1.Who was the MVP at the first Super Bowl? a. Don Merideth b. Johnny Unitas c. Bart Starr d. Gale Sayers
The FIRST DOWN on the path to a culture of Assessment:
Faculty Survey Comparison Table 3. Comparison of responses to faculty survey regarding assessment. Survey statement Strongly Agree 2013 (%) Strongly Agree 2014 (%) Across our campus, there is a clear understanding of how assessment processes yield evidence of our institution’s effectiveness 12% 44% Our institution has a clear understanding of what assessment is37%56% Senior administrators place a priority on recommendations for change that are supported by assessments results 37% 59% Assessment is vital to teaching at this institution49%67% Our faculty gather on a regular basis to discuss assessment findings29%69% Assessment supports the transformation of student learning39%64% Our institution has a clear understanding of why assessment is done34%64% Faculty have the knowledge to accurately assess student learning24%49% Faculty have sufficient resources and time to adequately conduct academic assessment activities 12% 33% Faculty have a clear understanding of how to do assessment18%28% Faculty at our institution are eager to participate in assessment activities 12% 28%
2.The Super Bowl Championship trophy is named for which legendary coach? a. Vince Lombardi b. Paul Brown c. Tom Landry
CAT Questions CAT QUESTIONS Q1. Summarize a pattern of information without making inappropriate inferences. Q2. Evaluate how strongly correlational-type data supports a hypothesis. Q3. Provide alternative explanations for observations. Q4. Identify additional information needed to evaluate a hypothesis or particular explanation of an observation. Q5. Evaluate whether spurious relationships strongly support a claim. Q6. Provide alternative explanations for spurious relationships. Q7. Identify additional information needed to evaluate a hypothesis/interpretation. Q8. Determine whether an invited inference in an advertisement is supported by information. Q9. Provide relevant alternative interpretations of information. Q10. Separate relevant from irrelevant information when solving real-world problems. Q11. Analyze and integrate information from separate sources to solve a real-world problem. Q12. Use basic mathematical skills to help solve a real-world problem. Q13. Identify suitable solutions for a real-world problem using relevant information. Q14. Identify and explain the best solution for a real-world problem using relevant information. Q15. Explain how changes in a real-world problem situation might affect the solution
5.Who experienced a “wardrobe malfunction” during the halftime performance of Super Bowl XXXVIII? a. Madonna b. Prince c. Janet Jackson d. Lady Gaga
CAT Information ▪ Designed to assess and promote the improvement of critical thinking and real-world problem solving skills ▪ Graded by OUR faculty using detailed scoring rubrics ▪ Given by OUR faculty in specific courses ▪ Data can be correlated by ACT scores; prerequisite courses; etc. ▪ Faculty who grade will have access to discipline specific sample questions from a database
EOSC Faculty Examples CAT SKILL DivisionCOURSE COURSE NAMESKILL ASSESSED Evaluate and interpret Info Problem Solving Creative Thinking Effective Comm. Nursing Assessment as Intervention: This exercise is to help you learn what to do with the assessment/monitoring dataX Behavioral Science PSYC 1113 Intro to Psychology Application Take-Away Journals: Explain a concept from the chapter and write a one paragraph making a personal application of the conceptX X Science and Math (Dr McAllister)CASE Teaching Notes: Hunting the Ebola Reservoir HostXXXX Science and Math (Dr Maples) Elemental Autobiography: Students assume the identity of an element and write their story XX Science and Math NUTRIT 1203Nutrition Food Diaries: write a 24 hour food diary and analyze the diet for the macro and micro nutrientsXX X Science and Math BIOL 2114 Human AnatomyPogil Activity with a case studyXXX Lang, Human, & EducMUSIC Musical CritiqueX Behavioral ScienceHIST 1103History of OKReading, Interpreting, and Discussing critical issues and events in OK pastX X Behavioral Science PSYCH 2113 Child Psychology Explaining and discussing concepts presented in class and offering supporting informationX X
6.Which country music star spoofed his own tax problems for an H&R Block ad? a. Johnny Cash b. George Jones c. Willie Nelson
CAT SAMPLE QUESTION A scientist working at a government agency believes that an ingredient commonly used in bread cause criminal behavior. To support his theory the scientist notes the following evidence 99.9% of the people who committed crimes consumed bread prior to committing crimes. Crime rates are extremely low in areas where bread is not consumed. 1)Do the data presented by the scientist strongly support their theory? Yes____ No____ 2)Are there other explanations for the data besides the scientist theory? If so, describe 3)What kind of additional information or evidence would support the scientist’s theory?
CAT SAMPLE QUESTION Read the following thesis from a student's analysis of Claude McKay's poem "If We Must Die": "If We Must Die" is a poem about having valor on the battlefield. The speaker is a military commander rallying his troops before a big battle. This is evident by looking at the war-like language McKay uses throughout the poem, such as "let us nobly die," "we must meet the common foe," "our precious blood," and "dying, but fighting back.” To what extent do the quotations provided support the student's interpretation of the poem? Provide an alternative interpretation of McKay's use of war-like language. Identify 3 types of additional information that would help you investigate McKay's intent in writing the poem and explain why each source would be helpful.
CAT SAMPLE QUESTION GRADING ▪ The test is graded by our faculty seated in a round table setting. ▪ Graders are given a very specific RUBRIC to use in scoring ▪ Test are graded by the first grader and passed in a clockwise motion to the second grader. If the graders agree, the test is placed in the middle table. ▪ If the two graders do not agree, the test is passed to a third grader and then placed in the middle of the table. ▪ Facilitators then gather the test and redistribute.
Designing an Assessment Plan Using the CAT Instrument MODEL/DESIGNPOPULATIONDESIRED FINDINGISSUES More expensive Pre-test vs Post-test with Control Group (in course of program) Course Program Students show more improvement from the pre- test to the post-test than the control group expense Pre-test vs Post-test (in course of program) Course Program Students show improvement from the pre- test to the post-test Freshman vs Upperclassment (value added) Track same students over time Freshman & Upperclassman Students show significant gains from freshman year to senior year Attrition, expense, time Freshman vs Upperclassment (value added) Cross-sectional study (must equate groups) Freshman & Upperclassman Senior level students perform better than freshman Must control for ability Less Expensive Track Institutional Progress over timeUpperclassman Institution scores improve over time Track Institutional Progress over time with National Norm Comparison Upperclassman Institution scores improve over time and/or surpass national nor
7.Which quarterback, when asked if he preferred grass or Astroturf, replied: “I don’t know…I never smoked Astroturf”? a. Kurt Warner B. Joe Namath c. Terry Bradshaw d. Dan Marino