Excerpts from Assessment Findings from Other Universities
Six out of seven or 86% of the students scored at least 23 (out of 45). However, the number of students scoring 34 or above (out of 45) was only three out of seven or 43%.
21 samples were examined: of the 21, all demonstrated a high level of familiarity with all concepts except value theory. 15 of the 31 were weak on this concept
The Mean score for this Outcome was 7.8 out of a possible 10 (see summary statistics attached). The weakest area overall (mean = 5.3) was in “identify theoretical context and foundational assumptions.” There was no appreciable difference among the other specific elements. In general, students demonstrated an able to conduct Masters-level research projects, but there are weaknesses in their understanding of theoretical contexts and ability to identify assumptions.
72% of students completing this program scored above the 50th percentile of the national distribution on the Economics MFT. However results from analysis of the sub-scores showed that only 58% scored 50% or more in macroeconomics.
68% of our students scored acceptable or higher on the exam, and as a group, our students improved by 5 percentage points between the pre- and post-tests. This indicates that our learning outcome is being met, but our students aren’t scoring as high as we would like.
Teacher Candidates’ Performance on their Lesson Plan Portfolios during the MAT 483 Methods of Teaching Secondary Mathematics course showed that teacher candidates performed overall acceptably.
The data for academic year 2016-2017 as well as the other years’ data show that the performance goal is being met...
The pre-test and post-test data clearly indicates that our majors attain greater understanding of concepts after taking our courses than they did before. Only 46% of the answers students provided in the Concept section of the pre-test were correct, but 75% were correct in the post-test.
93% of students (n=201) were at the department benchmark on the rubric. It was noted that some distance education students had lower scores (see table). Program Directors and instructors of FSC 431 will develop an action plan to ensure that off- campus students have the needed prerequisites before taking the course.
Graduating student survey showed an increase of 4% in students who agreed that their writing skills improve because of the program. (2016-17: n=32; % agreed = 76) (2017-18: n=37; % agreed = 80)
50% of students (n=38) achieved a passing rating from a jury of architecture professionals for skills of negotiation in their capstone course.
Overall competency in music performance pass rate since 2013 is 85%, which exceeds the department standard of 80%. Of continual concern are the lower pass rates in the area of functional piano skills (table #3). Efforts will be identified in the Action Plan to improve student learning, practice habits and confidence level with respect to functional piano proficiency.
81% of students in COM 360 earned a “Satisfactory” (3) or above on the rubric used to evaluate oral presentations. (n = 23)
The standard was met for the year. From the table above, students performed exceptionally in the Organization/Presentation and Presentation categories while they performed below expectations on the Content category which suggests the need for mathematics majors to be exposed to…
The results show that students struggle most with predicting products of chemical reactions. Weakness in the areas of oxymercuration and bromoether formation indicates that students struggle with elimination reactions. However, students performed reasonably well in using their knowledge of organic reactions to plan a synthetic scheme.