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Quality Enhancement Plan (QEP) Transparency Framework

Goals and Outcomes
Goal 1 and Outcome

Goal 1 Diagram: Enhance students' critical thinking skills




Goal 2 and Outcome

Goal 2 Diagram: Enhance pedagogical practices that focus on critical thinking

 

Assessment and Evaluation Plan

Five-Year Assessment Timeline

PDF-Icon QEP Assessment Timeline Goals 1 2

Course Development/Direct Assessment Schedule

PDF-IconQEP Cadre Course Development Dire​ct Assessment Schedule 

Assessment and Evaluation Plan Narrative:
A comprehensive assessment plan has been developed to monitor the implementation of various aspects of the QEP. The plan will provide formative and summative feedback to help the College measure attainment of the student learning outcomes and operational outcomes. The QEP has two overarching goals supported by student learning outcomes and operational outcomes.        

Goal One and its student learning outcomes will be measured directly with assessments developed by the Critical Thinking Learning Society (CTLS) and faculty, the College’s general education assessment measures, and the California Critical Thinking Skills Test (CCTST) and indirectly by the Community College Survey of Student Engagement (CCSSE) and the Community College Faculty Survey of Student Engagement (CCFSSE). Goal Two and its operational outcomes will be measured directly by the faculty portfolio. The goal and outcomes will be indirectly measured through the following assessments:

  1. BC Faculty Critical Thinking Focus Survey;
  2. other surveys evaluating professional development opportunities;
  3. an analysis of the number of classes that incorporate critical thinking strategies;
  4. the number of faculty teaching those classes; and
  5. the number of students enrolled in the classes. Specific questions from CCSSE and CCFSSE will also serve as indirect measures.

Description of Assessment Tools:

Measures for Goal One: The QEP will enhance students’ critical thinking skills:

​Performance-based/Authentic-based measures created by Faculty (QEP Scholars, CTLS) – Direct Measure

Faculty will develop formative and summative assessments for the designated courses. Based on the assessment measure, faculty will collaboratively develop a rubric or test blueprints to assess the student learning outcome addressed by the assignment. Since assessment should be faculty driven (Suskie, 2009), the decisions about assessment measures need to include input from faculty teaching the courses. Based on critical thinking theory and best practices, some recommended measures are capstone projects, research projects, scenario analyses, and presentations. To determine a student’s success on these types of direct measures, a holistic or analytic rubric can be applied. The Association of American Colleges and Universities (AAC&U) VALUE rubrics can be used to initiate the conversation on rubric development. The three relevant AAC&U VALUE rubrics are critical thinking, inquiry and analysis, and problem solving (Rhodes, 2010). The assessment process will be conducted each major term (fall and winter) to assess students’ attainment of the learning outcomes. The results of assessments will be monitored term-to-term for improvement in critical thinking and problem solving skills. Faculty will analyze results and identify strategies to improve teaching and learning.

California Critical Thinking Skills Test (CCTST)—Direct Measure
The CCTST will provide external benchmarks so the College can compare students’ attainment of critical thinking skills with students at peer institutions. This external perspective will help the College understand how its students compare nationally. The CCTST measures and reports on an array of reasoning skill scale scores. Online versions of the CCTST provide an overall measure of thinking skills (Total Score) and the following individual scale scores: analysis, interpretation, inference, evaluation, explanation, induction and deduction. The selection of the CCTST as a direct measure of critical thinking skills was based on the College’s desire to improve students’ critical thinking skills while positively impacting students’ problem solving skills.

Community College Survey of Student Engagement (CCSSE)—Indirect Measure
The College participates in the CCSSE every three years, which provides information about effective educational practice in community colleges and assists institutions in using that information to promote improvements in student learning and persistence. The survey is administered to a random sample of classes, with a sufficient number of students to be statistically significant. A number of items from the CCSSE will be extracted from the College’s survey results to measure critical thinking in the curriculum and in students’ experiences at the College. These survey questions will ask students to report whether they have engaged or experienced work related to critical thinking. These questions will be monitored and analyzed in order to measure students’ perception of the extent to which their experiences at the College emphasize and help them develop critical thinking skills.
 
Community College Faculty Survey of Student Engagement (CCFSSE)—Indirect Measure
CCFSSE is designed as a companion survey to CCSSE. It elicits information from faculty about their teaching practices, how they spend their professional time in and out of class, and their perceptions regarding students’ educational experiences. CCFSSE data will be helpful in Broward College identifying areas of strength related to critical thinking skills and will enable the College to recognize gaps in perception between students and faculty that may require further consideration.
 
 
Measures for Goal Two: The QEP will enhance pedagogical practices that focus on critical thinking:
Faculty Portfolio—Direct Measure
Faculty will prepare a portfolio of revised syllabi and assignments that emphasize how critical thinking aligns with demonstrated pedagogical practices. The portfolio will provide a chance for faculty to reflect on the teaching process with improvement in mind. Some content from the portfolio will be made available through a critical thinking repository to which faculty will have access. According to Brookfield (2012), “[t]he best teachers are good burglars, contextually attuned plunderers—they are always on the lookout for something they haven’t tried before that, with a few adaptions, will work with their students”. The repository will provide appropriate opportunities for sharing and professional growth.

Broward College Faculty Critical Thinking Focus Survey—Indirect Measure
The Division of Institutional Research, Planning, Effectiveness, and Analytics (IRPEA) will develop a survey focusing on faculty knowledge and integration of critical thinking strategies in their courses. The survey will be administered to all full-time and part-time faculty in Fall 2013. Results will be disaggregated by course to provide feedback on the designated critical thinking courses. IRPEA will measure faculty participation in the survey as well as report on the use of instructional strategies, technologies, and assessment techniques that promote higher order critical thinking skills.

Professional Development & Training Surveys—Indirect Measure
The Office of Professional Development will prepare surveys to evaluate the training mentors and mentees receive. The focus of the surveys will be to determine the extent to which faculty learned information about critical thinking, teaching and learning strategies, and/or assessment which can apply to their courses.

Community College Survey of Student Engagement (CCSSE)—Indirect Measure
The College participates in the CCSSE as described above. A number of items from the CCSSE will be extracted from the College’s survey results to measure critical thinking in the curriculum and in students’ experiences at the College. The College will track specific questions; these questions will be monitored and analyzed in order to measure students’ perception of the extent to which their experiences at the College emphasize and help them develop critical thinking skills.

Community College Faculty Survey of Student Engagement (CCFSSE)—Indirect Measure
The CCFSSE is described above. The College will track specific questions from this survey. These questions will be monitored and analyzed to measure increases in faculty’s perception of the extent to which critical thinking is infused in their courses.
 

 

green-polygon-icon.jpg Teaching and Learning Resources
Conferences/Workshops
Critical Thinking
Classroom Assessment Techniques
Assessment

 

green-polygon-icon.jpg Exemplary Syllabi and Learning Activities

Syllabi

 

Learning Activities

 

blue polygon icon Use of Student Learning & Goal Achievement Evidence
Goal 1 Direct Measures

​Student Artifacts scored using BC's Critical Thinking (CT) Scoring Guide

Student artifacts were collected. A team of QEP scorers were trained to score student artifacts using BC's scoring guide. This was the first time the CT Scoring Guide was used, so the QEP Taskforce and Critical Thinking Learning Society expect to make modifications to improve the scoring guide. 

The results from Winter 2014 will be used to gather baseline information for each of the four critical thinking learning outcomes. In addition to the baseline information, the College will review results from the action research conducted by QEP Certified Scholars during Winter 2014.

Baseline Information

CT Outcomes Data to Establish Baseline Winter 2014

 

California Critical Thinking Skills Test (CCTST)

CCTST Results Baseline Fall 2013 & Winter 2014

 

Fall 2014 Results

Fall 2014 assessment results were shared with faculty who provided student artifacts for this assessment cycle. Assessment results for both Fall 2014 and Spring 2015 will be reported in the aggregate then triangulated with other measures to make informed decisions to support continuous improvement.

QEP Results Report Fall 2014

 

Spring 2015 Results

PDF-IconQEP Results Report Spring 2015​

Goal 1 Indirect Measures

Community College Survey of Student Engagement (CCSSE) and Community College Faculty Survey of Student Engagement (CCFSSE)

Evaluation Questions:

  • To what extent does the College experience contribute to students' knowledge, skills, and personal development in thinking critically and analytically?  
  • To what extent does the College experience contribute to students' solving numerical problems?

Results

CCSSE CCFSSE Goal 1 Eval Questions 3 & 4

Goal 2 Direct Measures

Faculty Portfolio

Example faculty syllabi and learning activities are located in the "Exemplary Syllabi and Learning Activities" section of the QEP Transparency Framework.

 

Goal 2 Indirect Measures

 

Workshops Facilitated by Critical Thinking Learning Society (2014-2015)

QEP Roundtable Central March 2015

QEP Critical Thinking Mathematics February 2015

QEP Critical Thinking 101 February 2015

QEP Brown Bag North Campus February 2015

 

Workshops Facilitated by Critical Thinking Learning Society (2013-2014)

Enhancing CT Learning Environment Fall 2013 

CT in Classroom Winter 2014

Demystifying QEP Winter 2014

Meet ET Winter 2014

QEP Campus based Roundtables

TASS Conference 2014

 

Workshops Facilitated by External Experts (2014-2015)​

Gabriel Inquiring Minds 10032014

Workshops Facilitated by External Experts (2013-2014)

Bresciani Making the Connection

Bresciani Student Affairs Assessment

McGuire Appreciative Advising

McGuire Effective Mentoring

McGuire Metacognition

Suskie Creating Assignments

Suskie Multiple Choice Questions

 

Community College Survey of Student Engagement (CCSSE) & Community College Faculty Survey of Student Engagement (CCFSSE)

Evaluation Questions:

  • To what extent did faculty and students perceive using complex critical thinking in their coursework?
  • How often have students worked on a paper or project that requires integrating ideas or information from various sources?

Results

CCSSE CCFSSE Goal 2 Eval Question 1

CCSSE CCFSSE Goal 2 Eval Question 5

 

purple polygon icon Evidence of Student Learning and Goal Achievement
Rendezvous Around Data-- Meeting Material

​Annually, College stakeholders will be invited to a "Rendezvous Around Data" meeting. The purpose of this meeting is to review QEP data from direct and indirect measures to celebrate successes and make recommendations for continuous improvement. This meeting will be facilitated by College faculty and the Office of the QEP. The PowerPoint presentation from the meeting and the compiled responses from the "Guiding Questions" about the data are provided here.


​2014-2015:

RAD Rendezvous Around Data 2014 & 2015​​
 

​​​​​QEP SLO Artifacts Guiding Questions Compiled 2014 & 2015​

PDF-IconFaculty Focus Survey Results 2014 & 2015​

     

​2013-2014:

RAD Rendezvous Around Data 2013 & 2014

QEP SLO Artifacts Guiding Questions Compiled

QEP CCSSE CCFSSE CT Num​erical Problems Responses 2013 & 2014

QEP CCSSE CCFSSE Coursework Responses 2013 & 2014

QEP CCSSE CCFSSE Paper Responses 2013 7 2014

QEP Process

Analysis of the data compiled in the evidence phase will be used to celebrate successes and make improvements for the upcoming implementation year. The recommendations for improvement that impact the QEP process, teaching and learning strategies, and professional development and training have been compiled. Please review PDF.


2014-2015:

QEP Recommendations Continuous Improvement 2014 & 2015​

2013-2014:

QEP Recommendations Continuous Improvement 2013 & 2014

Teaching and Learning Strategies

Analysis of the data compiled in the evidence phase will be used to celebrate successes and make improvements for the upcoming implementation year. The recommendations for improvement that impact the QEP process, teaching and learning strategies, and professional development and training have been compiled. Please review PDF.


2014-2015:

QEP Recommendations Continuous Improvement 2014 & 2015​

2013-2014:

QEP Recommendations Continuous Improvement 2013 & 2014

Professional Development & Training

​Analysis of the data compiled in the evidence phase will be used to celebrate successes and make improvements for the upcoming implementation year. The recommendations for improvement that impact the QEP process, teaching and learning strategies, and professional development and training have been compiled. Please review PDF.
  

2014-2015:

PDF-IconQEP_Recommendations_Continuous_Improvement_2014_2015.pdf

2013-2014:

PDF-IconQEP_Recommendations_Continuous_Improvement_2013_2014.pdf

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