Archived Assessment Report
| Program | Medical Administrative Assistant Certificate |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|
| 1. Produce office application documents and integrate office application software skills. | Are students prepared to demonstrate producing office application documents and integrating office application software skills in a workplace setting? |
| 2. Keyboard at 35 wpm or higher with 5 or fewer errors. | Are students prepared to demonstrate keyboarding speed of 35 wpm or higher with 5 or fewer errors in a workplace setting? |
| 3. Utilize medical office software applications. | Are students prepared to demonstrate utilizing medical office software applications in a workplace setting? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|
| 1. Produce office application documents and integrate office application software skills. | Final Exam | OTEC2201 - CRN83309 | - Annual C-pass rate for coursework is above 60% |
| 2. Keyboard at 35 wpm or higher with 5 or fewer errors. | Average of three timed writings | OTEC1101 - CRN84909 | - Annual C-pass rate for coursework is above 60% |
| 3. Utilize medical office software applications. | Final Application Exam | OTEC1175 - CRN82731 | - Annual C-pass rate for coursework is above 60% |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|
| 1. Produce office application documents and integrate office application software skills. | Average of 79.24
| Yes, students prepared to demonstrate producing office application documents and integrating office application software skills in a workplace setting
| One student couldn't come to campus and her submission got her .67 points. Without counting her, the average of the class was 90.47
|
| 2. Keyboard at 35 wpm or higher with 5 or fewer errors. | Students average 74% | Above C-pass rate for course | Students were not prepared to demonstrate keyboarding speed of 35 wpm or higher with 5 or fewer errors in a workplace setting. Their typing speed average was 27wpm |
| 3. Utilize medical office software applications. | 83% of the students completed the exam successfully. | The results support that the students were prepared to demonstrate utilizing medical office software applications in a workplace setting. | The learning outcome was met. |
| 1. Produce office application documents and integrate office application software skills. |
|---|
| Describe the change that was implemented. | The results were too narrow a sample, since the results were only from one course section. |
| Type of Change | |
| Change in Assessment Approach or Tools? | No. |
| What data motivated the change? | Not enough data available to make a change. We need a wider data set and ability to access the results. |
| Hypothesis about the effect the change will have? | OTEC2201 will not be run in the Summer 2025, so we are unable to retrieve a wider data set. |
| 2. Keyboard at 35 wpm or higher with 5 or fewer errors. |
|---|
| Describe the change that was implemented. | Results were too narrow a sample of data since the results were only from 1 course section. Hopefully including another course section in the Summer 2025 term and collecting the highest wpm (rather than the average) would be more accurate. |
| Type of Change | - Grading Methodology Changes
- Other
|
| Change in Assessment Approach or Tools? | Instead of the average of three timings, the highest wpm should be reported. |
| What data motivated the change? | Not enough data available to make a change. We need a wider data set and ability to access the results. Therefore we should include more course sections in the results. However, only one course section is offered in the Summer 2025 term. |
| Hypothesis about the effect the change will have? | Not enough data available to make a change. We need a wider data set and ability to access the results. The purpose is also to demonstrate 35wpm or higher with 5 or few errors. The HIGHEST wpm should be reported, instead of the average. |
| 3. Utilize medical office software applications. |
|---|
| Describe the change that was implemented. | The learning outcome was met. Not enough data available to make a change, with only one course section included. We need a wider data set and ability to access the results. |
| Type of Change | |
| Change in Assessment Approach or Tools? | In the future it would be great to link this outcome with the Brightspace Master Shell. However, it was past the due date for this to be completed for the Summer 2025 term. |
| What data motivated the change? | Results were too narrow a sample of data since the results were only from 1 course section. No changes needed at this time. |
| Hypothesis about the effect the change will have? | In the future it would be great to link this outcome with the Brightspace Master Shell. However, it was past the due date for this to be completed for the Summer 2025 term. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|
| 1. Produce office application documents and integrate office application software skills. | OTEC2201 Final Exam will not be taught in the Summer 2025 term. The course is being discontinued. | None |
| 2. Keyboard at 35 wpm or higher with 5 or fewer errors. | The highest (MAX) wpm for each student. | 92573 |
| 3. Utilize medical office software applications. | The same tool as the first round, The Final Application Exam. We will gather the data directly from faculty. | 92781 Summer 2025 LaWanda Tennison |
| 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.