COLLEGE SUCCESS SEMINAR – CSS 101 SLOAT ASSESSMENT FINAL REPORT – FALL 2011
SUBMITTED BY CARLOS A. RIVERA – PROFESSOR of BUSINESS & PROGRAM COORDINATOR OF CSS 101
INTRODUCTION
The purpose of this assessment study is to investigate and document the level of student mastery of certain desired learning outcomes of the College Success Seminar (CSS 101) course. Specifically the study seeks to ascertain the level of achievement of students on course goal number 3 – Implement effective time management skills – as prescribed by the course outline. Ten (10) of 43 sections of CSS 101 offered at ECC in Fall 2011 participated in data collection for this study. This means that out of approximately 625 students taking CSS 101 in Fall 2011, student learning outcomes assessment data was collected on 155 students (25%).
The CSS 101 course prepares students for college life by offering critical information and providing an ongoing support system, as needed, throughout the first semester. It emphasizes self-assessment, self-management, and the development of life skills, goal-directed behavior and effective study habits. Co-requisites for the course are ENG 088 and ENG 088T.
ASSESSMENT METHODOLOGY
The CSS 101 faculty blueprinted 10 multiple-choice questions, which were administered with the final exam and are related to course goal number 3 and, more specifically, measurable course performance objectives (MPOs) 3.1, 3.2, and 3.3. Two of the 10 questions (i.e., # 3 and # 10) give direct evidence of student learning, whereas the other eight questions provide indirect outcomes assessment data. (See Appendix A of this report.)
Course Goal 3, Implement effective time management skills, has the following three measurable course performance objectives (MPOs):
3.1 interpret and explain the class syllabus; 3.2 develop and utilize a semester planner; and 3.3 explain how procrastination can interfere with goal attainment.
There were 3 multiple-choice questions on the final exam that were blueprinted to MPO 3.1; 3 multiple-choice questions were blueprinted to MPO 3.2; and 4 multiple-choice questions blueprinted to MPO 3.3. The percentage of students who answered the MPO-specific series of multiple-choice questions correctly was then averaged to calculate a final average “student
CSS 101 – 1 performance score” for each MPO. The MPO-final average score would then summarily represent the level of student mastery of each given student learning objective. The timeline for this assessment study included the 14th and/or 15th week of the Fall 2011 semester (i.e., December 12th – December 19th ) when testing was conducted in 10 participating CSS 101 sections comprised of 155 students.
RESULTS OF THE FINAL EXAM & DATA ANALYSIS
The results of the direct assessment blueprinted questions are given in the table below.
MPO % of Students Who Final Exam Question # & Description* Assessed Answered Correctly 3. Calculate a grade point average given a sample 3.1 56.13% students’ course load and grades. 10. Evaluate a procrastination case scenario and 3.3 66.45% identify means to minimize procrastination. * See Appendix A for exact question.
Based on direct student learning outcomes results (seen in the table above) and defining student achievement of an MPO as when the MPO Final Average Score is 70% or more (i.e., 70% or more of student responses to all questions blueprinted to this MPO were correct), it is apparent that neither of these MPOs were not fully achieved by students in this study. However, it is apparent that some level of MPO student achievement was obtained since more than half and about two-thirds of the assessed students responded correctly these two questions, respectively.
The results of the indirect assessment blueprinted questions are given in the table below.
MPO % of Students Who Final Exam Question # & Description* Assessed Answered Correctly 1. Did you receive a CSS 101 class syllabus? 98.71% 3.1 2. Do you know how to calculate your GPA? 87.74% 4. Do you have a semester planner? 94.84% 5. Do you record academic due dates in your planner? 89.68% 3.2 6. Do you mark weekly study times in your planner? 80.00% 7. Do you mark non-academic activities in your 63.23% planner? 8. Did you already register for classes next semester? 65.81% 3.3 9. Have you ever let procrastination interfere with your 63.87% academic goals? * See Appendix A for exact question
CSS 101 – 2 The following is apparent from examining the collected data given in the tables above:
Practically all students are receiving class syllabi as they should be. The very few students who indicated they did not receive a syllabus may have been absent from class the first week when instructors are supposed to distribute it in class.
Students think they know how to calculate their GPA (based on the indirect assessment question) but cannot actually do so (based on the direct assessment question). This is ‘dangerous’ because since many students have the false impression that they know this course content, they may be less inclined to pay attention when it is covered in the course. Most students definitely seem to use a semester planner, but they are using it more so for their academic schedules.
Almost one-third of the assessed students did not take advantage of early registration at ECC. This is troublesome because one of the main priorities at the College right now is retention and early registration certainly has potential to help with that.
CONCLUSION & RECOMMENDATIONS/ PLAN OF ACTION (INTERVENTION)
The results of the Fall 2011 CSS 101 assessment study established a baseline to use for future assessment studies for the MPOs assessed and for the CSS course in general. The findings raise awareness as to the level of student mastery of the required material, and it identifies student learning content areas of strength and also points out areas of concern where additional focus is required. This assessment study also helps us to better prepare future assessment studies of this course. This report is distributed to and carefully examined by CSS 101 faculty to guide us as we plan the conversion of CSS 101 from a 1.5-credit course to a 3.0-credit course for the upcoming Summer I & II terms and the 2012 – 2013 academic year.
Specifically, based on discussions involving the Chairperson of the Business Division and CSS 101 instructors who have reviewed the Fall 2011 CSS 101 SLOAT assessment study findings, our plan of action is as follows:
Expand the study to assess student performance on more CSS 101 course goals and related MPOs in the 2012 – 2013 academic year. Introduce COURSEMATE, an on-line course management, assignment and assessment system, developed by the text publisher Cengage. Organize a workshop for CSS 101 faculty hosted by the publisher to inform and train them on COURSEMATE. It is hoped that this technology-based student support system will improve the students’ mastery of not only course goal number 3 but of all course goals for CSS 101.
Begin the GPA calculation discussion by asking students to complete an exercise similar to the one embedded on the final exam (question # 3) in order to discern which students know how to calculate their grade point averages and which do not.
CSS 101 – 3 Place emphasis on integrating the students’ whole life schedules (including weekly study times and non-academic events) into one planner when this topic is discussed in the course so as to ensure that they can effectively manage their time. Emphasize early registration and perhaps even use class time to have students register for their next semester/term classes so that they have a better chance of being retained at ECC and so that they start their academic career with good planning habits.
Appendix A – CSS 101 Fall 2011 Final Exam
MARKING INSTRUCTIONS ECC – CSS 101 Use a No. 2 pencil or a blue or black ink pen only. College Success Seminar Do not use pens with ink that soaks through the paper. Make solid marks that fill the response completely. Final Exam Assessment Make no stray marks on this form. Questions CORRECT: INCORRECT:
Student’s Name: Section Number: CSS 101 – ______Instructor: ______
Directions: The questions below are all related to implementing effective time management skills. Please answer these questions as honestly and correctly as you can.
1. Did you receive a class syllabus for CSS 101? Yes No
2. Do you know how to calculate your grade point average (GPA)? Yes No
3. What is the correct grade point average (GPA) of the student whose courses and grades are given below?
Course # of Credits Final Course Grade Grade Point Value ENG 101 3.0 B (3 points) 9.0 BUS 101 3.0 A (4 points) 12.0
CSS 101 – 4 MTH 101 3.0 C (2 points) 6.0 HST 101 3.0 D (1 point) 3.0 Total 12.0 30.0 grade points
2.00 2.50 3.00 3.25 3.50
4. Do you have a semester planner, either electronic or hardcopy booklet type? Yes No 5. Did you record important academic due dates in your semester planner? Yes No
6. Did you plan specific study times for the week and mark them in your semester planner? Yes No
7. Did you plan non-academic activities such as working hours, social time with family and friends, and other important non-academic obligations and mark them in your semester planner? Yes No
8. Did you already register for classes next semester (in Spring 2012)? Yes No
Case Study Scenario: Sanjay and Omar are best friends and love to play basketball together. They also both share a goal – to graduate Essex County College with good grades and transfer to a four-year college and earn a Bachelor’s Degree. Despite setting this important academic goal for themselves, they played basketball instead of studying for their upcoming final exams.
9. Have you ever been in a situation where procrastination interfered with your academic goals? Yes – often Yes – sometimes
CSS 101 – 5 No
10. What can Sanjay and Omar do in the future to minimize procrastination? Set aside specific study time for each final exam Keep track of the excuses they make to avoid the studying they have a responsibility to do Think positively – assume the best will happen if they stick to their study plan Reward themselves for sticking to their study plans All of the above
CSS 101 – 6