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An Example of SLO Development & Assessment. Chemistry SLO. First Meeting. Discuss course to be assessed Discuss possible SLOs. Fundamentals of Chemistry I (Chem51). Introductory course designed for nursing and other paramedical students, and liberal arts majors

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Presentation Transcript
slide3

First Meeting

  • Discuss course to be assessed
  • Discuss possible SLOs
slide4

Fundamentals of Chemistry I (Chem51)

  • Introductory course designed for nursing and other paramedical students, and liberal arts majors
  • Covers the basic principles, laws, and nomenclature of inorganic chemistry, organic chemistry and biochemistry
  • Has a laboratory component
slide5

Student Learning Outcomes

  • Laboratory
  • General
  • Organic
  • Biochemistry
slide6

Second Meeting

  • Discuss SLO topics forwarded through email
  • Finalize SLOs
  • Discuss Assessment Possibilities
slide7

Finalized SLOs

LAB SLO

At the end of the Chem. 51 course the student will be able to practice safe and effective general laboratory skills, including laboratory skills, including the ability to: Identify basic equipment and know its function or use, recognize the limitations of physical measurements and apply the appropriate rules for significant figures; and complete measurements in an accurate and precise manner.

slide8

Finalized SLOs

General SLO

At the end of the Chem. 51 course the student will be able to demonstrate proficiency in solving problems that require identifying important data, and using correct units, significant digits and conversions.

slide9

Finalized SLOs

Organic SLO

At the end of the Chem. 51 course the student will be able to classify organic compounds by functional groups, and identify by name using either the IUPAC or Common nomenclature.

slide10

Finalized SLOs

Biochemistry SLO

At the end of the Chem. 51 course the student will be able to differentiate composition, properties, and chemical reactions of the biological compounds: Carbohydrates, Lipids, Proteins, DNA and RNA.

slide11

Assessments

  • Common Lab Final

- Administered last day of labs

- Questions would involve different assessment types (i.e. qualitative and quantitative)

slide12

Third Meeting

  • Selection of Questions to be used as part of Lab final
  • Rubric Developed
  • Discussion of Logistics for assessment
slide13

Lab Final

  • LAB SLO

Appropriate Lab Final Questions: 1, 2,3,4,5,6,7,8,9,10, 11, 15.

  • General SLO

Appropriate Lab Final Questions: 13.

  • Organic SLO

Appropriate Lab Final Questions: 12, 16.

  • Biochemistry SLO

Appropriate Lab Final Questions: 14.

slide14

Rubric

  • 0 to 4 Scale

4 Exemplary

3 Accomplished

2 Developing

1 Beginning

  • Multiple Choice Questions

4 Correct 0 Wrong

  • Short answer Questions

Formal Rubric

  • Quantitative Questions

Formal Rubric

slide15

Rubric

  • What are the volumes indicated by these two graduated cylinders pictured below
  • as (a) and (b)? These graduated cylinders have mL rulings?

mL (a) 27.5 mL mL (b) 30.0 mL

4 → correct value with right number of significant figures,

3 → x,

2 → correct value, but incorrect number of significant figures,

1 → correct answer within a reasonable range:

(part (a) 26.0 mL to 28.0 mL & (b) 29.5 mL to 30.5 mL),

0 → totally wrong

slide16

Rubric

12) Identify three differences between organic and inorganic compounds.

4 → three correct differences

3 → any two correct differences

2 → one correct difference

1 → one correct property of inorganic or organic

0 → left blank

slide17

Logistics for assessment

  • Exam dispersed to all lab instructors the day of their Lab final
  • Lab exams assigned 10 points out of 200 points (5%)
  • Lab finals returned to department

- Randomize Exams

- Test split for review

- Each page is graded with rubric by 2 faculty member

- Statistics performed

slide18

Lab SLO Assessment Results

Spring 2006- 131 Students Assessed

slide19

Overall SLO Assessment Results

Spring 2006- 131 Students Assessed

  • Lab SLO
    • Students understand Safety
    • Most Students can identify equipment, but have difficulty with which instrument gives more accurate measurement
    • Student recognize what type of measurements are represented by given quantities
    • Students are better with measuring on ruler vs. graduated cylinder
    • Students are struggling with significance on measurements
slide20

General SLO Assessment Results

Spring 2006- 131 Students Assessed

  • General SLO
    • -59% of students are at level
    • -Others were not getting conversion factors at all
slide21

Organic SLO Assessment Results

Spring 2006- 131 Students Assessed

slide22

Overall SLO Assessment Results

Spring 2006- 131 Students Assessed

  • Organic SLO

- Organic Properties

18% left completely blank

64% were not at level

    • Classification and Naming

Large number of students left majority of parts unanswered

slide23

Biochemistry SLO Assessment Results

Spring 2006- 131 Students Assessed

  • 10% of students left unanswered
  • Bimodal Distribution
slide24

Plan

  • To increase point value to 30 points (15%)
  • To give exam again and reevaluate how students perform
  • Emphasize accuracy of and significant figures associated with measurement tools
  • Lab instructors grade with rubric, (still reviewed by 2 or more faculty)
slide25

SummarySLO Assessment Results

Fall 2006- 90 Students Assessed

slide26

Summary SLO Assessment Results

Fall 2006- 90 Students Assessed

slide27

SummarySLO Assessment Results

Fall 2006- 90 Students Assessed

slide28

Plan

  • Review Assessment Tool and make improvements
  • Review and Improve Rubric
  • Try to have more adjunct participation in meetings
  • Asked for more emphasis to be placed on Problem areas

1) Significant figures and measurements

2) Having more review sessions with students focused

on problem solving

3) Organic functional groups and nomenclature

slide29

SummarySLO Assessment Results

Spring 2007- 150 Students Assessed

slide30

SummarySLO Assessment Results

Spring 2007- 150 Students Assessed

slide31

SummarySLO Assessment Results

Spring 2007- 150 Students Assessed

slide32

SummarySLO Assessment Results

Spring 2007- 150 Students Assessed

slide33

Plan

Short Term

  • Review and Improve Rubric
  • Plan meeting at better times for all faculty
  • Asked for more emphasis to be placed on:

1) Significant figures and measurements

2) Problem solving

3) Organic Compounds

slide34

Plan

Long Term

  • Add Math 115 prerequisite or co requisite

(Try to encourage Math 115 with Chem. Applications)

  • Review Integrated or customized text books
slide35

Conclusion

  • SLO Development is on going
  • Has Led to Insightful conversation about course content and teaching methods
  • Clearly learning where students are struggling
  • Assessments will dictate future course development and curriculum