Formative+Assessments

Post your __//**outcome**//__ (labeled as either COURSE or LESSON) and the **//__assessment__//** you will use to measure it. Be sure to include grading criteria.

Laura Nelson Course Outcome for Psyc&100:

// “Conduct basic psychological research and communicate findings in oral and written formats.” //

For the assessments, students are asked to (1) research a topic related to the field of psychology or healthcare and report their findings adhering to the American Psychological Association’s guidelines for writing a research paper and (2) working as a team of 3-5 students, research a topic related to the field of psychology or healthcare and report their findings in a presentation format. These are the grading rubrics used for these assessments:

[|1. Rubric for Written Assessment>>] [|2. Rubric for Oral Assessment>>]

Lesson Outcome for CMST&210:

//“I////dentify and interview a local business manager/owner regarding that business’s philosophy and challenges regarding Customer Service.”//

// “Summarize your findings in a 5 minute presentation.” //

This assessment contains two parts: the Customer Service Interview and the in-class presentation of findings. Students are asked to interview a local business manager/owner using their own questions or questions provided by the instructor related to Customer Service. The student then summarizes his/her findings for the class utilizing concepts learned throughout the course. This is the grading rubric used for this assessment:

[|1. Rubric for Customer Service Interview>>]

**Margins on rubrics shifted slightly when transferred to google.docs.**

Alisa Wollens-Spencer Course Outcome for DEN 124 RADIOGRAPHY "Produce diagnosic quality full mouth set of radiographs using a variety of techniques."

For the assessment, the student will expose a complete set of radiographic films on a mannikin that are of diagnostic quality within 30 minutes. They will then develop and mount them and grade them themselves (self-evaluation) of each film. Then they will bring the evaluation and the films to me and I will grade them, giving them feedback and tips as we go through each film. This is the evaluation sheet we use: Alisa Wollens-Spencer Lesson Outcome for DEN 130 PREVENTIVE DENTISTRY, Unit D Periodontics "Prepare and place a functional periodontal dressing". This lesson will teach students how to mix, manipulate, place, trim, and remove a periodontal dressing after surgery. The assessment will take place on a typodont, not a real patient. The student will mix the pack, place and carve it and then give the "patient" the correct post op instructions. Students will perform the task, evaluate themselves, have another student peer evaluate their work and then have the instructor evaluate it (all three evaluations take place on the same evaluation form using the exact same rubric). Here is the assessment form:

__ ** EDUC 216 Assignment #2 Formative Assessments ** ** Ron Grubb 2 May 2011 ** ** Part1: Lesson Outcome Formative Assessment ** ** Lesson Outcome: ** Analyze a Tube and Shell heat exchanger; identify the primary methods and locations where //Heat Transfer// is occurring. ** Formative Assessment: ** Each student will be given a hand out with a picture of a typical Tube and Shell heat exchanger and using standard process notation, asked to identify the primary methods of heat transfer, the locations where Heat Transfer is occurring and explain how and why the heat transfer is occurring in those specific locations. This assessment is worth 15 points. ** Grading Rubric ** :
 * ** Component ** || ** 5-4 points ** || ** 3-1 points ** || ** 0 points ** ||
 * Identify Primary Methods of Heat Transfer (2) || Correctly identified both methods || Correctly identified at least one method || Did not correctly identify either method ||
 * Identify Locations of Heat Transfer (2) || Correctly identified both locations || Correctly identified at least one location || Did not correctly identify either location ||
 * Explanation of how and why Heat is being transferred at each location || Complete explanation of each type of heat transfer || Complete explanation of at least one type of heat transfer || Incorrect or no explanation of heat transfer ||
 * ** Total Score ** ||  ||   ||   ||

** Part2: Course Outcome Formative Assessment ** ** Course Outcome: ** Apply process fundamental knowledge and skills such as fluid flow, thermodynamics, unit operations, automatic process control, boiling points, and vapor pressure to operate Envision Process Simulation Models. ** Formative Assessment: ** Demonstrate the start up, operation, trouble shooting and shut down of the Envision Simulation Steam Turbine Model correctly following standard operating procedures within prescribed parameters. Grading criteria is Pass/Fail.

** Grading Rubric ** :
 * ** Condition ** || ** Pass ** || ** Fail ** || ** Instructor Comments ** ||
 * Start up unit using correct initial conditions || Correctly followed start up procedures and started unit || Did not follow one or more procedures, unable to start unit ||  ||
 * Achieve and operate unit at design operating conditions || Operated unit at design operating conditions and place unit in full automatic operations || Did not achieve or maintain design operating conditions, one or more alarms sounded ||  ||
 * Trouble Shoot malfunctions || Correctly identified the malfunction and took proper corrective action || Not able to identify and correct malfunction, not able to restore process to design operating conditions ||  ||
 * Shut down of unit || Correctly followed shut down procedures to safely shut down unit || Did not follow one or more procedures, unable to shut down unit ||  ||
 * ** PASS / FAIL ** ||  ||   ||   ||

LESSON OUTCOME
= (CHAPTER 19, ACCT 243, FINANCIAL ACCOUNTING III) = Compute the division of net income or net loss between partners in accordance with the partnership agreement. = ASSESSMENT = Escobar and Woods are partners who share profits and losses in the ratio of 60 and 40 percent, respectively. The partnership agreement provides that each will be paid a yearly salary of $18,000. The salaries were paid to the partners during 2011 and were charged to the partners' drawing accounts. The Income Summary account has a credit balance of $60,000 after revenue and expense accounts are closed at the end of the year. //(Worth 10 points each)// 1. What amount of net income or loss will be allocated to Escobar (in addition to his salary allowance of $18,000)?

2. What amount of net income or loss will be allocated to Woods (in addition to her salary allowance of $18,000)?

Show your work below: = GRADING CRITERIA = The application problem will be worth 10 points for each answer.

COURSE OUTCOME

(BUS 100, ELECTRONIC MATH APPLICATIONS)
Perform accurate mathematical business applications efficiently using the electronic calculator.

ASSESSMENT
Students will be given a comprehensive exam requiring them to perform various mathematical business applications (which they have studied during the course) using the electronic calculator within a 60 minute time period. They will be required to submit both their exam papers with the answers as well as their paper tapes generated by the electronic printing calculator. The tape will verify the use of specific function keys required for certain problems. To receive credit for a problem, the student must not only have the correct answer, but have used the correct function keys and sequence to solve the problem.

GRADING CITERIA
The exam is worth 100 points total.

Assignment: Formative Assessment. Marc Eilberg Lesson: Outcome: recognize the differences, both chemical and procedural in the production of rich yeast pastry doughs and non-yeast rolled-in pastry doughs. Using you text book, The Professional Baker, review chapters 9 and 14. You will need to know the 8 steps to produce 3 rich yeast doughs (Danish, Croissant and Brioche) and the 6 steps to produce 3 non-yeast roll-in doughs (Puff pastry, Pate a choux and Strudel) Formative assessment: Essay (40pts.): list each step needed to produce the 1 rich yeast doughs and 1 non-yeast roll-in dough from the 6 listed above(10pts.), explain the procedures needed for each and what you need to look for to know the step has been do correctly and ready for the next step(10pts.). Explain the properties of the finished doughs and what is the intended use for each dough (10Pts.) Give at least 2 examples of how each dough can be used. (10pts.)

Course: Food and Beverage service Outcome: Recognize and practice different types of food and beverage service and customer service in a variety of restaurant settings. Formative assessments: 1. Roll play: Students will play as customers and wait staff and practice the steps for proper food and beverage order taking and table service.(50pts. Based on order taking accuracy) 2. Performance based: one day per week each student will work as a food and beverage order taker and table server, working with actual customers in a student run restaurant. .(50pts. Based on order taking accuracy) 3. Round table review: each student will write a critique of each food and beverage order takers performance and present it to the class. 4. Weekly quizzes on the on the text book chapter covered.( each quiz is 10pts) 5. Keep personal journal of your work performance noting correct actions, mistakes and areas of improvement. (50pts.)

Julie Samms

Formative Assessment #1 – Course Outcome Outcome: Formulate nursing strategies utilizing critical thinking techniques that guide and support patients and family in promoting health. Description: Concept Mapping Choose one Clinical Lab Worksheet from your clinical rotation. Highlight each area that is not within normal limits for a healthy adult. Determine what your patient’s most pressing concern is and enter it in the center of your spider map (from your concept mapping book) insert all of the areas you have highlighted into related boxes following the guidelines on page 29. Keep in mind that some boxes may overlap as you populate your spider map, these areas may be combined later. Once you have placed every highlighted result into a box, decide the priority nursing diagnosis for each box and write it in the space provided. On page two of your concept map template, enter each nursing diagnosis and work them through as described on page 36. Submit your final product to the weekly drop box titled Concept Map. Make sure that the date on the box corresponds to the week of clinical you have just completed. Include your Clincal Lab Worksheet, Spider Map, and Care Map. Copies of these files can be found under the Clinical Forms tab in your Angel site. Grading Criteria: (100%) || Competent (89%) || Emerging Competence (79%) || Not Competent or Incomplete (69%) || (25% Weighting) || •clearly and logically describes all client findings •accurately defines and differentiates subjective and objective data •addresses all areas of the worksheet completely and correctly analyzes client findings completely and correctly analyzes client findings || •clearly and logically describes most client findings •accurately defines and differentiates subjective and objective data •addresses all areas of the worksheet completely and correctly analyzes client findings || Not Acceptable || Not Acceptable || (25% Weighting) || •Clearly and logically describes all client findings •Accurately defines and differentiates subjective and objective data •Addresses all areas of the assessment || Clearly and logically describes all client findings •Accurately defines and differentiates subjective and objective data •Addresses all areas of the assessment || •May not clearly or logically describe client findings •Accurately defines and differentiates subjective and objective data •Addresses most areas of the assessment || •Does not clearly or logically describe client findings •Inaccurately defines and differentiates subjective and objective data •Many areas of the assessment left blank || -Nursing Diagnosis NANDA Approved -Etiology, R/T, Defininf Charac., AEB, Goals, Interventions, Rationales (25% Weighting) || •Completely and correctly analyzes client findings •Actual or potential problem evolving from client data •3 part statement •Lists problems in logical order from most serious to least
 * || Exceptional Competence
 * Clinical Lab Worksheet
 * Spider Map
 * Care Plan

•Goals are client specific and measurable

•Interventions are client specific, minimum of 5 || •Does not completely but correctly analyzes client findings •Actual or potential problem evolving from client data •3 part statement •Does not list problems in logical order from most serious to least •Goals are specific and measureable • 5 interventions related to the nursing diagnosis || •Minimal analysis of client findings or done incorrectly •Actual or potential problem evolving from client data •Lists 2 of 3 part statement •Does not list problems in logical order from most serious to least •Goals are not client specific and/pr not easily measured •Interventions are incomplete or not related to nursing DX || •Does not analyze client findings •Unable to relate data to client problem • lists 1 of 3 part statement •Does not list problems in logical order from most serious to least •Goals are not client specific and/pr not easily measured •Interventions are incomplete or not related to nursing DX ||

Formative Assessment #2 – Lesson Outcome Outcome: Apply critical thinking techniques to enhance concepts of leadership, community health and resources. Description: Reflection Through Journal Writing Reflection, or thinking about our experiences, is the key to learning. Reflection allows us to analyze our experiences, make changes based on our mistakes, keep doing what is successful, and build upon or modify past knowledge based on new knowledge. Reflection also allows us to make connections between theoretical concepts and experiential learning. Your journal entry should address the following points succinctly in 500 words or less. The following items are to be answered and submitted as a new thread for each clinical experience. 1. Describe your goals for this clinical experience. 2. In what ways were you able (or unable) to meet those goals? 3. How were you able to apply concepts from theory class to your clinical practice 4. Based on your portfolio, describe which competencies you were able to apply to the clinical setting. Grading Criteria: (100%) || Competent (89%) || Emerging Competence (79%) || Not Competent or Incomplete (69%) || •Makes meaningful connections between clinical experience and course work. || •Reflection describes student experience. •Makes connections between clinical experience and course work. || •Reflection lacks clarity or is incomplete. •Connections between clinical experience and course work is missing. || Not Acceptable || •Long term portfolio goals are integrated into reflection. •No major spelling or grammar mistakes. || •Each area of journal reflection is addressed. •Long term portfolio goals are mentioned but not explored. •Some spelling and/or grammar mistakes. || •Some areas of journal reflection are addressed. •Long term portfolio goals are not included •Many spelling and/or grammar mistakes. || •Reflection does not relate to assignment or is incomplete. •Long term portfolio goals are not included. •Spelling and/or grammar mistakes interfere with reading assignment. ||
 * || Exceptional Competence
 * Reflection || •Reflection clearly and logically describes student experience.
 * Mechanics || •Each area of journal reflection is addressed.
 * Length || •Succinctly written in 500 words or less. || •Well written and within 250 words of 500 word limit. || •Unacceptable – student must rewrite. || •Unacceptable – student must rewrite. ||

Jeanne Young posted 5/7/2011 2:51 p.m. Assignment #2 Formative Assessment

//__ A. Lesson Outcome Formative Assessment __// LESSON OUTCOME: Locate and identify a fault correctly in an instrumentation circuit.

FORMATIVE ASSESSMENT: Troubleshoot an instrumentation circuit, after the instructor has placed a single fault in the circuit. The fault may be electrical, mechanical, calibration, or computer configuration based.

Grading Rubric: Student analyzes areas of circuit in an organized and systematic manner. ||  || Student analyzes circuit in a somewhat organized and systematic manner. || Student is disorganized in analysis of circuit and tries to detect the circuit fault in a haphazard fashion. || Student knows how to use some troubleshooting tools, but not others. Student does not need to ask for help in using the tools that he/she actually knows how to use. ||  || Student attempts to use troubleshooting tools, but does not know how to use them. || Student must ask how to use various troubleshooting tools: meters, wrenches. || Student uses no tools to examine the faulted circuit. || Student follows proper lock-out & tag-out procedures and performs troubleshooting activities in accordance with industry accepted safety rules. ||  || (1 to 3 points) Student follows some safety rules, but not all safety rules. || x || x || Student ignores all safety procedures. ||
 * Component || 5 points || 4 points || 3 points || 2 points || 1 point || 0 points ||
 * Circuit fault diagnosis results || Student finds exact circuit fault within ten minutes. || Student isolates problem to one specific category within ten minutes. || (2 to 3 points)
 * Use of tools || Student knows exactly how to use various troubleshooting tools: meters, wrenches. || (3 to 4 points)
 * Use of documentation || Student refers to installation drawings and equipment documentation for clues to possible problems -AND- uses information contained therein to diagnose the faulted circuit. || Student refers to installation drawings -AND- equipment documentation for clues to possible problems. Student understands the documentation, but does not use the information. || Student refers to installation drawings -OR- equipment documentation for clues to possible problems. Student does not understand the documentation, but makes an attempt to apply the information to diagnose the faulted circuit. || Student refers to installation drawings -OR- equipment documentation for clues to possible problems. Student understands the documentation, but does not use the information. || Student refers to installation drawings -OR- equipment documentation for clues to possible problems. Student does not understand the documentation -AND- does not use the information. || Student does not refer to any documentation for help in diagnosing faulted circuit. ||
 * Safety || (4 to 5 points)

//__ B. Course Outcome Formative Assessment __//

COURSE: INST 262 "DCS and Fieldbus"

COURSE OUTCOME: Commission, analyze, and efficiently diagnose instrumented systems incorporating networked control platforms (DCS, Fieldbus, wireless).

FORMATIVE ASSESSMENT: Perform minimal tasks related to commissioning, analysis, and diagnosis of instrumented systems incorporating networked control platforms.

NOTE: This portion of the course assessment is pass/fail, since it is covers minimal tasks that a technician must be able to perform on the job. The student is given a scored exam after passing this portion.

Grading Rubric:
 * Component || Pass || Fail ||
 * Electromechanical Circuit Building & Activation || Build a circuit to energize an electromechanical relay given a switch and relay both randomly selected by the instructor, with 100% accuracy. || Student cannot build or energize the circuit, given the components with 100% accuracy. ||
 * Analog transmitter circuit Building & Activation || Build process transmitter circuit and use a calibration communicator to alter transmitter parameters with 100% accuracy. || Student cannot build the transmitter circuit -OR- student cannot use calibration communicator to alter transmitter parameters with 100% accuracy. ||
 * Identify proper controller action || Identify proper controller action for a given process with 100% accuracy. || Student cannot identify proper controller action for a given process with 100% accuracy. ||
 * Predict controller response || Predict the response of an automatic control system to a component fault or process condition change, given a pictorial and/or schematic illustration, with 100% accuracy. || Student cannot predict the response of an automatic control system to a component fault or process condition change, given a pictorial and/or schematic illustration, with 100% accuracy ||
 * Determine transmitter parameters for Fieldbus || Determine proper AI block parameters to range a Fieldbus transmitter for a given application. || Student cannot determine proper AI block parameters to range a Fieldbus transmitter for a given application. ||
 * Power loss calculation || calculate power loss (decibels versus watts) for a wireless transmitter signal with 100% accuracy. || Student cannot calculate power loss (decibels versus watts) for a wireless transmitter signal. ||