This PowerPoint helps students to consider the concept of infinity.
We Teach - But are they Learning?
1. We Teach …We Teach …
But are they Learning?But are they Learning?
Assessing Student LearningAssessing Student Learning
inin
D.L. Lab Science CoursesD.L. Lab Science Courses
Peter Jeschofnig, Ph.D.Peter Jeschofnig, Ph.D.
Colorado Mountain CollegeColorado Mountain College
1212thth
Sloan-C International ConferenceSloan-C International Conference
Nov 9, 2006Nov 9, 2006
2. Atlantic MonthlyAtlantic Monthly : Nov 2005: Nov 2005
..
"What Does College"What Does College
Teach?Teach?
It's time to put an end toIt's time to put an end to
'faith-based' acceptance of'faith-based' acceptance of
higher education's quality“higher education's quality“
Richard HershRichard Hersh,,
former president of Hobart & William Smith Collegesformer president of Hobart & William Smith Colleges
and Trinity Collegeand Trinity College
Co-director of the "Collegiate Learning Assessment"Co-director of the "Collegiate Learning Assessment"
Hersh & Merrow – 2005Hersh & Merrow – 2005
Declining by Degrees: Higher Education at RiskDeclining by Degrees: Higher Education at Risk
3. Institutional Level AssessmentInstitutional Level Assessment
All institutions have some form of assessment,All institutions have some form of assessment,
often linked to accreditationoften linked to accreditation
Of 1,393 public and private institutions surveyedOf 1,393 public and private institutions surveyed
in 1999, 82% listed “Excellence inin 1999, 82% listed “Excellence in
Undergraduate Education” as part of missionUndergraduate Education” as part of mission
statement.statement.
However: Direct measures of studentHowever: Direct measures of student
learning remain rare!learning remain rare!
4. Secretary of Education’s Commission onSecretary of Education’s Commission on
The Future of Higher EducationThe Future of Higher Education
Chairman Charles Miller, believes that collegesChairman Charles Miller, believes that colleges
must better measure the skills and knowledgemust better measure the skills and knowledge
they impart to students, and openly share thatthey impart to students, and openly share that
information with the public.information with the public.
““We need to assure that the American publicWe need to assure that the American public
understand through access to sufficientunderstand through access to sufficient
information, particularly in the area of studentinformation, particularly in the area of student
learning, what they are getting for theirlearning, what they are getting for their
investment in a college education.”investment in a college education.”
"No College Left Behind?""No College Left Behind?"
Inside Higher Ed,Inside Higher Ed,
February 15, 2006February 15, 2006
5. Secretary of Education’s Commission onSecretary of Education’s Commission on
The Future of Higher EducationThe Future of Higher Education
Feb. 3, 2006 meeting in San Diego:Feb. 3, 2006 meeting in San Diego:
Higher education institutions must be more “transparent”Higher education institutions must be more “transparent”
in collecting and giving the public useful informationin collecting and giving the public useful information
about their activities and their performance.about their activities and their performance.
Topics about which colleges should provide more andTopics about which colleges should provide more and
better information, the various panels suggested, are onbetter information, the various panels suggested, are on
their costs and prices, how their graduates fare in thetheir costs and prices, how their graduates fare in the
employment market, and their success in impartingemployment market, and their success in imparting
knowledge and, more importantly, skills like criticalknowledge and, more importantly, skills like critical
thinking, to their students.thinking, to their students.
6. National Forum onNational Forum on
College-Level Learning (NFCLL)College-Level Learning (NFCLL)
"I'm disappointed that NASULGC ("I'm disappointed that NASULGC (National Association ofNational Association of
State Universities and Land-Grant Colleges)State Universities and Land-Grant Colleges) seems to beseems to be
interested in describing ‘the skills and knowledge thatinterested in describing ‘the skills and knowledge that
students bring to college’ but evidently not the ones theystudents bring to college’ but evidently not the ones they
leave with.leave with.
While it's considering publishing ‘data on graduation rates,While it's considering publishing ‘data on graduation rates,
admissions, applications, student demographics andadmissions, applications, student demographics and
faculty demographics,’ THE OBVIOUS OMISSION OFfaculty demographics,’ THE OBVIOUS OMISSION OF
EVIDENCE OF STUDENT LEARNING SUGGESTS THATEVIDENCE OF STUDENT LEARNING SUGGESTS THAT
THEY HAVEN'T HEARD THE CLEAR MESSAGE THAT'STHEY HAVEN'T HEARD THE CLEAR MESSAGE THAT'S
BEEN COMING FROM THE STATES AND THE FEDSBEEN COMING FROM THE STATES AND THE FEDS
FOR ABOUT 20 YEARS: THAT THEY WANT TO KNOWFOR ABOUT 20 YEARS: THAT THEY WANT TO KNOW
WHAT OUR GRADUATES KNOW AND CAN DO.“WHAT OUR GRADUATES KNOW AND CAN DO.“
Margaret (Peg) MillerMargaret (Peg) Miller
2006 Director of NFCLL2006 Director of NFCLL
7. . . ."We expect transparency and accountability for our tax. . ."We expect transparency and accountability for our tax
dollars in almost every area of our government—fromdollars in almost every area of our government—from
housing to health care to K-12 education. But in higherhousing to health care to K-12 education. But in higher
education, we've invested tens of billions of taxpayereducation, we've invested tens of billions of taxpayer
dollars over the years and basically just hoped for thedollars over the years and basically just hoped for the
best.“best.“
PRESS RELEASE: Nov. 2, 2006PRESS RELEASE: Nov. 2, 2006
Secretary Spellings Delivered Remarks at NationalSecretary Spellings Delivered Remarks at National
Postsecondary Education Cooperative Symposium onPostsecondary Education Cooperative Symposium on
Student Success in Washington, D.C.Student Success in Washington, D.C.
8. Threat of Mandated AssessmentThreat of Mandated Assessment
Government mandated assessments have manyGovernment mandated assessments have many
negative ramifications that should be avoided.negative ramifications that should be avoided.
However, that should not deter academicHowever, that should not deter academic
professionals from designing valid and reliableprofessionals from designing valid and reliable
assessment of learning.assessment of learning.
A pro-active academic approach to assessment isA pro-active academic approach to assessment is
surely better than a government mandated one!surely better than a government mandated one!
9. Assessment ApproachesAssessment Approaches
Actuarial Data and Expert Ratings:Actuarial Data and Expert Ratings: GraduationGraduation
rates; research funding; student-teacher ratios, ACT &rates; research funding; student-teacher ratios, ACT &
SAT scores; admissions selectivitySAT scores; admissions selectivity
Student Ratings:Student Ratings: Survey of Student EngagementSurvey of Student Engagement
(NSSE) Students rate educational experience on(NSSE) Students rate educational experience on
quantity and quality of faculty contact; homework,quantity and quality of faculty contact; homework,
assignments, etc.; Noel-Levitz Student Satisfactionassignments, etc.; Noel-Levitz Student Satisfaction
Inventory;Inventory;
Direct Assessment:Direct Assessment: Via grades & grade pointVia grades & grade point
averagesaverages
Nearly useless as learning indicatorsNearly useless as learning indicators
Grade InflationGrade Inflation
Tell nothing about knowledge gained, retained, or ifTell nothing about knowledge gained, retained, or if
knowledge can be applied to new situationsknowledge can be applied to new situations
Reflect lower level objectives such as facts and definitionsReflect lower level objectives such as facts and definitions
rather than higher objectives & critical thinking skillsrather than higher objectives & critical thinking skills
10. Assessment Approaches – cont.Assessment Approaches – cont.
pre-professional programs withpre-professional programs with
specialized accreditation programs whichspecialized accreditation programs which
require evidence of student learningrequire evidence of student learning
Rising Junior examRising Junior exam
11. A Learning College ApproachA Learning College Approach
““The Learning College and its learningThe Learning College and its learning
facilitators succeedfacilitators succeed only whenonly when improvedimproved
and expandedand expanded learning can belearning can be
documenteddocumented for its learners.”for its learners.”
O’Banion,O’Banion,
19971997
The Primary Questions ForThe Primary Questions For
Every Learning CollegeEvery Learning College
Action:Action:
Does this action improveDoes this action improve
or expand learning?or expand learning?
How do we know?How do we know?
12. Assessment ...Assessment ...
... is the systematic, on-going,... is the systematic, on-going,
iterative process of monitoringiterative process of monitoring
learning in order to determinelearning in order to determine
what we are doing well and whatwhat we are doing well and what
we must improve.we must improve.
13. We Want and Need to Know…We Want and Need to Know…
…… and we want students, employers, peers,and we want students, employers, peers,
policy makers, and the public to know …policy makers, and the public to know …
how well students are able to use thehow well students are able to use the
complex knowledge and abilitiescomplex knowledge and abilities
articulated as important to their learning.articulated as important to their learning.
14. Basic Course Assessment TypesBasic Course Assessment Types
Formative Assessment:Formative Assessment:
Ongoing assessment used to modifyOngoing assessment used to modify
instruction and improve learninginstruction and improve learning
Summative Assessment:Summative Assessment:
End of class or program assessment to verifyEnd of class or program assessment to verify
that learning objectives have been met. Thisthat learning objectives have been met. This
is compared to other classes and institutionsis compared to other classes and institutions
to gage the effectiveness of courses andto gage the effectiveness of courses and
instructional programs.instructional programs.
15. Assessment is EspeciallyAssessment is Especially
Effective When It ...Effective When It ...
is student centeredis student centered
is congruent with instructional objectivesis congruent with instructional objectives
is relevantis relevant
is comprehensiveis comprehensive
is clear in purpose, directions, and expectationsis clear in purpose, directions, and expectations
is objective and fairis objective and fair
simulates "end" behavior/product/performancesimulates "end" behavior/product/performance
incites active responsesincites active responses
shows progress/development over timeshows progress/development over time
16. Assessment ChallengesAssessment Challenges
Disagreements on what should be taughtDisagreements on what should be taught
Well-conceived programs take time,Well-conceived programs take time,
energy, and moneyenergy, and money
Avoiding the problems experienced in “NoAvoiding the problems experienced in “No
child left behind” assessmentchild left behind” assessment
Threat to academic freedom?Threat to academic freedom?
Classes looking too much alike?Classes looking too much alike?
17. Distance LearningDistance Learning
is Here to Stay!is Here to Stay!
Online enrollments continue to grow at rates faster than forOnline enrollments continue to grow at rates faster than for
the overall student body…the overall student body…
Schools expect the rate of growth to further increase andSchools expect the rate of growth to further increase and
believe that online learning is critical to their long termbelieve that online learning is critical to their long term
strategy…strategy…
Three quarters of academic leaders at public colleges andThree quarters of academic leaders at public colleges and
universities believe thatuniversities believe that online learning qualityonline learning quality is equal tois equal to
or superior to face-to-face instructionor superior to face-to-face instruction. And they expect. And they expect
online offerings to continue to get better.online offerings to continue to get better.
The Sloan Consortium, Nov. 2004The Sloan Consortium, Nov. 2004
Entering the MainstreamEntering the Mainstream
The Quality and Extent ofThe Quality and Extent of
Online EducationOnline Education
in the United States,in the United States,
2003 and 20042003 and 2004
18. Specific Assessment ChallengesSpecific Assessment Challenges
for Distance Educationfor Distance Education
Using Nationally Normed Exams:Using Nationally Normed Exams:
Exam content must remain confidentialExam content must remain confidential
Require proctored examsRequire proctored exams
Cost to institutionCost to institution
Inconvenience to studentInconvenience to student
Institution Designed Exams:Institution Designed Exams:
ValidityValidity
ReliabilityReliability
19. What About Lab Sciences?What About Lab Sciences?
If we are to avoid seeing a continuingIf we are to avoid seeing a continuing
decline in science literacy in America,decline in science literacy in America,
lab sciences MUST be fully included inlab sciences MUST be fully included in
the increasing mix of online coursethe increasing mix of online course
offerings.offerings.
However, there are still many instructorsHowever, there are still many instructors
and institutions that do not believe laband institutions that do not believe lab
sciences can effectively be taught at asciences can effectively be taught at a
distance. Valid and reliable assessmentdistance. Valid and reliable assessment
data is required to dispel thisdata is required to dispel this
misconception.misconception.
20. Assessing Online ScienceAssessing Online Science
There is ample anecdotal evidence ofThere is ample anecdotal evidence of
student learning and satisfaction instudent learning and satisfaction in
distance science courses that usedistance science courses that use
home-based lab kits to fulfillhome-based lab kits to fulfill
laboratory requirements.laboratory requirements.
However, there has been littleHowever, there has been little
quantitative data to support thisquantitative data to support this
positive conclusionpositive conclusion..
21. Objective of this StudyObjective of this Study
To quantitatively assess and compare theTo quantitatively assess and compare the
performance of my chemistry studentsperformance of my chemistry students
In a face-to-face (F2F) chemistry courseIn a face-to-face (F2F) chemistry course
with an on-campus laboratorywith an on-campus laboratory
andand
In an online chemistry (DL) courseIn an online chemistry (DL) course
with a home-based laboratory kitwith a home-based laboratory kit
22. Process of Assessing OutcomesProcess of Assessing Outcomes
Administer and Compare Results for Campus-BasedAdminister and Compare Results for Campus-Based
CHE-111 Students and Online CHE-111 Students:CHE-111 Students and Online CHE-111 Students:
1.1. American Chemical Society Standardized ExamAmerican Chemical Society Standardized Exam
Pre-test at the beginning of the semester andPre-test at the beginning of the semester and
Post-test at the end of the coursePost-test at the end of the course
2. Traditional homework, quiz, and exam grades2. Traditional homework, quiz, and exam grades
3. Laboratory reports graded via a specific rubric3. Laboratory reports graded via a specific rubric
23. American Chemical SocietyAmerican Chemical Society
(ACS) General Chemistry I Exam(ACS) General Chemistry I Exam
Scores based on 3007 students in 20 collegesScores based on 3007 students in 20 colleges
and universities, including:and universities, including:
University of AlabamaUniversity of Alabama Albuquerque Technical CollegeAlbuquerque Technical College
Mercer University Kennesaw State UniversityMercer University Kennesaw State University
Jamestown CCJamestown CC Florida Southern UniversityFlorida Southern University
Miami UniversityMiami University Monroe CC;Monroe CC;
University Pittsburgh University of N.CarolinaUniversity Pittsburgh University of N.Carolina
25. ACS Exam Results: DLACS Exam Results: DL
CHE 111 (DL) - ACS Exam
0
10
20
30
40
50
60
70
Pre-test % Post-test % National mean
Pre-test, Post-test, National score
ACSExamScores
Series2
Series1
26. ACS Exam Results: DL vs. F2FACS Exam Results: DL vs. F2F
ACS Score Comparison
0
10
20
30
40
50
60
70
80
90
DL-Pre-
Test
F2F-Pre-
Test
DL-Post-
Test
F2F-Post-
Test
ACS
National
DL Final
Exam
F2F-Final
Exa,
ExamScores
Raw Score
%
30. Final Exam vs. ACS Exam – F2FFinal Exam vs. ACS Exam – F2F
Final Exam vs ACS Exam
y = 0.5233x + 49.372
R
2
= 0.3756
0
20
40
60
80
100
120
0 20 40 60 80 100
ACS Score
FinalExamScore
Series1
Linear (Series1)
31. Final Exam vs. ACS Exam – DLFinal Exam vs. ACS Exam – DL
Final Exam vs ACS Exam - DL
y = 0.8231x + 32.366
R
2
= 0.5917
0
20
40
60
80
100
120
0 20 40 60 80 100
ACS Exam Scores
FinalExamScores
Series1
Linear (Series1)
32. Lab Report Grading RubricLab Report Grading Rubric
Title Page -Title Page - 5 points5 points
Succinct and descriptive title and experiment number, author’s name, partners’Succinct and descriptive title and experiment number, author’s name, partners’
names, course name and number; date of experiment, date of lab report.names, course name and number; date of experiment, date of lab report.
Abstract –Abstract – 10 points10 points
A brief one to two paragraph statement of the purpose of the experiment and theA brief one to two paragraph statement of the purpose of the experiment and the
results (i.e. relative yield, identification of unknown, etc).results (i.e. relative yield, identification of unknown, etc). 10 points10 points
Purpose/Hypothesis -Purpose/Hypothesis - 10 points10 points
A detailed statement about the experiment’s purpose and hypothesis (yourA detailed statement about the experiment’s purpose and hypothesis (your
predictions). Describe what you think the likely outcome of the experiment will be;predictions). Describe what you think the likely outcome of the experiment will be;
what scientific principle or law will be tested; what scientific relationship will be shown.what scientific principle or law will be tested; what scientific relationship will be shown.
Hypothesis should include any relationship between variables and should mention theHypothesis should include any relationship between variables and should mention the
independent vs. dependent variable.independent vs. dependent variable.
Procedure –Procedure – 10 points10 points ::
If you followed a detailed procedure from the lab manual, a very short procedureIf you followed a detailed procedure from the lab manual, a very short procedure
summary will be enough.summary will be enough. If you used a procedure not detailed in the lab report, youIf you used a procedure not detailed in the lab report, you
need to write the procedure in enough detail, using numbered steps, so that someoneneed to write the procedure in enough detail, using numbered steps, so that someone
should be able to repeat your procedure.should be able to repeat your procedure.
This section should include any alterations or errors you made to your operatingThis section should include any alterations or errors you made to your operating
methodology. Be thorough and specific! Another chemist should be able to read yourmethodology. Be thorough and specific! Another chemist should be able to read your
procedure and reproduce your experiment with precisionprocedure and reproduce your experiment with precision.. This section should notThis section should not
contain any results/data from the exercise. 10contain any results/data from the exercise. 10 pointspoints
33. Data/ObservationsData/Observations -- 25 points25 points
A detailed presentation of all hard data gathered during the experiment, as well as anA detailed presentation of all hard data gathered during the experiment, as well as an
organized presentation of all your observations during the lab. Describe not only whatorganized presentation of all your observations during the lab. Describe not only what
you see, but what it signifies in chemical terms. What is really happening? Also,you see, but what it signifies in chemical terms. What is really happening? Also,
answer any questions the lab poses here.answer any questions the lab poses here.
Tables should be used whenever possible. Graphs need to be complete with titles,Tables should be used whenever possible. Graphs need to be complete with titles,
axes must be labeled; the independent variable should be on the x-axis, theaxes must be labeled; the independent variable should be on the x-axis, the
dependent variable on the y-axis. Any calculations should be in this section as well.dependent variable on the y-axis. Any calculations should be in this section as well.
They should be presented clearly and explained. The source of all numbers used inThey should be presented clearly and explained. The source of all numbers used in
calculations should be included.calculations should be included.
Results/Analysis -Results/Analysis - 2020 pointspoints
A comprehensive, thoughtful discussion of what your data means and how it provedA comprehensive, thoughtful discussion of what your data means and how it proved
or disproved your hypothesis, including the relationship of the variables as presentedor disproved your hypothesis, including the relationship of the variables as presented
by the data. Explain any trends in the data that will be used. You should present theby the data. Explain any trends in the data that will be used. You should present the
evidence that will support your conclusions. Error analysis, including percent error,evidence that will support your conclusions. Error analysis, including percent error,
should be included here. Are the results consistent within the limitations of equipmentshould be included here. Are the results consistent within the limitations of equipment
and random error. All questions should be answered here.and random error. All questions should be answered here.
Conclusion -Conclusion - 20 points20 points
A detailed discussion of how the lab results compare with your predictions, and whatA detailed discussion of how the lab results compare with your predictions, and what
the results mean in a practical, real world sense. How can your discoveries bethe results mean in a practical, real world sense. How can your discoveries be
applied? Have you verified your hypothesis? Did you demonstrate the scientificapplied? Have you verified your hypothesis? Did you demonstrate the scientific
principle of this experiment adequately?principle of this experiment adequately?
34. UnsatisfactoryUnsatisfactory BorderlineBorderline SatisfactorySatisfactory ExcellentExcellent ScorScor
ee
Title PageTitle Page
Max = 5 ptsMax = 5 pts
Missing more thanMissing more than
two items, or title ortwo items, or title or
namesnames
0-2 points0-2 points
Contains tile &Contains tile &
names; two othernames; two other
items missingitems missing
3 point3 point
Contains tile &Contains tile &
names; one othernames; one other
item missingitem missing
4 points4 points
Contains title, author’sContains title, author’s
name, partners’ names,name, partners’ names,
course name;course name;
experiment number;experiment number;
experiment & reportexperiment & report
dates.dates. 5 points5 points
AbstractAbstract
Max = 10Max = 10
ptspts
No abstract, orNo abstract, or
Incomplete purpose,Incomplete purpose,
incompleteincomplete
ResultsResults
0-3 points0-3 points
Purpose or results,Purpose or results,
but not bothbut not both
5 points5 points
Contains purposeContains purpose
statement andstatement and
results, but someresults, but some
result detailsresult details
missing.missing. 8 pts.8 pts.
Contains purposeContains purpose
statement and completestatement and complete
resultsresults
10 points10 points
Purpose/Purpose/
HypothesisHypothesis
Max = 10Max = 10
ptspts
IncompleteIncomplete
purpose/hypothpurpose/hypoth
Statement,Statement,
Incomplete or missingIncomplete or missing
scientific principles orscientific principles or
variablesvariables
0-4 points0-4 points
Clearly states theClearly states the
correct purposecorrect purpose
/Hypothesis, Both/Hypothesis, Both
scientific principlesscientific principles
or vari-ables missingor vari-ables missing
6 points6 points
Clearly states theClearly states the
correct purpose/correct purpose/
Hypothesis, eitherHypothesis, either
scientific principlesscientific principles
or variablesor variables
missingmissing
8 points8 points
Clearly states theClearly states the
correctcorrect
purpose/hypothesis,purpose/hypothesis,
which scientificwhich scientific
principles to be tested;principles to be tested;
the variables involvedthe variables involved
10 points10 points
Grading Rubric PointGrading Rubric Point
Allocation for Lab ReportsAllocation for Lab Reports
35. Results/Results/
AnalysisAnalysis
Max = 20Max = 20
ptspts
Explanation of data isExplanation of data is
missing, inaccurate,missing, inaccurate,
or not expressed inor not expressed in
complete sentences.complete sentences.
Error analysisError analysis
incomplete, missingincomplete, missing
or incorrector incorrect
0-8 points0-8 points
IncompleteIncomplete
description of data;description of data;
3 or more important3 or more important
observations areobservations are
missing. Errormissing. Error
analysis incompleteanalysis incomplete
or only partiallyor only partially
correctcorrect
12 points12 points
Results statedResults stated
correctly in com-correctly in com-
plete sentences.plete sentences.
No more than 1-2No more than 1-2
important obser-important obser-
vations arevations are
missing. . Errormissing. . Error
analysis presentanalysis present
and correctand correct
Complete description ofComplete description of
what occurred in thewhat occurred in the
experiment is stated inexperiment is stated in
complete sentences.complete sentences.
Data is used accuratelyData is used accurately
in reporting/analyzingin reporting/analyzing
the results. Error analy-the results. Error analy-
sis present and correctsis present and correct
20 points20 points
Data/Data/
ObservationObservation
Max = 25Max = 25
ptspts
Data is missing,Data is missing,
incomplete,incomplete,
inaccurate, or hasinaccurate, or has
several defects;several defects;
No data tables whenNo data tables when
appropriate, missingappropriate, missing
graphs; most or allgraphs; most or all
observations missingobservations missing
Incomplete or noIncomplete or no
calculations, fewcalculations, few
questions answeredquestions answered
0-12 points0-12 points
Data presented, butData presented, but
not well organized,not well organized,
some data inaccu-some data inaccu-
rate or missing;rate or missing;
graphs are inaccu-graphs are inaccu-
rate in data display,rate in data display,
incorrectly or notincorrectly or not
labeled; poor orlabeled; poor or
incomplete observa-incomplete observa-
tions Poor & incom-tions Poor & incom-
plete calculation;plete calculation;
some questionssome questions
answered.answered. 16 pts16 pts
Data presentedData presented
clearly and neatly.clearly and neatly.
Most charts, tables,Most charts, tables,
diagrams, anddiagrams, and
graphs labeled andgraphs labeled and
accurate; detailedaccurate; detailed
and accurate ob-and accurate ob-
servations. Mostservations. Most
calculations showncalculations shown
and correct. Mostand correct. Most
questionsquestions
answeredanswered
20 points20 points
Data presented clearlyData presented clearly
and neatly. All charts,and neatly. All charts,
tables, diagrams, andtables, diagrams, and
graphs labeled andgraphs labeled and
accurate; Appropriateaccurate; Appropriate
graphing of data chosengraphing of data chosen
(line/bar/pie); detailed(line/bar/pie); detailed
and accurate observa-and accurate observa-
tions. Calculationstions. Calculations
shown and correct. Allshown and correct. All
questions answered inquestions answered in
this section.this section. 25 points25 points
ProcedureProcedure
Max = 10Max = 10
ptspts
Includes an unclearIncludes an unclear
set of instructions.set of instructions.
Most steps may be:Most steps may be:
Missing. IncompleteMissing. Incomplete
disorganized, con-disorganized, con-
fusing,,difficult tofusing,,difficult to
follow,not sequential,follow,not sequential,
0-4 points0-4 points
Includes an nclearIncludes an nclear
set of instructions.set of instructions.
Some steps may beSome steps may be
missing. Incomplete,missing. Incomplete,
disorganized,confus-disorganized,confus-
ing,difficult to follow,ing,difficult to follow,
not sequentialnot sequential 6 pts6 pts
Includes a clear setIncludes a clear set
of instructions. Aof instructions. A
few steps are:few steps are:
missing,incomplete,missing,incomplete,
disorganized,disorganized,
difficult to followdifficult to follow
8 points8 points
Directions in clear,Directions in clear,
concise sentences in aconcise sentences in a
step-by-step format.step-by-step format.
Experiment can clearlyExperiment can clearly
be replicated. Materialsbe replicated. Materials
are included in theare included in the
methodmethod
10 points10 points
UnsatisfactoryUnsatisfactory BorderlineBorderline SatisfactorySatisfactory ExcellentExcellent ScorScor
ee
36. Cover letterCover letter
(when(when
applicable)applicable)
Max = 20Max = 20
ptspts
Hypothesis or goal isHypothesis or goal is
severely incompleteseverely incomplete
or missing; results ofor missing; results of
data interpretationdata interpretation
severely incompleteseverely incomplete
or missing; relation-or missing; relation-
ship to scientificship to scientific
principles severelyprinciples severely
incomplete or missingincomplete or missing
0-8 points0-8 points
Hypothesis or goal isHypothesis or goal is
incomplete; resultsincomplete; results
of data interpretationof data interpretation
incomplete;incomplete;
relationship torelationship to
scientific principlesscientific principles
incompleteincomplete
12 points12 points
Hypothesis or goalHypothesis or goal
is slightlyis slightly
incomplete; resultsincomplete; results
of dataof data
interpretationinterpretation
slightly incomplete;slightly incomplete;
relationship torelationship to
scientific principlesscientific principles
slightly incompleteslightly incomplete
15 points15 points
Concise description ofConcise description of
hypothesis or goal, veryhypothesis or goal, very
brief procedure, generalbrief procedure, general
description of data,description of data,
results of dataresults of data
interpretation,interpretation,
relationship to scientificrelationship to scientific
principles (rest similar toprinciples (rest similar to
conclusions above)conclusions above)
20 points20 points
ConclusionsConclusions
Max =20 ptsMax =20 pts
Conclusion is missingConclusion is missing
or does not fullyor does not fully
explain the objectivesexplain the objectives
of the lab. Relevantof the lab. Relevant
vocabulary missing.vocabulary missing.
No practical applica-No practical applica-
tion given; Discus-tion given; Discus-
sion of scientificsion of scientific
principle missing.principle missing.
Only 1-2 sentencesOnly 1-2 sentences
0-8 points0-8 points
Conclusion explainsConclusion explains
the objecive, butthe objecive, but
data not useddata not used
accurately to supportaccurately to support
itit
Only 2-3 sentencesOnly 2-3 sentences
12 points12 points
A paragraph withA paragraph with
explanation thatexplanation that
includes supportingincludes supporting
evidence with data,evidence with data,
but missing “bigbut missing “big
picture”, scientificpicture”, scientific
error and furthererror and further
experiments. Vo-experiments. Vo-
cabulary usedcabulary used
correctly (4-5 sen-correctly (4-5 sen-
tences)tences) 15 points15 points
A paragraph with aA paragraph with a
logical explanationlogical explanation
supported by data thatsupported by data that
addresses the objec-addresses the objec-
tives, scientifictives, scientific
principles and ends withprinciples and ends with
the ‘big picture” furtherthe ‘big picture” further
experiments orexperiments or
unanswered questionsunanswered questions
(7 + sentences)(7 + sentences)
20 points20 points
UnsatisfactoryUnsatisfactory BorderlineBorderline SatisfactorySatisfactory ExcellentExcellent ScorScor
ee
38. Effectiveness of a Web-Based
Laboratory Course in Biology
Jennifer Herzog, Herkimer County
Community College, N.Y
RetentionRetention
RateRate
MedianMedian
GradeGrade
LabLab
AvgAvg
ClassClass
AvgAvg
% Scoring B% Scoring B
or Betteror Better
OnOn
CampusCampus
89.489.4 CC 75.875.8 75.875.8 4343
OnlineOnline 64.464.4 AA 82.582.5 87.587.5 6262
39. Summary of FindingsSummary of Findings
DL and F2F exam scores were basically equivalentDL and F2F exam scores were basically equivalent
DL, F2F, and national ACS exam scores were basically equivalentDL, F2F, and national ACS exam scores were basically equivalent
DL lab grades averaged 5% and course grades 1% higher thanDL lab grades averaged 5% and course grades 1% higher than
F2FF2F
Institution exams were as effective as ACS exams for assessmentInstitution exams were as effective as ACS exams for assessment
Conclusions:Conclusions:
Student learning in DL science courses with home basedStudent learning in DL science courses with home based
lab kits is at least equivalent to and usually a little betterlab kits is at least equivalent to and usually a little better
than in face-to-face courses with a campus based lab.than in face-to-face courses with a campus based lab.
Valid assessment can be achieved via institution exams.Valid assessment can be achieved via institution exams.
40. Summary of PresentationSummary of Presentation
Assessment is a Major and Growing Concern ofAssessment is a Major and Growing Concern of
Government, Educators, and InstitutionsGovernment, Educators, and Institutions
Assessment, especially DL assessment, presentsAssessment, especially DL assessment, presents
challenges which must be metchallenges which must be met
DL Science Lab Courses Require Valid AssessmentDL Science Lab Courses Require Valid Assessment
Methods to be Included in Online Course OfferingsMethods to be Included in Online Course Offerings
DL and F2F Science Lab Course Learning Can BeDL and F2F Science Lab Course Learning Can Be
Reliably Assessed and ComparedReliably Assessed and Compared
DL Science Lab Course Learning is Equivalent To orDL Science Lab Course Learning is Equivalent To or
Better Than That in F2F Courses.Better Than That in F2F Courses.
41. Future PlansFuture Plans
Design secure online end-of-courseDesign secure online end-of-course
assessment toolsassessment tools
Develop lab skills and safety examDevelop lab skills and safety exam
Correlate ACS scores with ACT/SATCorrelate ACS scores with ACT/SAT
or placement math scoresor placement math scores
Feedback and Suggestions are Welcome!Feedback and Suggestions are Welcome!
pjeschofnig@coloradomtn.edupjeschofnig@coloradomtn.edu
42. Abstract of PresentationAbstract of Presentation
This Colorado Mountain College Chemistry ProfessorThis Colorado Mountain College Chemistry Professor
reviews current complaints about college assessmentreviews current complaints about college assessment
and discusses the importance of and means of achievingand discusses the importance of and means of achieving
valid and reliable assessment tools. He utilizedvalid and reliable assessment tools. He utilized
standardized pre and post semester exams, traditionalstandardized pre and post semester exams, traditional
testing, and a lab report grading rubric to quantitativelytesting, and a lab report grading rubric to quantitatively
assess and compare the learning of students in both hisassess and compare the learning of students in both his
face-to-face and DL online CHE-111 courses. Hisface-to-face and DL online CHE-111 courses. His
findings reflect that student learning in his DL onlinefindings reflect that student learning in his DL online
Chemistry course with home based lab kits is at leastChemistry course with home based lab kits is at least
equivalent to and actually a little better than studentequivalent to and actually a little better than student
learning in his face-to-face Chemistry course with alearning in his face-to-face Chemistry course with a
traditional campus based lab.traditional campus based lab.
