General Education Assessment Teamwork Competency

Assessment at AC Assessment Methods: Planning and Evaluation Tracking (PET) General Education Assessment Assessment Overview Resource: General Education Methodology Planning and Advancement Information and Training At Amarillo College, we assess student learning through the PET forms and through General Education Assessment. We will only discuss General Education assessment today, which uses existing, embedded assignments that are submitted by instructors for assessment purposes. If you would like to know the entire general education assessment background from course selection to how the report findings are used, we have that information detailed in our General Education Methodology. If you would like to read more about the overall assessment process, you can visit the AC Outcomes Assessment Information and Training page.

2012-2013 Competencies and Rubrics (Based on THECB Requirements) Communication Skills Critical Thinking Skills Empirical and Quantitative Skills Teamwork Personal Responsibility Social Responsibility

Committee Purpose Evaluate Student Attainment of Competencies Pinpoint Student Strengths, Weaknesses, and Areas for Improvement Pinpoint Points of Interest Found in Artifacts Evaluate the Evaluation Process Competency Information and Rubrics General Process Evaluation Each competency has a built-in benchmark indicating what academic-course taking students who have earned 30 or more credit hours at Amarillo College should be able to accomplish We need to pinpoint student strengths and weaknesses and analyze artifact findings in order to achieve constant improvement The competency information and rubric was primarily created by the Instructional Sub-Committee based on AAC&U Value rubrics, other institutional rubrics, and information provided by the Division of Planning and Advancement. AC has set a methodology in place for how we collect and assess rubrics. However, in addition to evaluating the students, we appreciate your participation in the evaluation process.

Teamwork Committee Members Susan Burks Alan Kee John Robertson Each committee is made up of 5 members. On each committee, two people serve as the co-chairs. The co-chairs can answer any questions related to assessment and the co-chairs are the only members who have the authoritative power to “throw out” artifacts that do not have clear directions and/or cannot be assessed (the reason why any committee member cannot opt to not assess artifacts is that even weaker artifacts typically need to be assessed in order for areas of improvement to be identified). The co-chairs must agree to discard an artifact set and must decide which artifacts will replace the discarded artifacts. The co-chairs will also be responsible for collecting and compiling the committee results and must be in agreement on the final product before submitting the results and findings to the Assessments Coordinator. At least one member should also serve on the Instructional Assessment Committee; this is important because it is the Instructional Assessment committee that creates and revises rubrics and acts as a voice to the institution.

Committee Expectations Make a game plan for artifact assessment Check to assure 100 chosen artifacts can be assessed (or as many as provided) Develop internal deadlines for when the artifacts will be assessed and/or set up meeting times to assess the artifacts Complete entire artifact evaluation process by May 1st Will you assess artifacts individually or as a team? When teams assess artifacts, there is typically only one resulting group score for each artifact. When individuals assess artifacts, each team member rates each artifact and a co-chair or co-chairs compile and average the results. Will you use the excel spreadsheet you were provided? Verify that the artifacts on the J drive can be assessed (read the assignment and glance at the artifacts to make sure they can be assessed using the definitions and rubric tool that you are provided).

Competency Overview Artifacts must show teamwork process rather than end result Broad statements Utilize Team Member Critique Sheet for assessment. Note: The new critique sheet will first be distributed during the 2012-2013 year. We try to collect artifacts one year in advance so that the work reviewed is from instructors who intended for the work to fulfill the teamwork request. However, this year’s artifacts that we are reviewing are from this current year because the Chief of Planning and Advancement felt it would be valuable to begin the assessment of teamwork during the 2011-2012 year even though teamwork artifacts had not previously been collected.

Concept Definitions Contribution The degree to which each student provides materials or skills that are integral to a group’s ability to complete the given assignment. Contribution assesses what the student provides the group in the form of materials, effort, and/or leadership. The evaluation of leadership skills is dependent on the nature of the instructor’s assignment as some assignments will contain pre-set or alternating leadership roles.

Concept Definitions Cooperation The skills and attitudes necessary for successful group interaction and the successful formation of finalized ideas and plans of action in the group environment. Cooperation assesses attitude, information sharing, acknowledgment of a shared purpose, and problem solving techniques.

Concept Definitions Self Management The manner in which a group member conducts his/her personal business. Self management assesses a student’s work ethic, ability to meet deadlines, ability to prioritize projects, and ability to focus on the task at hand.

Points of Consideration Evaluation of the Students and not Instructors Please do not evaluate students based on the perceived level of assignment difficulty (e.g. a critical essay that evaluates each team member’s contribution to a project should not automatically be viewed as more valuable than a Team Member Critique Sheet/instructor-made, rubric evaluation tool). When you make your comments, you are welcome to give insight on ways that student skills could be better assessed by the faculty (e.g. we need more qualitative information from students about the teamwork process), but if you recognize work as being from a particular class, please do not make comments like “Kristin 1301 needs to increase its student expectations”).

Submission Checklist All artifacts scored Student strengths identified Interesting findings identified Process suggestions provided Student weaknesses/areas for improvement identified Information you would like to pass down to core instructors

Questions Assessments Coordinator Kristin McDonald-Willey (kmw@actx.edu; 467-3026)