Archived Assessment Report
| Program | Commercial Development Design Coordination Certificate |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 3. Construction Drawings: Student will be able to produce fundamental architectural/engineering drawings at an entry level competence for use in steelframed commercial construction. | Students will demonstrate the ability to produce accurate and fundamental architectural and engineering drawings suitable for entry-level roles in steel-framed commercial construction, ensuring they understand essential drafting techniques, industry standards, and the specific requirements of structural design |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 3. Construction Drawings: Student will be able to produce fundamental architectural/engineering drawings at an entry level competence for use in steelframed commercial construction. | Rubric aligned to industry standands | ARDR 1403 | 75% passing rate |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 3. Construction Drawings: Student will be able to produce fundamental architectural/engineering drawings at an entry level competence for use in steelframed commercial construction. | Only collected data for ARDR 1430. Assignments #3,4 and 5 all focus on commercial construction. The results were positive. For all 3 assignments, the pass rate was 100% (all students scored at "satisfactory" or above) on the rubric. | Students are succeeding in the material. | By this term in the certificate path, students perform as expected. |
| 3. Construction Drawings: Student will be able to produce fundamental architectural/engineering drawings at an entry level competence for use in steelframed commercial construction. | |
|---|---|
| Describe the change that was implemented. | While the students scores well, I do want to narrow down how the assessment data gets linked to the outcomes, so the data can be aligned better. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | Yes, changes would be focused on the use of the rubrics in relationship to the learning objectives. |
| What data motivated the change? | This was the first time using Brightspace for data collection and I don't think it provided specific enough data. |
| Hypothesis about the effect the change will have? | This should give use more specific data. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 3. Construction Drawings: Student will be able to produce fundamental architectural/engineering drawings at an entry level competence for use in steelframed commercial construction. | 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 |
|---|---|---|---|
| 3. Construction Drawings: Student will be able to produce fundamental architectural/engineering drawings at an entry level competence for use in steelframed commercial construction. | N/A | See follow-up questions from Round 1 |
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.