Formative Assessment

Effective Helping in a Diverse World

Submitted by Annette Bourne on

SWU 292 will be offered as a pilot course in Spring 2017.  Students in SWU 292 will explore the skill sets needed to deliver services to diverse populations.  The course will offer a pre and post test that assesses their cultural competence via a self-report survey.  The survey along with the final video reflection will be evaluated to measured knowledge gained and areas in which the course can expand in learning opportunities.

PHY131 LC vs Traditional 131

Submitted by Dwain Desbien on

For only the second time EMCC offered PHY131/MAT231 LC this fall. While N was small (12 and 15) some interesting results were found. On CSEM post test both classes scored above national average of 47% and no real difference in classes. The LC improved dramatically from first exam to last (pre-final) where the other remained flat. It is encouraging that the LC even though the students started at least 1 MAT class behind performed as well and improved up to traditional class scores as semester progressed.

Formative Assessment: Video vs. Written Reflection Effectiveness

Submitted by Rodney Ruiz on

As effective teachers, we must recognize that students are gifted with a variety of intelligences.  In fact, Dr. Howard Gardner has identified eight distinct intelligences.  Unfortunately, all too often we structure our formal assessments to allow for students to utilize very few of these intelligences in assessing student learning.  The following experiment will allow for the comparison of multiple forms of intelligence in formative assessment. 

Flashcards and Critical Thinking

Submitted by Amy Weibel on

A straight lecture on cell structures is torture for students. To remedy this, I designed a system of flashcards where each organelle is represented by 3 types of cards: a picture card, a structure card, and a characteristic card. Cards have alignment hints for the other two cards. Each group of 4 students is given one set of 36 cards. They work together to align the 3 cards for each organelle.  While groups are engaged in collaborative work to tease out details about each organelle, I can work more closely with each student as they learn to critically evaluate card content.

Assessment Through Simulation

Submitted by Jennifer Kline on

Instructors are tasked with having to prepare EMT students for work in pre-hospital, in-hospital and now more recently, mobile integrated healthcare settings.  The use of simulation in the classroom helps prepare students for the workplace by exposing them to a broad variety of situations they may encounter by allowing them to apply knowledge and skills without endangering a live patient.  During the simulation the students are placed in an environment set to a standardized patient scenario with a variety of sensory distractors such as props, smells, patient actors with moulage (m

Passport to Success

Submitted by Christopher Black on

The EMT program was experiencing an issue with students not coming to class prepared and they were not completing their reading assignments prior to coming to class. Instructors noticed that students were not as engaged and lacked the ability to create an open dialogue during classroom discussions.

Screening and Assessment in Early Childhood Education

Submitted by Lisa Buccigrosse on

In EED 280 - Standards, Observation, and Assessment of Typical/Atypical Behaviors of Young Children Birth to Age Eight, in Module 5 of the course, students create and present a 5-8 slide PowerPoint presentation based on their analysis of the Module's readings which include articles and other texts.

The Big 4? Exploring the Integration of Critical Inquiry into a Culturally Diverse, Globally Aware, and Social/Behaviorally Dominated Course

Submitted by Christopher Coleman on

Cross cultural psychology (Psy 132), is an introductory course which examines human diversity in behavior and culture using examples from a variety of contexts within western and global societies. This is a popular course among non-psychology majors, based primarily on its “Big 3”General Education designation: Cultural Diversity, Global Awareness, and Social and Behavioral Sciences.

Slow and steady wins the race… or does it? Test completion time is negatively correlated with test grade

Submitted by Erica Wager on

When I watch some of my students complete a 50 question multiple choice exam in 12 minutes, I wonder to myself, “that student can’t possibly be getting an A, can they?”

All-USA Scholarship - Improved Writing Rubrics

Submitted by Roselyn Turner on

As reported on the 2014 CATS "All-USA Scholarship Selection Process," a "6-Trait Writing Rubric" replaced the EMCC Writing Rubric for scoring the 2015 essays. 2014 scorers reported displeasure with the EMCC Writing Rubric, especially regarding content. The 2015 rubric was customized to weight heavily "Ideas & Content," and the semi-finalist judging score sheet was adjusted accordingly. 2015 scorers reported the new rubric was more effective in judging the value of the experiences and accomplishments in the essays.

Improve SCGR "Final Exam" Visual Aids

Submitted by Roselyn Turner on

In 2012 Service Learners in COM100 Honors Cohort prepared and presented Informative Speeches based upon their project and a related Social, Civil, or Global (SCGR) issue. As reported on my CATS submission, only 50% of the students included the issue aspects on the visual aid. In Fall 2015 regular COM100 students (not Honors or Service Learners), were given the opportunity to select a SCGR issue to research and present to class as their "Final Exam" Informative Speech.

Intro to Summations - PowerPoint vs. Handouts

Submitted by Becky Baranowski on

In calculus I, summation notation is introduced for finding area under a curve using an infinite number of rectangles. From Fall 04 to Spring 15, I utilized a Power Point to introduce the concept. A lecture would be given with interactive moments throughout the lesson. Students would try problems on their own and in teams. The scores on the exam averaged a mid to high D. Approximately 40% of the class would show little to no work on summation problems. Each semester, the lesson would be updated. Yet, exam scores stayed at a D average with no improvement on summations.

It's OK to Steal....Learn from the Professionals

Submitted by Becky Baranowski on

For several years now, I have students write lab reports in calculus I, II and differential equations. The set of directions given to students on what to include in the lab report were ones that I created. Every semester, students would ask follow up questions on what to include in their document. Students constantly missed points for missing information/data or not being detailed enough. This past semester, I decided to see if chemistry faculty had a lab report template, and they do! So, Dr.