Assessment Report ECO Student Learning Assessment

How will we know what they know? We will have verifiable data based on stated standards of performance. We will have a track record of performance data by semester. We will have records of pedagogy modifications and learning outcome results. Student Learning Assessment

Please complete a separate worksheet for each course. Worksheets are due to the Coordinator of Assessment SMSU-WP STUDENT LEARNING ASSESSMENT PROGRAM SUMMARY FORM Course Code:ECO Principles of Macroeconomics Instructor:Dr. Jay Dee Martin PART ONE: Student Learning Plan An Example:

LEARNING OBJECTIVES: HOW, WHERE, & WHEN ARE THEY ASSESSED? WHO IS RESPONSIBLE FOR THE ASSESSMENT? WHAT IS THE PERFORMANCE STANDARD (quantitative or qualitative) for SATISFACTORY PERFORMANCE ? WHO IS RESPONSIBL E FOR THE EVALUATION OF RESULTS? WHAT ARE THE RESULTS? HOW WILLTHE RESULTS BE USED? WHO IS RESPONSIB LE FOR COURSE/ PROGRAM MODIFICATI ON? 1. Given an Aggregate Supply/Aggregate Demand Graph showing a specific economic condition requiring analysis and policy, students will be able to identify the problem and accurately write an analysis of alternative monetary and fiscal policy options including specific tools of policy and the appropriate policy actions. 1. The last page of the Final Exam will be designed as a tear off sheet for collection of Course- Embedded Assessment data. The students’ analysis will be saved and evaluated with Primary Trait Analysis (PTA) using a Rubric identifying the performance standards identifying numerical scores (on a 5 point scale). Collection of data will be during the Final Exam. Data will be collected each semester and scored by the professor % of student work will score at least “4” on the rubric scale. 80% of student will score at least a “3” on the scale. 1. The professor is responsible for the evaluation, but the data may be reviewed at the department level or by the Assessment Committee. 1. Only 40% scored at least 4 because they did not answer all parts of the question. 100% scored at least 3. Next time students will be told to “make sure you answer all parts of the question. 1. To modify curriculum and or pedagogy. Assessment outcomes will be reported to the Assessment Committee for review yearly. The professor and Department Chair will discuss learning outcomes and the need for program modification if necessary.

2. The student will be able to demonstrate a working knowledge of the Federal Reserve system by identifying important components of the system such as the Board of Governors and the Open Market Committee. The student will elaborate the terms of office of Board of Governors, the Chairman and state the make-up of the Open Market Committee. In addition, the student will explain the three key FED monetary policy tools and how they would be used against inflation and unemployment. 2. The last page of the Final Exam will be designed as a tear off sheet for collection of Course- Embedded Assessment data. The students’ analysis will be saved and evaluated with Primary Trait Analysis (PTA) using a Rubric identifying the performance standards identifying numerical scores (on a 5 point scale). Collection of data will be during the Final Exam. Data will be collected each semester and scored by the professor % of student work will score at least “4” on the rubric scale. 80% of student will score at least a “3” on the scale. 2. The professor is responsible for the evaluation, but the data may be reviewed at the department level or by the Assessment Committee % scored at least a % scored at least a 3. On this question more students answered all parts of the question. The expected standard is met. 2. To modify curriculum and or pedagogy. Assessment outcomes will be reported to the Assessment Committee for review yearly. The professor and Department Chair will discuss learning outcomes and the need for program modification if necessary.

3. The student will be able to demonstrate a working knowledge of the monetarist economic theory. State the “equation of exchange” and explain the monetarist interpretation of the equation’s components. Explain the debate between the monetarists and Keynesian economists over the stability of the velocity and give the monetarists argument for the “monetary rule.” 3. The last page of the Final Exam will be designed as a tear off sheet for collection of Course- Embedded Assessment data. The students’ analysis will be saved and evaluated with Primary Trait Analysis (PTA) using a Rubric identifying the performance standards identifying numerical scores (on a 5 point scale). Collection of data will be during the Final Exam. Data will be collected each semester and scored by the professor % of student work will score at least “4” on the rubric scale. 80% of student will score at least a “3” on the scale. 3. The professor is responsible for the evaluation, but the data may be reviewed at the department level or by the Assessment Committee % of the students scored at least a % scored at least a 3 on the rubric. The expected standard is met. 3. To modify curriculum and or pedagogy. Assessment outcomes will be reported to the Assessment Committee for review yearly. The professor and Department Chair will discuss learning outcomes and the need for program modification if necessary.

1.I found that the details in yellow are not necessary for the faculty member to employ the basic rubric. 2.I found that I could use the first column and my set of answer expectations to assess other questions without the detail below. (Note: keep your rubric as simple as it can be.) 3.For example on another objectives to be assessed, I found that I could make the evaluation simply by looking at their answers more holistically employing the criterion of column 1. 4.Many good answers received a 3 evaluation because one part of the question was missing. Looking at that question, I believe that students simply forgot to comment on that point after the analysis of other parts. Detailed Scoring Rubric is not Necessary

Rating Score Overall Expectation Details about the FED Board (expected answer) Details about the Open Market Comm. Details about Inflation Policy Details about Recession Policy 5Correct in all respects - all Parts of the Question Answered – No confusion of concepts. 7 members Appointed by Pres. Approved by Senate 14 year terms Chairman – 4 year term 12 voting members 7 Board of Gov. + 5 FED District Bank Presidents; Voting Members Rotated; New York Dist. Pres. Always Votes Three Tools: Open Market Operation – Most Important Tool – Sell Securities; Change Discount Rate – Raise; Change Reserve Requirement on Bank Deposits – Raise Three Tools: Open Market Operation (most important) – Buy Securities; Change Discount Rate – Lower; Change Reserve Requirement on Bank Deposits – Lower 4Correct in most respects – All Parts of the question answered – Little if any confusion of concepts 7 members Appointed by Pres.; Approved by Senate (may not have this); 14 year terms; Chairman – 4 year term (may not have). 12 voting members 7 Board of Gov. + 5 FED District Bank Presidents Voting Members Rotated; New York Dist. Pres. Always Votes (may not have this) Three Tools: Open Market Operation -Most Important Tool (may not have this) Sell Securities; Change Discount Rate – Raise; Change Reserve Requirement on Bank Deposits – Raise Three Tools: Open Market Operation (most important) – Buy Securities; Change Discount Rate – Lower; Change Reserve Requirement on Bank Deposits – Lower 3Correct in many respects; Some parts of the question not answered – Some concepts confused 7 members Appointed by Pres.; Approved by Senate (may not have this); 14 year terms; Chairman – 4 year term (may not have). 12 voting members 7 Board of Gov. + 5 FED District Bank Presidents Voting Members Rotated; New York Dist. Pres. Always Votes (may not have this) Three Tools: Open Market Operation -Most Important Tool (may not have this) Sell Securities; Change Discount Rate – Raise; Change Reserve Requirement on Bank Deposits – Raise (may be one Error) Three Tools: Open Market Operation (most important) – Buy Securities; Change Discount Rate – Lower; Change Reserve Requirement on Bank Deposits – Lower (may be one Error)

2Correct in few respects; Several parts of the question not answered – Much confusion of concepts 7 members Confused on term May be confused about the makeup of the Committee: 12 voting members, 7 Board of Gov. + 5 FED District Bank Presidents Same as above: (may be two Errors) Same as above: (may be two Errors) 1Correct in few areas. Not answer several parts. 7 members Confused on terms. Likely not answered Confused Answers (may confuse inflation policy with recession) Confused Answers (may confuse inflation policy with recession)

PART TWO: INDIRECT ASSESSMENT TECHNIQUES USED: HOW, WHERE, & WHEN ARE THEY EMPLOYED? WHAT ARE THE RESULTS?WHAT (IF ANY) MODIFICATION OF PEDAGOGY RESULTED FROM THIS ASSESSMENT? Muddiest Point Asked after going over chapter 3 on supply and demand. Discovered that the majority of students were confused on supply and demand analysis. Reviewed supply and demand analysis next class and answered questions. Also assigned homework problems asking students to show the results of various shifts in supply and demand. Minute PaperAsked after going over Exam 1. What could have made this exam better? Discovered that the majority of the students found questions a little confusing. Gave special care to make exams clearly worded adding parenthetical expressions to make points more clear. Muddiest Point Asked after going over chapter 10. Discovered that the majority of students were confused on the multiplier. Reviewed the multiplier next class period. Gave extra homework problems. Muddiest Point Asked after going over chapter 11. Discovered that the majority of students were confused on aggregate supply and demand analysis. Reviewed aggregate supply and demand analysis next class and answered questions. Worked through several examples involving shifts in aggregate supply and demand.

INDIRECT ASSESSMENT TECHNIQUES USED: HOW, WHERE, & WHEN ARE THEY EMPLOYED? WHAT ARE THE RESULTS? WHAT (IF ANY) MODIFICATION OF PEDAGOGY RESULTED FROM THIS ASSESSMENT? Muddiest Point Asked after going over chapter 13. Discovered that students were confused about the two elements of the demand for money. Reviewed the demand for money next class period. Gave extra homework problems. Demonstrated what would shift the demand and the resulting change in interest rate. Muddiest Point Asked after going over chapter 14. Discovered that students were confused about how to calculate the excess reserves of a bank after check clearing transactions. Reviewed the balance sheet of a bank and reinforced the transaction entries that must be made in a check clearing transaction. Assigned homework problems to give students practice with this concept. Muddiest Point Asked after going over chapter 15. Discovered that students were confused about the monetary rule and why monetarists believed it was the best policy. Reviewed the monetary rule and explained the two main arguments that monetarists used to support their argument for this policy.

PART THREE: SUMMARIZE CHANGES AND IMPROVEMENTS IN CURRICULUM, INSTRUCTION, AND LEARNING THAT HAVE RESULTED FROM THE IMPLEMENTATION OF YOUR ASSESSMENT PROCESS. (each responsible person in the process should contribute to the feedback loop!) 1. I gave extra review and additional homework in areas where the muddiest point showed that students were confused on elements of theory. 2. I worked to make exam questions clearer by adding parenthetical expressions making question points more clear. 3. I made major changes in my outside writing assignments making the assignments more clear. 4. I scored their writing assignments with a rubric which I provided the students in the syllabus. 5. I had students turn in a rough draft of their Term Paper. I made extensive comments and scored the rough draft with the rubric showing the students where the paper needed work. 6. I observed that one week point in their papers was “Critical Thinking” and decided that I need to give a lecture on critical thinking to model what I am looking for in the papers.

Writing Evaluation Evaluation 4321 Score Thesis \ Purpose establishes and maintains clear purpose or thesis, ideas developed in depth, clear understanding audience / task establishes a purpose or thesis, develops ideas, awareness of audience / task attempts to establish purpose or thesis (the central point lacks focus), rudimentary development of ideas, some awareness of audience / task no clear purpose or thesis, lacks clarity of ideas, minimal awareness of audience / task Organization (unity / coherence) organized from beginning to end, clear focus, good transitions, fluent, cohesive organized but may have minor lapses, transitions evident, usually has clear focus poor transitions, inconsistencies in unity and / or coherence serious errors in organization, lacks introduction and/or conclusion, thought patterns difficult to follow Support/Evidence Supporting evidence is effective, explicit, and pertinent, arguments are clear, focused and convincing. Supporting evidence is elaborated and appropriate arguments are fairly clear, mostly focused and generally convincing. Supporting evidence lacks elaboration or are repetitious arguments are sometimes unclear, not well focused and points are not convincing. Supporting evidence is random, inappropriate, or barely apparent arguments are not existent or inconsistent, unclear, with little or no focus and points are not convincing. Documentation / Sources and use of Source Material Uses sources to support author’s ideas, uses sufficient sources doesn’t overuse quotes. Documentation is full and proper. Uses relevant sources with good variety, source support could be stronger, doesn’t overuse quotes, Documentation is full and proper. Uses relevant sources but lacks in variety of sources quotations & paraphrases may be too long and/or inconsistently referenced, Documentation is not full or in proper format. Neglects important sources. Overuse of quotations or paraphrase to substitute writer’s own ideas. May use sources without proper documentation, Documentation is lacking or not in proper format.

Evaluation 4321 Score Critical Thinking / Ideas, Thoughts Not only formulates a clear and precise personal point of view, but also acknowledges objections and rival positions and provides convincing replies to these. Not only identifies and evaluates all the important assumptions, but also some of the more hidden, more abstract ones. Formulates a clear and precise personal point of view concerning the issue, and seriously discusses its weaknesses as well as its strengths. Identifies and evaluates all the important assumptions, but not the ones deeper in the background – the more abstract ones. Formulates a vague and indecisive point of view, or anticipates minor but not major objections to his/her point of view, or considers weak but not strong alternative positions. Identifies some of the most important assumptions, but does not evaluate them for plausibility or clarity. Fails to formulate and clearly express own point of view, (or) fails to anticipate objections to his/her point of view, (or) fails to consider other perspectives and position. Fails to identify and evaluate any of the important assumptions behind the claims and recommendations made. Grammar, Usage, Mechanics Few, if any, errors are present some errors are present but they are not significant enough to distract from the paper multiple errors and / or patterns of errors are evident which distract from the paper’s effectiveness errors are frequent and severe the paper does not meet the expectations of university level writing Total Score

Writing Evaluation Evaluation 4321 Score Thesis \ Purpose Organization (unity / coherence) Support/Evidence Documentation / Sources and use of Source Material Critical Thinking / Ideas, Thoughts Grammar, Usage, Mechanics Total Score