Submitted Fall, 2006
Submitted by Dr. Phyllis Markussen, Chair
Family Studies and Interior Design
September 1, 2006
Contributions of data from Dr. Tami Moore
Introduction
This report reflects assessment activities for the Family Studies Program in the Department of Family Studies and Interior Design.
I. Methodology
Learning Objectives: Knowledge
- Students will develop a broad knowledge and understanding of their disciplinary studies (NCFR’s ten “Family Life” substance areas) and how they may be applied in the working world.
Assessment Tool – Research Paper and Oral Presentation in FSID 150, 340, and 402. Rubric.
Learning Objectives: Skills
- Students will demonstrate proficiency in the use of computer technologies essential for disciplinary proficiency and workplace competence. This is assessed every other year.
Assessment Tool – Research papers in FSID 150, 340, and 402 and Oral Presentation in FSID 402 – Critical Reading in Marriage and Family Relationships. Internship Rubrics.
- Students will demonstrate the ability to write in their emerging field. This is assessed every other year.
Assessment Tool – Term Paper and Oral Presentation in FSID 402 – Critical Reading in Marriage and Family Relationships.
- Students will be able to express themselves orally through creation and delivery of public presentations related to their disciplinary studies.
Assessment Tool –Oral Presentation in FSID 402 – Critical Reading in Marriage and Family Relationships.
Learning Objectives: Values
- Students will demonstrate professional protocols of the workplace in regard to appropriate dress, deportment, sensitivity to diversity issues, as well as ethical and moral issues that may confront them.
Assessment Tool – Internship Assessment Rubric.
- Students will demonstrate professional attitudes such as good work place habits, motivation, anticipating work demands, and ethical and social sensitivity, deemed essential for professional competence. External Field Experience sponsors evaluate all students in the Family Studies Program at the completion of the 80 hr. field experience. Length of Internships vary with programs and student interest. The minimum length common to all programs is 120 hrs. or three credits. Internships are processed through an Internship coordinator the department shares with other departments. The internship form is a shared and newly revised instrument.
Assessment Tool – Internship and Field Experience Assessment Rubric.
II. Results
Learning Objectives: Knowledge
- Students will develop a broad knowledge and understanding of their disciplinary studies (NCFR’s ten “Family Life” substance areas) and how they may be applied in the working world.
Assessment Tool – Term Paper and Oral Presentation in FSID 150, 340, and 402 – Critical Reading in Marriage and Family Relationships.
Eight student presentations in FSID 402 were randomly assessed by two Family Studies faculty. All evaluative criteria were reviewed with all criteria reaching or exceeding the 80% ranking. The two lowest criteria were reviewed and will be addressed by faculty in future instruction and assignment implementation, including “presentation of literature review” and “explanation of ideas.”
Learning Objectives: Skills
- Students will demonstrate proficiency in the use of computer technologies essential for disciplinary proficiency and workplace competence. This is assessed every other year.
Assessment Tool – Term Paper in FSID 150, 340, 402 – Critical Reading in Marriage and Family Relationships, and Oral Presentation in FSID 402.
Research Papers. Writing samples from FSID 150, spring ’06 were archived.
Research Presentations.Eight student presentations in FSID 402 were randomly assessed by two Family Studies faculty. Evaluative criteria relating to proficiency in the use of computer technologies were reviewed with a mean score of 95%. This is interpreted to be a high score and no further instructional adjustment needs to be made.
- Students will demonstrate the ability to write in their emerging field. This is assessed every other year.
Note: This was assessed in Spring 05 and is scheduled to be assessed again in Spring 07.
Assessment Tool – Term paper and Oral Presentation in FSID 402 – Critical Reading in Marriage and Family Relationships.
- Students will be able to express themselves orally through creation and delivery of public presentations related to their disciplinary studies. This is assessed every other year.
Note: The original assessment was to be conducted every two years beginning Spring 06. Family Studies faculty decided to initiate assessment activities Spring 05 and again in Spring 06.
Assessment Tool – Term Paper and Oral Presentation in FSID 402 – Critical Reading in Marriage and Family Relationships.
Research Presentations.Eight student presentations in FSID 402 were randomly assessed by two Family Studies faculty. All evaluative criteria were reviewed with all criteria reaching or exceeding the 80% ranking. The two lowest criteria were reviewed and will be addressed by faculty in future instruction and assignment implementation, including “presentation of literature review” and “explanation of ideas.”
Learning Objectives: Values
- Students will demonstrate professional protocols of the workplace in regard to appropriate dress, deportment, sensitivity to diversity issues, as well as ethical and moral issues that may confront them.
Assessment Tool – Internship and Field Experience Assessment Rubric.
Six supervisor’s evaluation of interns and students participating in field experiences were tabulated and aggregated. Mean scores were noted. On a scale of 1-5, with 5 indicating performance was excellent, even the lowest (4.4) was not considered cause for significant changes in instruction. Faculty members were in agreement that performance in Internships is a positive reflection of skills and knowledge student have learned in their program.
- Students will demonstrate professional attitudes such as good work place habits, motivation, anticipating work demands, and ethical and social sensitivity, deemed essential for professional competence.
Assessment Tool – Internship and Field Experience Assessment Rubric
Six supervisor’s evaluation of interns and students participating in field experiences were tabulated and aggregated. Mean scores were noted. On a scale of 1-5, with 5 indicating performance was excellent, even the lowest (4.4) was not considered cause for significant changes in instruction. Faculty members were in agreement that performance in Internships is a positive reflection of skills and knowledge student have learned in their program.
III. Conclusions and Recommendations
Family Studies faculty members have agreed to implement a developmental evaluation of student writing as per the WI/CD Committee’s recommendation. Utilizing the e-portfolio system available on campus, students will be asked to place their research papers from FSID 150, 340, and 402 in this electronic portfolio. Utilizing a standard rubric, faculty will randomly pull 20% of graduating seniors each Spring and assess their work posted in this portfolio. Analysis of both growth and final skill-level will be completed. Because the first class to complete this process will not have complete work posted until Spring, 09, writing samples from FSID 150 were archived. Spring, 07 will pilot the process using 340 and 402 papers from that Senior pool. Spring, 08 will repeat that 2 paper review and Spring 09 will begin the 3 paper review process.
IV. Use of Results
Results will be used to formulate conclusions and recommendations following assessment activities. Conclusions and recommendations will be implemented as results are analyzed.
V. Observations of the Process
The following internal questions were discussed during a Family Studies retreat summer of 04.
- Are current measures of student assessment reflective of the competencies we expect our graduates to have?
- Are current methods of assessing students effective, consistent, and in keeping with standards in our disciplines?
- Are there new or modified methods which will better assess what we want to learn about student outcomes?
The responses to these questions include:
- See III above.
- Current methods of assessing students were found to be effective, consistent, and in keeping with standards in the discipline of Family Studies.
- See III above
Family Studies faculty will continue to monitor assessment activities for efficiency, accuracy, and relevance to the established mission and objectives of the program. Data will continue to be gathered, analyzed, and used toward continued improvement activities.
No revisions to the assessment plan have been made. A copy of the current plan is attached.