Occupational Education

Assessment of a Common Assessment

Submitted by Sylvia Ong on

CATS purpose:  See if a statistically significant difference existed on final exam scores (common assessment) between a 16-week online course & an 8-week online course, based on different class lengths of GBS151-Introduction to Business.  Given the upcoming HLC visit and emphasis upon institutional learning objectives (ILO's) and class learning objectives(CLO's), I wanted to assess student learning in this top 40 class, where students use critical thinking skills to successfully pass the final exam.    

The Virtual Cafe- Connecting in the Online Classroom During COVID and Beyond

Submitted by Jamie Lopez on

Meet me in the Virtual Cafe!  As I considered challenges that students may be facing during these times, I wanted to create a place in my online classes where students could connect in a non-threatening (non-graded) space much like they would in the hallway or in the physical classroom before and after class and during breaks.  I hope that it is successful and helps students to make connections!

Increasing engagement within an online learning environment.

Submitted by Najmah Muhammad on

I teach MGT101 online and most of the assignments are discussions and essays.I would like to explore more ways of online engagement using the Groups feature in Canvas. Discussions work fine, but I notice it can be challenging to encourage students to respond in a non-forced, non-mechanical way. Last semester, I used a group assignment from the course master. The assignment required students to read a case study, and as a team, respond to the written assignment as a discussion within their group. Groups gave students control of the assignment in their learning workspace.

Course shells and new faculty pedagogy

Submitted by Daniel Pineda on

Knowledge retention and transfer are at the core of what we do. It is evident that all students learn in different ways. However, if students are asked to DO something in the process of learning they will not only retain the information but rather be able to comprehend how it is applied to the real world. In addition, as the students start to report out to the class the instructor can listen to the responses and clarify or demonstrate the material to ensure long term retention success. For more information not included in this write up, please attachments.

Intro to Energy Assessing current industry events

Submitted by Frank Perkins on

One of the student learning outcomes of this class is to discuss current industry events. It is difficult to assess discussing events and generally the whole class doesn't participate in discussions equally. By creating a writing assignment to discuss and analyze events I gained a strong means to measure an SLO and both writing and critical thinking. The assignment was a good way to start off the class and to get student engagement for the day.

Learning Accounting-Online VS F2F

Submitted by Sylvia Ong on

This CATS' purpose was to determine if part of an ACC230 exam resulted in a statistically significant difference between an onine course and a F2F course.  In Fall of 2017, I piloted an ACC230 online class.  I wondered if there would be a major grade/score difference on an Inventory Valuation problem using First-In-First-Out (FIFO) and Last-In-First-Out (LIFO) between the two, different, instructional modalities.  I picked this accounting topic because it was used in two prior CATS (candy example).  My hypothesis was that online students would score lower, because learni

"Le Repertoire de la Cuisine" Textbook Assessment

Submitted by Jon Hill on

CUL205 is a sophomore level course, which introduces students to French cuisine.  In the French culinary culture, “Le Repertoire de la Cuisine” is a world-renowned book used in advanced culinary courses.  The book is a reference book of ingredients and not a “how to make” the food item.  The goal of this CATS was to determine if the book was too advanced for students at a community college.   Students in CUL205 are to write menus as part of their lab assignments, and they had to reference the textbook a minimum of 6 times for each menu during the course.  A pre

Increasing Student Comprehension and Engagement

Submitted by James Cerven on

In my Ethics course I assigned students a criminal justice current events assignment. This was a written report in which students were given the choice of choosing an incident of unethical conduct. I found that about half of the students did not have a clear comprehension of what was involved and why it was a problem. Many students were not able to answer basic questions. Three semesters ago I changed the assignment to include an oral presentation in class.

Using Prezi to Make Research Writing Projects More Successful

Submitted by Jill Santy on

For both students and instructors, major writing research projects are problematic:  they're especially difficult for students who lack strong writing skills, and they difficult for instructors in the time it takes to grade the projects.  After several semesters grading a major APA-style career research 5-7 page paper for CPD 150, I was disappointed in student scores (especially in grammar), and I never looked forward to the amount of time I knew it would take me to grade all of the papers.  It was time to "build a better mousetrap"!

Accounting Chapter 6 Re-Assessment

Submitted by Sylvia Ong on

A prior CATS (Accounting Chapter 6 Re-Teach, March of 2016) measured what was learned in inventory valuation from one semester to another, after a teaching intervention (candy example) was included.  Although the grade/scores improved from the formative assessment, the first quiz, the class average for the second quiz was only 11 out of 20 or 55%, which is a failing grade.  Since this second quiz was not for a grade, but rather just a summative evaluation for research purposes, I decided to use the same quiz, but as a graded item for Fall of 2016 and Spring of 2017.

Volume Measurement

Submitted by Steven Griffiths on

Students enrolled in Culinary courses measure ingredients by weight and volume on a daily basis while producing a variety of recipes/baking formulas.  Challenges occur with differentiating between weight and volume measurement / fl oz, and the ability to identify the appropriate measuring vessel (gal, qt, pint, cup, TBSP, TSP). I sought collaboration from other Culinary instructors at local high schools and colleges in relation to instructional methods on volume.

Comparing Academic Outcomes in Online vs. Face-to-Face Environments

Submitted by Kortney Song on

ACC111, Accounting Principles I was new to the online format in the Spring of 2017.  This assessment measured student academic performance of those in the online course versus their counterparts in the face-to-face course of the following semester (I did not teach a F2F, 16-week session of this course in S2017).  Scores of the final course grades were compared to notate any difference in academic achievement/mastery.  

Results:

ONLINE, 16-Week, SP2017 - the class average of the final score was 82.68%

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.