Assessment Progress Reports: Spring 2014Review
This form is a PROGRESS REPORT for reporting on assessment work done during the Spring 2014 semester. You can edit this report throughout the semester. * Be sure there is ONLY ONE ENTRY per course/program/service.
* Everything entered on this form will be publicly available.
* TIP: Computers, internet, browsers – all are apt to crash when we least want them to. SAVE YOUR WORK in a separate file first. Then copy and paste into the actual form.
Want some hints to help with this form? View our online instructions:
Page 1: Coordinator and report information1a. Name of Coordinator (Enter name of the person in charge of submitting progress reports and whom we will contact if we have questions about this report.)
1b. On which of the following units are you reporting? (one answer)
- Course Assessment
- Instructional Program Assessment
- Counseling Program Assessment
- Student Service Program Assessment
- Administrative Service Program Assessment
If answer to 1b was
Course Assessment, go to: Page 2:Course Assessment
Instructional Program Assessment, go to: Page 3:Instructional Program Assessment
Counseling Program Assessment, go to: Page 4:Counseling Program Assessment
Student Service Assessment, go to: Page 5:Student Service Assessment
Administrative Service Assessment, go to: Page 6:Administrative Service Assessment
Page 2: Course Assessment2a. Subject (choose from the drop down list)
2b. Course NUMBER. (Example: "10". Other acceptable examples: "10A" OR "10A, B, C" OR "10, 11, 15, and 20" -- you can make one entry for multiple courses as long as your answers pertain to ALL those courses.)
2c. Course Title. (Example: “Intro to Programming C++”)
2d. How many course sections were offered for this class in Spring 2014? (Enter a whole number only. No text.)
2e. How many instructors were involved in teaching this class in Spring 2014? (Enter a whole number only. No text.) / Page 3:Instructional Program Assessment
3a. Department (choose from the drop down list)
3b. Program Type
- Discipline
- Major
- Certificate of Achievement (credit)
- Certificate of Accomplishment (credit)
- Certificate of Achievement (noncredit)
- Certificate of Accomplishment (noncredit)
- Other
3d. Which of the following best represents the assessment methods you are or plan to use for measuring outcomes for this program?
- Assessment of all program completers through exit surveys or similar devices
- Assessment of one capstone class or project
- Coordinated assessment of courses within the program.
- Unknown – still under development
4a. Department (choose from drop-down list)
4b. Program Title (Example: Career Counseling – workshops or New Students Orientation) / Page 5: Student Service Assessment
5a. Department (choose from drop-down list)
5b. Program Title (Example: workshops or transcripts) / Page 6:Administrative Service Assessment
6a. Department (choose from drop-down list)
6b. Program Title (Example: Banner Training or Vendor Maintenance)
When done with this entry, proceed to Page 7: Assessment Stage & Frequency
Page 7: Assessment Stage & FrequencyIndicate your assessment/analysis coverage and frequency (long-term sustainable planning).
7a. Assessment Stage (Example: Department X has assessed one of 4 outcomes, implemented improvements, and reassessed the same outcome. They have thus closed the loop on that one outcome. They are at stage 5 and will remain there as they now proceed with the assessment of their remaining outcomes.)
- Outcomes exist, assessments are in development, but no further progress yet.
- Outcome assessments have been developed and have been implemented once only, with no further progress yet.
- Outcome assessment data/results are currently being analyzed and discussed, but no further progress yet.
- Improvements or changes based on assessment results are being implemented or have been implemented, but no further progress yet.
- Course/program/service has undergone at least one full closed-loop cycle – implemented improvements have been assessed. Process is now on a continual cycle of repeated assessment and review.
7c. How many outcomes does your course/program/service have? (whole # required | no text)
7d. How many of these outcomes have been assessed to date? (Enter a whole number only. No text.)
7e. Outcomes assessment (measurements) happen with what frequency? (Choose most appropriate answer.)
- Every semester
- Every year
- Every 2 years
- Every 3 years (recommended maximum)
- Other
- Every semester
- Every year
- Every 2 years
- Every 3 years (recommended maximum)
- Other
If answer to 7h was
Yes, go to Page 10: Spring 2014 Implementation of Improvements
No, skip to end of form: Page 24: Future Assessment Plans
(Note: Pages 8 & 9 were removed. Numbering maintained to avoid confusion.)
Page 10: Spring 2014 Implementation of Improvements10. In Spring 2014, did you make any course/program/service improvements?
If answer to 10 was
Yes, go to Page 11: Spring 2014 Implementation of Improvements Review
No, skip to next section: Page 12: Spring 2014 Assessments (Measurements)
Page 11: Spring 2014 Implementation of Improvements ReviewPlease provide a summary, here, of the improvements you made in Spring 2014.
11. Describe and provide details of improvements you implemented this Spring. (These improvements can include new assessments, refined outcomes, new processes, added services, modified activities, and more.)
When done with this entry, proceed to Page 12: Spring 2014 Assessments (Measurements)
Page 12: Spring 2014 Assessments (Measurements)12. Did you conduct outcomes assessments (measurements) in the Spring?
If answer to 12 was
Yes, go to Page 13:Spring 2014 Assessment Data Discussion and Analysis
No, skip to next section: Page 14: Spring 2014 Assessment Data Discussion and Analysis
Though you will retain the majority of your data and assessment details in your own records or on your department or program website, please provide a summary, here, of the work you did in SPRING 2014.
13. Describe all the assessment method(s) you used to gather data this semester and the outcomes to which they pertain? (Describe only those assessments for which you plan to report data in this or a later progress report. The more detail and examples you provide, the better. Sample assessments can include quizzes, surveys, assignments, direct observations, interviews, focus groups, licensing exam and placement rates, banner data, external data, and more.)
When done with this entry, proceed to Page 14: Spring 2014 Assessment Data Discussion and Analysis
Page 14: Spring 2014 Assessment Data Discussion and Analysis14. In Spring, did you review/discuss/analyze outcomes-assessment data from the current or previous semesters?
If answer to 14 was
Yes, go to Page15: Spring 2014 Assessment Data Discussion and Analysis Review – ILO #1.
No,skip to end of form: Page 24: Future Assessment Plans.
Page 15: Spring 2014 Assessment Data Discussion and Analysis Review -- ILO #115. Are you reporting on an instructional or counseling program (NOT A COURSE or SERVICE) that was part of the ongoing coordinated ILO#1 assessment?*
- No. This report is for a course or service.
- No. While this report is for an instructional or counseling program, we either didn’t assess any ILO#1-related outcomes, or we already reported on those in our Fall 2013 reports.
- Yes, this report is for an instructional or counseling program that is ready to report on ILO#1 assessment data.
If answer to 15 was
No or Yes, but not ready to report,go toPage 16: Spring 2014 Assessment Data Discussion and Analysis Review
Yes and data are ready to report, go to Page17: ILO#1 Assessment Review
Page 16: Spring 2014 Assessment Data Discussion and Analysis ReviewThough you will retain the majority of your data and assessment details in your own records or on your department or program website, please provide a summary, here, of the work you did in SPRING 2014:
16a. Data you reviewed during Spring 2014 was gathered when? (check all that apply)
- Spring 2014
- Summer 2013
- Spring 2013
- Other
If not, skip this question. If yes, check the box below. Then complete the rest of this form, and when done, we'll send you a copy of another form that is focussed on just the detailed assessment results related specifically to the GE outcomes. Thanks for your participation!
16b. How and with whom did you discuss, review, and analyze your data? (Examples: faculty and staff in same program, other programs, other colleges; students; external accreditors; employers; and more)
16c. How many individual students (or individuals from other groups) were assessed? (How many people completed the assessment and provide data that you are reviewing?Enter a whole number. No text.)
16d. Summarize the data you received from your assessments, the criteria you used to determine success, and the analysis you completed. (Example: 75% of students received a score of 3 or higher (out of 5 total points) on all rubric elements for our capstone assignment except the one having to do with critical thinking. A score of 3 was considered to have met the outcomes measured. Our benchmark goal is to have 70% of our students meet the outcomes. Based on these results, we feel we are doing fine in all areas except critical thinking. Ideas for improvement here include…. OR Our surveys combined with focus group interviews indicate we are meeting 3 outcomes, but missing the mark in 2 outcomes. Ideas for improvement include those generated by faculty and students and include….)
16e. IF APPLICABLE: What future improvements do you plan to implement based on assessment data? Include timeline. (How did you decide to address the needs and issues that were revealed by the assessment, if any?)
PROGRAM REVIEW CHECK:
16f. IF APPLICABLE: Check here if the above future improvements require resources that will be requested during the next annual PROGRAM REVIEW cycle. (Examples: additional staff, equipment, software, consulting.)
When done with this entry, skip to end of form: Page 24: Future Assessment Plans
Page 17: Spring 2014 ILO#1 Assessment ReviewThough you will retain the majority of your data and assessment details in your own records or on your department or program website, please provide results here. By translating your data to the standard rubric, your data will be collated and combined with data from other programs and used to complete a review of ILO #1 programs and outcomes. Our highest priority in reviewing these data will be to share and address challenges and issues our students face in achieving proficiency. Many of those challenges are shared across all programs.
Thank you for contributing your data and insights to this discussion.
If you would like to review the rubric guidelines again, please review them on the ILO#1 Assessment website:
ILO #1: Students who complete their educational goals at CCSF will be able to:
+ Use reason and creativity to make decisions and solve problems
+ Apply diverse viewpoints to aid in decision making or problem solving
+ Locate, retrieve, and evaluate information using appropriate research strategies, tools and technology.
17a. Data you reviewed during Spring 2014 was gathered when? (check all that apply)
- Spring 2014
- Summer 2013
- Spring 2013
- Other
17c. How many students were assessed? (How many students completed the assessments and provide data that you are reviewing?Enter a whole number. No text.)
17d. Did any of the outcomes you assessed in Spring link directly to the ILO#1 outcome: “Use reason and creativity to make decisions and solve problems.”?
If answer to 17d was
Yes, go to Page18: ILO#1 Part 1 Assessment Results.
No,skip to next ILO: Page 19: ILO#1 Part 2Assessment Review.
Page 18: Spring 2014 ILO#1 Part 1 Assessment Results18a. Which of the outcomes you assessed in Spring link directly to the ILO#1 outcome: “Use reason and creativity to make decisions and solve problems.”?
18b. Enter the total number of students you assessed to be at the PROFICIENCY stage: (Students meet this outcome. (A passing ability.))Enter a whole number. No text.
18c. Enter the total number of students you assessed to be at the DEVELOPING stage: (Students are developing this outcome, but haven’t met it yet. NOTE: If there is no way, through your assessment method/tool, to distinguish between Developing and No evidence, please enter ALL the nonproficient numbers as no evidence)Enter a whole number. No text.
18d. Enter the total number of students you assessed to be at the NO EVIDENCE stage: (There is no evidence that students are meeting this outcome. NOTE: If there is no way, through your assessment method/tool, to distinguish between Developing and No evidence, please enter ALL the nonproficient numbers as no evidence.)Enter a whole number. No text.
18e. Enter the total number of students enrolled in your class at the time of the assessment but who didn’t complete the assessment. (Enter a whole number. No text.)
18f. Describe in more detail the criteria you used to determine the stage of your students.
18g. Provide any extra details or comments/notes not already captured in previous questions and answers. (We are especially interested in learning what challenges our students are facing inside and outside the classroom. Include any information that can help us conduct a rich and valuable conversation. You can also include here samples of exemplary student work, if you would like.)
When done with this entry, proceed to next Page 19: ILO#1 Part 2 Assessment Results
Page 19: Spring 2014 ILO#1 Part 2 Assessment Review19. Did any of the outcomes you assessed in Spring link directly to the ILO#1 outcome: “Apply diverse viewpoints to aid in decision making or problem solving.”?
If answer to 19 was
Yes, go to Page20: ILO#1 Part 2 Assessment Results
No, go to Page 21: ILO#1 Part 3Assessment Review
Page 20: Spring 2014 ILO#1 Part 2 Assessment Results20a. Which of the outcomes you assessed in Spring link directly to the ILO#1 outcome: “Apply diverse viewpoints to aid in decision making or problem solving.”?
20b. Enter the total number of students you assessed to be at the PROFICIENCY stage: (Students meet this outcome (a passing ability).)Enter a whole number. No text.
20c. Enter the total number of students you assessed to be at the DEVELOPING stage: (Students are developing this outcome, but haven’t met it yet. NOTE: If there is no way, through your assessment method/tool, to distinguish between Developing and No evidence, please enter ALL the nonproficient numbers as no evidence)Enter a whole number. No text.
20d. Enter the total number of students you assessed to be at the NO EVIDENCE stage: (There is no evidence that students are meeting this outcome. NOTE: If there is no way, through your assessment method/tool, to distinguish between Developing and No evidence, please enter ALL the nonproficient numbers as no evidence.)Enter a whole number. No text.
20e. Enter the total number of students enrolled in your class at the time of the assessment but who didn’t complete the assessment.(Enter a whole number. No text.)
20f. Describe in more detail the criteria you used to determine the stage of your students.
20g. Provide any extra details or comments/notes not already captured in previous questions and answers. (We are especially interested in learning what challenges our students are facing inside and outside the classroom. Include any information that can help us conduct a rich and valuable conversation. You can also include here samples of exemplary student work, if you would like.)
When done with this entry, proceed to next Page 21: ILO#1 Part 3 Assessment Review
Page 21: Spring 2014 ILO#1 Part 3 Assessment Review21. Did any of the outcomes you assessed in Spring link directly to the ILO#1 outcome: “Locate, retrieve, and evaluate information using appropriate research strategies, tools and technology.”?
If answer to 21 was
Yes, go to Page22: ILO#1 Part 3 Assessment Results
No,skip to: Page 23: More Discussion
Page 22: Spring 2014 ILO#1 Part 3 Assessment Results22a. Which of the outcomes you assessed in Spring link directly to the ILO#1 outcome: “Locate, retrieve, and evaluate information using appropriate research strategies, tools and technology.”?
22b. Enter the total number of students you assessed to be at the PROFICIENCY stage: (Students meet this outcome. (A passing ability.))Enter a whole number. No text.
22c. Enter the total number of students you assessed to be at the DEVELOPING stage: (Students are developing this outcome, but haven’t met it yet. NOTE: If there is no way, through your assessment method/tool, to distinguish between Developing and No evidence, please enter ALL the nonproficient numbers as no evidence)Enter a whole number. No text.
22d. Enter the total number of students you assessed to be at the NO EVIDENCE stage: (There is no evidence that students are meeting this outcome. NOTE: If there is no way, through your assessment method/tool, to distinguish between Developing and No evidence, please enter ALL the nonproficient numbers as no evidence.)Enter a whole number. No text.
22e. Enter the total number of students enrolled in your class at the time of the assessment but who didn’t complete the assessment.(Enter a whole number. No text.)
22f. Describe in more detail the criteria you used to determine the stage of your students.
22g. Provide any extra details or comments/notes not already captured in previous questions and answers. (We are especially interested in learning what challenges our students are facing inside and outside the classroom. Include any information that can help us conduct a rich and valuable conversation. You can also include here samples of exemplary student work, if you would like.)
When done with this entry, proceed to next Page 23: More discussion