Student Learning Outcomes

Means of Assessment

Results

Use of Results

Goal Statement:

Students enrolled in the QEP classes will demonstrate enhanced writing competencies in five writing literacies :  information acquisition (research), critical thinking, technological applications, visual constructs, and reflective practice.

1 . Students enrolled in QEP enhanced classes will demonstrate the skills needed to gather reliable and valid data from various academic formats (library research, web searches, interviews, and surveys, etc.).

a.       At least 50% of students completing a class project that requires research will include evidence of valid and reliable references, using information and data from standard academic sources. Students will achieve a minimum competency score of 3 on a 5-point scale on the QEP Assessment Rubric (See Appendix).

The QEP director will oversee the collection and evaluation of a sampling of written projects from varied disciplines. Projects will be evaluated using the criteria on the QEP Assessment Rubric that is relevant to research (content, critical thinking, organization).    The sample of written research projects will be collected and evaluated at the end of each academic semester for the duration of the QEP project.

The sample of writing projects from the QEP enhanced classes will be scored and tracked, and results of the data analysis will be used to make programmatic changes in the following areas:  curriculum design and modification, instructional delivery and pedagogy, faculty training and development in this writing literacy.  QEP enhanced classes with research project requirements will be targeted.

b.       50% of students who have taken at least two QEP enhanced classes will be able to synthesize and document   information from varied data formats.  Students will achieve a minimum competency score of 3 on a 5-point scale on the QEP Assessment Rubric.

The QEP director will oversee the collection and evaluation of a sampling of written projects from varied disciplines. Projects will be evaluated using the criteria on the QEP Rubric that is relevant to research [or a similar

Writing In the Discipline (WID) rubric].  The sample of written research projects will be collected and evaluated at the end of each academic semester for the duration of the QEP project.

The sample of writing projects from the QEP enhanced classes will be scored, tracked, and results of the data analysis will be used to make programmatic changes in the following areas:  curriculum design and modification, instructional delivery and pedagogy, faculty training and development. QEP enhanced classes with research requirements will be targeted

c.       Students will score greater than 70% favorable on a Likert-type Attitudinal Scale* that assesses students' attitudes concerning the extent to which they value information- acquisition as a tool for effective writing and academic success.

The QEP director will oversee the development of the Likert-type

Attitudinal Scale, to be administered at the end of each semester for the duration of the QEP project. The survey will be developed by QEP staff and will be used to evaluate changes in students' attitudes with respect to information-acquisition as a tool for writing.   Data from the first year classes will be used to benchmark changes in student attitudes.

This assessment data will be used to track trends in students' attitudes over time regarding this writing literacy; and data will also be used to develop and implement programs, workshops, speaker opportunities   and other forums to cultivate and sustain greater appreciation for the value of research as a tool for writing and academic success.

2. Students enrolled in QEP enhanced classes will demonstrate effective critical thinking skills by connecting ideas and information across disciplines and synthesizing those ideas in written expression.

a.       50% of students will earn a passing score on the "Analysis of Elements" portion of the  Collegiate Assessment of Academic Proficiency (CAAP) 32-item Critical Thinking Test.

Initially, the QEP staff will administer the CAAP each semester to evaluate this skill. (The CAAP is the standardized, nationally-normed assessment program administered by the ACT.  The CAAP Critical Thinking Test measures students' skills in clarifying, analyzing, evaluating and extending arguments.  Four passages representative of issues commonly encountered in a postsecondary curriculum present one or more arguments using a variety of formats, including case studies, debates, dialogues, overlapping positions, statistical arguments, experimental results, or editorials. 

Results will be used to develop and implement programs, workshops, speaker opportunities and other forums to cultivate and sustain greater appreciation for the value of critical thinking as a tool for writing and academic success.

b.       50% of students enrolled in core curriculum QEP enhanced classes will score a passing grade on the "Evaluation of an Argument" portion the CAAP Critical Thinking Test.

At the end of each semester, the QEP staff will use this portion of the CAAP Critical Thinking Test to assess students' abilities to use logic and reasoning, analysis and synthesis to arrive at defensible conclusions for writing.

Annually, the QEP staff will collect and analyze data to make changes in the areas of instructional delivery and pedagogy and any needed administrative implementation.

c.       50% of students enrolled  in core curriculum QEP enhanced classes will score a passing grade on the "Extension of an Argument" portion of the CAAP Critical Thinking Test.

This portion of the CAAP Critical Thinking Test assesses students' ability to use logic and reasoning, analysis and synthesis, arrive at defensible conclusions for writing.

Analysis of data will be used to make changes in the areas of instructional delivery and pedagogy and any needed administrative implementation.

3. Students enrolled in QEP enhanced classes will demonstrate proficiency in the use and application of a variety of multimedia in the production of written texts (blogging, email, electronic peer, review, power-point, webzine, etc).

a.       50% of students enrolled in QEP enhanced classes, where a professor employs a web course management system [such as Electronic Markup Management Application ( emma )], will pass the course with a grade of C or better.

Each semester the QEP staff will use the criteria on the QEP Rubric that is relevant to technology to assess student proficiency with technology applications.

Data will be used to make amendments in pedagogy and means of assessment as needed.

b.         50% of students will communicate ideas and technical information using appropriate formats such as webzine, podcasts, power-point, electronic peer review, blogs, and other electronic documents.

Each semester, QEP staff will collect sample documents from the various QEP enhanced classes and establish assessment criteria for identifying and tracking trends in student preference and use and relevance. 

The QEP staff will monitor technology assignments in QEP enhanced courses to see which assignments generate the best student use of technology.  From this data they can establish a set of best practices to determine effective models for replication, research, and public dissemination and to determine whether assessment goals have been met.

c.          50% of the students enrolled in QEP enhanced classes will use technical applications to cluster ideas using connected sites, (e.g., list serves, file sharing, links and embedded URLs) for written assignments.

Each semester instructors will utilize emma or other electronic management systems designed for specific and various disciplines to assess student mastery of requisite skills. Student productions will be screened and samples collected by QEP Writing Room Specialists. Finished productions will be electronically monitored and evaluated by the course instructor for course embedded assessment.

QEP coordinators and the director will select models to establish a best practices repository for internal use and identify examples for presentations and research designed for public access.

4.  Students enrolled in QEP enhanced classes will demonstrate an understanding of formatting and use of images, texts, displays, graphics, and charting for written documents appropriate to the task and intended discipline-specific audience.

a.       50% of the students will acquire the discipline-specific vocabulary for writing.

Each semester, course instructors will use the QEP Assessment Rubric to evaluate course embedded essays to determine   student awareness and acquisition of discipline-specific vocabulary.

The QEP staff will collect and analyze data to track trends and note needs for pedagogical adjustments.

b.       50% of the students will identify and synthesize information to use as supporting evidence in writing.

Each semester instructors will use course embedded essays, evaluated by the QEP Assessment Rubric, and each semester the QEP staff will use the CAAP to assess critical thinking skills in student writing.

Results will be used to adjust pedagogical strategies in the curriculum and initially to establish CAAP benchmarks.

c.       Students enrolled in QEP enhanced courses will make passing scores on discipline-specific ASU required exit exams [e.g., senior comprehensive exams, Major Field Achievement Test (MFAT), etc.] when applicable.  Passing scores are determined by individual   departments.

The QEP staff will collect and record capstone scores of each graduating senior who was enrolled in a QEP enhanced course.

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Results will be used to establish benchmarks, note trends, and to document QEP effectiveness.

c.       Students enrolled in QEP enhanced courses will make passing scores on discipline-specific ASU required exit exams [e.g., senior comprehensive exams, Major Field Achievement Test (MFAT), etc.] when applicable.  Passing scores are determined by individual   departments.

The QEP staff will collect and record capstone scores of each graduating senior who was enrolled in a QEP enhanced course.

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Results will be used to establish benchmarks, note trends, and to document QEP effectiveness.

5.   Students enrolled in QEP enhanced classes should be able to reflect on learning experiences and draw insightful connections between personal values and authoritative sources. 

a.       Students will score greater than 70% favorable on a Likert-type Scale* developed by QEP personnel that assesses attitudes concerning the extent to which students value the development of reflective thinking as a tool for effective writing and academic success.

The QEP director will administer the attitudinal    survey at the end of each semester for the duration of the QEP project.  All students enrolled in a

QEP enhanced course will be surveyed.

The survey will be used to benchmark students' attitudes with respect to reflective thinking as a tool for writing. The results of assessment of trends in students' attitudes over time regarding this writing literacy will also be used to develop and implement programs, workshops, speaker opportunities, and other forums to cultivate and sustain greater appreciation for the value of reflective thinking.

b.       50% of students enrolled in QEP enhanced classes will use reflective writing to recognize, develop and refine an authentic voice by completing writing assignments to self assess understanding of requisite skills. 

Each semester, the course instructor will track students' reflective responses to determine the extent to which the student acquired the writing skill to express ideas accurately and effectively to an intended audience.  QEP Coordinators will oversee the development of the course-embedded writing activities and monitor use of targeted skills.

Data will be used to establish benchmarks for attitudes about writing. Further data, including student writing samples, will be used to determine trends in student reflections and attitudes about learning.

c.       60% of students completing a QEP enhanced course    will score 3 or better

on a reflective essay using the QEP Assessment Rubric.

Reflective papers will be assigned toward the end of the course and evaluated for requisite skills by a panel of QEP personnel using the QEP Assessment Rubric. The reflective paper will also be used as a means of student attitudinal self-assessment of his/her writing.

Data will be used to document and monitor trends in student attitudes, and to adjust pedagogy and curriculum as needed.  Samples of student writing will also become a part of a repository for best practices, research, and public access.