Review Assessment Report

Part 1: Contact & Program Identification

Report Year and Contact Information
Academic YearModified ByDate Modified
2021-2022[email protected]2022-11-11T17:36:51.837Z
SchoolName of ProgramCourses
MSEASTR Science Gen EdASTR 1010,ASTR 1010L,ASTR 1110,ASTR 1110L

Part 2: Program Summary

Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program
Our general education program aims to develop scientific habits of mind and scientific reasoning in our students. Mastery of the skills assessed as part of our general education assessment program are part of a larger framework we have designed to help students become proficient in basic scientific inquiry and reasoning, as well as critical consumers of science journalism and media. As a result of the COVID-19 pandemic, we have developed a suite of general education science courses that are available both online and face-to-face. This has increased our ability to meet the needs of our students and thus help them fulfill their degree requirements.

Part 3: Data Review

2019-20202020-20212021-2022
Annual number of graduate awards is greater than 10n/an/an/a
Number of declared majorsn/an/an/a
Average Class Size22.826.318.6
Annual Average Class withdrawal rate is 30% or below (SAGE 35%)19%13%16%
Annual C-Pass rate for coursework is 60% or above73%69%77%
Average class fill rate at 60% or above capacity within a term or over a year68%80%57%
Graduate Transfer to 4-year Schoolsn/an/an/a
Full-time Faculty Coverage by Section52%94%32%
Summarize how your program met or did not meet the target measures based on the data above

Part 4: Program Learning Outcome Analysis

Learning OutcomePopulation or Course(s) AssessedDescriptionSummary of Assessment Results
3. Quantitative Reasoning
ASTR 1010/1010L
  • In-class Activities
In ASTR 1010L: Twelve students were assessed and 100% earned a perfect score.
1d. Reasoning/Conclusion
ASTR 1010/1010L
  • In-class Activities
In ASTR 1010L: Twelve students were assessed and 100% earned a perfect score.
1a. Problem Setting
ASTR 1010/1010L
  • In-class Activities
In ASTR 1010L: Twelve students were assessed and 100% earned a perfect score.
1b. Evidence Acquisition
ASTR 1010/1010L
  • In-class Activities
In ASTR 1010L: Twelve students were assessed and five (42%) earned a perfect score of 2 on a scale of 0 -2. The other 58% earned a score of 1--no students earned a zero. The average score was 1.42.
1c. Evidence Evaluation
ASTR 1010/1010L
  • In-class Activities
In ASTR 1010L: Twelve students were assessed and 100% earned a perfect score.
Interpretation of Assessment findings
Our students performed exceptionally well on the essential skills assessed in ASTR 1010L. The essential skills were assessed using in-class labs for the face-to-face classes and equivalent online lab activities for the distance learning sections. The labs require students to do investigations, interpret graphs, make calculations, evaluate statements, and draw conclusions, all while working in groups. The toughest essential skills were evidence acquisition for our astronomy students. The average scores on these essential skills were still acceptable (1.42 out of 2, respectively) but are areas on which we may wish to place more emphasis in the future. Our first step, however, will be to change our rubric to expand the scale and more finely delineate points. This will allow us to better assess exactly what aspect of each essential skill is most difficult for our students.

Part 5: Additional Action Plan in Support of Student Learning (If Appropriate)

Upcoming YearChanges Planned for the upcoming yearData Motivating this change
2021-2022
Revise our rubrics such that their scale is from 0 to 3 instead of 0 to 2.
We feel that requiring a perfect score of 2/2 to meet the criteria of passing an assessment is too strict, yet a score of 1/2 is too lenient. This year we opted to use 2/2, but if we scale our rubric differently, we can use a score of 2 out of 3 to be the minimum for passing an assessment, and that would roughly mirror our requirement of having a 70% or better in a course to pass. This will also allow us to more finely delineate partial credit, giving us more insight into what aspects of each skill are most difficult for our students. Revising our rubric will give us a better sense for how many students have adequate achievement on our essential skills and how to make curriculum changes to support them.
2021-2022
2021-2022
Please select all of the following that characterize the types of changes described in the above action plan
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