Assessment Plan
Results from Capstone Assessment
Our new assessment plan was fully implemented in Spring 2003. We now have two full semesters of results. Table 7 contains a summary of the results.
Table 7: Capstone Assessment Summary: 2003
Spring 2003 |
Fall 2003 |
|||||
Section 1 Average |
Section 2 Average |
Combined Average |
Section 1 Average |
Section 2 Average |
Combined Average |
|
Goal 1 |
2.32 |
2.44 |
2.36 |
2.29 |
2.21 |
2.24 |
Goal 2 |
2.40 |
2.42 |
2.41 |
2.38 |
2.39 |
2.39 |
Goal 3 |
2.34 |
2.42 |
2.37 |
2.55 |
2.48 |
2.51 |
Goal 4 |
2.66 |
2.40 |
2.56 |
2.31 |
2.53 |
2.44 |
Goal 5 |
2.65 |
2.42 |
2.57 |
2.24 |
2.40 |
2.33 |
TOTAL |
12.37 |
12.10 |
12.27 |
11.77 |
13.13 |
12.55 |
As was the case in the pilot study during Fall 2002, the average scores for all learning objectives exceed 2.0 (on a 3 point scale). This suggests that, on average, our students are mastering all learning objectives, in varying degrees as judged by our faculty. The weakest performance across both semesters was in the category of Goal 1: Understanding and applying economic concepts and theories. Although students are able to describe some of the key economic concepts that are relevant to their projects, they fall short of correctly applying them to the problem they are studying.
Results from Economics Graduating Senior Exit Questionnaire
The Graduating Senior Exit Questionnaire consists of 17 questions calling for scaled responses and 8 open-ended questions. (See Self Study: Appendix IV) This survey instrument has been in use since Spring 2000 (not administered Spring 2001). Thus we have 7 semesters of data thus far. Table 8 provides a summary of results from the scaled questions.
The majority of student responses to these questions designed to determine whether, in the student’s view, we achieved our objectives by developing various skills were “sometimes” or “usually” with the average scores falling between 3.0 and 4.0. Our students perceive our strengths to be in developing problem solving, critical thinking, and analytic skills and in helping them connect theory to the real world (Questions 2, 3, 4, 6, 7, and 11). We appear to be less successful in providing our students with necessary communications skills, especially oral communication skills, and providing opportunities to explore questions of values and ethics (question 5). Although our students do not seek advise on a regular basis, they find the advise they receive to be helpful. Several of the areas that our students identify as potential weaknesses of our program either have been, or are in the process of being addressed as detailed below.
Table 8: Graduating Senior Questionnaire, Average responses
Spring 2000 |
Fall 2000 |
Fall 2001 |
Spring 2002 |
Fall 2002 |
Spring 2003 |
Fall 2003 |
|
My economics courses required me to use and
to develop my communications skills. |
3.19 |
3.12 |
3.08 |
2.80 |
3.50 |
3.26 |
2.95 |
Courses offered opportunities for problem solving
and critical thinking rather than just content acquisition. |
3.56 |
3.28 |
3.38 |
3.30 |
3.50 |
3.42 |
3.59 |
Courses emphasized the connections among theory,
critical thinking, and the real world. |
3.31 |
3.39 |
3.38 |
3.20 |
3.25 |
3.32 |
3.50 |
Courses helped me to connect the course content
to relevant questions for me and for society. |
3.38 |
3.22 |
3.15 |
3.30 |
3.00 |
3.11 |
3.41 |
Courses encouraged me to explore questions of
values and ethics related to economics. |
2.81 |
3.24 |
2.77 |
2.89 |
2.50 |
3.11 |
2.77 |
Advanced courses required me to use and build
upon information I acquired in previous courses. |
3.56 |
3.50 |
3.69 |
3.89 |
3.50 |
3.74 |
3.68 |
Courses developed my ability to understand and
use economic vocabulary, to communicate economics by means of diagrams,
graphs, and other mathematical devices, and to communicate this
understanding to others. |
3.63 |
3.11 |
3.77 |
3.56 |
3.75 |
3.63 |
3.77 |
The major program afforded opportunities to practice
and develop writing skills. |
3.06 |
2.94 |
3.46 |
3.33 |
3.50 |
3.26 |
3.09 |
The major program afforded opportunities to practice
and develop computer skills. |
3.00 |
2.67 |
3.00 |
3.00 |
3.50 |
2.89 |
2.91 |
The major program afforded opportunities to practice
and develop oral communication skills. |
2.63 |
2.89 |
2.54 |
2.56 |
3.25 |
2.95 |
2.68 |
The major program afforded opportunities to practice
and develop analytic skills. |
3.63 |
3.39 |
3.62 |
3.56 |
3.75 |
3.58 |
3.59 |
The major program trained me to design and carry
out research: forming hypotheses, testing hypotheses with data,
and deriving results. |
3.25 |
3.17 |
3.31 |
3.10 |
3.25 |
3.32 |
3.09 |
The feedback I received from my economics instructors
on exams, papers, and other assignments helped me to improve my
performance in my classes. |
3.20 |
3.17 |
3.46 |
3.56 |
3.50 |
3.37 |
3.27 |
During my major career, semester to semester,
I consulted an advisor. |
2.50 |
2.61 |
3.08 |
2.67 |
2.50 |
3.00 |
2.55 |
My advisor was helpful. |
2.79 |
3.29 |
3.62 |
3.38 |
2.67 |
3.56 |
3.44 |
The Department course schedule accommodated my
own scheduling needs. |
2.67 |
2.69 |
3.15 |
3.50 |
3.25 |
2.82 |
2.82 |
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Assessment Plans:
Economics
