Assessment activity

DOWLING COLLEGE STUDENT TEACHER PASS RATES

Dowling College Oakdale Traditional Program
2016Title II Reports

Section III Assessment Pass Rates

AY 2014-15

Assessment code – Assessment name
Test Company
Group
Number
taking
tests
Avg.
scaled
score
Number
passing
tests
Pass
rate
(%)
202 -ACADEMIC LITERACY SKILLS TEST
Evaluation Systems group of Pearson
Other enrolled students
30 530 28 93
202 -ACADEMIC LITERACY SKILLS TEST
Evaluation Systems group of Pearson
All program completers, 2014-15
24 531 22 92
202 -ACADEMIC LITERACY SKILLS TEST
Evaluation Systems group of Pearson
All program completers, 2013-14
58 515 35 60
006 -BIOLOGY CST
Evaluation Systems group of Pearson
Other enrolled students
3
006 -BIOLOGY CST
Evaluation Systems group of Pearson
All program completers, 2013-14
2
006 -BIOLOGY CST
Evaluation Systems group of Pearson
All program completers, 2012-13
2
069 -BUSINESS AND MARKETING CST
Evaluation Systems group of Pearson
All program completers, 2013-14
1
069 -BUSINESS AND MARKETING CST
Evaluation Systems group of Pearson
All program completers, 2012-13
2
007 -CHEMISTRY CST
Evaluation Systems group of Pearson
All program completers, 2013-14
1
008 -EARTH SCIENCE CST
Evaluation Systems group of Pearson
Other enrolled students
2
008 -EARTH SCIENCE CST
Evaluation Systems group of Pearson
All program completers, 2013-14
4
201 -EDUCATING ALL STUDENTS
Evaluation Systems group of Pearson
Other enrolled students
54 522 48 89
201 -EDUCATING ALL STUDENTS
Evaluation Systems group of Pearson
All program completers, 2014-15
42 525 39 93
201 -EDUCATING ALL STUDENTS
Evaluation Systems group of Pearson
All program completers, 2013-14
62 522 55 89
090 -ELEMENTARY ATS-W
Evaluation Systems group of Pearson
Other enrolled students
9
090 -ELEMENTARY ATS-W
Evaluation Systems group of Pearson
All program completers, 2013-14
85 257 85 100
090 -ELEMENTARY ATS-W
Evaluation Systems group of Pearson
All program completers, 2012-13
142 257 141 99
TP110 -ELEMENTARY EDUCATION
Evaluation Systems group of Pearson
Other enrolled students
2
003 -ENGLISH LANGUAGE ARTS CST
Evaluation Systems group of Pearson
Other enrolled students
1
003 -ENGLISH LANGUAGE ARTS CST
Evaluation Systems group of Pearson
All program completers, 2013-14
10 239 9 90
003 -ENGLISH LANGUAGE ARTS CST
Evaluation Systems group of Pearson
All program completers, 2012-13
11 240 10 91
003.1 -ENGLISH LANGUAGE ARTS CST.1
Evaluation Systems group of Pearson
Other enrolled students
1
003.1 -ENGLISH LANGUAGE ARTS CST.1
Evaluation Systems group of Pearson
All program completers, 2013-14
5
TP011 -K-12 PHYSICAL EDUCATION
Evaluation Systems group of Pearson
All program completers, 2013-14
3
001 -LIBERAL ARTS & SCIENCES TEST (LAST)
Evaluation Systems group of Pearson
Other enrolled students
18 243 15 83
001 -LIBERAL ARTS & SCIENCES TEST (LAST)
Evaluation Systems group of Pearson
All program completers, 2013-14
104 253 100 96
001 -LIBERAL ARTS & SCIENCES TEST (LAST)
Evaluation Systems group of Pearson
All program completers, 2012-13
203 253 197 97
004 -MATHEMATICS CST
Evaluation Systems group of Pearson
All program completers, 2013-14
7
004 -MATHEMATICS CST
Evaluation Systems group of Pearson
All program completers, 2012-13
11 258 11 100
004.1 -MATHEMATICS CST.1
Evaluation Systems group of Pearson
Other enrolled students
3
004.1 -MATHEMATICS CST.1
Evaluation Systems group of Pearson
All program completers, 2013-14
2
1211 -MULTI-SUBJECT BIRTH TO GRADE 2
Evaluation Systems group of Pearson
Other enrolled students
3
1211 -MULTI-SUBJECT BIRTH TO GRADE 2
Evaluation Systems group of Pearson
All program completers, 2014-15
1
002 -MULTI-SUBJECT CST
Evaluation Systems group of Pearson
Other enrolled students
17 230 10 59
002 -MULTI-SUBJECT CST
Evaluation Systems group of Pearson
All program completers, 2014-15
3
002 -MULTI-SUBJECT CST
Evaluation Systems group of Pearson
All program completers, 2013-14
82 236 69 84
002 -MULTI-SUBJECT CST
Evaluation Systems group of Pearson
All program completers, 2012-13
121 241 108 89
1221 -MULTI-SUBJECT GRADES 1 – 6
Evaluation Systems group of Pearson
Other enrolled students
14 1601 11 79
1241 -MULTI-SUBJECT GRADES 7 – 12
Evaluation Systems group of Pearson
Other enrolled students
2
076 -PHYSICAL EDUCATION CST
Evaluation Systems group of Pearson
Other enrolled students
1
076 -PHYSICAL EDUCATION CST
Evaluation Systems group of Pearson
All program completers, 2013-14
15 219 9 60
076 -PHYSICAL EDUCATION CST
Evaluation Systems group of Pearson
All program completers, 2012-13
24 233 23 96
076.1 -PHYSICAL EDUCATION CST.1
Evaluation Systems group of Pearson
Other enrolled students
2
076.1 -PHYSICAL EDUCATION CST.1
Evaluation Systems group of Pearson
All program completers, 2013-14
5
076.1 -PHYSICAL EDUCATION CST.1
Evaluation Systems group of Pearson
All program completers, 2012-13
1
009 -PHYSICS CST
Evaluation Systems group of Pearson
All program completers, 2012-13
2
902 -SAFETY NET MULTI-SUBJECT
Evaluation Systems group of Pearson
All program completers, 2014-15
1
091 -SECONDARY ATS-W
Evaluation Systems group of Pearson
Other enrolled students
7
091 -SECONDARY ATS-W
Evaluation Systems group of Pearson
All program completers, 2013-14
51 258 50 98
091 -SECONDARY ATS-W
Evaluation Systems group of Pearson
All program completers, 2012-13
62 259 61 98
TP003 -SECONDARY ENGLISH-LANGUAGE ARTS
Evaluation Systems group of Pearson
All program completers, 2013-14
3
TP004 -SECONDARY HISTORY/SOCIAL STUDIES
Evaluation Systems group of Pearson
Other enrolled students
2
TP004 -SECONDARY HISTORY/SOCIAL STUDIES
Evaluation Systems group of Pearson
All program completers, 2013-14
1
TP005 -SECONDARY MATHEMATICS
Evaluation Systems group of Pearson
Other enrolled students
2
TP005 -SECONDARY MATHEMATICS
Evaluation Systems group of Pearson
All program completers, 2013-14
1
TP006 -SECONDARY SCIENCE
Evaluation Systems group of Pearson
Other enrolled students
2
TP006 -SECONDARY SCIENCE
Evaluation Systems group of Pearson
All program completers, 2013-14
2
005 -SOCIAL STUDIES CST
Evaluation Systems group of Pearson
Other enrolled students
7
005 -SOCIAL STUDIES CST
Evaluation Systems group of Pearson
All program completers, 2014-15
4
005 -SOCIAL STUDIES CST
Evaluation Systems group of Pearson
All program completers, 2013-14
20 231 16 80
005 -SOCIAL STUDIES CST
Evaluation Systems group of Pearson
All program completers, 2012-13
21 229 18 86
020 -SPANISH CST
Evaluation Systems group of Pearson
Other enrolled students
3
020 -SPANISH CST
Evaluation Systems group of Pearson
All program completers, 2013-14
2
020 -SPANISH CST
Evaluation Systems group of Pearson
All program completers, 2012-13
3
TP012 -SPECIAL EDUCATION
Evaluation Systems group of Pearson
Other enrolled students
17 36 8 47
TP012 -SPECIAL EDUCATION
Evaluation Systems group of Pearson
All program completers, 2013-14
4
060 -STUDENTS WITH DISABILITIES CST
Evaluation Systems group of Pearson
Other enrolled students
9
060 -STUDENTS WITH DISABILITIES CST
Evaluation Systems group of Pearson
All program completers, 2013-14
85 235 81 95
060 -STUDENTS WITH DISABILITIES CST
Evaluation Systems group of Pearson
All program completers, 2012-13
103 237 98 95
060.1 -STUDENTS WITH DISABILITIES CST.1
Evaluation Systems group of Pearson
Other enrolled students
19 530 16 84
060.1 -STUDENTS WITH DISABILITIES CST.1
Evaluation Systems group of Pearson
All program completers, 2013-14
20 519 11 55
060.1 -STUDENTS WITH DISABILITIES CST.1
Evaluation Systems group of Pearson
All program completers, 2012-13
6

Section III Assessment Pass Rates

 

I have placed a link below from Qualtrics dealing with survey construction. It provides simple guidance to anyone attempting to create a series of questions for a survey and should be helpful both for students and for faculty members.

7-Tips-for-Writing-Great-Questions

Dowling College’s Student Satisfaction Survey–Spring 2016

The second annual student satisfaction survey is currently being distributed through the Dowling email system with the aid of GoogleDocs. For the first time, the survey includes Dowling graduate students so that we can assess their feelings about the College and their own educational experiences. As the results of the survey become available they will be summarized on this website. Eventually they will be summarized in a full report to be published in the reports section of this website. The report will also include a section comparing the results of the current survey with the results from the survey distributed last year.

At this time, we have received responses from 140 Dowling students. Initial results of the student satisfaction survey reveal the following:

88% of students responding to the survey agreed with the statement, “A Dowling faculty member made me excited about learning.

62% of students responding to the survey felt that they had been mentored by a Dowling faculty member.

Almost 90% of students responding felt that it was true that “Students feel welcome at Dowling College.”

69% of students responding agreed with the statement, “I feel I am getting a great education at Dowling.”

50% of students responding agreed with the statement, “I wish there were more opportunities for participating in intramural athletics at Dowling.”

While 44% of students responding were males, 56% were females.

Results of the Spring Career Day at Dowling–Posted May 11, 2016

In addition to a series of open-ended questions, students attending the Career Day were asked to respond to four questions using a 5-point Likert scale where 1=most negative response and 5=most positive response.

The Career Day gave me a chance to explore my career interest. Mean response=3.14

I learned something new about a career. Mean response=3.52

I know what kind of education or training I need to pursue for the career I interested in. Mean response=3.67

I had enough time to interact with the professionals who participated in the Career Day. Mean response=4.0

While all of the means were on the positive side of the response format, the strongest positives were with respect to questions 3 and 4. It would appear that students attending learned what they needed to do educationally to pursue their career goals and had sufficient time to meet with professionals at the Career Day.

133 students attended the event along with 6 alumni. 35 companies were represented by designated professionals at the event. Next year additional information will be gained about the professional’s reaction to the Dowling Career Day.

 

Results of the Spring 2016 Open House–Parents’ Responses

Parents were asked to rate a series of areas dealing with the Open House on a scale that ranged from Poor through Excellent. In all instances their responses were at leave above average. This included responses in the following areas:

“Value of the information provided”

“Opportunity to meet faculty”

“Opportunity to meet students”

“Usefulness of the campus tour”

“Quality of the campus tour guide”

“Quality of the faculty workshop”

“Quality of the residence hall tour”

Uniformly excellent ratings were assigned in response to the following areas:

“Overall experience”

“Helpfulness of the faculty”

“Courtesy of the faculty and staff”

In response to a final question that asked parents “As a result of your overall experience today, how likely is your child to apply to Dowling”, 80% of parents responded, “Extremely likely,” while the remaining 20% responded, “Somewhat likely.”

Parental response will be used to enhance future open houses at Dowling College.

Results of Accepted Student Day Survey–Posted May 9, 2016

While respondents rated the overall experience of the day and the usefulness of the campus tour above average, most of the other responses were above average. These included students’ responses to the following questions:

“Value of the information provided”

“Opportunity to meet with faculty”

“Opportunity to meet with students”

“Helpfulness of financial aid session”

“Quality of the tour guide”

Responses to the questions regarding the “courtesy of faculty and staff” and “Usefulness of the campus tour” were uniformly excellent.

These responses will be used to enhance the 2016-2017 Accepted Student Day.

UPCOMING EVENTS

Our first event of the academic year is fast approaching. This Monday at 2:30 in the library common area Prof. James Record will be leading a discussion on the legal and ethical implications of the drone revolution.
This Wednesday we have our first Professional Development workshop of the semester. Denise Ingenito Director of Health and Wellness, will be leading a discussion on how to encourage and foster a sense of academic self-efficacy in our students. this event will take place at 2:30 in FH 110.

Important Internship Procedures and the Assessment Process

For any faculty member considering supervising a student internship the following documents should be read carefully:

Internship Application and Agreement_1

Internship Ethical Conduct Agreement_1

Internship Permission to Register_1

Record of Student Placement_1

Internship Packet_1

Field Observation Form:

Field Supervisor Observation Form 9-22-15

Interim Instructions:

  1. TracDat is NOT Passport.
  2. You’re going to need to fill out field observation form twice for the immediate future.
  3. The first time will be during or shortly after observing the student teacher and you may either fill out by hand or download form to laptop/ipad etc for entry.
  4. Save a copy of this first for and I suggest you put student name and the number of the observation in the title such as “smith4”. You’ll keep this for your files and provide a copy to the student.
  5. The second time you complete the form will be using the TracDat URL that we’ve provided. To access the form, you will place the TracDat url into the internet explorer/safari/firefox header and hit return. This should take you to the survey.
  6. Copy what you’ve already completed in the first form and at end of observation form hit save. When you do that it will send the form into TracDat data collection system from we’ll be able to retrieve and analyze the data.
  7. My email address: Contact if you have a problem johnsonp@dowling.edu

 

Important Information for Students Intending to Graduate this Year

Applications for the 2016 Graduations are now available
Even if you do not plan on attending the commencement ceremony in May,
you MUST complete an application in order to receive your diploma or certificate.
  • Application deadline is November 1st for students planning to graduate in January 2016
  • Application deadline is February 1st for students planning to graduate in May 2016

Please do not wait until the last minute !!!
Meet with your Academic Advisor as soon as possible to see if you are eligible to graduate!!

Instructions to Apply:

  • Log into the Student Information System
  • click “Student Services and Financial Aid”
  • click “Student Records”
  • click “Apply to Graduate”
(Please note that your account will be charged a $100 graduation fee at the time your application is processed.)

All operating and outstanding charges which appear on your Dowling College account must be cleared. If you hold any student loans, you are required to complete an Exit Interview, which will inform you of your rights and responsibilities (including information on deferments, forbearance and consolidation).

  • For Direct Loan Exit Interview, go to the Direct Loan Service Center’s website – https://studentloans.gov/myDirectLoan/index.action to complete the Exit online. (Please note: You will need your U.S. Dept. of Ed PIN number to complete the exit.)
  • For Perkins Loan Exit Interview, contact Sharon DiNapoli at 631-244-3222.
  • For all other questions regarding financial obligations, please contact the office of Student Financial Services at 631-244-1818.

If you have any questions or concerns regarding your eligibility to graduate, please contact your Academic Advisor.

Professional Development Requests from AES Staff

Following an informal email request–on two separate occasions–requesting that AES staff indicate their preferences for professional development training, the following results were obtained with the number of requests for each appearing in parentheses at the end:

Advanced Banner training (11)

Excel training (9)

Access training (6)

Tracdat training (6)

Blackboard training (5)

Banner to Excel training (5)

 

Assessing Campus Events–Please utilize the attached form. When completed send forms to the Office of Assessment and Institutional Effectiveness

EVENT SUMMARY SHEET

As part of our ongoing assessment efforts, I am asking individuals sponsoring or leading various types of campus events including career days, open houses, presentations, lectures, etc, complete this brief event summary sheet to provide relevant information. Thanks for assisting with this ongoing effort.

 

  1. What was the purpose of this event?

 

  1. To what extent was the purpose achieved?

 

  1. How could the event be improved in the future?

 

  1. What do you think was the most valuable aspect of this event?

 

  1. How many people attended the event?

 

  1. Did you ask attendees to evaluate the event? Yes  No  (Circle one)

 

Thanks for your cooperation. Please forward this to johnsonp@dowling.edu

 

Professional Development Interests among AES Staff

To gauge staff interests in various professional development areas, the Dean of Assessment solicited areas of interest in two separate emails. Following the second email, he then drew up a list of possible PD topics that was inserted in an email to all AES staff members. He asked that they identify the top areas of their interest for future PD training and indicated that once the informal survey had been completed, he would collate responses and post the results for all to see. He also plans to share the results of this survey with administrators at Dowling along with the results of a similar survey recently conducted with full-time faculty and adjuncts.

AES Retreat Survey of Critical Issues

At the June AES retreat participants were asked to complete a brief survey that requested that they rank a number of issues in terms of their relative importance to the College. The idea was to determine what support staff felt were the most impressing current issues or problems. Survey responses analysis revealed the following rank order:

1. Campus life

2. Alumni engagement

3. Communication

While these are somewhat vague, follow-up requests will be made to determine more specifically what AES support staff feel needs to be done in each of these three areas.

iWebfolio and the School of Education at Dowling

Beginning in Fall 2015, School of Education students will be introduced to the iWebfolio system created by Nuventive who also brought the TracDat data collection and monitoring system to Dowling in 2014-2015. The iWebfolio system will be used by all departments in the SOE to provide students with a platform for housing the artifacts that reveal their progress from first entering a particular education program to completion of the program. Faculty will be using the system in various ways and multiple courses throughout the SOE. As the system is presented to students, more information and possible tutorials will become available on the OAIE website so stay tuned!

AES Professional Development Request Survey

The Office of Assessment and Institutional Effectiveness recently requested that AES unit staff provide their PD interests through a brief email survey. When the results of that survey have been collected and analyzed, they will be made available on this website and shared with upper administration.

Group Work Responses from the AES Retreat

At the retreat, participants working in groups were asked to identify problems or concerns they considered most important and propose possible solutions to them. The attached power point was developed from the group discussion that followed this activity.

AES Retreat2015 Assessment

Assessment Advisory Council–First Meeting

The group met for the first time on June 10 to discuss the process and procedures for assessment moving forward at Dowling College. Attention focused primarily on two areas at this first meeting: building a culture of assessment and selecting appropriate benchmarking institutions for Dowling. A key element of culture building was the critical incorporation of adjuncts into the assessment planning and process at Dowling. In terms of benchmark schools, it was suggests that we have two different set of benchmark institutions. The first would represent competitors in the same geographic area while the second would represent small colleges that we aspire to emulate. Specific names were suggested and the Dean of Assessment is developing Data Feedback Reports using IPEDS data for the two different set of institutions.

 

Two Announcements–6-23-15

1–We had an extremely successful AES unit retreat on Thursday June 18. It was well attended and a brief survey at the conclusion indicated that all respondents felt that it had been a worthwhile experience. Most were particularly pleased with President Inserra’s remarks and his honest and transparency. Group work conducted during the retreat will be summarized on this website later this week.

2–As I indicated at the retreat a survey on professional development needs will be distributed shortly to determine the type of training of greatest interest to all members of AES units.

 

Student Satisfaction Survey

The Office of Assessment and Institutional Effectiveness recently conducted the first annual Dowling Undergraduate Student Satisfaction Survey. One-hundred sixty-four students responded to the survey. The results from this initial student satisfaction survey will be employed as a baseline against which responses from future surveys may be compared. While the questions from this survey will be repeated annually, additional questions can be added to subsequent surveys as the need arises. A summary of the initial findings may be accessed through the following link. Dowling College Student Satisfaction Survey Result Summary

TracDat Training

All day tomorrow and in the morning on Thursday faculty and staff will be introduced to our newly established data collection system: TracDat. Hands-on training will consist of data entry, alignment of strategic plans at college-wide and school levels, and other concerns raised by the participants. One session will be devoted to new requirements for School of Education data reporting from the recently established CAEP accrediting agency.

A summary of the training session will be provided in a subsequent post.

Student Satisfaction Survey

The first annual student satisfaction survey was distributed last week via email. To data, over 120 students freshmen through seniors have responded. A final attempt will be made to increase participation and then the data will be analyzed and summary results provided on this website.

Professional Development Requests from Full-Time Faculty

I recently requested that full-time faculty make requests for the sorts of professional development training they would be interested in receiving. To date, I have received the following requests:

SmartBoard Training

Training to use Prezi online

Information Sheets Regarding: Financial aid, enrollment services, evaluation of transfer credits

Creating rubrics for evaluating student work and the use of Blackboard for student assessment

Excel training

IMPORTANT DATES FOR SHARING ASSESSMENT RESULTS:

June 18, 2015–First Annual Administrative and Educational Support Unit Retreat to be held in the Hunt Room from 9-11.

 

Faculty Retreat and College-Wide Convocation will be held this coming spring.

TracDat Training Update: Late this spring a number of AES units and academic programs are scheduled to report their assessment results for the current academic year. To assist in this process, representatives from Nuventive, the group that developed TracDat our assessment monitoring system, will be coming to campus in May to conduct hands-on training with representatives from these units and programs to assist them enter their findings into the TracDat system. Keep tuned for additional information about this training.

 

Brief Bios of Assessment Advisory Council Members

AAC BIOS

Institutional-Effectiveness-Plan with appendices

Faculty Assessment Handbook

Academic Program Assessment Forms:

Academic Program Assessment Plan (Rev 12-17-14)

Student Learning Outcomes to Curriculum Map Matrix_1

SLO Data Collection Template (Rev 2-17-2015)

Six-Step Guide for AES Unit Assessment

LINKS TO ASSESSMENT MATERIALS

Examples of Direct and Indirect Measures

The Dowling Information Network

Dowling College Organizational Chart

~DcOrgChart110314_14

Dowling Survey Schedule

Survey Schedule

Sample Dowling Surveys

Diversity Conference Survey 030315

Quality of Life Survey Fall 14 R 11-6-14-1

Winter survey