questions embedded in the Final Exam's of students taking SOC 131, it was determined that 97.3% (182/187) of the students tested answered three or more of the questions correctly. Given this information, the department determined that its students were not only meeting the standard expected of them, but were greatly exceeding it.
Indicator
SOC 264 Extra Credit Writing Assignment
Students taking SOC 264 will be given an assignment which will serve to measure their progress on the relevant learning objectives. To encourage their best efforts on the assignment, the students will be informed that by completing it successfully they will be able to earn 5 extra credit points for their third exam. To complete the assignment, the students will watch the film, "The Heart of the Nation," from which they will have to identify the central values of the three societies discussed in the film and then write a brief essay describing how these values are manifested in several major institutions in respective societies. These essays will be scored on a scale of 1-5, with a score of 3 or higher being deemed acceptable.
Criterion
60% Of Students Will Score Three Or Higher On The Extra Credit Writing Assignment
The objective will be considered successfully achieved if at least 60% of the students completing the extra credit writing assignment score a three or higher with their essays.
Finding
100% Of Students Scored A 3 Or Higher
A total of 20 of the 35 students enrolled in SOC 264 watched the video and completed the extra credit assignment. Upon review of the 20 completed essays, it was determined that 100% of the students scored a three or higher. Sixteen students scored a 5, two students scored a 4, and two students scored a three. Given this information, the department determined that its students were not only meeting the standard expected of them, but were greatly exceeding it.
Action
Actions For Core Curriculum Component V: Objective 2
Once again, it would appear from these findings that the University Core Curriculum is meeting the goal for Objective 2. In all reported cases the criterion was met and then some. To more adequately assess the objective next year, it is recommended that the departments standardize the method for assessing and scoring the criterion. The departments may wish to consider raising the criterion since below 70% would typically indicate below average.
Objective
Objective 3 - Students Will Demonstrate The Knowledge And Skills Necessary To Use And Critque Alternative Explanatory Systems Or Theories
Students taking classes within Core Curriculum Component 5 will satisfy Objective 3 of the THECB's Exemplary Learning Objectives for this component by being able to demonstrate the knowledge and skills necessary for them to use and critique alternative explanatory systems or theories.
Indicator
SOC 131 Departmental End Of Semester Examination
5 questions, covering knowledge that should be known by any student upon completing SOC 131, will be embedded into the Final Exam taken by students in the course. By answering at least three of the five questions correctly, the student will demonstrate a sufficient knowledge of the subject.
Criterion
60% Of Students Will Answer Three Or More Questions Embedded Into SOC 131 Final Exam Correctly
The objective will be considered successfully achieved if at least 60% of the students completing the questions embedded into the Final Exam of SOC 131 answer at least three of the five questions correctly.
Finding
97.3% Of Students Answered Three Or More Questions Correctly
Altogether, one hundred and eighty-seven SOC 131 students were tested using the designed instrument. Upon review of the results from the questions embedded in the Final Exam's of students taking SOC 131, it was determined that 97.3% (182/187) of the students tested answered three or more of the questions correctly. Given this information, the department determined that its students were not only meeting the standard expected of them, but were greatly exceeding it.
Indicator
SOC 264 Extra Credit Writing Assignment
Students taking SOC 264 will be given an assignment which will serve to measure their progress on the relevant learning objectives. To encourage their best efforts on the assignment, the students will be informed that by completing it successfully they will be able to earn 5 extra credit points for their third exam. To complete the assignment, the students will watch the film, "The Heart of the Nation," from which they will have to identify the central values of the three societies discussed in the film and then write a brief essay describing how these values are manifested in several major institutions in respective societies. These essays will be scored on a scale of 1-5, with a score of 3 or higher being deemed acceptable.
Criterion
60% Of Students Will Score Three Or Higher On The Extra Credit Writing Assignment
The objective will be considered successfully achieved if at least 60% of the students completing the extra credit writing assignment score a three or higher with their essays.
Finding
100% Of Students Scored A 3 Or Higher
A total of 20 of the 35 students enrolled in SOC 264 watched the video and completed the extra credit assignment. Upon review of the 20 completed essays, it was determined that 100% of the students scored a three or higher. Sixteen students scored a 5, two students scored a 4, and two students scored a three. Given this information, the department determined that its students were not only meeting the standard expected of them, but were greatly exceeding it.
Indicator
PSY 131 Departmental End Of Semester Examination (Sub-Scale 2)
The Psychology Department developed a 15 questions, which were embedded into the final exams given to students taking PSY 131 in both the fall and spring semesters, for use in conducting student learning outcomes assessment for three specific objectives. In regards to this specific Objective, a sub-scale of 5 questions was used. These questions were designed to determine the students relevant progress on this objective. The scores from the Fall and Spring will be combined together and analyzed to determine whether the Department is successfully meeting its objective in this area.
Criterion
60% Class Average For Embedded PSY 131 Questions (Sub-Scale 2)
The objective will be considered successfully achieved if the combined Fall and Spring class averages for the 5 embedded exam questions is 60% or higher.
Finding
25.1% Class Averavge For Embedded PSY 131 Questions (Sub-Scale 2)
For 2008-2009 the PSY 131 instrument was given to a total of 20 PSY 131 class sections (11 in the Fall and 9 in the Spring)and was completed by 602 students. Upon review of the results, the department determined that the overall class average was 25.1% (27.9% for the Fall and 21.9% for the Spring). As such, the department did not meet its criterion of a 60% class average for the five embedded questions, thus indicating that the department needs to continue to make improvements in this area.
Indicator
PSY 289 Departmental End Of Semester Examination (Sub-Scale 2)
The Psychology Department developed 15 questions, which were embedded into the final exams given to students taking PSY 289 in both the fall and spring semesters, for use in conducting student learning outcomes assessment for three specific objectives. In regards to this specific Objective, a sub-scale of 5 questions was used. These questions were designed to determine the students relevant progress on this objective. The scores from the Fall and Spring will be combined together and analyzed to determine whether the Department is successfully meeting its objective in this area.
Criterion
60% Class Average For Embedded PSY 289 Questions (Sub-Scale 2)
The objective will be considered successfully achieved if the combined Fall and Spring class averages for the 5 embedded exam questions is 60% or higher.
Finding
64.4% Class Average For Embedded PSY 289 Questions (Sub-Scale 2)
For 2008-2009 the PSY 289 instrument was given to a total of 4 PSY 289 class sections (2 in the Fall and 2 in the Spring)and was completed by 208 students. Upon review of the results, the department determined that the overall class average was 64.4% (79.8% for the Fall and 49% for the Spring). As such, while the department did not meet the criterion for the Spring semester alone, it did met its overall criterion of a 60% class average for the five embedded questions, thus indicating that, overall, its students are make sufficient progress on the relevant objective.
Action
Actions For Core Curriculum Component V: Objective 3
It would appear from these findings that the University Core Curriculum in most cases is approaching the goal of meeting this Objective 3. The PSY 131 results raise some questions about the learning outcome. The Psychology Department is standardizing the course curriculum for all introductory sections to ensure that the appropriate topics are adequately presented. Frequently, teaching assistants are the instructors, and closer supervision will be necessary to secure appropriate learning outcomes.
Objective
Objective 4 - Students Will Demonstrate An Ability To Devlop And Communicate Alternative Explanations Or Solutions For Contemporary Social Issues
Students taking classes within Core Curriculum Component 5 will satisfy Objective 4 of the THECB's Exemplary Learning Objectives for this component by being able to demonstrate the knowledge and skills necessary for them to be able to develop and communicate alternative explanations or solutions for contemporary social issues.
Indicator
SOC 131 Departmental End Of Semester Examination
5 questions, covering knowledge that should be known by any student upon completing SOC 131, will be embedded into the Final Exam taken by students in the course. By answering at least three of the five questions correctly, the student will demonstrate a sufficient knowledge of the subject.
Criterion
60% Of Students Will Answer Three Or More Questions Embedded Into SOC 131 Final Exam Correctly
The objective will be considered successfully achieved if at least 60% of the students completing the questions embedded into the Final Exam of SOC 131 answer at least three of the five questions correctly.
Finding
97.3% Of Students Answered Three Or More Questions Correctly
Altogether, one hundred and eighty-seven SOC 131 students were tested using the designed instrument. Upon review of the results from the questions embedded in the Final Exam's of students taking SOC 131, it was determined that 97.3% (182/187) of the students tested answered three or more of the questions correctly. Given this information, the department determined that its students were not only meeting the standard expected of them, but were greatly exceeding it.
Indicator
SOC 264 Extra Credit Writing Assignment
Students taking SOC 264 will be given an assignment which will serve to measure their progress on the relevant learning objectives. To encourage their best efforts on the assignment, the students will be informed that by completing it successfully they will be able to earn 5 extra credit points for their third exam. To complete the assignment, the students will watch the film, "The Heart of the Nation," from which they will have to identify the central values of the three societies discussed in the film and then write a brief essay describing how these values are manifested in several major institutions in respective societies. These essays will be scored on a scale of 1-5, with a score of 3 or higher being deemed acceptable.
Criterion
60% Of Students Will Score Three Or Higher On The Extra Credit Writing Assignment
The objective will be considered successfully achieved if at least 60% of the students completing the extra credit writing assignment score a three or higher with their essays.
Finding
100% Of Students Scored A 3 Or Higher
A total of 20 of the 35 students enrolled in SOC 264 watched the video and completed the extra credit assignment. Upon review of the 20 completed essays, it was determined that 100% of the students scored a three or higher. Sixteen students scored a 5, two students scored a 4, and two students scored a three. Given this information, the department determined that its students were not only meeting the standard expected of them, but were greatly exceeding it.
Indicator
ECO 233 End Of Semester Exam
The Economics Department designed ten questions which were embedded into the final, comprehensive exam given to two sections of Principles of Microeconomics (ECO 233). For comparison purposes, the questions and answer choices were identical to those given in the Fall 2007 assessment; although, the material addressed in three of the questions was not covered by the instructor this semester. These questions were designed to cover a broad range of general microeconomics topics, such as:
Understanding Opportunity Costs.
Understanding the "Invisible Hand" of Prices and the Market System.
Identifying the Basic Institutional Framework of the U.S. Economy.
Assessing the Increasing Integration of the Global Economy.
Criterion
60% Class Average On Embedded ECO 233 Questions
The objective will be considered successfully achieved if the class average for the 10 embedded exam questions is at 60% or higher.
Finding
53% Class Average For Embedded ECO 233 Questions
At total of 63 students, in two ECO 233 Sections, completed the ten embedded questions. Upon a review of the results the department determined that, overall, the class average was 5.3, or 53%. As such, the department did not meet its criteria of 60%.
The correct response was chosen more than 70% of the time for four of the questions (questions 1, 3, 5, and 6). The correct response was chosen approximately half of the time for two questions. For the remaining four questions, the correct response was chosen roughly 25% of the time, or less-no better than random guessing. This includes two questions addressing material the instructor did not cover (questions 4 and 8) and two other questions which also had a low number or correct responses on the Fall 07 assessment (questions 7 and 9).
Indicator
ECO 234 End Of Semester Exam
The Economics Department designed ten questions which were embedded into the final exam given to two sections of Principles of Macroeconomics (ECO 234) in both the Fall and Spring Semesters. The total scores from each semester will be combined together to create an overall average. These ten questions were designed to cover a broad range of general macroeconomic topics, such as:
The concept of Gross Domestic Product (GDP) and its main components.
The difference between real and nominal GDP.
Unemployment statistics and measurement.
The importance of the financial system as a manager of risk and allocator of savings and the role of interest rate.
The concept of productivity and how it determines the long-run growth of the economy.
Functions of money, money supply, and monetary policy. The role of the Federal Reserve.
Fiscal policy and the role of government.
Aggregate demand, aggregate supply and policy making.
Short-run growth and business cycles.
Measurement of inflation.
Short-run relationship between inflation and unemployment.
Criterion
60% Class Average For Embedded Eco 234 Questions
The objective will be considered successfully achieved if the class average for the 10 embedded exam questions is at 60% or higher.
Finding
59% Class Average For Embedded ECO 234 Questions
A total of 54 students, in two ECO 234 Sections, completed the ten embedded questions in Fall 2008 and. Upon a review of the results, the department determined that for that semester the class average was a 5.7, or 57%. For Fall 2009, a total of 32 students completed the ten embedded questions. Upon review of the results, the department determined that the class average for that semester was 6, or 60%. When combined, the overall class average for both semesters was 59%. As such, while the department did meet the criterion for the Spring semester, the department did not meet its criterion of 60%.
In the Fall, only five of the ten questions received a "passing" response rate (at least 60% of respondents answering the question correctly). Additionally, of the ten questions, question 5 was the most frequently missed question, with only 40.7% of students answering it correctly. Specifically, question 5 focused on important Economic theories such as Fiscal policy and the role of government; aggregate demand, aggregate supply and policy making; and short-run growth and business cycles.
In the Spring, only four of the ten questions received a "passing" response rate, and questions 5 and 7 were the most frequently missed, with only 46.9% of the students answering each of them correctly. Question 7 focused on important Economic theories, such as unemployment statistics and measurement, short-run growth and business cycles, and the short-run relationship between inflation and unemployment.
Action
Actions For Core Curriculum Component V: Objective 4
It would appear from these findings that the University Core Curriculum is close to meeting the objective, except in the ECO courses, which are close, yet have not quite reached the 60% goal. It is recommended that department assessments be standardized and that larger sample sizes be used for the assessment. Additionally, when weaker areas are identified, as the Economics Department has achieved, the weaker areas will be addressed more adequately.
Objective
Objective 5 - Students Will Demonstrate An Ability To Analyze The Effects Of Historical, Social, Political, Economic, Cultural, And Global Forces
Students taking classes within Core Curriculum Component 5 will satisfy Objective 5 of the THECB's Exemplary Learning Objectives for this component by being able to demonstrate the knowledge and skills necessary for them to be able to analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study.
Indicator
ECO 233 End Of Semester Exam
The Economics Department designed ten questions which were embedded into the final, comprehensive exam given to two sections of Principles of Microeconomics (ECO 233). For comparison purposes, the questions and answer choices were identical to those given in the Fall 2007 assessment; although, the material addressed in three of the questions was not covered by the instructor this semester. These questions were designed to cover a broad range of general microeconomics topics, such as:
Understanding Opportunity Costs.
Understanding the "Invisible Hand" of Prices and the Market System.
Identifying the Basic Institutional Framework of the U.S. Economy.
Assessing the Increasing Integration of the Global Economy.
Criterion
60% Class Average On Embedded ECO 233 Questions
The objective will be considered successfully achieved if the class average for the 10 embedded exam questions is at 60% or higher.
Finding
53% Class Average For Embedded ECO 233 Questions
At total of 63 students, in two ECO 233 Sections, completed the ten embedded questions. Upon a review of the results the department determined that, overall, the class average was 5.3, or 53%. As such, the department did not meet its criteria of 60%.
The correct response was chosen more than 70% of the time for four of the questions (questions 1, 3, 5, and 6). The correct response was chosen approximately half of the time for two questions. For the remaining four questions, the correct response was chosen roughly 25% of the time, or less-no better than random guessing. This includes two questions addressing material the instructor did not cover (questions 4 and 8) and two other questions which also had a low number or correct responses on the Fall 07 assessment (questions 7 and 9).
Indicator
ECO 234 End Of Semester Exam
The Economics Department designed ten questions which were embedded into the final exam given to two sections of Principles of Macroeconomics (ECO 234) in both the Fall and Spring Semesters. The total scores from each semester will be combined together to create an overall average. These ten questions were designed to cover a broad range of general macroeconomic topics, such as:
The concept of Gross Domestic Product (GDP) and its main components.
The difference between real and nominal GDP.
Unemployment statistics and measurement.
The importance of the financial system as a manager of risk and allocator of savings and the role of interest rate.
The concept of productivity and how it determines the long-run growth of the economy.
Functions of money, money supply, and monetary policy. The role of the Federal Reserve.
Fiscal policy and the role of government.
Aggregate demand, aggregate supply and policy making.
Short-run growth and business cycles.
Measurement of inflation.
Short-run relationship between inflation and unemployment.
Criterion
60% Class Average For Embedded Eco 234 Questions
The objective will be considered successfully achieved if the class average for the 10 embedded exam questions is at 60% or higher.
Finding
59% Class Average For Embedded ECO 234 Questions
A total of 54 students, in two ECO 234 Sections, completed the ten embedded questions in Fall 2008 and. Upon a review of the results, the department determined that for that semester the class average was a 5.7, or 57%. For Fall 2009, a total of 32 students completed the ten embedded questions. Upon review of the results, the department determined that the class average for that semester was 6, or 60%. When combined, the overall class average for both semesters was 59%. As such, while the department did meet the criterion for the Spring semester, the department did not meet its criterion of 60%.
In the Fall, only five of the ten questions received a "passing" response rate (at least 60% of respondents answering the question correctly). Additionally, of the ten questions, question 5 was the most frequently missed question, with only 40.7% of students answering it correctly. Specifically, question 5 focused on important Economic theories such as Fiscal policy and the role of government; aggregate demand, aggregate supply and policy making; and short-run growth and business cycles.
In the Spring, only four of the ten questions received a "passing" response rate, and questions 5 and 7 were the most frequently missed, with only 46.9% of the students answering each of them correctly. Question 7 focused on important Economic theories, such as unemployment statistics and measurement, short-run growth and business cycles, and the short-run relationship between inflation and unemployment.
Indicator
HIS 163 And HIS 164 Pre-to-Post Test Examination
A 25-item pre-and-post test assessing knowledge of US involvement in world affairs will be given to 20% of HIS 163 Students in the Fall Semester. The data from this sample of students will be collected and analyzed to measure the students' progress on the relevant objectives.
Criterion
20% Improvement, Pre-to-Post, For Students Taking HIS 163 And HIS 164
The history department will consider the objective satisfied, if the sample of HIS 163 students is able to demonstrate an improvement of 20%, or more, from their Pre-test to their Post-test scores.
Finding
Greater Than 20% Increase, Pre-to-Post, For Students Taking HIS 163 And HIS 164
During Fall 2008, US history survey classes that included 612 HIS 163 students and 156 HIS 164 students took pre and post tests on an instrument that was developed during a US Department of Education Teaching American History Grant to measure student understanding of traditional American history. The average SHSU student demonstrated progress during the semester by scoring over 20% higher on the post test than the pre-test. A cohort of Texas Service Center Region 5 and Region 6 history teachers who attended a summer Teaching American History institute at SHSU answered about 80% of the instrument questions correctly. With the average SHSU student answering about 61% of these questions correctly on the post-test, at the end of the semester SHSU US history students performed about 77% as well on these questions as this cohort of public school history instructors.
Action
Actions For Core Curriculum Component V: Objective 5
It would appear from these findings that the University Core Curriculum is struggling with meeting this objective in the ECO classes; however, the HIS classes met their objective. As previously stated, the Economics Department will attempt to address weaker areas identified this year and increase the sample size when possible.
Objective
Objective 6 - Students Will Demonstrate The Ability To Comprehend The Origins And Evolution Of The United States Political Systems
Students taking classes within Core Curriculum Component 5 will satisfy Objective 6 of the THECB's Exemplary Learning Objective for this component by being able to demonstrate the knowledge and skills necessary to successfully comprehend the origins and evolution of the United States and Texas political systems, with a focus on the growth of political institutions, the constitutions of the United States and Texas, federalism, civil liberties, and civil and human rights.
Indicator
POL 266 Pre-to-Post Examination
Students in POL 266 (Introduction to Public Administration) will complete a 15 question Pre-Test at the beginning of the semester and Post-Test at the end of the semester. The results from the two exams will be compared to determine if the students are making appropriate progress on the relevant student learning objectives.
Criterion
20%, Or Greater, Improvement Pre-to-Post For Students Taking POL 266
The Political Science Department will consider this objective satisfied if the students are able to demonstrate an improvement of 20%, or more, from their Pre-test to Post-test scores.
Finding
41% Increase, Pre-to-Post, For Students Taking POL 285
In Spring 2009, 24 students completed the Pre-to-Post Exam for POL 266. Upon a review of the results, the department determined that the Pre-test average was 41%, while the Post-test average was 82%. This represents an increase of 41%. This result greatly exceeds the departments criterion of a 20% increase, and indicates that the department is doing a good job of instructing POL 266 students in the relevant learning objectives.
Action
Actions For Core Curriculum Component V: Objective 6
It would appear from these findings that the University Core Curriculum is meeting the goal this objective. The recommendation, however, is that the sample size be increased.
Objective
Objective 7-Students Will Demonstrate The Knowledge And Skills Necessary To Understand The Evolution And Current Role Of The United State In The World
Students taking classes within Core Curriculum Component 5 will satisfy Objective 7 of the THECB's Exemplary Learning objectives for this component by being able to demonstrate the knowledge and skills necessary to show that they understand the evolution and current role of the United States in the world.
Indicator
ECO 233 End Of Semester Exam
The Economics Department designed ten questions which were embedded into the final, comprehensive exam given to two sections of Principles of Microeconomics (ECO 233). For comparison purposes, the questions and answer choices were identical to those given in the Fall 2007 assessment; although, the material addressed in three of the questions was not covered by the instructor this semester. These questions were designed to cover a broad range of general microeconomics topics, such as:
Understanding Opportunity Costs.
Understanding the "Invisible Hand" of Prices and the Market System.
Identifying the Basic Institutional Framework of the U.S. Economy.
Assessing the Increasing Integration of the Global Economy.
Criterion
60% Class Average On Embedded ECO 233 Questions
The objective will be considered successfully achieved if the class average for the 10 embedded exam questions is at 60% or higher.
Finding
53% Class Average For Embedded ECO 233 Questions
At total of 63 students, in two ECO 233 Sections, completed the ten embedded questions. Upon a review of the results the department determined that, overall, the class average was 5.3, or 53%. As such, the department did not meet its criteria of 60%.
The correct response was chosen more than 70% of the time for four of the questions (questions 1, 3, 5, and 6). The correct response was chosen approximately half of the time for two questions. For the remaining four questions, the correct response was chosen roughly 25% of the time, or less-no better than random guessing. This includes two questions addressing material the instructor did not cover (questions 4 and 8) and two other questions which also had a low number or correct responses on the Fall 07 assessment (questions 7 and 9).
Indicator
ECO 234 End Of Semester Exam
The Economics Department designed ten questions which were embedded into the final exam given to two sections of Principles of Macroeconomics (ECO 234) in both the Fall and Spring Semesters. The total scores from each semester will be combined together to create an overall average. These ten questions were designed to cover a broad range of general macroeconomic topics, such as:
The concept of Gross Domestic Product (GDP) and its main components.
The difference between real and nominal GDP.
Unemployment statistics and measurement.
The importance of the financial system as a manager of risk and allocator of savings and the role of interest rate.
The concept of productivity and how it determines the long-run growth of the economy.
Functions of money, money supply, and monetary policy. The role of the Federal Reserve.
Fiscal policy and the role of government.
Aggregate demand, aggregate supply and policy making.
Short-run growth and business cycles.
Measurement of inflation.
Short-run relationship between inflation and unemployment.
Criterion
60% Class Average For Embedded Eco 234 Questions
The objective will be considered successfully achieved if the class average for the 10 embedded exam questions is at 60% or higher.
Finding
59% Class Average For Embedded ECO 234 Questions
A total of 54 students, in two ECO 234 Sections, completed the ten embedded questions in Fall 2008 and. Upon a review of the results, the department determined that for that semester the class average was a 5.7, or 57%. For Fall 2009, a total of 32 students completed the ten embedded questions. Upon review of the results, the department determined that the class average for that semester was 6, or 60%. When combined, the overall class average for both semesters was 59%. As such, while the department did meet the criterion for the Spring semester, the department did not meet its criterion of 60%.
In the Fall, only five of the ten questions received a "passing" response rate (at least 60% of respondents answering the question correctly). Additionally, of the ten questions, question 5 was the most frequently missed question, with only 40.7% of students answering it correctly. Specifically, question 5 focused on important Economic theories such as Fiscal policy and the role of government; aggregate demand, aggregate supply and policy making; and short-run growth and business cycles.
In the Spring, only four of the ten questions received a "passing" response rate, and questions 5 and 7 were the most frequently missed, with only 46.9% of the students answering each of them correctly. Question 7 focused on important Economic theories, such as unemployment statistics and measurement, short-run growth and business cycles, and the short-run relationship between inflation and unemployment.
Indicator
HIS 163 And HIS 164 Pre-to-Post Test Examination
A 25-item pre-and-post test assessing knowledge of US involvement in world affairs will be given to 20% of HIS 163 Students in the Fall Semester. The data from this sample of students will be collected and analyzed to measure the students' progress on the relevant objectives.
Criterion
20% Improvement, Pre-to-Post, For Students Taking HIS 163 And HIS 164
The history department will consider the objective satisfied, if the sample of HIS 163 students is able to demonstrate an improvement of 20%, or more, from their Pre-test to their Post-test scores.
Finding
Greater Than 20% Increase, Pre-to-Post, For Students Taking HIS 163 And HIS 164
During Fall 2008, US history survey classes that included 612 HIS 163 students and 156 HIS 164 students took pre and post tests on an instrument that was developed during a US Department of Education Teaching American History Grant to measure student understanding of traditional American history. The average SHSU student demonstrated progress during the semester by scoring over 20% higher on the post test than the pre-test. A cohort of Texas Service Center Region 5 and Region 6 history teachers who attended a summer Teaching American History institute at SHSU answered about 80% of the instrument questions correctly. With the average SHSU student answering about 61% of these questions correctly on the post-test, at the end of the semester SHSU US history students performed about 77% as well on these questions as this cohort of public school history instructors.
Action
Actions For Core Curriculum Component V: Objective 7
On this objective, the ECO students did not meet the criterion, whereas the HIS students did. As stated previously, the Economics Department will focus on the weaker areas identified in the assessment and address those while also increasing the sample size.
Objective
Objective 8 - Students Will Demonstrate An Ability To Differentiate And Analyze Historical Evidence And Differing Points Of View
Students taking classes within Core Curriculum Component 5 will satisfy Objective 8 of the THECB's Exemplary Learning Objectives for this component by being able to demonstrate the knowledge and skills necessary to differentiate and analyze historical evidence (documentary and statistical) and differing points of view.
Indicator
HIS 163 And HIS 164 Pre-to-Post Test Examination
A 25-item pre-and-post test assessing knowledge of US involvement in world affairs will be given to 20% of HIS 163 Students in the Fall Semester. The data from this sample of students will be collected and analyzed to measure the students' progress on the relevant objectives.
Criterion
20% Improvement, Pre-to-Post, For Students Taking HIS 163 And HIS 164
The history department will consider the objective satisfied, if the sample of HIS 163 students is able to demonstrate an improvement of 20%, or more, from their Pre-test to their Post-test scores.
Finding
Greater Than 20% Increase, Pre-to-Post, For Students Taking HIS 163 And HIS 164
During Fall 2008, US history survey classes that included 612 HIS 163 students and 156 HIS 164 students took pre and post tests on an instrument that was developed during a US Department of Education Teaching American History Grant to measure student understanding of traditional American history. The average SHSU student demonstrated progress during the semester by scoring over 20% higher on the post test than the pre-test. A cohort of Texas Service Center Region 5 and Region 6 history teachers who attended a summer Teaching American History institute at SHSU answered about 80% of the instrument questions correctly. With the average SHSU student answering about 61% of these questions correctly on the post-test, at the end of the semester SHSU US history students performed about 77% as well on these questions as this cohort of public school history instructors.
Action
Actions For Core Curriculum Component V: Objective 8
The University Core Curriculum met the goal of Objective 8. At this point, the History Department is pleased with its success and will continue to monitor student learning outcomes.
Objective
Objective 9 - Students Will Demonstrate An Ability To Apply Reasonable Criteria For The Acceptability Of Historical Evidence And Social Research
Students taking classes within Core Curriculum Component 5 will satisfy Objective 9 of the THECB's Exemplary Learning Objectives for this component by being able to demonstrate the knowledge and skills necessary for them to recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Indicator
HIS 163 And HIS 164 Pre-to-Post Test Examination
A 25-item pre-and-post test assessing knowledge of US involvement in world affairs will be given to 20% of HIS 163 Students in the Fall Semester. The data from this sample of students will be collected and analyzed to measure the students' progress on the relevant objectives.
Criterion
20% Improvement, Pre-to-Post, For Students Taking HIS 163 And HIS 164
The history department will consider the objective satisfied, if the sample of HIS 163 students is able to demonstrate an improvement of 20%, or more, from their Pre-test to their Post-test scores.
Finding
Greater Than 20% Increase, Pre-to-Post, For Students Taking HIS 163 And HIS 164
During Fall 2008, US history survey classes that included 612 HIS 163 students and 156 HIS 164 students took pre and post tests on an instrument that was developed during a US Department of Education Teaching American History Grant to measure student understanding of traditional American history. The average SHSU student demonstrated progress during the semester by scoring over 20% higher on the post test than the pre-test. A cohort of Texas Service Center Region 5 and Region 6 history teachers who attended a summer Teaching American History institute at SHSU answered about 80% of the instrument questions correctly. With the average SHSU student answering about 61% of these questions correctly on the post-test, at the end of the semester SHSU US history students performed about 77% as well on these questions as this cohort of public school history instructors.
Action
Actions For Core Curriculum Component V: Objective 9
It would appear from these findings that the University Core Curriculum is meeting this goal. On the criterion, the History Department acknowledges its achievement and will continue to scrutinize student learning outcomes.
Objective
Objective 10 - Students Will Demonstrate An Ability To Analyze, Critically Assess, And Develop Creative Solutions To Public Policy Problems
Students taking classes within Core Curriculum Component 5 will satisfy Objective 10 of the THECB's Exemplary Learning Objectives for this component by being able to demonstrate the knowledge and skills necessary for them to be able to analyze, critically assess, and develop creative solutions to public policy problems.
Indicator
ECO 233 End Of Semester Exam
The Economics Department designed ten questions which were embedded into the final, comprehensive exam given to two sections of Principles of Microeconomics (ECO 233). For comparison purposes, the questions and answer choices were identical to those given in the Fall 2007 assessment; although, the material addressed in three of the questions was not covered by the instructor this semester. These questions were designed to cover a broad range of general microeconomics topics, such as:
Understanding Opportunity Costs.
Understanding the "Invisible Hand" of Prices and the Market System.
Identifying the Basic Institutional Framework of the U.S. Economy.
Assessing the Increasing Integration of the Global Economy.
Criterion
60% Class Average On Embedded ECO 233 Questions
The objective will be considered successfully achieved if the class average for the 10 embedded exam questions is at 60% or higher.
Finding
53% Class Average For Embedded ECO 233 Questions
At total of 63 students, in two ECO 233 Sections, completed the ten embedded questions. Upon a review of the results the department determined that, overall, the class average was 5.3, or 53%. As such, the department did not meet its criteria of 60%.
The correct response was chosen more than 70% of the time for four of the questions (questions 1, 3, 5, and 6). The correct response was chosen approximately half of the time for two questions. For the remaining four questions, the correct response was chosen roughly 25% of the time, or less-no better than random guessing. This includes two questions addressing material the instructor did not cover (questions 4 and 8) and two other questions which also had a low number or correct responses on the Fall 07 assessment (questions 7 and 9).
Indicator
ECO 234 End Of Semester Exam
The Economics Department designed ten questions which were embedded into the final exam given to two sections of Principles of Macroeconomics (ECO 234) in both the Fall and Spring Semesters. The total scores from each semester will be combined together to create an overall average. These ten questions were designed to cover a broad range of general macroeconomic topics, such as:
The concept of Gross Domestic Product (GDP) and its main components.
The difference between real and nominal GDP.
Unemployment statistics and measurement.
The importance of the financial system as a manager of risk and allocator of savings and the role of interest rate.
The concept of productivity and how it determines the long-run growth of the economy.
Functions of money, money supply, and monetary policy. The role of the Federal Reserve.
Fiscal policy and the role of government.
Aggregate demand, aggregate supply and policy making.
Short-run growth and business cycles.
Measurement of inflation.
Short-run relationship between inflation and unemployment.
Criterion
60% Class Average For Embedded Eco 234 Questions
The objective will be considered successfully achieved if the class average for the 10 embedded exam questions is at 60% or higher.
Finding
59% Class Average For Embedded ECO 234 Questions
A total of 54 students, in two ECO 234 Sections, completed the ten embedded questions in Fall 2008 and. Upon a review of the results, the department determined that for that semester the class average was a 5.7, or 57%. For Fall 2009, a total of 32 students completed the ten embedded questions. Upon review of the results, the department determined that the class average for that semester was 6, or 60%. When combined, the overall class average for both semesters was 59%. As such, while the department did meet the criterion for the Spring semester, the department did not meet its criterion of 60%.
In the Fall, only five of the ten questions received a "passing" response rate (at least 60% of respondents answering the question correctly). Additionally, of the ten questions, question 5 was the most frequently missed question, with only 40.7% of students answering it correctly. Specifically, question 5 focused on important Economic theories such as Fiscal policy and the role of government; aggregate demand, aggregate supply and policy making; and short-run growth and business cycles.
In the Spring, only four of the ten questions received a "passing" response rate, and questions 5 and 7 were the most frequently missed, with only 46.9% of the students answering each of them correctly. Question 7 focused on important Economic theories, such as unemployment statistics and measurement, short-run growth and business cycles, and the short-run relationship between inflation and unemployment.
Indicator
POL 265 Pre-to-Post Examination
Students in POL 265 (Comparative Political Systems)will complete a 15 question Pre-Test at the beginning of the semester and Post-Test at the end of the semester. The results from the two exams will be compared to determine if the students are making appropriate progress on the relevant student learning objectives.
Criterion
20%, Or Greater, Improvement Pre-to-Post For Students Taking POL 265
The Political Science Department will consider this objective satisfied if the students are able to demonstrate an improvement of 20%, or more, from their Pre-test to Post-test scores.
Finding
48% Increase, Pre-to-Post, For Students Taking POL 265
In Fall 2008, 46 students completed the Pre-to-Post Exam for POL 265. Upon a review of the results, the department determined that the Pre-test average was 34%, while the Post-test average was 82%. This represents an increase of 48%. This result greatly exceeds the departments criterion of a 20% increase, and indicates that the department is doing a good job of instructing POL 265 students in the relevant learning objectives.
Indicator
POL 266 Pre-to-Post Examination
Students in POL 266 (Introduction to Public Administration) will complete a 15 question Pre-Test at the beginning of the semester and Post-Test at the end of the semester. The results from the two exams will be compared to determine if the students are making appropriate progress on the relevant student learning objectives.
Criterion
20%, Or Greater, Improvement Pre-to-Post For Students Taking POL 266
The Political Science Department will consider this objective satisfied if the students are able to demonstrate an improvement of 20%, or more, from their Pre-test to Post-test scores.
Finding
41% Increase, Pre-to-Post, For Students Taking POL 285
In Spring 2009, 24 students completed the Pre-to-Post Exam for POL 266. Upon a review of the results, the department determined that the Pre-test average was 41%, while the Post-test average was 82%. This represents an increase of 41%. This result greatly exceeds the departments criterion of a 20% increase, and indicates that the department is doing a good job of instructing POL 266 students in the relevant learning objectives.
Indicator
POL 285 Pre-to-Post Examination
Students in POL 285 (Public Policy) will complete a 15 question Pre-Test at the beginning of the semester and Post-Test at the end of the semester. The results from the two exams will be compared to determine if the students are making appropriate progress on the relevant student learning objectives.
Criterion
20%, Or Greater, Improvement Pre-to-Post For Students Taking POL 285
The Political Science Department will consider this objective satisfied if the students are able to demonstrate an improvement of 20%, or more, from their Pre-test to Post-test scores.
Finding
40% Increase, Pre-to-Post, For Students Taking POL 285
In Fall 2008, 116 students completed the Pre-to-Post Exam for POL 285. Upon a review of the results, the department determined that the Pre-test average was 30%, while the Post-test average was 70%. This represents an increase of 40%. This result greatly exceeds the departments criterion of a 20% increase, and indicates that the department is doing a good job of instructing POL 285 students in the relevant learning objectives.
Action
Actions For Core Curriculum Component V: Objective 10
The University Core Curriculum is grappling with this goal in the area of Economics. The Economics Department will concentrate on student learning outcomes and direct attention to the ineffectual areas identified in this year's assessment. The University is pleased with the POL student learning outcomes.
Objective
Objective 11 - Students Will Demonstrate The Ability To Recognize And Assume Their Responsibility As A Citizen In A Democratic Society
Students taking classes within Core Curriculum Component 5 will satisfy Objective 11 of the THECB's Exemplary Learning Objectives for this component by being able to demonstrate the knowledge and skills necessary for them to recognize and assume their responsibility as a citizen in a democratic society, by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Indicator
PHL 262 Pre-to-Post Examination
Philosophy 262 (Critical Thinking) covers the basics of the logic of hypothesis testing, generalizing on the basis of samples, and the design of experiments in addition to treating of classical fallacies in public discourse such as Ad hominem, Begging the Question, and Straw Man. In order to measure student learning, there will be in each section of PHL 262 a pre-to-post test using the Texas Assessment of Critical Thinking Skills (TACTS). If the same students who took the pret-test show a net gain in their score, then the course meets this objective. The TACTS has been subjected to extensive validation studies comparing students' scores on it with other nationally recognized tests of critical thinking skills, and with items such as GPA. It was developed as an aid to the College of Business in their work of reaffirmation and accreditation by the AACSB.
Criterion
Statistically Significant Net Gain From Pre-to-Post
This objective will be satisfied if the sampled students show a significant net gain on their pre-to-post TACTS scores.
Finding
Statistically Significant Increase In TACTS Scores, Pre-to-Post
In both the fall and spring semesters of the 2008-2009 academic year, student progress was measured using the TACTS. Combining Fall and Spring, 365 students took the pre-test while 340 took the post test. 300 students took both pre and post tests. Among students who took both tests, the pre-test measure was an average of 8.17 items answered correctly while the post-test measure was 14.07. The improvement of 5.9 items was statistically significant with a p-value less than .05.
Indicator
POL 265 Pre-to-Post Examination
Students in POL 265 (Comparative Political Systems)will complete a 15 question Pre-Test at the beginning of the semester and Post-Test at the end of the semester. The results from the two exams will be compared to determine if the students are making appropriate progress on the relevant student learning objectives.
Criterion
20%, Or Greater, Improvement Pre-to-Post For Students Taking POL 265
The Political Science Department will consider this objective satisfied if the students are able to demonstrate an improvement of 20%, or more, from their Pre-test to Post-test scores.
Finding
48% Increase, Pre-to-Post, For Students Taking POL 265
In Fall 2008, 46 students completed the Pre-to-Post Exam for POL 265. Upon a review of the results, the department determined that the Pre-test average was 34%, while the Post-test average was 82%. This represents an increase of 48%. This result greatly exceeds the departments criterion of a 20% increase, and indicates that the department is doing a good job of instructing POL 265 students in the relevant learning objectives.
Indicator
POL 285 Pre-to-Post Examination
Students in POL 285 (Public Policy) will complete a 15 question Pre-Test at the beginning of the semester and Post-Test at the end of the semester. The results from the two exams will be compared to determine if the students are making appropriate progress on the relevant student learning objectives.
Criterion
20%, Or Greater, Improvement Pre-to-Post For Students Taking POL 285
The Political Science Department will consider this objective satisfied if the students are able to demonstrate an improvement of 20%, or more, from their Pre-test to Post-test scores.
Finding
40% Increase, Pre-to-Post, For Students Taking POL 285
In Fall 2008, 116 students completed the Pre-to-Post Exam for POL 285. Upon a review of the results, the department determined that the Pre-test average was 30%, while the Post-test average was 70%. This represents an increase of 40%. This result greatly exceeds the departments criterion of a 20% increase, and indicates that the department is doing a good job of instructing POL 285 students in the relevant learning objectives.
Action
Actions For Core Curriculum Component V: Objective 11
The University is very pleased with the results of this objective. Although the criteria for each department were met, the departments will continue to supervise student learning outcomes.
Objective
Objective 12 - Students Will Be Able To Identify And Understand Differences And Commonalities Within Diverse Cultures
Students taking classes within Core Curriculum Component 5 will satisfy Objective 12 of the THECB's Exemplary Learning objectives for this component by being able to demonstrate the knowledge and skills necessary to identify and understand differences and commonalities within diverse cultures.
Indicator
SCM (COM) 286 Departmental End Of Semester Exam (Sub-Scale 3)
5 questions, covering knowledge that should be known by any student upon completing SCM 286, will be embedded into the Final Exam taken by students in the course. By answering at least three of the 5 questions correctly, the student will demonstrate a sufficient level of knowledge of the subject.
Criterion
60% Class Average On Embedded SCM 286 Final Exam Questions (Sub-Scale 3)
The objective will be considered successfully achieved if at least 60% of the students completing the questions embedded into the Final Exam of SCM 286 answer at least three of the five questions correctly.
Finding
89% Class Average On Embedded SCM 286 Final Exam Questions (Sub-Scale 3)
Upon review of the results from the embedded questions in the SCM 286 Final Exams, it was determined that the class average for the 5 questions was 89%. Given this information, the department determined that its students were not only meeting the standard expected of them, but were greatly exceeding it.
Indicator
SOC 131 Departmental End Of Semester Examination
5 questions, covering knowledge that should be known by any student upon completing SOC 131, will be embedded into the Final Exam taken by students in the course. By answering at least three of the five questions correctly, the student will demonstrate a sufficient knowledge of the subject.
Criterion
60% Of Students Will Answer Three Or More Questions Embedded Into SOC 131 Final Exam Correctly
The objective will be considered successfully achieved if at least 60% of the students completing the questions embedded into the Final Exam of SOC 131 answer at least three of the five questions correctly.
Finding
97.3% Of Students Answered Three Or More Questions Correctly
Altogether, one hundred and eighty-seven SOC 131 students were tested using the designed instrument. Upon review of the results from the questions embedded in the Final Exam's of students taking SOC 131, it was determined that 97.3% (182/187) of the students tested answered three or more of the questions correctly. Given this information, the department determined that its students were not only meeting the standard expected of them, but were greatly exceeding it.
Indicator
SOC 264 Extra Credit Writing Assignment
Students taking SOC 264 will be given an assignment which will serve to measure their progress on the relevant learning objectives. To encourage their best efforts on the assignment, the students will be informed that by completing it successfully they will be able to earn 5 extra credit points for their third exam. To complete the assignment, the students will watch the film, "The Heart of the Nation," from which they will have to identify the central values of the three societies discussed in the film and then write a brief essay describing how these values are manifested in several major institutions in respective societies. These essays will be scored on a scale of 1-5, with a score of 3 or higher being deemed acceptable.
Criterion
60% Of Students Will Score Three Or Higher On The Extra Credit Writing Assignment
The objective will be considered successfully achieved if at least 60% of the students completing the extra credit writing assignment score a three or higher with their essays.
Finding
100% Of Students Scored A 3 Or Higher
A total of 20 of the 35 students enrolled in SOC 264 watched the video and completed the extra credit assignment. Upon review of the 20 completed essays, it was determined that 100% of the students scored a three or higher. Sixteen students scored a 5, two students scored a 4, and two students scored a three. Given this information, the department determined that its students were not only meeting the standard expected of them, but were greatly exceeding it.
Indicator
PSY 131 Departmental End Of Semester Examination (Sub-Scale 3)
The Psychology Department developed 15 questions, which were embedded into the final exams given to students taking PSY 131 in both the fall and spring semesters, for use in conducting student learning outcomes assessment for three specific objectives. In regards to this specific Objective, a sub-scale of 5 questions was used. These questions were designed to determine the students relevant progress on this objective. The scores from the Fall and Spring will be combined together and analyzed to determine whether the Department is successfully meeting its objective in this area.
Criterion
60% Class Average For Embedded PSY 131 Questions (Sub-Scale 3)
The objective will be considered successfully achieved if the combined Fall and Spring class averages for the 5 embedded exam questions is 60% or higher.
Finding
41.7% Class Average For Embedded PSY 131 Questions (Sub-Scale 3)
For 2008-2009 the PSY 131 instrument was given to a total of 20 PSY 131 class sections (11 in the Fall and 9 in the Spring)and was completed by 602 students. Upon review of the results, the department determined that the overall class average was 41.7% (38.4% for the Fall and 45.5% for the Spring). As such, the department did not meet its criterion of a 60% class average for the five embedded questions, thus indicating that the department needs to continue to make improvements in this area.
Indicator
PSY 289 Departmental End Of Semester Examination (Sub-Scale 3)
The Psychology Department developed 15 questions, which were embedded into the final exams given to students taking PSY 289 in both the fall and spring semesters, for use in conducting student learning outcomes assessment for three specific objectives. In regards to this specific Objective, a sub-scale of 5 questions was used. These questions were designed to determine the students relevant progress on this objective. The scores from the Fall and Spring will be combined together and analyzed to determine whether the Department is successfully meeting its objective in this area.
Criterion
60% Class Average For Embedded PSY 289 Questions (Sub-Scale 3)
The objective will be considered successfully achieved if the combined Fall and Spring class averages for the 5 embedded exam questions is 60% or higher.
Finding
70.2% Class Average For Embedded PSY 289 Questions (Sub-Scale 3)
For 2008-2009 the PSY 289 instrument was given to a total of 4 PSY 289 class sections (2 in the Fall and 2 in the Spring)and was completed by 208 students. Upon review of the results, the department determined that the overall class average was 70.2% (83.7% for the Fall and 56.7% for the Spring). As such, while the department did not meet the criterion for the Spring semester alone, it did met its overall criterion of a 60% class average for the five embedded questions, thus indicating that, overall, its students are make sufficient progress on the relevant objective.
Action
Actions For Core Curriculum Component V: Objective 12
It would appear from these findings that the University Core Curriculum is meeting this objective except in the area of PSY 131 (introductory psychology). As noted previously, the Psychology Department is standardizing the curriculum and more carefully supervising the teaching assistants responsible for instructing the students in these classes.