Archived Assessment Report
| Program | Beverage Production and Management: Wine |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 4. Demonstrate knowledge of best practices in the beverage industry | Are students able to demonstrate knowledge of best practices in wine production from grape to glass? |
| 6. Identify styles, production methods and service of a variety of alcoholic and non-alcoholic beverages; explain laws and procedures related to responsible alcohol service. | Are students able to identify styles, production methods and service of a variety of alcoholic and non-alcoholic beverages? Are students able to follow laws and procedures related to responsible alcohol service? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 4. Demonstrate knowledge of best practices in the beverage industry | Final exam, daily lab grade | BEV 1230, BEV 1240 | 85% of students will score a 80% or better. |
| 6. Identify styles, production methods and service of a variety of alcoholic and non-alcoholic beverages; explain laws and procedures related to responsible alcohol service. | Final exam, case study | BEV 1160 | 70% of students will score a 70% or better. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 4. Demonstrate knowledge of best practices in the beverage industry | Has not run. | Has not run. | Has not run. |
| 6. Identify styles, production methods and service of a variety of alcoholic and non-alcoholic beverages; explain laws and procedures related to responsible alcohol service. | Over 70% of students scored higher than 70% on the final exam and the alcohol case study assignment. 100% of students took the final exam with an average of 79%, and 80% of students scored a 90% average on the alcohol case study assignment. | The results support the learning outcome was achieved with 70% of students scoring higher than 70% on assignments noted. | This shows that the students assessed exceeded standard of expectation. The students are able to identify styles, production methods and service of a variety of alcohol and non-alcoholic beverages and they are also able to follow laws and procedures related to responsible alcohol service. |
| 4. Demonstrate knowledge of best practices in the beverage industry | |
|---|---|
| Describe the change that was implemented. | NA |
| Type of Change | |
| Change in Assessment Approach or Tools? | NA |
| What data motivated the change? | NA |
| Hypothesis about the effect the change will have? | NA |
| 6. Identify styles, production methods and service of a variety of alcoholic and non-alcoholic beverages; explain laws and procedures related to responsible alcohol service. | |
|---|---|
| Describe the change that was implemented. | No changes planned at this time |
| Type of Change | |
| Change in Assessment Approach or Tools? | N/A |
| What data motivated the change? | N/A |
| Hypothesis about the effect the change will have? | N/A |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 4. Demonstrate knowledge of best practices in the beverage industry | NA | NA |
| 6. Identify styles, production methods and service of a variety of alcoholic and non-alcoholic beverages; explain laws and procedures related to responsible alcohol service. | N/A | N/A |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Describe any external factors affecting the program or affecting assessment of the program.