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2012-2013 Assessment Report School of TAHSS Department: Women and Gender Studies

2012-2013 Assessment Report School of TAHSS Department: Women and Gender Studies . Director: Barbara LeSavoy Assessment Coordinator: Barbara LeSavoy Date of Presentation: 10/01/13. What was assessed? Student learning outcomes list:.

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2012-2013 Assessment Report School of TAHSS Department: Women and Gender Studies

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  1. 2012-2013 Assessment ReportSchool of TAHSSDepartment: Women and Gender Studies Director: Barbara LeSavoy Assessment Coordinator: Barbara LeSavoy Date of Presentation: 10/01/13

  2. What was assessed? Student learning outcomes list: • Complete list of departmental SLOs with asterisks to indicate those assessed and reported on today. Add extra slides as needed. • * Defend discipline-specific expertise in one or more specialized areas under women and gender studies (2013) . • Assessed in: • WMS 421 -- Senior Seminar in Women an Gender Studies • WMS 420 -- Practicum in Women and Gender Studies

  3. WMS Assessment SLO Timeline/Cycle 2013-14 • Describe how patriarchy has operated historically. • Identify ways systems of sex and gender oppressions function in society. 2014-15 • Analyze constructs of sex and gender roles as they intersect other social categories across cultures. • Evaluate conceptual and methodological knowledge of women and gender studies scholarship in research. 2015-16 • Apply knowledge of women and gender studies in activism and real-world practice. • Integrate lived experiences into contemporary issues concerning women and gender.

  4. How was the assessment accomplished? Student Work Assessed in WMS 421 • Final senior project where students select, research, and write on a women and gender focused topic enacted into a meaningful capstone project which captures contemporary and emerging undergraduate feminist scholarship, action, and production. The capstone project is submitted for publication in Dissenting Voices, a WMS 421 Ejournal • Students’ Dissenting Voices submissions underwent a series in-class student-to- student peer review and two external to the class reviews by a Brockport faculty editorial review board where faculty reviewers provided feedback with an eye toward publication. • Accepted students’ capstone projects were published in Dissenting Voices, Volume 2, as collaboratively designed and authored by WMS 421 class members Student Work Assessed in WMS 420 • Internship Portfolio which includes a journal recording the hours worked, the projects to which the student made a contribution, and the organizational activities in which the student participated. • In addition to the journal, the portfolio includes a final written project which analyzes the internship site and activities within a women and gender studies theoretical and organizational framework.

  5. Population Assessed WMS 421 • Total number of students assessed in the course – all sections (n): 6 • Measurement strategy: • Dissenting Voices Ejournal Evaluation Rubric WMS 420 • Total number of students assessed in the course – all sections (n):9 • Measurement strategy: • Internship Portfolio Evaluation Rubric

  6. Actual Assessment Data WMS 421 Journal submission was graded by a rubric. BENCHMARK SCALE RESULTS • 90-100% (A-A-) =exceed Percent exceeding: 66% • 80-89% (B+- B-) =meet Percent meeting: 17% • 70-79% (C+- C-) =approach Percent approaching: 0 • Under 70% C- or below) =does not meet Percent not meeting: 17% • Benchmark: 80% of students will meet or exceed the SLO, earning a grade of B or higher on the journal submission/analysis. • 83% of students met or exceeded the benchmark.

  7. Actual Assessment Data WMS 420 Internship Portfolio was graded by a rubric. BENCHMARK SCALE RESULTS • 90-100% (A-A-) =exceed Percent exceeding:100% • 80-89% (B+- B-) =meet Percent meeting: • 70-79% (C+- C-) =approach Percent approaching: • Under 70% C- or below) =does not meet Percent not meeting: • Benchmark: 80% of students will meet or exceed the SLO, earning a grade of B or higher on the journal submission/analysis. • 100% of students met or exceeded the benchmark.

  8. Assessment results: What have the data told us? • The results of this assessment underscore success in meeting or exceeding the SLO stated here and confirm that no course modifications are indicated. • This assessment exercise documents that WMS graduating seniors are able to “defend discipline-specific expertise in one or more specialized areas under women and gender studies.” Per WMS 421 data, the one student who did not meet this SLO also did not pass the WMS 421 course.

  9. Data-driven decisions: How the department has or plans to “close the loop” based on these results. • Adopting publication of Dissenting Voices as a WMS 421 course goal has helped moved WMS 421 to a thesis-based capstone course which demands important synthesis and analysis skills. • The WMS 420 internship portfolio demands similar application and analysis competencies.

  10. What resources were used or have been requested to close the loop? • No additional resources have been requested • The WMS 421 Editorial Review Board is comprised of volunteer faculty solicited from the WMS Advisory Board who assess student work using the WMS 421 Dissenting Voices Assessment Rubric • WMS 420 review is comprised of assessment of student’s practicum work as assessed by internship site supervisor and assessment of students’ internship portfolio as assessed by WMS 420 instructing faculty.

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