Student Learning Strategy or Observations Actions Plan and Overall evaluation Outcome method of gathered from recommended timetable for of progress on measurement data based on taking action objective observations Use quantitative skills in Embedded test (1.) Data were gathered (1.) Because many of the Plan: This SLO is still central analyzing economic data. questions from from 6 sections of 3 students in our upper (1.) Starting with AY to the program. final exams courses that typically division courses are 2012-2013, use the administered in emphasize the use of NOT economics majors, portfolio requirement randomly selected the quantitative tools of this assessment of ALL to collect upper upper division economic analysis. students only provides division examinations (400-level) courses (2.) Findings from 124 an assessment of the from BA, Econ & throughout AY sampled exams indicate courses and not BA, Econ Math 2011-2012. the 74.54% of students necessarily of the major. Option majors and scored at least 80% on Subsets of BA, Econ & use those for the the selected problems. BA, Econ Math Option basis of assessment If the criteria were majors only should be of the two programs lowered to 75% as used instead. the department offers. acceptable for passing, (2.) Sample a wider (2.) Starting with AY 79.72% of the students number and variety of 2012-2013, use would have been upper division courses to different evaluation considered to have see if results are criteria for upper answered the problems consistent across the division elective correctly. electives. courses as compared (3.) Since this SLO to upper division should apply to lower required courses. division courses as well, we should sample the principle courses also. (4.) Because core required upper division courses are more rigorous in their use of quantitative methods, the future standard for passing required upper division classes should be 75% rather than 80% for electives.
Student Learning Outcome Strategy or method of measurement Observations gathered from data Actions recommended based on observations Plan and timetable for taking action Overall evaluation of progress on objective Use quantitative skills in analyzing economic data. Embedded test questions from final exams administered in randomly selected upper division (400-level) courses throughout AY 2011-2012. (1.) Data were gathered from 6 sections of 3 courses that typically emphasize the use of the quantitative tools of economic analysis. (2.) Findings from 124 sampled exams indicate the 74.54% of students scored at least 80% on the selected problems. If the criteria were lowered to 75% as acceptable for passing, 79.72% of the students would have been considered to have answered the problems correctly. (1.) Because many of the students in our upper division courses are NOT economics majors, this assessment of ALL students only provides an assessment of the courses and not necessarily of the major. Subsets of BA, Econ & BA, Econ Math Option majors only should be used instead. (2.) Sample a wider number and variety of upper division courses to see if results are consistent across the electives. (3.) Since this SLO should apply to lower division courses as well, we should sample the principle courses also. (4.) Because core required upper division courses are more rigorous in their use of quantitative methods, the future standard for passing required upper division classes should be 75% rather than 80% for electives. Plan: (1.) Starting with AY 2012-2013, use the portfolio requirement to collect upper division examinations from BA, Econ & BA, Econ Math Option majors and use those for the basis of assessment of the two programs the department offers. (2.) Starting with AY 2012-2013, use different evaluation criteria for upper division elective courses as compared to upper division required courses. This SLO is still central to the program.
CBPA%20Assessment%20Report%20AY%202008-18.docx