2012 Assurance of Learning Report - Kennesaw State University

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Appendix B Senior Seminar Courses: Enrollment, Student Performance, and Communication Assessment (Fall 2011) Grade Distribution For Fall 2011 Senior Seminar Courses (4 Sections) Grade Frequency Percent 63 100.0 A 27 42.9 B 16 25.4 C 11 17.5 D 1 1.6 F 5 7.9 WF 1 1.6 W 2 3.2 I 0 0.0 Communication Skills Assessment for Fall 2011 Senior Seminar Courses Frequency Percent Written language 58 100.0 Exceeded expectations 16 27.6 Met expectations 28 48.3 Below expectations 14 24.1 APA style 44 100.0 Exceeded expectations 15 34.1 Met expectations 21 47.7 Below expectations 8 18.2 Spoken language 55 100.0 Exceeded expectations 13 23.6 Met expectations 30 54.5 Below expectations 12 21.8 Back to Section B1 Back to Section B2 Back to Appendices 16
Appendix C Sequence Assessment Report: Fall 2011 Prepared by: Pam Marek (12/25/2011) This report using the same tentative operational definition of satisfactory (70%) as was used in the spring 2011. As noted previously, 70% is not considered a “universal” standard, but it may serve to focus discussions of ways to improve students’ learning of and reasoning about the more difficult subtopics. In addition, it seems important to note that, although sequence faculty collaborated to develop questions aligned with learning outcomes, items differ in complexity. For example, some questions were intentionally designed to require inference and thinking about multiple aspects of a topic rather than to evaluate more basic definitional or factual knowledge. A detailed listing of all questions and student responses (indicating the percentage of students who selected each answer option) for both the research methods and experimental assessment follow the summary of results. Research methods assessment Sample information In fall 2011, there were nine Methods sections, with a total enrollment according to the final roster of 262. Students from all sections participated in the pretest and posttest. For the pretest, 204 (77.9%) students provided identifying information and answered questions. For the posttest, 168 (64.1%) students provided identifying information and answered questions. For the pre-post comparisons, 135 students (51.5%) provided identifying information and took both tests. The grade distribution for the 262 Research Methods students listed on the final rosters is shown below. The percentage of students who earned a C or better (required to avoid repeating the course) was 68.3%, which seems somewhat comparable to the 70.2% for Research Methods students (N = 121) in spring 2009 (included in the January 2010 Comprehensive Program Review) and in fall 2009 (N = 190, 64.7%, included in the January 2010 AOL Report). Grade N % 262 100.0 A 45 17.2 B 74 28.2 C 60 22.9 D 30 11.5 F 26 9.9 WF 2 0.8 W 23 8.8 I 2 0.8 Among Methods students with an ID who responded to the fall 2011 pretest question about whether they had taken Methods previously (N = 204), 174 (85.3%) indicated that this was the first time they were taking Methods, and 30 (14.7%) indicated that this was not the first time they had taken Methods. Students from one experimental section, with a final roster of 31 students, also participated. For the pretest, 23 (74.2%) students provided identifying information and answered questions. For the posttest, 24 (77.4%) students provided identifying information and answered questions. For the pre-post comparisons, 20 students (64.5%) provided identifying information and took both tests. Topics on assessment The multiple-choice assessment included 20 questions that encompassed four broad areas: methodology (6 questions), ethics (3 questions), quantitative literacy (6 questions), and grammatical writing/APA style (5 questions). The grammatical/APA style items included complex sentences, use of which versus that, use of apostrophes and pronoun antecedent agreement, compound sentences, and use of although versus while. Relationship between grades and topics on assessment For the research methods students who provided IDs for the posttest, final grade, on a scale from 0 (F) to 4 (A), was positively correlated with overall percent correct on the posttest, r(166) = .38, p < .001, and with the 17
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