somerset.kctcs.edu · Web view2014-15 KCTCS Catalog. Foundation Skills: Basic Skills: reading,...

Somerset Community College Faculty Assessment Handbook

Supplemental Information, Forms & Activities

SCC Office of Institutional Effectiveness and Research

Fall 2015

Supplemental Information, Forms and Activities page 1

Step One:Define/Revise

Program Outcomes &

Objectives

Step Two: Determine

How SLOs Will Be Assessed

Step Three:Determine Forms of

Assessments

Step Four:Gather

Assessment Evidence

Step Five: Discuss

Assessment Results

Step Six:Report

Assessment Results

Step Seven:Make

Improvements (if necessary)

Student Learning

1. General Education Learning Outcomes

KCTCS General Education Foundation Skills & Competencies)

An Adaptation of the LEAP Outcomes from Page 73 of the 2014-15 KCTCS Catalog

Foundation Skills:Basic Skills: reading, writing, arithmetic and mathematics, listening, and speaking;Thinking Skills: thinking creatively, making decisions, solving problems, knowing how

to learn, and reasoning;Personal Qualities: individual responsibility, self-esteem, sociability, self-management,

and integrity/honesty.

Competencies:Resources: allocating time, money, materials, space, and staff;Interpersonal Skills: working on teams, teaching others, serving customers, leading,

negotiating, and working well with people from culturally diverse backgrounds;Information: acquiring and evaluating data, organizing and maintaining files,

interpreting and communicating, and using computers to process information; Systems: understanding social, organizational, and technological systems, and monitoring

and correcting performance, and designing or improving systems;Technology: selecting equipment and tools, applying technology to specific tasks, and

maintaining and troubleshooting technologies.

AAC&U’s Liberal Education and America's Promise Essential Learning (LEAP) Outcomes

The LEAP outcomes provide a new framework to guide students’ cumulative progress through college. Beginning in school, and continuing at successively higher levels across their college studies, students should prepare for twenty-first-century challenges by gaining:

Knowledge of Human Cultures and the Physical and Natural World Through study in the sciences and mathematics, social sciences, humanities, histories,

languages, and the artsFocused by engagement with big questions, both contemporary and enduring.

Intellectual and Practical Skills, Including Inquiry and analysis Critical and creative thinking Written and oral communication Quantitative literacy Information literacy Teamwork and problem solving

Practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance.

Personal and Social Responsibility, Including


Civic knowledge and engagement—local and global Intercultural knowledge and competence Ethical reasoning and action Foundations and skills for lifelong learning

Anchored through active involvement with diverse communities and real-world challenges.

Integrative and Applied Learning, Including Synthesis and advanced accomplishment across general and specialized studies

Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems.


2. Curriculum Map “CLUMPING” Activity

Time for the activity: Approximately 1 hour

Materials needed for the activity include: Post-It notes or 3x5 index cards; push pins (if you have a board that can be used with them) or tape; a list of Program SLOs; KCTCS Program Curriculum that includes Program Competencies; KCTCS Course Curriculum, including the KCTCS Course Competencies for each course in the program; a copy of the LEAP or GEN ED SLOs for each faculty member; copies of Program SLOs; copies of your Program SLO Matrix if you have one, if not, a Blank SLO Matrix; pens; markers; scissors; two colors of “sticky” circles (red and green work best) and, chart paper.

Prep for the meeting: Program Coordinators should take each Program SLO and write it either on a separate index card or Post-It note. Do a “Cut and Paste” of the Program Competencies in Word and make a new document with larger font so the competencies are easily read if faculty are sitting down. Do the same thing with Competencies for each course. Make sure that Program Competencies are clearly identified (different color paper or simply put PC on each) because you are going to cut them apart so you have a single KCTCS Program Competency on each individual slip of paper.

Process in the meeting:

Part I of Meeting—Mapping Program SLOs and KCTCS Program Competencies:

1. Place Program SLOs in a horizontal line on the wall, whiteboard or bulletin board above eye level, but easily reached by all.

2. Give each member of the group one or more Program Competencies and have them place the competencies under the appropriate SLO where they would “fit”.

3. Did any program SLOs NOT have Program Competencies “under” them. If so, revisit these SLOs to determine if they are actually connected to the theory, research and practice of your program. If they are NOT, they may be a mechanism for addressing LEAP or GEN ED SLOs. Take these from your list and move them apart, but leave them on the wall.

4. Discuss what you did, talk about the process and about any Program SLOs that don’t have anything under them. IF these SLOs are NOT connected to your CURRICULUM, they should NOT be program SLOs.

5. For any SLOs that are NOT curriculum related, discuss their importance to your Program. These inappropriately identified SLOs should be reviewed to determine if an assessment related to those non-program SLOs that will assist students in meeting the GEN ED SLOs.

6. Review the Program SLOs you have now honed down to really address your program content.

Part II of Meeting—Building or Revisiting Your Program SLO Matrix7. Hand out KCTCS Course Competencies to instructors who teach those courses, along with

scissors.8. Instruct faculty to cute the Course Competencies “apart” and write the course number (110) at the

end of each Course Competency. 9. Instruct faculty to place each competency UNDER an SLO that it addresses. 10. Allow about 15 minutes for faculty to do this. This includes time for faculty to review the lists

under each SLO.11. Discuss the lists. Is everyone happy with the placement of Course info under an SLO?


12. Give faculty a 10 minute break so Coordinators and a helper can do the next item.13. Take the chart paper. Take a separate sheet and transfer each SLO to it, along with all of the

competencies under the SLO. Put chart paper around walls.14. When folks come back from break, give everyone the two colors of circles. They will rotate

through all of the SLO “charts”. 15. Have them put their initials on the circles. They will place one color to mean they agree, the

other color to mean they don’t agree. 16. Give faculty 10 minutes to do this because they will need to talk. 17. This has Mapped your SLOs to your courses and can be added to your SLO Matrix, or revised as

needed.18. Next task for another day will be to create learning objectives related to all of the KCTCS

competencies UNDER each SLO.

*Note that OIER staff can assist divisions in using this activity and faculty or coordinators should call or email Jamie Foster to schedule assistance.


3. Sample MAT 206 Course SLOs and Learning Objectives

As Program Coordinators begin working with their program faculty to begin developing their Program’s Comprehensive Assessment Plan, faculty who teach each course should meet together to determine their Course SLOs and identify specific KCTCS Competencies that are addressed in the particular SLO.

Determining course objectives and the corresponding assessment blueprint ensures consistency among both faculty and assessments. The objectives guide faculty in developing their assessments and the blueprint indicates the type of questions that are appropriate for assessing each objective. These are agreed upon by faculty. As course objectives are developed, they should include the type of assessment which will be used to measure student performance (such as a 30 question MML unit assessment) and the degree to which students must perform (21 out of 30 questions or 70%).

The sample provided below is from MAT 206—Math for Elementary and Middle School Teachers. Course SLOs are identified in darker blue and KCTCS Competencies are in a lighter blue. A list of the course objectives related to each SLO is provided, along with the assessment blueprint for the related objective. In addition, a sample is also provided that identifies LEAP or Gen Ed Outcomes

Course Student Learning Outcome: SLO 1: Students will demonstrate an understanding of the skills, concepts, and problem-solving applications of geometry using appropriate technology.KCTCS Competencies:

1. Demonstrate visualization skills related to two- and three-dimensional shapes and symmetry.

2. Demonstrate knowledge of basic geometric shapes and their properties.

Course Objectives: Objective 1: On a 30 question MyMathLab unit assessment students will correctly answer 21 out of 30 geometry questions (70%).Objective 2: On performance activities using Geometer’s Sketchpad students will correctly construct 6 out of 8 constructions. (>70%) Objective 3: On a comprehensive MyMathLab final exam students will correctly answer 14 out of 20 geometry questions. (70%)

Assessment Blueprint:Objective 1:Course is modularized. Students take a MML Unit Exam upon completion of the module. Exam has 30 questions. Exam question types include: true/false; fill-in-the-blank; multiple choice; completion; constructed response; and open response.


Objective 2:Students learn to use Geometer’s Sketchpad to perform constructions (as opposed to copy and paste of figures). Students will construct congruent angles, congruent segments, bisect angles, bisect segments, perpendicular bisectorsObjective 3:On comprehensive final questions related to geometry will be related to definitions, theorems and visual identifications.

Gen Ed Learning Outcome: Critical Thinking Students will demonstrate an understanding of critical thinking in all areas of geometry, measurement, statistics and probability by solving problems.

Course Objectives: Objective 13: On a 30 question MyMathLab unit assessment students will correctly answer one question that involves critical thinking and problem solving related to probability (100%).Objective 14: On a 30 question MyMathLab unit assessment students will correctly answer one question that involves critical thinking and problem solving related to measurement (100%).Objective 15: On a 30 question MyMathLab unit assessment students will correctly answer one question that involves critical thinking and problem solving related to statistics (100%).Objective 16: On a 30 question MyMathLab unit assessment students will correctly answer one question that involves critical thinking and problem solving related to probability (100%).Objective 17: On the Final Course Portfolio students will use critical thinking to develop each content section of the portfolio and analyze their performance and what has been learned relative to each area: geometry, measurement, statistics and probability, and receive a holistic score of Above Average based on a 5 level Performance Rubric (levels Unsatisfactory, Needs Substantial Modification, Satisfactory, Above Average, and Exemplary).Objective 18: On the Lesson Plan Organizer students will use critical thinking to analyze their choice of standards, identify resources to assist in learning the standard, explain why each resource is appropriate for building understanding in the standard, and create a 3-5 minute video explaining how either a specific physical or virtual manipulative can be used to learn a single math concept to support learning the standard with a holistic score of Above Average based on a 5 level Performance Rubric (levels Unsatisfactory, Needs Substantial Modification, Satisfactory, Above Average, and Exemplary).Objective 19: On a comprehensive MyMathLab final exam students will receive at least a 70% on the essay question of their choice related to either of the topics: geometry, measurement, statistics or probability.

Assessment Blueprint:Objectives 13-16:Course is modularized so each objective focuses on important questions each has a critical thinking question is on each Unit Exam that is presented in paragraph form where students have to understand the scenario provided, determine any formulas needed for calculation, correctly perform those calculations, and define why the answer is rationale based on appropriate vocabulary and definitions.


Objective 13 should involve basic geometry terms, theoremsObjective 14 should involve a compound figure where students have to understand geometric shapes and congruence, the formulas for area of multiple polygons, be able to understand how to find a compound area and provide the appropriate mathematical calculations and explain why the specific calculation was used.Objective 15 should involve a written scenario where a series of scores are presented with students required to perform basic statistics calculations to determine what percentage of students made an A in a course.Objective 16 should involve a problem scenario where students have to determine which conditional probability formula must be used for the scenario and provide the rationale for why they used the specific formula.Objective 17:On the Final Course Portfolio students will create each section of the portfolio based on standards relative to 10 things they have learned in each of geometry, measurement, statistics and probability. They will analyze why this course has been useful in preparing them as an elementary or middle school teacher, and identify any areas that they are concerned about not having a clear understanding of the content.Objective 18: On the Lesson Plan Organizer students will choose a specific math skill related to geometry, measurement, statistics or probability and use critical thinking to identify the standards related to the skill, find and analyze resources related to the skill, determine when it might be appropriate to use in a classroom, and identify what prior knowledge would be needed in order to understand the concepts required to do understand the skill.Objective 19: The final exam will have four critical thinking short essay questions where students have information, must identify appropriate formulas, do required calculations, obtain a solution and provide a rationale for why their answer is correct.


4. Writing Learning (Performance) Objectives

Worksheet—Writing Performance Objectives

Begin with SLO: Sample from CIT 111

Demonstrate an ability to set up, troubleshoot and maintain computers in a business environment.

Work task or subject-matter topic

Performance Objectives:

On completion of instruction, learners should be able to….

Column 1 Column 2 Column 3 Column 4

Begin with a verb.

Performance

Answer the question:

What will the learner know or do?

Criterion

Describe how well the learner should know or

be able to do the performance (Must be

measurable)

Condition

Begin with “give” or “when” and describe the conditions that must exist for the

learner to perform.

Sample Objective:

Achieve A passing score Of 1100 Given the TestOut PC Pro Certification exam.

Write the objective in appropriate language:

Students will achieve a passing score of 1100 on the TestOut PC Pro Certification exam.

Practice Objective: Create an objective for one of your SLOs

SLO:


Verb Performance Criterion Condition

Write the final finished objective with all of its components in an appropriate statement below:

Is there another objective that will enable you to assess another aspect of the same SLO? Write it.

Is there a third objective that will enable you to assess another aspect of this SLO? Write it.


5. Outcome, Objective and Assessment Blueprint Template

Program Student Learning Outcome:

SLO ___:

KCTCS Program Competencies:

Program Objectives:

Objective ____:

Assessment Blueprint (which course and what type of assessment will be used to assess this Program SLO?):


6. Sample Program SLO Matrix

To complete the SLO Matrix, you will need to list all of your courses, along with their titles in the top portion of the matrix. In the bottom portion, you will list all of your Program SLOs. To the left of the course titles, you will see boxes for you to identify when SLOs are introduced, reinforced, mastered, and assessed. The SLO Matrix is the beginning of your CAP. Following is a completed Sample Matrix.

Machine Tool Technology Program SLO Matrix

1 2 3 4 5 6 7 8 Course Prefix & No. Course Names

X X X MTT 114 Fundamentals of Machine Tools

X X X X X X MTT 118 Metrology/Control Charts

X X X X MTT 124 Applied Machining

X X X X MTT 134 Manual Programming CAD/CAM/CNC

X X X X MTT 214 Industrial Machining

X X X X X MTT 220 Advanced Industrial Machining I

X X X MTT 222 Advanced Industrial Machining II

X X X X MTT 230 Conversational Programming

X X X X MTT 240 Introduction to 3-D Programming

X X X X X X X BRX 112 Blueprint reading for Machinist

Program Student Learning Outcomes

8.

7. Graduates using critical thinking will be able to use CAM software to program CNC machines.

6. Graduates using critical thinking will be able to manually program a CNC turning center.

5. Graduates using critical thinking will be able to manually program a CNC machining center.

4. Graduates will be able to safely and accurately produce parts machined on a milling machine that meets the desired specifications.

3. Graduates will be able to safely and accurately produce parts machined on an engine lathe that meets the desired specifications.

2. Graduates will be able to safely and accurately produce parts machined on a precision surface grinder that meets the desired specifications.

1. Graduates will be able to analyze blueprints, comprehend the information, and apply that knowledge to manufacturing a finished part.


7. Blank SLO Matrix Template

Instructions: List each course in the discipline/area that contains a substantial component of learning for the program. List each course (other than general education courses) in the program curriculum and link to the program learning outcomes. Designate the courses with a “I” in the column if the learning is introduced in the course, a “R” if it is reinforced in the course, a “M” if previous learning is mastered, and an “A” if the learning is assessed in a course..

1 2 3 4 5 6 7 8 Course Prefix & No. Course Names

Program Student Learning Outcomes

8.

7.

6.

5.

4.

3.

2.

1.


8. Sample Completed SLO TABLE

Construction Technology Student Performance 2013-14Program/Student Learning Outcome Assessment Methodology (Direct and

Indirect Measures and Targets)Assessment Results & Reflections

Program assesses student learning based on the following outcomes:SLO 1:Graduates will be able to calculate and estimate materials needed for various residential and commercial projects.SLO 2:Graduates using critical thinking will be able to plan, layout, and construct various subfloors.SLO 3:Graduates using critical thinking will be able to plan, layout, and construct walls and the various details therein in the construction of residential propertiesSLO 4:Graduates using critical thinking will be able to comprehend and fabricate the complicated structures in roof framing in residential construction.SLO 5:Graduates using critical thinking will be able to apply various techniques for interior and exterior finishes in residential and commercial properties.SLO 6:Graduates will be able to safely use various machinery and hand tools that relate to the construction industry.SLO 7:Graduates using critical thinking will be able to understand the characteristics of concrete and demonstrate how it relates to residential and commercial construction.Analysis during 2013-14 will focus on SLO 1 & SLO 6 combined

SLO 1 and SLO 6 fromCAR 126: WrittenBenchmark: 39%Threshold: 72%CAR 127: Performance Lab AssessmentsBenchmark: 44%Threshold: 72%

SLO 1 and SLO 6CAR 1262013-14 PerformanceBenchmark: 39%Threshold: 72%CAR 1272013-14 PerformanceBenchmark: 44%Threshold: 72%

SLOs 1, 2, 3, 4,and 6aredistinguised inCAR 190: WrittenBenchmark: 50%Threshold: 78%CAR 191: Performance Lab AssessmentsBenchmark: 50%Threshold: 78%

SLOs1, 2, 3, 4, and 6 areassessed:CAR 1902013-14 PerformanceBenchmark: 50%Threshold: 78%CAR 1912013-14 PerformanceBenchmark: 50%Threshold: 78%

SLOs5 is distinguised inCAR 200: WrittenBenchmark: 71%Threshold: 71%CAR 201:Performance Lab AssessmentsBenchmark: 71%Threshold: 71%

SLO5 is assessed:CAR 2002013-14 PerformanceBenchmark: 71%Threshold: 71%CAR 2012013-14 PerformanceBenchmark: 71%Threshold: 71%

SLOs7is distinguised inCAR 140: WrittenBenchmark: 42%Threshold: 79%

CAR 141:Performance Lab AssessmentsBenchmark: 43%Threshold: 79%

SLO7 is assessed:CAR 1402013-14 PerformanceBenchmark: 42%Threshold: 79%CAR 1412013-14 PerformanceBenchmark: 43%Threshold: 79%

Use of Results/Plans for Improvement


Faculty reviews student performance and makes recommendations for course/teaching strategy change. Students are required to learn both the theory and practice related to the field. Instructors must use strategies that enable that “theory to practice” connection and teaches the process behind how to “build”. Perkins funding allowed for the purchase of four additional miter saws.This equipment will be a great asset for students to use in the construction lab. The addition of these tools will facilitate the improvement of student performance. Faculty will continue to build new curriculum materials and employ new strategies as these new program assets are incorporated into the Construction Technology program.Evidence of ImprovementOverall student performance across Construction Technology student learning outcomes decreased at both the benchmark (-7.6%) and threshold (-10.1%) levels. SLO 1 and SLO 6 are being assessed together in a combined entry level CAR 126 (lecture) and CAR 127 (performance lab). Student performance in entry level CAR 126 lecture course declined (-7%) at the benchmark, but increased (+6.4%) at the threshold level while performance in the companion CAR 127 lab performance application course decreased at both benchmark (-20.8%) and threshold (-13.3%) levels. Performance in student learning outcome 5 in the Construction Technology courses is assessed in CAR 200 (lecture) and CAR 201 (performance lab). Student performance in the lecture declined at both benchmark (-5%) and threshold (-7.4%) levels while performance in the lab increased at the benchmark (+2.6%) and decreased at the threshold (-1.8%) levels. SLO 1, 2, 3, 4, and 6 are assessed in CAR 190/191 and the benchmark and increased by (+2%) while the thresholddecreased(1.2%).Attendance is an issue for many students and there is a direct correlation to attendance and student performance—students who attend class and work, do well in CAR courses.


9. Blank SLO Table

[Insert Course or Program Name] Student Performance 2013-14Program/Student

Learning OutcomesAssessment Methodology

(Direct & Indirect Measures)

Assessment Results & Reflections

Faculty assess student learning based on the following outcomes:

SLO 1:

Direct Measures: Benchmark: Threshold:

Indirect Measures: Benchmark: %Threshold: %

Direct Measures:2013-14 PerformanceBenchmark= %Threshold= %

Indirect Measure:2013-14 PerformanceBenchmark= %Threshold= %

SLO 2: Direct Measures: Benchmark: %Threshold: %


Direct Measure:2013-14 PerformanceBenchmark= %Threshold= %


SLO 3: Direct Measures: Benchmark: %Threshold: %


Direct Measure:2013-14 PerformanceBenchmark= %Threshold= %


Use of Results/Plan for Improvement

Evidence of Improvement


10. About Assessments and Question Types

There are three basic types of assessments: diagnostic, formative, and summative. Although they are all often referred to as simply assessments, there are distinct differences between the three types. These types are explained below.

Diagnostic Assessment

Diagnostic assessment helps faculty to identify students’ current knowledge of a subject, their skill sets and capabilities, and to clarify misconceptions before teaching takes place. These types of assessments are not used to calculate a student’s course grade, but rather to understand what students already know and are able to do before they receive instruction on the particular topic. Diagnostic assessments can also be used to determine if a student has the skillset required to “test out” of an instructional unit.

Formative Assessment

Formative assessment provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring. Formative assessment measures student progress but it can also assess an instructor’s progress, as well. For example, when implementing a new activity or discussion in class, an instructor can, through observation or surveying the students, determine whether or not the activity should be used again, modified, or simply eliminated. A primary focus of formative assessment is to identify areas where improvement is needed. These types of assessments typically are not graded and act as a gauge to student’s learning progress and to determine teaching effectiveness.

An example of a formative assessment might be for an instructor to pose a multiple choice question for students to answer using “clickers”, sending a text message, or simply by turning in an index card with their response to the question. Responses to this question provide data for the instructor to know whether or not students understood the concept that was covered in class. Based on student responses, the instructor can then decide how to proceed with instruction during the next class.


Diagnostic Assessments Include: Pre-tests (content & abilities) Self-assessments (identifying skills & competencies) Discussion board responses (on content-specific prompts) Interviews (brief, private, 10-minute interview with each student)

Summative Assessment

Summative assessment takes place after the learning has been completed and provides information and feedback that sums up the teaching and learning process. Typically, no more learning on a particular topic will occur once this type of assessment takes place, other than incidental learning that might take place as a result of completing a project or set of assignments that draw on knowledge already learned and assessed.

Rubrics that have been developed around a set of standards or expectations can be used for summative assessment. Rubrics can be given to students before they begin working on a particular project so they know what is expected of them (what they have to do) for each of the criteria. Rubrics can also help faculty to be more objective when deriving a final summative score by following the same criteria students used to complete the project.

Summative assessment is more product-oriented in that it assesses the final product or performance, whereas formative assessment focuses on the process toward completing the product. Take a project, for example. If the project is submitted for a grade it is a summative assessment. If the same project is submitted, but students are allowed to make revisions, the assessment becomes formative because the student learns more from the process of revision and can take the opportunity to improve, and can receive further instruction from the teacher.

Assessment measures if and how students are learning and if teaching methods are effectively providing the intended learning messages/opportunities. Hanna and Dettmer (2004) suggest that faculty should “strive to develop a range of assessments and strategies that match all aspects of the instructional plans. Instead of trying to differentiate between formative and summative assessments it may be more beneficial to begin planning assessment strategies to match


Formative Assessments Include: Observations during in-class activities & of students non-verbal feedback during lecture Homework exercises Reflections/journal entries that are reviewed periodically throughout the semester Question & Answer sessions, both formal and informal, planned and spontaneous Conferences between instructor and student In-Class Activities where students informally present their results Student feedback collected periodically by answering specific questions about instruction/self-

assessment of progress

Summative Assessments Include: Examinations (nationally normed tests, such as NOCTI if included in the final course grade) Final exams (a truly summative assessment) Research papers (drafts submitted throughout would be formative assessments) Projects (project phases/drafts submitted throughout would be formative assessments) Portfolios (could be assessed during development as formative assessments) Performances (such as taking blood pressure or drawing blood) Student evaluations (for teaching/course effectiveness) Instructor self-evaluation

instructional goals and objects at the beginning of the semester and implement them throughout the entire instructional experience. The selection of appropriate assessments should also match course and program objectives necessary for accreditation requirements.

Overview of Assessment Question Types

Different types of assessments can be created in a variety of venues, including paper/pencil, electronic, and performance assessments. The types of questions can vary based on the medium of delivery. For example, different types of questions are available for different types of content management systems, of which Blackboard, MyLabs, and WebAssign are different types of platforms used to deliver content and assessments related to the content. All SCC instructors have the ability to administer assessments in Blackboard (BB). For instructors who have created an electronic version of a test in word or excel—uploading the assessment to Blackboard can be a relatively easy task if created or modified to be in the format recommended by Blackboard. Typically, basic question types must be used, including the following:

Additional question types are available in Blackboard, that are typically not available when assessments are uploaded into BB. These types of questions can be added, though, once an assessment has been uploaded to BB. These advanced question types include the following:

Although other types of questions do exist in Blackboard, the ones identified on the preceeding page are the most common types.


Basic Question Types Essay—this is subjective and will require Instructor grading in BB Fill-in-the-blank—Allows for one answer with variations on spelling and is not case sensitive Matching—plan matching categories offline. Enter answer choices in a scrambled order. Match

correct answers for display order Multiple Answer—several choices are provided and more than one answer is correct Multiple Choice—several choices are provided but only one answer is correct Ordering—enter answer choices in a correct order when the display order is scrambled True/False—identify if a statement is correct (True) or incorrect (False)

Most Commonly-Used Advanced Question Types Calculated Formula—include calculations that can also have variables. Either/Or—Instructor can choose the answer choices to be Yes/No, Agree/Disagree, Right/Wrong Fill in Multiple Blanks—Student enters free form answers into multiple blanks File Response—Student answers question by uploading a file that must be opened and graded by instructor Hotspot—Student clicks on an image to answer a question. Instructor has designated the “hotspot” answer Opinion Scale/Likert—Answer selection is based on a scale such as Strongly Agree, Agree, Disagree, etc. Short Answer—student types an answer into text box with a set row/character limit; is instructor graded

11. MAT 206 Correlation of KCTCS Course Competencies and Course SLOsKCTCS Course Competency Student Learning

Outcomes Course Learning Outcome (CLOs)

1. Demonstrate visualization skills related to two- and three-dimensional shapes and symmetry.

SLO 1: Students will demonstrate an understanding of the skills, concepts, and problem-solving applications of geometry using appropriate technology.

2. Demonstrate knowledge of basic geometric shapes and their properties.

3. Demonstrate knowledge of the process of measurement, measurement techniques, size, estimating, comparing and relating measurements within the US Customary (Standard) and the International System (SI-Metric), precision in measurement, and use the Pythagorean Theorem.

SLO 2: Students will demonstrate an understanding of the skills, concepts, and problem-solving applications of measurement including both the Standard and Metric Systems, and using appropriate technology.

4. Demonstrate knowledge of concepts related to one-, two-, or three-dimensions including length, area and volume; squares and rectangles as arrays; behavior of measure under uniform dilations for length, area and volume; devise formulas for triangles, parallelograms, and trapezoids; formulas related to circles; geometric constructions using paper and pencil, and appropriate technologies

5. Identify volume and surface area formulas for prisms, cylinders, and other three-dimensional objects, decompose and recompose non-regular shapes to find area and volume; and understand the independence of area and perimeter, and of surface area and volume

6. Describe data using dispersion, central tendency, graphical representations (line plots, histograms, line graphs, bar graphs, box plots, pie charts, stem-and-leaf plots); recognize the appropriateness ofdisplay for various types of data sets; compare two sets of data; use Microsoft Excel to compute and display various elementary statistical data.

SLO 3: Student will demonstrate an understanding of the skills, concepts and problem-solving applications of statistics using appropriate technology.

7. Draw reasonable conclusions among representations and summary statistics to communicate conclusions, recognize that statistics and graphs can be misleading and that difficulties can arise in sampling and inference.

8. Develop notions of probability; make judgments about uncertainty, assign numbers as a measure of likelihood to single-state and multi-stage events; conditional probability and applications related to it; the idea of randomness

SLO 4: Students will demonstrate an understanding of the skills, concepts, and problem-solving applications of probability using appropriate technology.

9. Develop empirical probabilities through simulations, relate them to theoretical probability and understand expected value and fairness and use probability to determine fairness.


12. Bloom’s Taxonomy: A Review

Supplemental Section # ______

Bloom Taxonomy Levels and Skills Demonstrated

Competence Skill Demonstrated

Knowledge Observation and recall of information Knowledge of dates, events, places Knowledge of major ideas Mastery of subject matter Verbs: list, define, tell, describe, identify,

show, label, collect, examine, tabulate, compute, quote, name, who, when, where…

Comprehension Understanding information Grasp meaning Translate knowledge into new context Interpret facts, compare, contrast Order, group, infer causes Predict consequences Verbs: summarize, describe, interpret,

contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

Analysis Seeing patterns Organization of parts Recognition of hidden meanings Identification of components Verbs: analyze, separate, order, explain,

connect, classify, arrange, divide, compare, select, explain, infer

Synthesis Use old ideas to create new ones Generalize from given facts Relate knowledge from several areas Predict, draw conclusions Verbs: compare, integrate, modify,

rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

Evaluation Need to finish this.

Adapted from Anderson & Krathwohl (2001).


It is also important to remember that the category of answers that are desired is specific based on different types of questions that are asked. Sanders (1966, p. 3) provides the following answer categories (based on Bloom):

Memory. These types of questions require listeners and readers to recall information. Translation. These types of questions require the listeners and readers to change existing

information and make it something new. Interpretation. These types of questions help listeners and readers to discover

relationships between facts, generalizations, values and skills. Application. These types of questions lead listeners and readers to solve a problem

requiring the identification of an issue, and involve selection and use of appropriate generalizations and skills.

Analysis. These types of questions help listeners and readers to solve a problem in light of conscious knowledge of parts and form of thinking.

Synthesis. These types of questions require listeners and readers to express original thought and insight.

Evaluation. These types of questions require the listeners or readers to make judgments of what is good/bad and right/wrong based on a set of predefined standards.

References

Anderson, L.W. , & Krathwohl, D.R.(2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Addision-Wesley Longman.

Bloom, B. (1956). Taxonomy of educational objectives, the classification of educational goals—Handbook I: Cognitive domain. New York: McKay.

Sanders, N. (1966). Classroom questions: What kind? New York: HarperCollins.


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