Plan for Assessment of Learning by Chemistry Majors
The assessment of the chemistry major will be
based on the evaluation of junior and senior level courses taken
principally by chemistry majors. The enrollment in lower level
courses is a mix of majors and non-majors, with the latter being in the
majority. Consequently, meaningful data on the major can only be
obtained from upper level courses.
This document sets forth eight major goals for student achievement,
each of which has several subsidiary points. It should be noted
that these are goals for chemistry majors who have spent at least their
junior and senior years in the chemistry program at the University of
Wisconsin Oshkosh.
Proposed assessment tools include the following:
o In-house MFAT (Major Field Assessment Test)
o A poster presentation
o Student portfolios including
Course final exams
ACS exams used as final exams
Graded lab reports
Cover sheets evaluating lab
skills, etc.
Senior year work including:
A written report on a chemistry
topic or research project
An oral report based on a written
report
Evaluation Criteria and Standards of Success:
The general aim is to rate student
achievement/accomplishment/development according to the following
classifications:
o Advanced: indicating performance typical of strong
undergraduate students, capable of doing graduate-level work.
o Intermediate: indicating performance typical of
undergraduates
o Novice: indicating performance of lower level
undergraduates or high school level students.
Although the evaluation criteria will differ for each of the various
goals and tools, in general the goals is for a majority of our
graduates to perform at the Intermediate of Advanced levels.
Since the numbers of students in the Chemistry Major are typically
small, evaluations will be averaged over five years in order to provide
a sample with statistical significance.
Program Modifications and Evaluation of the Evaluation Process:
In some cases, this assessment system may bring to
light clear weaknesses which can be remedied by program
modifications.
However, in other cases, the significance of a failure to meet
standards
of success may be less clear.
Many assessments will necessarily be subjective to
some extent. Even when assessment tools provide totally objective
data, the level chosen for the standard of success will be arbitrary to
some
extent. This raises two questions: If the standard of success is
not
met, is it because the program is inadequate or because the standards
are
too high? Conversely, if the standard of success is met, is it
because
the program is adequate or because the standards are too low?
Because of these possible dilemmas, it may in some
cases be necessary to have opinions from outside reviewers before
program
modifications can be made, or even contemplated.
An overall evaluation of this department is carried
out every seven years. This evaluation includes self-evaluation
as well as evaluation by a panel of external reviewers. In the
future, this evaluation will include a review of our goals, objectives,
and standards of success, particularly in areas where performance is
significantly above or below the stated standards of success.
Outside reviewers will be relied upon to tell whether modifications are
needed in the curriculum and program, or in the evaluation methods and
standards.
List of Goals and Assessment Tools
Goal/Objective #1
Upon completion of a Chemistry major, students will be knowledgeable
about the factual and theoretical basis of chemistry.
Specifically the students should be able to describe the structure and
composition of matter,
plan the synthesis and characteristics of inorganic and organic
compounds,
apply theoretical and mechanistic principles to the study of chemical
systems employing both qualitative and quantitative approaches,
use theories of microscopic properties to explain macroscopic behavior,
and explain the role of energy in determining the structure and
reactivity of molecules.
1. Evaluation Instrument/Process
An in-house MFAT (Major Field Achievement
Test)
will be administered during the senior year, as part of the senior
seminar
program.
Data from one of the following for each upper level course will be
collected into student portfolios:
Select exams
ACS (American Chemical Society) exams used as final exams
2. (a) Evaluation Criteria
The department will develop exams that will determine the level of a
student’s
achievement in each of the subcategories as listed in Goal #1.
Questions will be
designed to test at levels designed novice, intermediate, and advanced.
(b) Standard of Success
The department judges that its program is adequately
addressing the student
outcome described above if:
o 80% of the seniors who have been in the program at least two years
achieve at the intermediate level or above on the MFAT;
o 50% of the majors are at or above the national average on the
standardized exams;
o 80% of the majors achieve at the intermediate level or above on the
final exams.
3. Program Modifications
If the Standard of Success is not achieved, the
department will modify its
programs as follows:
o Strengthen reinforcement of basic concepts in appropriate courses.
4. Timetable for Development/Implementation of Above Sequence
Develop MFAT 1995
Goal/Objective #2
Upon completion of a chemistry major, students will be competent to
work in a laboratory situation.
Specifically the student will be able to read and follow written
experimental protocols,
properly set up and safely manipulate laboratory equipment,
plan and execute experiments (including the use of the chemical
literature),
perform accurate quantitative measurements,
maintain accurate records of experimental work,
and analyze data statistically and assess reliability of results.
1. Evaluation Instrument/Process
A portfolio of students’ graded laboratory reports will be
established. One report per student per semester will be included.
Each report will have as a cover sheet the appropriate instructor’s
evaluation of the student’s laboratory knowledge and skills
based on observations of the student during laboratory, evaluation of
the student’s laboratory notebook, and evaluation of the student’s
laboratory reports.
Survey of post-graduate employers/graduate schools evaluating the
students’ laboratory skills.
2. (a) Evaluation Criteria
On the evaluation instrument (cover sheet) the student will be ranked
as novice, intermediate, or advanced for each of the goals listed above.
(b) Standard of Success
The department judges that its program is adequately addressing the
student outcome described above if 80% of the majors achieve at the
intermediate level or above.
3. Program Modifications
If the Standard of Success is not achieved, the department will modify
its program in one or more of the following ways:
Strengthen requirements for laboratory reports in lower level courses.
Have more frequent collection of laboratory notebook.
Include pre-laboratory preparation as part of students’ laboratory
grade.
4. Timetable for Development/Implementation of Above Sequence
Develop the cover sheet and survey,
1995. Begin collecting lab reports, Fall 1995.
Goal/Objective #3
Upon completion of a Chemistry major, students will be familiar with
the use and application of modern instrumentation and computers.
Specifically, students will be able to calibrate instruments,
use them for the proper applications,
verify results by independent techniques,
and demonstrate the use of instruments to novices.
1. Evaluation Instrument/Process
An Evaluation document will be included in the students’
portfolios. This document will be a check-off grid listing
increasing levels of competency in the use of instruments and computers
on the vertical axis and the courses in which instruments are used on
the horizontal axis.
Each student will be observed and evaluated on their ability to
demonstrate the use of one major instrument to other novices.
Survey of post-graduate employer/graduate schools evaluating students’
instrumentation and computer skills.
2. (a) Evaluation Criteria
For each of the evaluation instruments, the students will be ranked as
operating at the novice, intermediate or advanced level.
(b) Standard of Success
The department judges that its program is adequately addressing the
student outcome described above if 80% of the seniors who have been in
the program at least two years achieve at the intermediate level or
above on all three evaluation instruments.
3. Program Modifications
If the Standard of Success is not achieved, the department will modify
its program as follows:
Require more hands-on experiments involving instruments and computer.
Develop a mentoring program pairing students who demonstrate competence
in use of instruments and/or computers with those who do not.
4. Timetable for Development/Implementation of Above Sequence
Develop the check-off grid and survey, Fall 1995. Begin
collecting project reports, Fall 1995. Begin observations of
students demonstrating instruments, Fall 1995.
Goal/Objective #4
Upon completion of a chemistry major, students will be able to
communicate effectively both orally and in written form,
using correct chemical nomenclature and mathematical representations of
physical phenomena.
1. Evaluation Instrument/Process
Students will prepare a written report on a chemistry topic or prepare
a paper based on their research for submission to a professional
journal.
Students will give an oral presentation on the topic chosen for their
written report.
2. (a) Evaluation Criteria
The faculty will develop evaluation instruments that will list the
departmental expectations for the students’ presentations and written
reports.
Each category will have expectations ranked at the novice,
intermediate, and advanced levels.
(b) Standard of Success
The department judges that its program is adequately addressing the
student outcome described above if 80% of the majors achieve at the
intermediate level or above.
3. Program Modification
If the Standard of Success is not achieved, the department will modify
its programs as follows:
Increase use of oral reports in lower-level courses.
Have students rewrite unacceptable reports in all classes until the
reports are satisfactory.
4. Timetable for Development/Implementation of Above Sequence
Develop evaluation instruments, 1995.
Goal/ Objective #5
Upon completion of a Chemistry major, students will be able to access
and retrieve specific chemical information from the chemical
literature,
including research articles, books, and databases;
read and understand technical material;
and comprehend and assimilate orally presented information.
1. Evaluation Instrument/Process
Documents will be collected for the students’ portfolios including:
The record of a simulated computer database search and/or hardcopy
chemical abstracts search
A list of appropriate references to support senior seminar.
A check-off grid of increasing skills in the area of information
retrieval in all appropriate courses.
2. (a) Evaluation Criteria
For each of the evaluation instruments, the students will be ranked as
operating at the novice, intermediate, or advanced level.
(b) Standard of Success
The department judges that its program is adequately addressing the
student outcome described above if 80% of the seniors who have been in
the program at least two years achieve at the intermediate level or
above on all three evaluation instruments.
3. Program Modifications
If the Standard of Success is not achieved, the department will modify
its programs as follows:
Include information retrieval in more courses.
4. Timetable for Development/Implementation of Above Sequence
Develop the check-off grid Fall 1995. Implement database searches
when appropriate computer equipment and access to databases are
available in the department. Begin collecting seminar abstracts,
Fall 1995.
Goal/Objective #6
Upon completion of a Chemistry major, students will be able to
anticipate, recognize, and respond properly to hazards of chemical
manipulations,
know where to find information on chemical hazards, and how to dispose
of chemical wastes safely.
1. Evaluation Instrument/Process
Include questions on the MFAT about chemical
safety.
Include observations of safe laboratory practices in the cover sheet developed as an evaluation tool
for objective #2.
Develop a check-off grid for evaluating students' abilities in the area
of chemical safety.
2. (a) Evaluation Criteria
For each of the evaluation instruments, the students will be ranked as
operating at the novice, intermediate, or advanced level.
(b) Standard of Success
The department has an accident-free standard.
3. Program Modifications
If the Standard of Success is not achieved, the department will modify
its programs as follows:
Expand the use of safety videos as an instructional tool.
Bring in outside safety personnel form the fire department or chemical
companies to talk about safety issues.
4. Timetable for Development/Implementation of Above Sequence
Develop the check-off grid and MFAT questions Fall 1995
Goal/Objective #7
Upon completion of a Chemistry major, students will be able to work
cooperatively in problem solving situations.
1. Evaluation Instrument/Process
A survey assessing the ability of our graduates to work cooperatively
will be sent to employers or graduate school advisors.
A summary of peer and faculty evaluation of teamwork on projects or in
laboratory will be included in student portfolios.
2. (a) Evaluation Criteria
For each of the evaluation instruments, the students will be ranked on
a 5 point scale from cooperative to non-cooperative.
(b) Standard of Success
The department judges that its program is adequately addressing the
student outcome described above if 80% of the seniors who have been in
the program at least two years are ranked at level 3 or above.
3. Program Modifications
If the Standard of Success is not achieved, the department will review
the use of group problem-solving activities in courses.
4. Timetable for Development/Implementation of Above Sequence
Develop the survey and summary guidelines, 1995
Goal/Objective #8
Upon completion of a Chemistry major, students will be able to identify
benefits and problems of modern chemistry for society
and be aware of career opportunities for persons with chemical training.
1. Evaluation Instrument/Process
An essay question will be included on the MFAT that requires a student
to identify and discuss a benefit/problem relating to chemistry and
society.
Preparation of a resume and cover letter for a specific job opportunity.
2. (a) Evaluation Criteria
Student responses to the essay question will be rated on a scale from
novice level to advanced level.
Resumes will be critiqued by the Office of Career Planning.
(b) Standard of Success
The department judges that its program is adequately addressing the
student outcome described above if 80% of the seniors who have been in
the program at least two years are achieving at an intermediate level
or higher in their discussion of one major benefit/problem relating
chemistry and society.
3. Program Modifications
If the Standard of Success for the essay question is not achieved, the
department will include more chemistry and society issues in coursework.
If the student resumes are unsatisfactory, the students will be
assisted in revising them.
4. Timetable for Development/Implementation of Above Sequence
Develop the essay question Fall 1995. Begin collecting resumes
Fall 1995.
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last updated: February 17, 2003