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Oklahoma State Regents for Higher EducationCarl Albert State CollegeAnnual Student Assessment Report of 2016-2017 Activity Section I – Entry Level Assessment and Course Placement Activities I-1. Course placement is determined using multiple measures including ACT scores, Compass/ACCUPLACER scores, and high school GPA. I-2. In 2016-2017, CASC revamped its assessment plan to include high school performance measurements, Fast Track course completions, and the ACCUPLACER placement exam. CASC assesses students upon initial admissions using ACT, COMPASS, or ACCUPLACER tests and places them into appropriate credit level courses, such as English 1113 and Math 1513. When test scores fall below the required cut-off scores, students are placed based upon specific criteria into remedial courses or the new Fast Track courses. The Office of Admissions evaluates student credentials, provides students with a summary sheet, and posts results in VikeConnect so that advisors can access the scores electronically during the enrollment process. The following chart details the indicators of remediation and placement for 2016-2017:CASC Placement and Remediation AssessmentsThe high school GPA is the unweighted GPA (HS senior or final HS GPA). High school concurrent students are not eligible for remediation or fast track enrollments. COMPASS was phased out in the fall 2016 term and replaced with ACCUPLACER.ENGLISH ASSESSMENT(Meet one)(Alternate measurement)COURSE ENROLLMENTACT EnglishCOMPASS WritingACCUPLACER WritingHigh School GPAACT English and High School GPAENGL 1113 Freshman Comp I(No Remediation Required)19+77+98+NA17-18 and 3.00+ENGL 1113 Freshman Comp I and ENGL 0121 Fast Track Writing Lab16-1854-7682-973.00+NAENGL 0123 Intro to College Writing(Remediation Required)0-150-530-81below 3.00NAREADING ASSESSMENT(Meet one)(Alternate measurement)COURSE ENROLLMENTACT ReadingCOMPASS ReadingACCUPLACER ReadingHigh School GPAACT Reading and High School GPACollege-Level Courses(No Remediation Required)19+81+90+NA17-18 and 3.00+HIST 1483/1493 American History and ENGL 0111 Fast Track Reading Lab16-1873-8070-893.00+NAENGL 0113 Intro to College Reading(Remediation Required)0-150-720-69below 3.00NAMATHEMATICS ASSESSMENT(Meet one placement score AND high school GPA AND high school math core classes)COURSE ENROLLMENTACT MathCOMPASS Pre-Algebra AlgebraACCUPLACER ArithmeticElem AlgebraHigh School GPASuccessful Completion of High School Math ClassesMATH 1513 College Algebra (No Remediation Required)19+58+ (PA)35 (A)103+ (A)97+ (EA)NANAMATH 1513 College Algebra (No Remediation Required)17-1843-57 (PA)27-34 (A)79-102 (A)63-96 (EA)3.00+Algebra I, Algebra II, & Geometry MATH 1513 College Algebra and MATH 0111 Fast Track Math Lab16-1836-57 (PA)23-34 (A)59-102 (A)43-96 (EA)NANAMATH 1513 College Algebra and MATH 0111 Fast Track Math Lab13-1519-35 (PA)16-22 (A)30-58 (A)28-42 (EA)3.00+Algebra I, Algebra II, & GeometryMATH 0123 Intermediate Algebra(Remediation Required)13-1519-35 (PA)16-22 (A)30-58 (A)28-42 (EA)below 3.00None requiredMATH 0113 Developmental Math(Remediation Required)0-120-18 (PA)0-15 (A)0-29 (A)0-27 (EA)NANASCIENCE ASSESSMENTCOURSE ENROLLMENTACT ScienceCOMPASS ACCUPLACER High School GPASuccessful Completion of High School Math ClassesCollege-level science courses19+When Science ACT subject test score is below 18, then, Science remediation is required. Science remediation is met when math deficiency is met.Enroll in appropriate Math deficiency0-18I-3. CASC students had several opportunities for improving scores and avoiding remediation:The CASC Educational Opportunity Center (EOC) provided postsecondary entry workshops throughout the semester along with ACCUPLACER online study links and ACCUPLACER prep books and materials. The CASC Learning Resource Center (LRC) provided tutoring sessions before remediation retesting.After utilizing the various options to remediate lack of preparedness, students still demonstrating need for remediation were enrolled in the Fast Track Option consisting of a one-credit hour lab and related three-credit hour course or the appropriate three-credit hour zero-level course, depending on level of knowledge as indicated through multiple measures.Analysis and Findings1-4. CASC's innovation in entry level assessment and course placement has evolved throughout a five year period:CASC has been experimenting with co-requisite remediation in English since fall 2012. For the first trial semester, students were selected randomly to take a one-credit hour lab with the gateway course of English Comp I. Only 17% of students simultaneously enrolled in a lab and Comp I successfully completed the gateway course, so adjustments were made. Only students with an ACT of 16 or higher were selected to take the lab and Comp I combination. The lab was piloted with only ten students. With the new restrictions, 85% of students simultaneously enrolled in the lab and Comp I were able to pass the gateway course. With this information, CASC fully implemented the Fast Track writing lab option in fall 2016 for all students meeting one of the following: English or Reading ACT score of 16-18, a comparable Compass/ACCUPLACER score, or a 3.0 HS GPA. In fall 2016, CASC also offered a one-credit hour reading lab that followed the same format, allowing students to enroll in a history course as a co-requisite. These adaptations were made in order to comply with the Complete College America push for co-requisite remediation.Following the path of English and reading, the Math Fast Track Option was introduced in fall 2016 with the addition of two co-requisite remediation courses. Therefore, the 2016-2017 academic year served as the initial pilot period for this subject area. Grade Results of Students Enrolled in Fall 2016 English Fast Track OptionWriting LabFreshman Comp IFreshman Comp IIA = 24A = 22A = 12B = 12B = 14B = 12C = 4C = 7C = 5D = 1D = 2D = 0F = 10F = 5F = 5W = 6W = 6W = 2The statistical results from the Fast Track Option were promising. Out of the 57 students enrolled in the writing lab, 70% passed with a C or higher, and 75% of those students passed Comp I with a C or higher. By deducting the one student who later withdrew from the Comp I component, the percentage of the remaining 56 students receiving a C or higher increased to 77%, which provides a more accurate measure of success. Concerning the 36 students who continued on to Comp II, 80% passed with a C or higher. Grade Results of Students Enrolled in Fall 2016 Math Fast Track Option Math LabCollege Algebra A = 27A = 7B = 11B = 15C = 9C = 11D = 0D = 12F = 9F = 11W = 5W = 5Of the 61 students enrolled in the Math Fast Track Option, 77% passed the math lab with a C or higher and 54% passed college algebra with a C or higher. The results have affected approaches to teaching. Instructors who teach labs in the Fast Track Option work closely with the credit-level instructors to supplement and complement the flow of instruction. For example, the writing lab focuses on grammar while the Comp I course centers onthe rhetorical modes of writing. In addition, the reading lab practices reading strategies in relation to the course material taught in the co-requisite history course. The analysis of 2016-2017 statistics and the Complete College America fall 2017 mandate of 75% co-requisite remediation have encouraged CASC to instate full co-requisites in English and reading. Therefore, any student needing remediation in English or reading is enrolled in the appropriate zero-level course along with a section of ENGL 1113 - Freshman Composition I. Math remediation continues to progress within the Fast Track Option, but will maintain two levels of regular remedial courses during the 2017-2018 school year. CASC is proud to be a pioneer in the realm of co-requisite remediation and freely provides other colleges with assistance in this endeavor. Section II – General Education Assessment Administering AssessmentII-1. CASC has woven the four general education outcomes into the very essence and experience of student learning throughout the institution. On the academic level, all college credit courses should accomplish one or more of the following outcomes: Demonstrate Knowledge-Demonstration of knowledge results from the appraisal of knowledge and practice of core concepts through analytical, practical, or creative means. Students shall assemble evidence; identify, categorize, and distinguish among ideas, concepts, and theories; and relate and analyze the significant uses of the gathered knowledge.Think Critically-Critical thinking encompasses the abilities to identify, categorize, synthesize, and distinguish ideas, concepts, theories, and approaches. The presentation, explanation, and analysis of skills acquired in academic settings allow examination of competing hypotheses and non-academic events in light of acquired knowledge and relate the implications of cultural and social municate Effectively-Effective communication results from the presentation and expression of concepts encountered in an academic setting in a clear, error-free manner both verbally and in written explanation. Critical aspects are the clear expression of competing hypotheses and perspectives in response to material read, analyzed, or presented in both academic and non-academic settings.Practice Global and Civil Awareness-Practicing global and civil awareness creates the ability to understand both the student’s own civic and cultural background as well as that of others. This results from the evaluation of historical and contemporary positions on values, practices, assumptions, and predispositions. Encouraging active community participation and cognizance provides insight and expands students’ perspectives and awareness.CASC's academic assessment model features a course-embedded assessment of student learning. In each course, student learning outcomes (SLOs) are assessed by direct measures and associated targets that are incorporated into the course curriculum. Throughout each semester, faculty employ assessment software to enter findings that assess whether those SLOs were met or not met. Based upon general education curriculum content, specific course SLOs parallel an associated general education outcome (GEO). Therefore, the SLO findings also indicate the performance of the GEOs. For the 2016-2017 academic year, a pilot method of utilizing sampling within the course-embedded method to assess GEOs was implemented. Instead of a mass aggregation of findings, this method of assessment not only involves participation of academic division chairs and full-time faculty in producing a quantitative measure of GEO performance, but also provides an intimate and meaningful insight into the functionality of the course-embedded assessment components. The following is an explanation of the sequence of this process:For each GEO, academic division chairs and full-time faculty selected four general education courses with specific student learning outcomes (SLOs) that align with and assess the GEO. Each academic year features a rotation of general education courses. Academic division chairs and full-time faculty narrowed the sample by designating one SLO with related measure, target, and finding from each selected course to assess the associated GEO.Course-embedded findings from all sections of the designated courses featuring the SLO/GEO association were aggregated to assess performance for the 2016-2017 academic year, which encompassed online, hybrid, and traditional courses.The academic division chairs and full-time faculty provided analysis for internal use of the GEO findings/data. The goal of the general education outcome process is for the aggregated findings of the associated courses to meet the target of 70%, which is equivalent to a passing grade. II-2. CASC utilizes a course-embedded mode of assessment. Therefore, general education outcomes and related student learning outcomes and metrics are embedded into the course work of each general education course. The metrics or measures are required assignments within each course. This ensures that all students in each course have the opportunity to be assessed on all general education outcomes. II-3. Course syllabi state the general education outcomes along with the related student learning outcomes for each course. Instructors emphasize general education assessment throughout the course to inform students on the purpose and importance of general education. Student motivation is rooted in the curriculum and course assignments. II-4. As students progress through the curriculum and student learning outcomes during the semester, faculty report findings on each measure within our assessment software. Beginning fall 2017, faculty will create and enter an action plan for each SLO/measure that is not met. This action plan details a plan of instructional improvement. Analyses and FindingsII-5. Based upon the aggregation of findings, all four of the GEOs surpassed the target of 70%. The 2016-2017 general education assessment results are displayed below:2016-2017 Course-Embedded AssessmentofGeneral Education OutcomesGeneral Education Outcome 1: Demonstrate Knowledge Met: 89%CourseSLOMeasure TargetFindingsCS 1103SLO 2. Upon completion of the course, students will be able to create a word processing document.Students will create a document in Microsoft Word where they must demonstrate their knowledge of word processing techniques.At least 70% of students participating in the measure will score a C or higher. Measured: 49Met: 49 (100%)Math 1513SLO 2. Upon completion of the course, students will be able to graph relations. Students will be given an exam over graphing relations.Students will be given an exam over graphing relations. ?At least 60% of students participating in the exam will score a passing grade on the exam. Measured: 39Met: 30 (77%)GPS 1214SLO 1. Upon completion of the course, students will be able to use the scientific method.Embedded questions on a test/quiz covering the scientific method.The class average of the questions will be a 75%.Measured: 13Met: 9 (69%)HPER 1113SLO3. Upon completion of the course, the student will be able to identify, discuss, and value managing and reducing risks of stress, cardiovascular disease, chronic illness, and cancer.Module 3 ExamThere will be a class average attempt on the measure equal to or greater than 70%.Measured: 17Met: 17 (100%)General Education Outcome 2: Think Critically Met: 92%ENGL 1213SLO 2. Upon completion of the course, students will be able to gather and synthesize information from sources in a systematic way.Students will complete a sequence of steps leading up to the writing of the research paper.?70% of students will score a 70% or higher on an annotated bibliography, content notes, or rough draft assignment.Measured 36Met: 35 (97%)ZOO 1114SLO 6. Upon completion of the course, students will be able to perform the skills necessary to correctly accomplish all Zoological lab dissections including microscope use and proper handling of preserved specimens.Upon completion of all lab work students will score a passing grade or above on lab work.??70% of students will score a passing grade or higher on the lab portion of their grade.Measured: 15Met: 15 (100%)POS 1113SLO 4. Upon completion of the course, students will be able to debate the issues and tenants of civil liberties in the United States.Students will participate in discussion and/or presentation regarding the issues and tenants of civil liberties.80% of students will participate in a manner that the instructor deems satisfactory.Measured: 29Met: 24 (83%)CHEM 1115SLO 9. Upon completion of the course, students will be able to understand the basic concepts of chemical bonding.Students will correctly answer embedded questions on an exam.??70% of students will answer 3 of the 5 questions correctly.Measured: 7Met: 6 (86%)General Education Outcome 3: Communicate Effectively Met: 91%SPCH 1113SLO 7. Upon completion of the course, students will be able to effectively verbalize and apply different methods of speeches.Students will deliver a speech using one of the following delivery methods: manuscript, impromptu, or extemporaneous.70% of students will effectively employ a manuscript, impromptu, or extemporaneous delivery method with a 70% or higher score. Measured: 16Met: 16 (100%)ENGL 1113PG 4. Upon completion of the course, students will comprehend the process of scientific inquiry, gain quantitative skills and understand the principles of modern scientific knowledge.?Students will turn in a writing sample that is organized and virtually free from style issues towards the end of the course.70% of students completing the assignment will show satisfactory growth in organization and style skills.Measured: 36Met: 36 (100%)HIST 1493SLO 6. By examining the postwar era domestically, the student will explain the causes and consequences of legislation and court decisions concerning the civil rights movement, the "War on Poverty," and "Watergate," and identify their impact on citizen attitudes toward government. ?Students will be given a quiz/exam over major development in the civil rights movement, the "War on Poverty," and "Watergate."70% of students will pass with a C or better.Measured: 17Met: 11 (65%)PSY 1113SLO 3. Upon completion of the course, students will be able to explain different research methods used by psychologists.Question(s) will be embedded into an exam covering different methods used by psychologists. At least 70% of students participating in the measure will correctly answer at least 75% of the embedded questions.Measured: 21Met: 19 (90%)General Education Outcome 4: Practice Global and Civil Awareness Met: 92%HUM 2113SLO 5. Upon completion of the course, students will be able to identify key terms and examine key concepts related to the Roman culture. Students will participate in a discussion, project, or exam and demonstrate familiarity with Roman culture.70% of students participating will demonstrate knowledge of the Roman culture by scoring a 70% or higher on the chosen assessment method.Measured: 9Met: 9 (100%)ART 1113SLO 3. Upon completion of the course, students will produce a written research paper based on an art movement.Students will write a research paper at least two pages long over an art movement.??80% of students will score a C or better on their paper.Measured: 6Met: 5 (83%)SOC 1113Upon completion of the course, students will learn and appreciate multicultural differences and similarities.Question(s) will be embedded on an exam covering multicultural differences and similarities.?70% of students participating in the measure will answer 70% of the questions correctly. (Percentage Conflict: 70% & 75%)Measured: 15Met: 13 (87%)GEOG 2243SLO 1. Upon completion of the course, students will be able to describe and explain the relationship of man to the environment.Students will complete a writing assignment where they must describe and explain the relationship of man to the environment.70% of students participating in the measure will score a passing grade on the assignment.Measured: 6Met: 6 (100%)II-6. The 2016-2017 general education assessment includes the entire academic year. Since CASC utilizes course-embedded assessment, the assessment process is continuous. The results from this method have supported the integration of action plans for those measures that do not meet the required target.II-7. After the assessment results were collected, academic division chairs analyzed the results and provided feedback. An internal usage of the analysis of the process and data has prompted a review of other possible assessment software that could provide more options concerning functional and applicable associations of important performance indicators within the course and program level and additional reporting features. The sampling also offered the opportunity to critique the course-embedded assessment components. The academic division chairs and faculty have voiced the need to refine many SLOs that are too broad in concept in order to produce stronger metrics. However, the OSRHE Course Equivalency Project (CEP) is currently working with Oklahoma academic institutions to set the standard for student learning outcomes for all general education courses. Therefore, SLO standardization is expected. Division chairs stated that the implementation of the action plan process will assist with strengthening course instruction. Section III – Program Outcomes Administering AssessmentIII-1. 2016-2017 Course-Embedded Assessment of Program OutcomesProgramMetNot MetTotal MeasuredAllied Health 165 (77%)49 (23%)214Biological and Pre-Professional Sciences 278 (88%)37 (12%)315Business Administration 108 (97%)3 (3%)111Child Development 186 (100%)0186Computer Information Systems24 (100%)024General Studies1813 (88%)258 (12%)2071Health, Physical Education, & Recreation202 (93%)15 (7%)217Math, Physical Science, & Pre-Engineering106 (73%)39 (27%)145Nursing39 (100%)039Occupational Health & Safety46 (100%)046Physical Therapy Assistant136 (88%)18 (12%)154Pre-Elementary Education162 (99%)2 (2%)164Pre-Law Criminal Justice 72 (100%)072Social Science387 (87%)56 (12%)443Sociology/Psychology261 (94%)18 (6%)279Total3985 (89%)495 (11%)4480Analyses and FindingsIII-2. The total program aggregated findings surpassed the 70% threshold by meeting 89% of program outcomes. After analysis of the findings, the CASC Vice President of Academic Affairs and academic division chairs were pleased with the results. However, they agreed that the internal institutional usage of the findings prompts a review of the program assessment components. III-3. Concerning instructional changes, faculty will create and implement instructional action plans of improvement for all outcomes that did not met the required target. In addition, CASC has joined the Higher Learning Commission (HLC) Assessment Academy to receive personalized guidance in developing and implementing a systematic approach to institutional assessment that increases the capacity to assess student learning and to use assessment data to enhance student success across the institution. CASC has designated a five-member assessment team to lead in this endeavor. Entry into the Academy consists of a four-year project and involves a cohort of fourteen colleges and universities from across the country. The first phase of CASC's assessment project is redefining and strengthening the program assessment components beginning with all program outcomes and creating a systematic process of program outcome assessment. The project begins fall 2017. Section IV – Student Engagement and SatisfactionAdministration of Assessment IV-1. The purchase of SmartEvals software in 2015 moved student surveys of instruction online, allowing for evaluation of every course, every fall and spring semester. The freedom of electronic distribution provides real-time access to quantitative data that reflect the students' evaluation of academic instruction. For academic year 2016-2017, the survey results consisted of rated-scale questions on the following criteria: overall teaching ability, learned in course, instructor effectiveness, timely feedback, and student recommendation. The rated-scale questions used a five-point scale (1-5) with 5 as the highest favorable score. Students who were enrolled in fall and spring courses were given access to the survey through email. IV-2. A duplicated total of 7,496 responded out of a duplicated possible total of 14,787 respondents. Division Aggregated Scores of Student Feedback on InstructionFall 2016 & Spring 2017DivisionAllied HealthBusiness and TechnologyCommunication and Fine ArtsMath and ScienceSocial and Behavioral SciencesNew StudentOrientationResponse Rate52%51%53%54%48%47%Overall Teaching Ability4.52.73.73.73.43.3Learned in this Course4.44.34.24.14.13.8Instructor Effectiveness4.34.34.34.144.1Timely Feedback4.44.54.34.44.34.4Recommend to Other Students4.54.54.44.24.34.3Overall Aggregated Scores for All Divisions2016-2017Response Rate51%Overall Teaching Ability3.6Learned in thisCourse4.2Instructor Effectiveness4.2Timely Feedback4.4Recommend toOther Students4.4IV-3. The 2016-2017 academic year provided the first aggregation of fall and spring student feedback utilizing the SmartEvals method. CASC's average on the rated-scale questions was 4.2 on a 5.0 scale, which is an indicator of overall positive student feedback on classroom instruction. The division chairs set a target threshold of 3.5. All aggregated responses that fall below that mark warrant investigation and possible action. Another advantage to SmartEvals is the immediate instructor access to survey results, which affords the opportunity to make course adjustments in a timely manner. One point of improvement is increasing the percentage of student responses. Providing the students with a small segment of class time to complete the surveys on their smartphones or on CASC tablets has been suggested to increase participation. Assessment BudgetsCASC 2016-207 Assessment Fees & Expenditures FeesHLC Comprehensive Visit$8,187.96Centrieva - WEAVE Online Assessment Software$10,600.00The College Board Membership Fee$325.00Harland Scantron Renewal $709.00Salaries Salary of One Full-Time Assessment Employee $27,700.00TravelHLC Conference Registration$1,150.00HLC Conference AirfareS1,022.40Operational CostsCASC Bookstore Office Supplies$200.00US Postal$98.06The College Board - ACCUPLACER Testing Units$1,451.25PROCTORU Inc. - UCards for online courses$100.00GAP - SmartEvals Online Form of Course Evaluation $4,579.00PaperClip Office Supplies$249.07 ................
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