Informe Anual de Assessment - Quimica (2011-2012)

8/2/2019 Informe Anual de Assessment - Quimica (2011-2012)

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Assessment Coordinator: ___ Dr. Rosa V. Flores Page 1 Department Chair: Dr. Nstor Carballeira Date submitted: ___

UNIVERSITY OF PUERTO RICORO PIEDRAS CAMPUS

ANNUAL REPORT OF ASSESSMENT OF STUDENT LEARNING

PART ICAMPUSMISSION DOMAINSAcademic Program or Major: ___________ Chemistry Undergraduate Program ______________ Academi

Campus MissionDomains

Student LearningObjectives

Activities andinstruments used tocollect information(direct or indirect

measures)

EvaluationCriteria

Comparison of expected outcomes withthe actual findings Transforming acti

Critical thinking Answer at the required

level, higher ordercognitive questions that

involve analysis of asituation, tabulated data,

or a graph.

Partial or Final Exam

Questions (ExQ)

First Instance:

Q3001-2(General Chemistry

I & II)

Average student

performance percentagein higher order cognitive

exam questions (ExQ)from partial and final

exams.

Performance IndicatorPartial ExQ:

An average student

performance of 60.0% or

more in higher orderpartial exam questions.

Performance IndicatorFinal ExQ:

An average student

performance of 50.0% ormore in final exam

questions.

Partial II ExQ Q3001:

The average student performance was

65.2 13.5% (N = 94) in 5 higher order

cognitive questions (30 pts) from Ex IIQ3001.

The performance indicator was achieved.

Partial I ExQ Q3002:


79.3 14.1% (N = 30) in 8 higher order

cognitive questions (39 pts) from Ex I

Q3002.The performance indicator was achieved.

Partial III ExQ Q3002:

Pending Sem II 2011-2012

The Q3001-2 higher ord

questions that were answperformance indicator w

Some students were assithem achieve the perform

students participated in osessions with their class


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measures)

EvaluationCriteria


Critical thinking Answer at the required

level, higher order

cognitive questions thatinvolve analysis of asituation, tabulated data,

or a graph.

Partial or Final Exam

Questions (ExQ)

Second Instance:

Q3255

(AnalyticalChemistry)

Third Instance:

Q4043-4(Physical Chemistry I

& II Laboratory)

Average student

performance percentage

in higher order cognitiveexam questions (ExQ)

from partial and final

exams.

Performance IndicatorPartial ExQ:

That an average student

performance of 60.0% or

more is obtained in

higher order cognitivepartial exam questions.

Performance IndicatorFinal ExQ:

That an average student

performance of 50.0% ormore is obtained in

higher order cognitivefinal exam questions.

Partial I ExQ Q3255: Sem I 2011-2012


48.4% and 37.3% (N = 67) in 5 type-2and 1 type-3 question, respectively.

Partial II ExQ Q3255: Sem I 2011-2012


47.4% and 41.8% (N = 67) in 16 type-2and 3 type-3 questions, respectively.

Partial III ExQ Q3255: Sem I 2011-2012


49.1% and 51.2% (N = 67) in 10 type-2and 6 type-3 questions, respectively.

Partial IV ExQ Q3255: Sem I 2011-2012The average student performance was

65.0% and 41.0% (N = 67) in 7 type-2

and 2 type-3 questions, respectively.

The total average student performance

was 52.5 8.4% and 42.8 5.9%(N = 67) in 38 type-2 and 12 type-3

questions, respectively. The performanceindicator was not achieved.

Quiz ExQ Q4043-4: Pending

Type-2 higher order cog

involve application of an

concepts to new s ituatio

Type-3 higher order coginvolve analysis and inte

problems or situations thmathematical-logical or

reasoning.

An item analysis of the e

performed by the Q3255

study indicated that the e

adequate in measuring aconcepts (C. Alpha > 0.

provides a study guide th

operational objectives al

questions, as well as, a ghelp students study the c

course professor indicatetypically do not study w

to the exam. New ways to study for exams earlie

improve student performorder cognitive exam qu

The Q4043-4 professor w

regarding the assessmen

data is expected sometim


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measures)

EvaluationCriteria


Effective

communication

Write a laboratory report, a

research proposal or

project that complies with85% or more of the criteriain a rubric designed to

evaluate composition inspanish and presentation of

scientific data.

Laboratory report

(LabR), research

proposal (Prop),research project(Proj)

First Instance:

Q3002L

(General ChemistryII Laboratory)

Percentage of students

that obtain 85% or more

in a rubric that evaluateswriting in a laboratoryreport (LabR), research

proposal (Prop), orresearch project (Proj).

The aspects evaluated inthe rubric include:

a) tabulated data

b) graphsc) tabulated results

d) orthography,

punctuation, and

grammar.

Performance Indicator

LabR, Prop, or Proj:

That 70.0% or more ofthe students achieve

85% or more of the

criteria in a rubric that

evaluates compositionand data presentation in

the laboratory report,


research project.

Proj Q3002L: Pending

xx.x% of the students (N = xx) achieved85% or more of the criteria established for

the assessment of effective communicationin the Q3002L project report.

The performance indicator was achieved?

Note: The average student achievementwas xx.x x.x% (N = xx) in the assessment

of effective communication in the Q3002Lproject report.

The Q3002L students w

various aspects in the ru

effective communicationreport.


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measures)

EvaluationCriteria


Effective

communication

Perform an oral

presentation of a research

proposal or project thatcomplies with 85% ormore of the criteria in a

rubric, designed to evaluatethe proposal or project.

Oral presentation

(OPr)

First Instance:

Q3002L

(General Chemistry

II Laboratory)

Second Instance:

Q3255L

(Analytical

Chemistry

Laboratory)



in a rubric that performsassessment of an oralpresentation (OPr).


a) visual contactb) tone of voice

c) languaged) transmission

e) presentationf) organization

g) content

h) resourcesi) mastery of topicj) management of time


OPr:

That 70.0% or more of

the students achieve85% or more of the

criteria in a rubric thatevaluates an oral

presentation.

OPr Q3002L: Pending


assessment of the oral presentation inQ3200L.


Note: The average student achievementwas xx.x x.x% (N = xx) in the assessment

of the oral presentation in Q3002L.

OPr Q3255L: Sem I 2011-2012

79.5% of the students (N = 44) achieved

85% or more of the criteria established for

assessment of the oral presentation in

Q3255L Sem I.


Note: The average student achievement

was 90.3 12.6% (N = 44) in the


Q3255L Sem I.



an oral presentation of th


various aspects in the ruan oral presentation of th


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measures)

EvaluationCriteria


Effective

communication

Perform an oral

presentation of a research

proposal or project thatcomplies with 85% ormore of the criteria in a

rubric, designed to evaluatethe proposal or project.

Oral presentation

(OPr)

Second Instance:

Q3255L

(AnalyticalChemistry

Laboratory)

Third Instance:

Q4015L

(Instrumental

Analysis Laboratory)



in a rubric that performsassessment of an oralpresentation (OPr).

The aspects evaluated in

the rubric include:

a) visual contact

b) tone of voicec) language

d) transmissione) presentation

f) organization

g) content

h) resourcesi) mastery of topic

j) management of time

Performance IndicatorOPr:


the students achieve

85% or more of thecriteria in a rubric that

evaluates an oral

presentation.

OPr Q3255L: Sem II 2011-2012 Pending


assessment of the oral presentation inQ3255L Sem II.


Note: The average student achievementwas xx.x x.x% (N = xx) in the

assessment of the oral presentation inQ3255L Sem II.

OPr Q4015L: Sem I 2011-2012




Q4015L Sem I. The performanceindicator was not achieved.

Note: The average student achievementwas 84.0 9.7% (N = 10) in the assessment

of the oral presentation in Q4015L Sem I.

If the limit is lowered to 80% or more of

the criteria in the rubric, then 70.0% of thestudents would achieve the indicator.



an oral presentation of th


various aspects in the ruan oral presentation of th


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measures)

EvaluationCriteria


Effective

communication

Write a laboratory report, a


project that complies with85% or more of the criteriain a rubric designed to

evaluate composition inspanish and presentation of

scientific data.

Laboratory report

(LabR), research

proposal (Prop),research project(Proj)

Third Instance:

Q4044

(Qumica Fsica II

Laboratorio)



in a rubric that evaluateswriting in a laboratoryreport (LabR), research

proposal (Prop), orresearch project (Proj).


a) tabulated data

b) graphsc) tabulated results

d) orthography,

punctuation, and

grammar.


LabR, Prop, or Proj:

That 70.0% or more ofthe students achieve

85% or more of the

criteria in a rubric that

evaluates compositionand data presentation in

the laboratory report,


research project.

LRab Q4044: Pending The Q4044 professor wa

the assessment in his cou

expected sometime in th


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measures)

EvaluationCriteria


Research and creation Develop a research

proposal or project that

complies with 75% ormore of the criteria in arubric designed to evaluate

a creative scientific work.

Research proposal

(Prop) or research

project (Proj)

First Instance:

Q3002L

(General Chemistry

II Laboratory)

Second Instance:

Q3255L(Analytical

ChemistryLaboratory)



in a rubric that evaluatesa research proposal(Prop) or project (Proj).


one rubric include:

a) introduction

b) methodologyc) data presentation

d) analysis of datae) discussion

f) sources of information

g) writing


Prop or Proj:



75% or more of the

criteria in a rubric thatevaluates a research

proposal or a researchproject.

Proy Q3002L: Pending Sem II

xx.x% of the students (N = xx) achieved75% or more of the criteria in a rubric for aresearch project in Q3002L.



was xx.x x.x% (N = xx).

Proy Q3255L: Sem I 2011-2012


75% or more of the criteria in a rubric for aresearch project in Q3255L.



was 79.3 11.5% (N = 44).

Proy Q3255L: Sem II 2011-2012

Pending Sem II




was xx.x xx.x% (N = xx).



their research project.

The Q3255L students wvarious aspects in the ru



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measures)

EvaluationCriteria


Research and creation Develop a research




Research proposal

(Prop) or research

project (Proj)

Third Instance:

Q4015L

(Instrumental

Analysis Laboratory)





one rubric include:

a) introduction




g) writing


Prop or Proj:



75% or more of the



Proy Q4015L: Sem I 2011-2012

80.0% of the students (N = 10) achieved75% or more of the criteria established for

the assessment of a research project inQ4015L.



was 82.5 10.1% (N = 10).





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measures)

EvaluationCriteria


Capacity for

independent study

Develop a research




Research proposal

(Prop) or research

project (Proj)

First Instance:

Q3002L

(General Chemistry

II Laboratory)

Second Instance:

Q3255L(Analytical

ChemistryLaboratory)





one rubric include:

a) introduction




g) writing


Prop or Proj:



75% or more of the



Proy Q3002L: Pending Sem II

xx.x% of the students (N = xx) achieved





Proy Q3255L: Sem I 2011-2012





was 79.3 11.5% (N = 44).

Proy Q3255L: Sem II 2011-2012

Pending Sem II








The Q3255L students wvarious aspects in the ru



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measures)

EvaluationCriteria


Capacity for

independent study

Develop a research




Research proposal

(Prop) or research

project (Proj)

Third Instance:

Q4015L

(InstrumentalAnalysis Laboratory)





one rubric include:

a) introduction




g) writing


Prop or Proj:



75% or more of the



Proy Q4015L: Sem I 2011-2012



the assessment of a research project inQ4015L.



was 82.5 10.1% (N = 10).





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measures)

EvaluationCriteria


Intellectual curiosity Increase student

participation in the

chemistry undergraduateresearch course(Quim 4999)

Number of total

chemistry students of

each year, andnumber of chemistrystudents of each year

registered in theundergraduate

research course(Quim 4999) during

Sem II 2011-2012

First Instance:

First Year Students

Second Instance:

Second Year Students

Third Instance:

Third Year Students

Fourth Instance:

Fourth Year Students

Fifth Instance:

Fifth Year Students

Percentage increase of

chemistry students

registered in theundergraduate researchcourse (Quim 4999) by

their fourth or fifth year

Performance IndicatorQuim 4999:

That a 20.0% increaseor more of students

registered in theundergraduate research

course (Quim 4999) is

observed in fourth or

fifth year chemistrystudents compared to

first year students.

Quim 4999 First Year Students:

3.2% of the first year students

(N = 93) participated in Quim 4999.

Quim 4999 Second Year Students:

17.0% of the second year students(N = 100) participated in Quim 4999.

Quim 4999 Third Year Students:

28.1% of the third year students(N = 89) participated in Quim 4999.

Quim 4999 Fourth Year Students:

25.4% of the fourth year students(N = 71) participated in Quim 4999.

Quim 4999 Fifth Year Students:

41.7% of the fifth year students(N = 60) participated in Quim 4999.

The percentage increase of students

registered in Quim 4999 was 22.2% and

38.5% in the fourth and fifth year chemistry

students, respectively, when compared tothe first year chemistry students.


The Academic Assistant

Department of Chemistr

assessment findings.


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measures)

EvaluationCriteria


Information literacy Demonstrate knowledge of

select information literacy

competency standardsdeveloped by the AmericanCollege and Research

Libraries (ACRL)

Information literacy

exercise (ILE) that

evaluates informationliteracy competencystandard outcomes.

First Instance:

Q3002L

(General Chemistry II

Laboratory)

Second Instance:

Q4865

(Biochemical

Techniques)



in an exercise thatevaluates informationliteracy competency

standards.

Performance IndicatorILE:

That 70.0% or more ofthe students obtain 75%

or more in an exercisethat evaluates

information literacy

competency standards.

ILE Q3001L: Sem I 2011-2012


75% or more in an exercise that evaluatedinformation literacy competency standards.




ILE Q4865L: Sem II 2011-2012


75% or more in an exercise that evaluatedinformation literacy competency standards.



was 84.9 11.2% (N = 10).

The Q3001L Teaching A

Professors graded the ex

any questions that studento complete the exercise

The Q4865 course profe

of the exercise that werestudents, and made the n

improve the exercise for


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measures)

EvaluationCriteria


Integration of

knowledge

Demonstrate integration of

fundamental chemistry

concepts in a diagnosticexam or in exam questionswhere integration of

chemistry knowledge isrequired.

Diagnostic exam

(DEx) or exam

questions measuringintegration ofchemistry concepts

(ExQI).

First Instance:

Q3255

(AnalyticalChemistry)

Second Instance:

Q4041

(PhysicalChemistry I)



in a diagnostic exam orin exam questionsselected to measure

integration offundamental chemistry

concepts.


DEx or ExQI:

That 70.0% or more ofthe students obtain 67%

or more in the

diagnostic exam or in

the exam questionsselected to measure

integration of chemistry

concepts.

DEx Q3255: Pending Sem II

xx.x% of the students (N = 67) achieved67% or more in the diagnostic exam.



was 58.5 x.x% (N = 67).

DEx Q4042: Pending Sem II

xx.x% of the students (N = xx) achieved67% or more in the diagnostic exam.





student diagnostic exam

the major topics in whicneeded more help. Thes1) Redox reactions, 2) E

3) Acid-Base equilibria.design of modules that f

help students improve thwill mention his assessm

Q3002 course professorgreater emphasis to thes

them in general chemistr


to request any diagnosticin the physical chemistry


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II. Summary of Assessment of the Campus Mission Domains

The twelve campus mission domains of the University of Puerto Rico, Ro Piedras Campus, where assessment of student learning is performed, are the following:

Critical thinking, Effective communication, Investigation and creation, Capacity for independent study, Social responsibility, Mathematical logical reasoning, Inform

Integration of knowledge, Continuous learning, Intelectual curiosity, Ethic and esthetic sensibility, and Appreciation, cultivation, and commitment with puertorican s

This 2011-2012 Anual Report of Assessment of Student Learning focuses on seven campus domains, which include: 1) Cr itical thinking, 2) Effective communicatio

creation, 4) Capacity for independent study, 5) Information literacy, 6) Integration of knowledge, and 7) Intellectual curiosity.

The assessment activities undertaken or the assessment instruments used are described under each learning domain shown below. A comment on how the instrum

and how the information collected was analyzed, is also included. Copies of the assessment instruments used can be found in the Appendix. When available, a

proposed transforming actions will be evaluated, is included.

1. Campus Mission Domain: Critical thinking

Learning Objective: Answer at the required level, higher order cognitive questions that involve analysis of a situation, tabulated data, or a graph.

Assessment Instrument: Partial or Final Exam Questions (ExQ) of higher order cognitive level.

This objective was measured by determining the student average performance in exam questions (ExQ) of higher order cognitive level from partial or final exam

the partial or final exams were developed and evaluated by the course professors. The points obtained by students in each assessment question were tab

professors using a MSExcel file that determined the average student score in each question. The student performance percentage in each question was als

MSExcel file, by taking the average student score, divided by the maximum points of each question and multiplying by 100. The average of the student perform

the assessment questions was then calculated and used as the evaluation criteria. The proposed transforming actions will be evaluated in the course final exams o

Performance Indicator Partial ExQ: An average student performance of 60.0% or more in higher order cognitive partial exam questions.

Performance Indicator Final ExQ: An average student performance of 50.0% or more in higher order cognitive final exam questions.


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2. Campus Mission Domain: Effective communication

Learning Objective #1: Write a laboratory report, a research proposal or project that complies with 85% or more of the criteria in a rubric designed to evaluate co

and presentation of scientific data.

Assessment Instrument: Laboratory report (LabR), research proposal (Prop), or research project (Proj)

This objective was measured by determining the percentage of students that obtained 85% or more in a rubric that evaluates writing in a laboratory report (Lab

(Prop), or research project (Proj). It was designed by the laboratory course coordinator or professor based on models of rubrics available. The General Chem

focused on the following aspects: a) tabulated data, b) graphs, c) tabulated results, d) orthography, punctuation, and grammar. The points obtained by students

teaching assistants or laboratory course professors. The number of students that achieved 85% or more were determined in a MSExcel file, using the 'Countif' f

The percentage of students that achieved 85% or more was calculated by taking the number of students that achieved 85% or more, dividing by the total number

in the assessment, and multiplying by 100. The rubric used in the General Chemistry laboratory is included in the Appendix.

Performance Indicator LabR, Prop, or Proj: That 70.0% or more of the students achieve 85% or more of the criteria in a rubric that evaluates composition and da

laboratory report, research proposal or research project.

Learning Objective #2: Perform an oral presentation of a research proposal or project that complies with 85% or more of the criteria in a rubric designed to evalu

Assessment Instrument: Oral presentation (OPr)

This objective was measured by determining the percentage of students that obtained 85% or more in a rubric that performs assessment of an oral presentation

The rubric was designed by the laboratory course coordinator or professor based on models of rubrics available. The General Chemistry rubric focused on

a) visual contact, b) tone of voice, c) language, d) transmission, e) presentation, f) organization, g) content, h) resources, i) mastery of topic, and j) manageme

used in the General Chemistry laboratory is included in the Appendix.

Performance Indicator OPr: That 70.0% or more of the students achieve 85% or more of the criteria in a rubric that evaluates an oral presentation.


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3. Campus Mission Domain: Investigation and creation

Learning Objective: Develop a research proposal or project that complies with 75% or more of the criteria in a rubric designed to evaluate a creative scientific

Assessment Instrument: Research proposal (Prop) or research project (Proj)

This objective was measured by determining the percentage of students that obtained 75% or more in a rubric that evaluated a research proposal (Prop) or resear

rubric was designed by the course coordinator or professor based on models of rubrics available. The data was tabulated by the course coordinator or professor,

'Countif' feature of a MSExcel file, as mentioned before. The general chemistry research project rubric focused on the following aspects: a) title page a

c) introduction, d) methodology, e) tabulated data, f) graphs, g) calculations, h) tabulated results, i) discusion, j) conclusions, k) references, and l) orthogr

grammar. The research proposal was evaluated with a rubric that focused on aspects similar to those in a rubric designed by the assessment coordinator. T

a) introduction, b) methodology, c) data presentation, d) analysis of data, e) discussion, f) sources of information, and g) writing. The rubrics mentioned are foun

Performance Indicator Prop or Proj: That 70.0% or more of the students achieve 75% or more of the criteria in a rubric that evaluates a research proposal or a res

4. Campus Mission Domain: Capacity for independent study

Learning Objective: Develop a research proposal or project that complies with 75% or more of the criteria in a rubric designed to evaluate a creative scientific

Assessment Instrument: Research proposal (Prop) or research project (Proj)

This learning domain was considered to be very related to the Investigation and creation learning domain. Thus, the learning objective in this domain was me

rubric that was used to evaluate a research proposal (Prop) or a research project (Proj). The general chemistry research project rubric focused on the followin

and index, b) abstract, c) introduction, d) methodology, e) tabulated data, f) graphs, g) calculations, h) tabulated results, i) discusion, j) conclusions, k) reference

punctuation and grammar. The rubric was designed by the course coordinator or professor based on models of rubrics available. The research proposal was e

that focused on aspects similar to those in a rubric designed by the Assessment Coordinator. These aspects included: a) introduction, b) methodology, c) data pr

of data, e) discussion, f) sources of information, and g) writing. The rubrics mentioned are found in the Appendix.

Performance Indicator Prop or Proj: That 70.0% or more of the students achieve 75% or more of the criteria in a rubric that evaluates a research proposal or a res


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5. Campus Mission Domain: Intellectual curiosity

Learning Objective: Increase student participation in the chemistry undergraduate research course (Quim 4999)

Assessment Instrument: Number of total chemistry students of each year, and number of chemistry students of each year registered in the undergraduate research

This objective was measured by determining the percentage increase of chemistry students registered in the undergraduate research course (Quim 4999) by the

To calculate this percentage increase, the Departmental Academic Assistant to the Director provided the total number of chemistry students of each year (first,

and fifth) in Semester II 2011-2012, and the number of chemistry students from each year that were registered in the undergraduate research course (Quim 499

chemistry students from first, second, third, fourth, and fifth year that were registered in Quim 4999 during Semester II 2011-2012, was calculated by dividing t

registered in undergraduate research, by the total number of chemistry students from each year, and multiplying by 100. The difference between the percentage

students and the first year students registered in Quim 4999, was taken as the percentage increase that was used as the evaluation criteria.

Performance Indicator Quim 4999: That a 20.0% increase or more of students registered in the undergraduate research course (Quim 4999) is observed i

chemistry students compared to first year students.

6. Campus Mission Domain: Information literacy

Learning Objective: Demonstrate knowledge of select information literacy competency standards developed by the American College and Research Libraries (

Assessment Instrument: Information literacy exercise (ILE) that evaluates select information literacy competency standards.

This objective was measured by determining the percentage of students that obtained 75% or more in an exercise that evaluated information literacy compe

course coordinator or professor designed the exercise emphasizing the particular ACRL standards of interest. The ACRL standards include: 1) determine the n

information needed, 2) access the needed information effectively and efficiently, 3) evaluate information and its sources critically; incorporate selected i

knowledge base and value system, 4) use information effectively to accomplish a specific purpose, and 5) understand the economic, legal, and social issues

information, and access and use information ethically and legally. For more information, access: http://www.ala.org/ala/mgrps/divs/acrl/standards/informationlit

Performance Indicator ILE: That 70.0% or more of the students obtain 75% or more in an exercise designed to evaluate select ACRL standards.


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7. Campus Mission Domain: Integration of knowledge

Learning Objective: Demonstrate integration of fundamental chemistry concepts in a diagnostic exam or in exam questions where integration of chemistry kno

Assessment Instrument: Diagnostic exam (DEx) or exam questions (ExQ) measuring integration of chemistry concepts.

This objective was measured by determining the percentage of students that obtained 67% or more in a diagnostic exam or exam questions. The course professo

exam questions. For example, the Q3255 course professor developed a 16-question, multiple choice diagnostic exam that focused on the following topics that ar

chemistry: 1) Significant figures, 2) Conversion of units and use of scientific notation, 3) Interpretation of graphs, 4) Composition percent/Chemical form

percent/Chemical formula/Molar mass, 6) Stoichiometry (determining grams from moles), 7) Stoichiometry (determining grams from limiting reagent), 8) Solutio

from molarity and volume), eterminar masa con datos de molaridad y volumen, 9) Dilution of solutions, 10) Stoichiometry in solutions (calculating mass from v

11) Calculating pH from [H3O+], 12) Calculating pH from [OH

-], 13) Calculating pH from acid concentration and acid dissociation constant (Ka), 14) Calculate E

the E values of the half-reactions, 15) Calculate the number of electrons transferred in a redox reaction, and 16) Deduce the chemical processes that occur in ea

abbreviated notation of cells. The assessment data was tabulated by the course professor and analyzed using a MSExcel file. Once again, the 'Countif' feature o

used to determine the number of students that obtained 67% or more in the diagnostic exam or in the exam questions of interest .

Performance Indicator DEx or ExQ: That 70.0% or more of the students obtain 67% or more in the diagnostic exam, or in the exam questions selected.


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UNIVERSITY OF PUERTO RICORO PIEDRAS CAMPUS

ANNUAL REPORT OF ASSESSMENT OF STUDENT LEARNING

PARTE II - KNOWLEDGE, SKILLS, OR ATITUDES OF THE ACADEMIC PROGRAM OR MAJOR

Academic Program or Major: ___________ Chemistry Undergraduate Program ______________ Academi

Knowledge, Skills orAttitudes of the

Academic Program orMajor



measures)

EvaluationCriteria


Discipline knowledge Demonstrate knowledge of

fundamental chemistryconcepts in partial and

final course exams (CEx),or in partial exam

questions (ExQ).

Partial or Final

Course Exams (CEx)

or

Partial ExamQuestions (ExQ)

First Instance:

Q3001-2

(General Chemistry

I & II)


that obtain an average of67% or more in the

course partial exams(CEx) or in select partial

exam questions (ExQ),

or that obtain 50% ormore in the course finalexam (CEx)


Partial CEx:


the students obtain anaverage of 67% or more

in the course partialexams (CEx).

Partial CEx Q3001:


67% or more as the average in the Q3001

partial exams.


Note: The average student performancewas 76.4 12.4% (N = 79) in the Q3001partial exams.

Partial CEx Q3002: Pending Sem II


67% or more as the average in the Q3001

partial exams.


Note: The average student performance

was xx.x xx.x% (N = xx) in the Q3001

partial exams.

The Quim 3001-2 coord

were informed of the ass


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measures)

EvaluationCriteria




concepts in partial andfinal course exams (CEx),or in select partial exam

questions (ExQ).

Partial or Final

Course Exams (CEx)

or


First Instance:

Q3001-2

(General Chemistry

I & II)


that obtain an average of

67% or more in thecourse partial exams(CEx) or in select partial

exam questions (ExQ),or that obtain 50% or

more in the course finalexam (CEx)


Final CEx:


the students obtain 50%

or more in the finalcourse exam (CEx).

Final CEx Q3001:


50% or more in the Q3001 final exam.



was 66.3 15.4% (N = 88) in the Q3001

final exam.

Final CEx Q3002: Pending Sem II

xx.x% of the students (N = xx) achieved50% or more in the Q3002 final exam.



was xx.x xx.x% (N = xx) in the Q3001final exam.

The Quim 3001-2 coord

were given the assessme


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measures)

EvaluationCriteria





questions (ExQ).

Partial or Final

Course Exams (CEx)

or


Second Instance:

Q3255

(Analytical

Chemistry)







Partial CEx:

That 70.0% or more ofthe students obtain an

average of 67% or morein the course partial

exams (CEx).

Partial CEx Q3255: Sem I 2011-2012


67% or more as the average in the Q3255partial exams.

The performance indicator was notachieved.

Note: The average student performancewas 59.2 16.6% (N = 67) in the Q3255

partial exams.

The Q3255 professor im

trasforming actions, whi

1) administer a diagnosttopics in which analyticaneed more help, 2) sched

modules that cover topichelp, 3) continue to prov

tutors, 4) implement an the four course exams, t

the exams, in terms of C5) develop exam questio

according to the followina) Comprehension of fun

b) Application of formulroutine problems

c) Application of concepd) Analysis and interpre

novel situations, which rmathematical or logical-


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measures)

EvaluationCriteria





questions (ExQ).

Partial or Final

Course Exams (CEx)

or


Third Instance:

Q4042

(Physical

Chemistry II)







Partial ExQ:


the students obtain an

average of 67% or morein partial examquestions (ExQ).

.

Partial I ExQ Q4042:

The average percentage of students that

answered the exam questions correctlywas 38 19% (N = 48).

Note: The average student performancewas 45 21% (N = 48) in the partial exam.

17% of the students (N = 48) achieved 67%

or more in the Q4042 partial exam.

Partial II ExQ Q4042:

The average percentage of students that

answered the exam questions correctlywas 47 27% (N = 47).

Note: The average student performancewas 52 18% (N = 47) in the partial exam.

23% of the students (N = 47) achieved 67%or more in the Q4042 partial exam.

The evaluation criteria used by the

Q4042 course professor was differentfrom what was stated in Performance

Indicator Partial ExQ. At this moment,

it is not possible to compare the expected

outcome with the assessment findings,although the assessment effort was,

indeed, substantial.

The Q4042 professor ret

exams to students and us

period to discuss the exae-mailed students, the kestudents could identify t

also included the percenanswered each exam que

they were informed of thStudents also received a

syllabus of the topics cothat were going to be dis

year partial exam, and panswers.

The course professor wa

him that the expected ouassessment data gathered

The evaluation criteria uprofessor, was the follow

1) In 10, 9, & 8 point pranswer was attributed w

answered perfectly, or lo2) In 6 or 5 point proble

was attributed when the perfectly or lost 1 point.


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measures)

EvaluationCriteria


Laboratory skills Demonstrate knowledge of

fundamental laboratory

skills and instrument use ina laboratory practical exam(LPEx).

Laboratory practical

exam (LPEx)

orStandardized sample

analysis (SSA)

or

Laboratory final

Exam (LFEx)

First Instance:

Q3001L

(General Chemistry

I Laboratory)

Second Instance:

Q3255L


Laboratory)



in a laboratory practicalexam (LPEx) orstandardized sample

analysis (SSA), or thatobtain 60% or more in a

laboratory final exam(LFEx)

Performance IndicatorLPEx:


the students obtain 70%or more in thelaboratory practical

exam.

LPEx Q3001L:

79.3% of the students (N = 87) obtained

70% or more in the Q3001L laboratorypractical exam.

The performance indicator was practically

achieved.

Note: The average student performancewas 82.0 14.6% (N = 87) in the Q3001L

practical exam.

LPEx Q3255L: Sem I 2011-2012

97.8% of the students (N = 45) obtained70% or more in the Q3255L laboratory

practical exam.

The performance indicator was achieved.Note: The average student performancewas 85.9 6.8% (N = 45) in the Q3255L

practical exam.

LPEx Q3255L: Sem II 2011-2012Pending

xx.x% of the students (N = xx) obtained70% or more in the Q3255L laboratory

practical exam.The performance indicator was achieved.

Note: The average student performancewas xx.x x.x% (N = xx) in the Q3255L

practical exam.

The Q3001L coordinato

results so that she could

assistants and laboratoryaspects covered in the laexam.

The Q3255L professors

the exam that were requ


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measures)

EvaluationCriteria


Laboratory skills Perform a standardized

sample analysis (SSA) at

the required level.


exam (LPEx)


analysis (SSA)

or

Laboratory final

Exam (LFEx)

Second Instance:

Q3255L


Laboratory)







SSA:

That 80.0% or more ofthe students obtain 70%or more in the

standardized sample

analysis.

SSA Q3255L: Sem I 2011-2012


70% or more in the Q3255L standardizedsample analysis.



was 76.0 17.3% (N = 43) in the Q3255Lstandardized sample analysis.

SSA Q3255L: Sem II 2011-2012 Pending

xx.x% of the students (N = xx) obtained

70% or more in the Q3255L standardizedsample analysis.


Note: The average student performancewas xx.x xx.x% (N = xx) in the Q3255Lstandardized sample analysis.


standardized sample ana


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measures)

EvaluationCriteria


Laboratory skills Demonstrate knowledge of

fundamental concepts in

instrumentation and skillsin a laboratory final exam(LFEx).


exam (LPEx)


analysis (SSA)

or

Laboratory final

Exam (LFEx)

Third Instance:

Q4015L

(InstrumentalAnalysis Laboratory)







LFEx:


the students obtain 60%or more in the

laboratory final exam.

LFEx Q4015L: Sem I 2011-2012


60% or more in the Q4015L laboratoryfinal exam.



was 85.2 9.2% (N = 10) in the Q4015L

final exam.

LFEx Q4015L: Sem II 2011-2012Pending

xx.x% of the students (N = xx) obtained

60% or more in the Q4015L laboratoryfinal exam.

The performance indicator was achieved?


was xx.x xx.x% (N = xx) in the Q4015L

final exam.


the exam that were requ


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II. Summary of Assessment of the Chemistry Undergraduate Program Domains:

The undergraduate program domains of the Department of Chemistry at the University of Puerto Rico, Ro Piedras Campus, where assessment of student learning is

1) Discipline knowledge and 2) Laboratory skills.

The assessment activities undertaken or the assessment instruments used are described under each learning domain shown below. A comment on how the instrum

and how the information collected was analyzed, is also included. Copies of most of the assessment instruments can be found in the Appendix. When available, a

proposed transforming actions will be evaluated, is included.

1. Chemistry Program Domain: Discipline knowledge

Learning Objective: Demonstrate knowledge of fundamental chemistry concepts in partial and final course exams (CEx), or in select partial exam questions (ExQ).

Assessment Instrument: Partial or Final Course Exams (CEx) or Partial Exam Questions (ExQ)

This objective was measured by determining the percentage of students that obtain an average of 67% or more in the course partial exams (CEx) or in select p

(ExQ), or that obtain 50% or more in the course final exam (CEx). Questions used in the partial or final exams were developed and evaluated by the course p

obtained by students in each course exam or in each assessment question were tablulated by the course professors using a MSExcel file that determined the averapartial exams or in the selected partial exam questions. The percentage of students that obtained 67% or more in the partial exams or partial exam questions, o

more in the course final exam, was also calculated using the 'Countif' feature of the MSExcel program. The proposed transforming actions will be evaluated b

from future courses improve their learning.

Performance Indicator Partial CEx: That 70.0% or more of the students obtain an average of 67% or more in the course partial exams (CEx).

Performance Indicator Final CEx: That 60.0% or more of the students obtain 50% or more in the course final exam (CEx).

Performance Indicator Partial ExQ: That 70.0% or more of the students obtain an average of 67% or more in partial exam questions (ExQ).


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II. Summary of Assessment of the Chemistry Undergraduate Program Domains:

2. Chemistry Program Domain: Laboratory skills

Learning Objective: Demonstrate knowledge of fundamental laboratory skills and instrument use in a laboratory practical exam (LPEx), a standardized sample analy

laboratory final exam (LFEx).

Assessment Instrument: Laboratory practical exam (LPEx), Standardized sample analysis (SSA) or Laboratory final Exam (LFEx)

This objective was measured by determining the percentage of students that obtained 70% or more in a laboratory practical exam (LPEx) or standardized samp

that obtained 60% or more in a laboratory final exam (LFEx). Questions used in the partial or final exams were developed and evaluated by the course p

obtained by students in each course exam or in each assessment question were tablulated by the course professors, using a MSExcel file that determined the av

the partial exams or in the selected partial exam questions. The percentage of students that obtained 67% or more in the partial exams or partial exam questions

or more in the course final exam, was also calculated using the 'Countif' feature of the MSExcel program. The proposed transforming actions will be evaluated b

from future courses improve their learning.

Performance Indicator LPEx: That 80.0% or more of the students obtain 70% or more in the laboratory practical exam.

Performance Indicator SSA: That 80.0% or more of the students obtain 70% or more in the standardized sample analysis.

Performance Indicator LFEx: That 70.0% or more of the students obtain 60% or more in the laboratory final exam.


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Appendix

Materials included:

Assessment Plan 2011-2012 for the Chemistry Undergraduate Program

Rubric for the Written Laboratory Reports from General Chemistry

Rubric for an Oral Presentation from the General Chemistry Laboratory

Rubric for a Research Proposal in Chemistry

Informe Anual de Assessment - Quimica (2011-2012)

Documents

Transcript of Informe Anual de Assessment - Quimica (2011-2012)