Overview

University College:• Four departments• 2950 students• 150 faculty & 11 staff members• Circa 700 sections per semester • Six ZULO’s

2013-14 period of transition• Personnel • Approach to assessment

Language: Speaking

1_x0

00d_

(Low

beg

inni

ng)

2_x0

00d_

(Mid

beg

inni

ng)

3,4_

x000

d_(H

igh

begi

nnin

g, D

evelop

ing

high

er)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

7%

24%

69%

3%

15%

82%

AUH DXB

Spring 2014 - COL 120 - Group presentation in English - All sections

Actions

•Chair shared results were shared with faculty

•Consensus to raise attainment target from 50% ≥ High Beginning to 80% ≥ High Beginning

•Assessment sets baseline for students’ speaking abilities in Colloquy & new version of the course contains a comparable assessment

Language: READingFall 2013 – COL 140 - Midterm & final exam questions30 sections (approx 600 students –General stream) AUH & DXB

Target 50% ≥ High Beginning

REFLECTION

•The students did 20% BETTER in the assessment that was objectively more difficult (900 vs. 400words, readability FK 11.5 vs 9.5) on a broadly similar topic.

• Source of confusion among the faculty

•Need to explore more deeply the relationship of text length as much as text complexity in timed reading/writing assessments.

Actions

• Reading level of students remains source of concern for whole institution

• Attempts made to further scaffold & sequence reading activities

• Assessment instruments modified towards production of summaries and responses

• Integrated skills  (Textbook now being adopted)

• Institutional approach?

Course Learning Outcome ZULOCultivate curiosity, reflect, and inquire about the natural and designed world

CTQR 1 

Observe, seek patterns and make connections

CTQR 2 

Review and discuss ideas among peers

CTQR 1 

Develop and test hypotheses through research, collection and interpretation of data

CTQR 3 

CTQR 1 : Identify essential information (Target: > 80% beginners)CTQR 2 : Interpret qualitative and quantitative information (Target: > 80% beginners)CTQR 3 : Formulate reasoned conclusion (Target > 50% developing)

CRITICAL THINKING

Data Collection

• Fall 2013 and Spring 2014 semesters

•Assessments: Test 1 & Final Exam

•Between 3-5 sections across both campus; male and female classes

Test 1 Results Fall2013

Test 1 Results Spring 2014

Final Exam Results Fall 2013

Final Exam Results Spring 2014

Data Analysis

• Achievement level in Test-1 (introductory and straightforward questions), was higher than that in the final exams (complicated and challenging questions).

• To analyze and obtain meaningful results, the final exam data should only be considered.

• Over 70% of the students (in both semesters) achieved CTQR 3 (developing > 50%) – suggesting students are successively acquiring CTQR.

 

Future Plans

• Next data collection is scheduled for the academic year 2015/2016.

• Data from the final exam will only be assessed.  

• To minimize possible bias, data will be collected from one section per instructor for female students, and all three sections of male students.  

• Questions assessed will be carefully created in the context of the ZULOs.’

UC CURRENT Plans

•Automate data collection & reporting process

•Reduce Number of outcomes assessed annually

•Use the time gained to focus groups of faculty on closing the loop