University of Puerto Rico

Rio Piedras Campus

Office of the Dean of Academic Affairs

Assessment of Student Learning

Progress Report (2010-2011)
April 4, 2011

Prof. Nadia Cordero

Student Learning Assessment Campus Coordinator

Dra. Sonia Balet

Assessment of General Education Project Coordinator

William Estépar García

Assessment Technician

Dana Díaz
Research Assistant

Leira L. González
Research Assistant
 Assessment of General Education Competencies
Update and Implementation Plan (2011-2014)

Background

UPRRP approved the bachelor degree curricular revision and a common set of institutional
educational goals or student profile for graduating students of all programs (institutional
expected student learning outcomes), in Academic Senate Certification 46, 2006-2007.
Certification 46 also included a new definition of General Education (GE) and expanded
responsibility for this component to various colleges in addition to the College of General
Studies.1 Parallel to the bachelor’s revision, the Academic Senate approved the Campus
Learning Assessment Plan in April of 2006, (Certification 68, 2005-2006) that incorporated two
dimensions to the assessment process: 1) assessment of the common institutional learning goals
approved in the curricular revision, and 2) assessment of specific program learning objectives
including attitudes and specialized content knowledge and skills.

The approved Campus Learning Assessment Plan instructs academic programs to address both
programs and institutional objectives in their program assessment plans to ensure that common
learning goals are developed across the curriculum. For example, the first learning assessment
cycle (2008-2010) required each academic program to develop and assess communication
competencies, and to choose two of the following learning outcomes specified in the revised
bachelor’s degree student profile, social responsibility, research and creation, and critical
thinking. Programs also assessed at least two learning objectives particular to their majors. The
institutional learning objectives distinguished during the first cycle coincide with fundamental
general education competencies specified in Standards 11 and 12 of MS Characteristics of
Excellence, such as written and oral communication, critical thinking, research, quantitative
reasoning, and social responsibility. Table 1 in the following page presents the institutional
competencies chosen by most of the programs as of March, 2010, with communication skills
being assessed by 93% from the perspective of their respective disciplines.

1
The College of General Studies was the only college offering GE courses for more than five decades.
Certification 46 added the Colleges of Humanities (GE offerings in Literature and Art), Natural Sciences, Business
and Social Science (GE offerings in quantitative reasoning) and Architecture (GE offerings in Art) to share the
responsibility for GE.

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Table 1 (Reported in the 2010 PRR)

General Education Competencies Assessed Number of academic Percentage of

Throughout the Curriculum– Program Level programs (out of 66) Programs
Effective Communication 62 93%
Critical Thinking 48 72%
Social Responsibility 41 62%
Research and Creation 26 39%

In addition to the program perspective related to Table 1 above, the campus went ahead and
designed assessment of general education competencies from two other perspectives: 1) the
institutional level in coordination with colleges and schools, and 2) within the College of General
Studies offerings comprising a 30 credit core GE component, for a threefold effort including the
across programs perspective. Within this approach various focused projects were implemented
through 2009-2010 in the College of General Studies to assess linguistic competencies at the
lower level English and Spanish courses, scientific reasoning in the Natural Science GE courses,
social responsibility, and ethics. Also, as an institutional initiative, the Library System with
colleges and schools advanced development and assessment of information competencies across
colleges and schools. Projects, findings, and actions concerning assessment of General Education
competencies related to these projects up to March- April 2010 were detailed in the 2010 PRR.

In its November 2010 Commission Actions Report on UPRRP’s 2010 Periodic Review Report
(PRR), MSCHE requested a monitoring report due by April 1, 2012 documenting evidence of
―steps taken to strengthen general education and implementation of a documented assessment
process for oral communication, written communication, scientific reasoning, quantitative
reasoning, and critical analysis and reasoning (Standard 12)‖.

Assessment of student learning continued during the first semester of 2010-2011 and goes on. A
quantitative reasoning faculty committee prepared a test to measure learning in this area. The test
was administered as a pilot project to a sample of sections and results were discussed during the
present semester (Appendix 1). Results on the test validity and discussion of results were
incorporated, and a modified test will be offered by mid May 2011 across quantitative reasoning
courses that satisfy this requirement in the revised bachelor’s degree. Faculty in charge of the
precalculus course offerings in the School of Business are refining specific course objectives to

3
align them with institutional objectives also elaborated this semester (Appendix 2), and are
preparing a test fitted to the precalculus level.

Scientific reasoning assessment in the College of General Studies gave way to transforming
actions and professors carried out a second assessment process. All other instances have
continued, and an implementation plan focusing on assessment on general education
competencies is being crafted and implemented for the period 2011 to 2014. It must be
emphasized that Circular Letter 5, 2009-2010 of the DAA underlined the role of the department
director in following through and leading the implementation of assessment processes, and
maintaining constant communication with faculty as the principal actors in this effort.

Assessment Process for General Education Competencies (2011 to 2014)

As has been presented in the previous pages, a systematic and structured plan was prioritized and
carried out during 2008-2010 at the program level, which resulted in the completion of a first
cycle of assessment by more than 60% of the programs that included as a principal component
assessment of general education objectives. These findings were reported in the 2010 PRR.
Strengthening and follow up of systematic assessment of general education competencies from
the perspective of the disciplines or programs since 2010 is presented in a separate section in this
report.

The campus recognizes, however, that during the first cycle, 2008-2010, assessment of GE
competencies within the GE component occurred mostly as a set of pilot projects and particular
initiatives within the College of General Studies and at the institutional level as mentioned at the
beginning of page 2. However, by the end of the first assessment cycle in 2010 an encompassing
process had been only partially defined, and an implementation schedule was established mostly
project wise. Important steps have been taken in the general education assessment process as a
whole component, such as explicitly stating and disseminating institutional general education
learning objectives that frame the assessment process were still in progress. Alignment of general
education competencies with general education courses and of general education objectives with
course embedded learning experiences was partially achieved, mostly as part of the special
projects underway. Hence, after a period—2008-2010— of piloting these projects, of increasing
learning and practice for professors, of emphasizing faculty training, and of empowering

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coordinators and directors, a three year Plan—2011-2014— is being crafted and implemented to
set the base for a systematic and articulated assessment process of general education
competencies. The Plan will be geared to: 1) advance and document a systematic assessment
process of selected competencies in the GE context, at the institutional level, and within the
College of GS and 2) to expand assessment of general education competencies across the
curriculum from the perspective of the disciplines.

In particular the Plan pursues to:

 articulate assessment of general education competencies under one set of uniform key
institutional general education goals, documented and disseminated
 map GE courses to educational goals
 generate specific course objectives aligned with general objectives and generate
appropriate teaching experiences and course syllabus modifications
 align objectives to course embedded educational experiences or uniform tests as apply
integrating uniform rubrics
 include all students in the development of selected competencies
 develop and administrate appropriate assessment instruments
 strengthen assessment of competencies from the perspective of the disciplines
 analyze findings and outcomes and generate and implement transforming actions

Diagram 1 below establishes the frame for the assessment process to be carried out through
2011-2014 academic years with respect to the threefold approach to assess general education
competencies. It identifies the set of selected competencies that enters the process during this
period and expected dates of completion of the different projects. A second part of this plan
comprising the 2012-2014 period and a detailed schedule of activities is under work.

5
Diagram 1: General Education Development and Assessment Process 2011-2014 Instances,
Dates, and Selected Competencies

Institutional level in Program level - all programs

coordination with colleges College of General Studies from the perspective of the
and schools discipline

Information Competencies - Second Sem. 2011-

ACRL Level 1 competencies
with College of GS and
others. All freshmen sections
by August 2011-2012
Complete all colleges-
Level 2 competencies by
2011-2013
Scientific Reasoning 12 All sections
all sections Biological Sciences Written and Oral
by August 2011-2012 Communication
Social Responsibility
Critical Thinking –
Oral and Written
Communication 90% of all programs
all sections by 2011-2013 by January 2012

Quantitative Reasoning Research and

All sections except
Calculus second sem 2010-
2011
Calculus by May 2012
Calculus 2011-2012
objectives under elaboration
Critical Thinking in all
Literature and Art GE
courses by 2011-2013
Other objectives stated in
the College learning
2011-2014
creation – 70% of all
programs by 2013
Schedule for other
competencies under
elaboration 2011-
2014

The plan addresses the following immediate goals for second semester 2010-2011 through
January 2012:

 to document general education key institutional goals with respect to competencies, and
to map goals with general education courses by May 2011 as a frame for implementation
of the assessment process
 to align goals with learning objectives and with course embedded learning experiences
with uniform rubrics by January 2012 or uniform testing as it applies

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  to complete design and implementation of an assessment process for quantitative
reasoning within the general education component and start implementation by May
2011 in all courses except Calculus; to complete Calculus by December 2011
 to ensure that all new admissions—August 2011—experience development of
information competencies in their first year of studies and assessment is carried out
within that context
 to include all sections of General Education courses in Natural Sciences in the
development and assessment process of scientific reasoning competencies by August
2011, including all sections for newly admitted students
 to achieve that at least 90% of programs assess critical thinking from the perspective of
the disciplines by January 2012
 to elaborate an assessment process for oral and written communication in the general
education context and start implementation in 2011-2012 to be completed by December
2012

Issues to be addressed during academic year 2011-2012

It is well known that assessment systems that incorporate multiple and varied measures,
including indirect and direct measures, have the potential of being more effective for measuring
student learning and satisfaction. The same applies to integrating a mix of course embedded
and uniform testing methods to measure particular core competencies, and to the
institutionalization of assessment of general education from the perspective of the disciplines as
a firm component in the assessment of GE competencies. The ―right‖ mix of these elements
will be discussed and decided upon during the present and coming academic years.

Also, a five year cycle is being considered so that each year 20% of the general education
competencies are assessed across colleges and schools and in the GE context, with selected
competencies like oral and written communication, information literacy, and quantitative
reasoning assessed more frequently.

The plan will be enriched with results of indirect measures like those obtained from the NSSE
and Noel Levitz surveys which already are part of the Institutional Research Plan.

7
 Assessment of Student Learning Process in the Academic Programs
Progress Report (2010-2011 Academic Year)

Introduction

The Campus Assessment of Student Learning process continued as designed and planned during
the academic year 2010-2011, following the guidelines traced in the Evaluation of Student
Learning Plan approved by the Academic Senate in April 2006 as described in the Periodic
Review Report to the Middle States (June, 2010). The campus assessment of student learning
process carried out in the University of Puerto Rico, Río Piedras Campus is faculty led and
course embedded. All undergraduate academic programs are required to assess general education
competencies, as described in the graduate baccalaureate student profile (Certification 46,
Academic Senate, 2005-2006), from the perspective of the discipline as well as the content
knowledge, skills, and dispositions that characterize the academic program.

Throughout this academic year, personnel from the Assessment of Student Learning Office
programmed a series of meetings with Assessment Coordinators and professors from different
colleges to discuss the assessment of student learning process going on in campus. The
documents to be submitted, the importance of the implementation of the transforming actions—
that resulted from last year assessment process in each academic program—and the need to
assess their impact in students’ learning were thoroughly discussed and emphasized. The demand
for an increase in participation from all stakeholders involved in the teaching and learning
process in the different academic programs was also emphasized to strengthen their commitment
with the assessment of student learning processes. Individual trainings were also given in the
Office of Evaluation of Student Learning (OEAE, its Spanish acronym) to the professors
responsible for the coordination of the assessment process in their academic programs.
Continued guidance was provided in the design of assessment instruments and in the
recommendation of possible educational activities that could be used to measure student
learning. Personnel from OEAE also provided assistance in analyzing and evaluating assessment
of student learning results, and in assuring that transforming actions are planned, if needed, and
implemented in the next assessment cycle. This Office along with the Center for the Academic
Excellence coordinated four assessment workshops to be offered throughout this academic year.

8
The activities programmed and the meetings are evidence of the campus commitment with the
assessment of student learning process and the continued development of a culture of assessment
throughout campus. All activities described above contribute to the development of a culture of
assessment in campus.

Preliminary Assessment of Student Learning Results

As of March 31, 2011 60 out of 70 (86%) undergraduate academic programs submitted their
Assessment of Student Learning Plan for the 2010-2011 academic year. These plans indicate the
general education competencies from the perspective of the academic disciplines as well as the
content knowledge, skills, and dispositions that characterize the discipline that are going to be
assessed this year. The transforming actions that were proposed and that resulted from 2009-
2010 assessment of student learning are being implemented in the assessment plans for this year.
Samples of Assessment of Student Learning Plans are available in the blog of the OEAE
(http://oeaeuprrp.blogspot.com). The following graph (Graph 1) presents the domains being
assessed during the present academic year (2010-2011) and the number of academic programs
assessing each one of them.

UPR-RP Mission Domains to be assessed by Academic

Programs (2010-2011)
Appreciation, Culture and Commitment to the… 23
Knowledge Integration 4
Ethical and Aesthetical Sensibility 5
UPR-RP Mission Domains

Information Literacy 43
Intellectual Curiosity 3
Capacity for Independent Studies 12
Ongoing Learning 9
Content Knowledge, Skills or Dispositions 51
Logical-Mathematical Reasoning 13
Social Responsibility 21
Research and Creation 26
Critical Thinking 48
Effective Communciation 53
0 10 20 30 40 50 60 70
Number of Academic Programs

9
Also, to guarantee the continuity of the assessment process and scheduling of the assessment of
domains of the campus mission, the OEAE requested from each program a Five Year
Assessment of Student Learning Plan. Furthermore, the design of an Assessment of Student
Learning Curricular Matrix that reflects the course, courses, and activities in which the expected
mission domains are going to be assessed throughout the baccalaureate curriculum was also
requested from each academic program. These documents were thoroughly discussed with the
coordinators of the assessment process of the academic programs. As of March 31st, 2011, 29
(41%) of the academic programs submitted the Five Year Assessment of Student Learning Plan,
and 30 programs (43%) submitted the Assessment of Student Learning Curricular Matrix.
Samples of these documents are available in the OEAE’s blog (http://oeaeuprrp.blogspot.com).
By the end of the academic year (June 2011) each academic program should submit an
Assessment of Student Learning Annual Report that includes the analysis of the assessment
findings and the corresponding transforming actions from this year’s assessment process.

Several academic programs (19) have advanced their assessment of student learning results.
These results compare favorably with last year’s results. For instance, when assessing research
skills using a rubric in BIOL 3101 course, findings revealed that 77.5% of the students achieved
the expected outcome in academic year 2010-2011, while only 52% achieved the expected
outcome in the 2009-2010 academic year. When assessing effective communication in BIOL
3101 course, findings revealed that 75.3% of the 2010-2011 academic year students met the
expected outcome, while only 42% met it in the 2009-2010 academic year. The Geography
Department assessed students’ written communication skills and critical thinking skills in the
GEOG 4550 course in the last two semesters. Using the same rubric and activity a considerable
increase is observed in students that met the expected outcome when assessing written
communication skills when compared with last year’s results (91.5% versus 72.5%) and
comparable results in critical thinking skills (89% versus 90%). This department reports that the
observed increase in the assessment results could be due to the implementation of transforming
actions, resulting from last year’s assessment efforts such as the increase of the number and type
of written assignments that students need to submit for this course. The Political Science
Department assessed students’ critical thinking skills for the past two semesters and its findings
revealed an increase in the percentage of students that met the expected outcome (81.6% versus
67.3%). Another example of comparable results is the assessment of students’ information

10
 literacy skills in the Labor Relations RELA 3085 course using a pre-test and a post-test. After
discussing the video titled Evaluating Sources of the Research Skills Series, all students met the
expected outcome in the post-test in the last two semesters. Additional domains were assessed by
the academic programs with favorable findings as identified in the partial annual reports
submitted to the OEAE. For a detailed description of the assessment results submitted to date see
Appendix 4.

A comparison of the number of academic programs that are assessing the domains selected in the
last two years can be seen in the following graph (Graph 2).

Assessment of Student Learning of Mision Domains by

Academic Year in the last two years (2009-2011)
70
63
60
Number of Academic Programs

53
51
50 47 48
43
41
40 2009-2010
30 29
30 26 2010-2011
21
19
20

10

0
Effective Critical Thinking Research and Social Content Information
Communication Creation Responsibility Knowledge, Literacy
Skills or
Mision Domains Dispositions

11
The percentage of academic programs that have assessed or are planning to assess— at least
once in the last three years (2008-2011)—a domain of the UPR-RP mission can be seen in the
following graph (Graph 3).

Number of Academic Programs that have assessed or are

planning to assess (at least once) a domain of the UPR-
RP mission (2008-2011)
70 67 (96%)
63 (90%)
Number of Academic Programs

60
49 (70%) 51 (73%)
50 47 (67%)

40 36 (51%)

30

20

10

0
Effective Critical Thinking Research and Social Content Information
Communciation Creation Responsibility Knowledge, Skills Literacy
or Dispositions
Mission Domains

This report evidences that the assessment of student learning process is being strengthened as the
professors learn from previous experiences. A complete overview of the results from this year
assessment process (Academic Program Assessment of Student Learning Annual Report) will be
submitted to the OEAE by the end of this academic year (June, 2011). The corresponding
analysis of all the assessments results and transforming actions will take place during the first
two months of the first semester of the 2011-2012 academic year to ensure that all academic
programs close their assessment loops and begin another assessment cycle.

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 Appendix 1
Evidence of the Administration and Discussion
of the Results of the Pilot Test to Assess
Student’s Quantitative Reasoning Skills

13
Reunión: Comité de Evaluación de Razonamiento Lógico-Matemático
Fecha: 17 de noviembre de 2010.
Hora: 10:00a.m. a 12:00p.m.

Estimados Profesores:

Comparto con ustedes los puntos más sobresalientes de esta reunión.

 Miembros de la tercera reunión para evaluar destrezas de razonamiento lógico-

matemático
Presentes:
 Arq. Javier Isado
 Prof. Julio Rodríguez
 Dra. Wanda Velázquez
 Prof. Nadia Cordero
 Dra. Indira Luciano
 Dr. José Rodríguez Lara

Ausentes y excusados:
o Dra. Ana Helvia Quintero
o Dra. Wanda Villafañe

Los miembros del comité de razonamiento lógico-matemático se reunieron para discutir las
preguntas de la prueba piloto en cuanto a su forma y contenido. Además, la Prof. Nadia Cordero
discutió tanto el itinerario del examen como las instrucciones del mismo con los profesores
presentes.

 Se comenzó con la discusión de las instrucciones de los ejercicios. Además se le hicieron

correcciones sustanciales al formato y al estilo de la prueba y se modificaron ítems y
alternativas.

Con referencia a formato y el contenido de la prueba:

 Se modificó el título de la prueba y se integró como parte del mismo la definición de la

Certificación número 46 (2005-2006):
 La prueba llevará como titulo: Prueba para evaluar las competencias mínimas de
razonamiento lógico-matemático y análisis cuantitativo (Certificación #46, 2005-
2006)

14
  Se discutió el tiempo de duración del examen y llegaron a la conclusión de que
éste sería el equivalente a un período de clases regular, es decir, 1 hora y 20
minutos.

 Los profesores coincidieron en que debe aparecer de manera explicita en las

instrucciones que es necesario que el estudiante realice el cálculo matemático
correspondiente para sostener su contestación.

 Se debe incluir en las instrucciones que no se permite el uso de celulares, de

calculadoras u otros instrumentos que permitan realizar cálculos durante la
administración de la prueba.

 Se determinó que la prueba no tendrá valor, aunque quedará a discreción del

profesor otorgar cierta cantidad de puntos como incentivo para que los
estudiantes se esfuercen al hacerla según sus conocimientos.

 La Prof. Wanda Velázquez se encargará de la revisión del ítem número 18 y revisará las
gráficas y las ecuaciones para ser consistentes a través de la prueba.

 La selección de la hoja de contestaciones (Scantron), quedó a discreción de la OEAE. La

OEAE informará mediante un correo electrónico la decisión tomada al respecto.

 El examen será fotocopiado por ambas caras del papel (―two sided copy‖) para
maximizar el uso del papel.

 Se convocará una reunión con la Decana de Asuntos Académicos, la Dra. Sonia Balet,
para presentarle la preocupación con respecto a la segunda fase del Comité de evaluación
razonamiento lógico-matemático, en cuanto a las pruebas que deben relazarse para los
estudiantes que exceden el nivel de aptitud de la prueba general.

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  La OEAE utilizara los comentarios y sugerencias para revisar la prueba. Una vez finalice
este proceso y se incorporen las correcciones de la Prof. Wanda Velázquez se le enviara
una copia de la prueba como borrador en PDF a los integrantes del Comité.

Quedo a su disposición para aclarar cualquier duda o pregunta,

Dana Díaz
Ayudante de investigación
OEAE
Ext. 85013
oeaeupr@gmail.com

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 Oficina de Evaluación del Aprendizaje Estudiantil
Decanato de Asuntos Académicos
Universidad de Puerto Rico Recinto de Río Piedras

Reunión: Comité de Evaluación de Razonamiento Lógico-Matemático

Fecha: 16 de marzo de 2011.
Hora: 10:00a.m. a 12:00p.m.

Asistencia:

Presentes:
 Prof. Julio Rodríguez
 Dra. Wanda Velázquez
 Prof. Nadia Cordero
 Dra. Indira Luciano
 Dr. José Rodríguez Lara
 Dra. Ana Helvia Quintero
 Dra. Wanda Villafañe
 Dra. Sonia Balet
 Sr. William Estépar

Ausentes:
o Arq. Javier Isado

La reunión comenzó con la discusión de los resultados de la prueba piloto. El Prof. Julio
Rodríguez presentó los criterios para interpretar los ítems de la prueba:
1. Cantidad de estudiantes que tuvo el ítem correctamente
2. Índice de dificultad
Índice de dificultad Delta Índice de dificultad en la prueba
Nivel de dificultad (apreciación de los expertos (proporción de estudiantes que
sobre la dificultad del ítem) contestan correctamente)
Muy Fácil 6-8 .90-.99
Fácil 9-11 .70-.89
Mediana dificultad 12-14 .40-.69
Difícil 15-19 .00-.39

3. Correlación punto-biserial: probabilidad que los estudiantes del grupo alto (GA)
contesten correctamente y los estudiantes del grupo bajo (GB) contesten incorrectamente
un ítem. Si esta probabilidad es igual o mayor a .300 se dice que es un indicador de la
buena calidad del ítem (aunque deben considerase otros factores).

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 4. La distribución de la proporción de estudiantes que seleccionaron alternativas
incorrectas en cada ítem.

Se encontró que los ítems 7, 9 y 14 tenían una correlación punto biserial baja por lo que
ameritaron especial atención.
Las siguientes decisiones se tomaron con respecto a estos y otros ítems:
1) El ítem 7 se va a dejar tal como estaba.
2) En el ítem 9 se va a colocar en bold la frase ―en la cafetería‖ dado a que el comité
entendió que la correlación baja puede ser a que los estudiantes no leyeron en
detenimiento la pregunta y escogieron otra alternativa (b) como la correcta.
3) Se colocarán las alternativas del ítem 14 de la forma estándar de la ecuación (y= mx +
b) para ser consistentes y se sustituirá la alternativa (e) por una ecuación.
4) Sustituir el ítem 13 por un ítem de lectura de gráfica engañosa. El Prof. Julio
Rodríguez será el encargado de elaborarlo.
5) La Dra. Ana Helvia Quintero sugirió colocar un arco en cada ángulo del ítem 10 para
aclarar la gráfica. El comité acogió esta recomendación y se acordó eliminar el
símbolo de ángulo recto en la gráfica y colocarlo como parte de la premisa, ―en el
ángulo recto que se presenta en la siguiente gráfica…‖
6) Incluir ―A partir de la recta de…‖ en las premisas 16 y 17 para que los estudiantes se
fijen en la recta y eviten posibles errores de lectura.

El Profesor Jorge Rodríguez Lara comentó que la prueba está cargada hacia el tema de la línea
recta y que se debería de considerar incluir un ítem de lógica dado a que el dominio lleva como
nombre en la Certificación 46 del Senado Académico (2005-2006) ―pensamiento lógico
matemático y cuantitativo‖. El comité entendió que se debe elaborar un ítem sobre el concepto
de lógica matemática, pero el mismo no debe ser de naturaleza formal, sino aplicada. El Profesor
Rodríguez Lara acordó elaborar dicho ítem y enviarlo para ser considerado su inclusión en la
prueba como sustituto de otro ítem por el Comité en una próxima reunión.

Con respecto a la administración de la prueba, se decidió que la misma va a ser administrada en

la semana del 16 al 20 de mayo a todas las secciones de los cursos que cumplen con el requisito

18
de razonamiento lógico matemático excepto los cursos de Pre-Cálculo y Cálculo. Esta decisión
se tomó debido a que el comité entendió que no debe ser en la última semana de clase (23 al 31
de mayo) para que no interfiera con el repaso para los exámenes finales y se tenga un grado alto
de seguridad que los profesores de esos cursos habrán discutido la gran mayoría (sino todos) los
temas de los cursos para ese momento.

El Comité entendió que se debe enviar un comunicado oficial del Decanato de Asuntos
Académicos para informarles a los directores de la administración de esta prueba de modo que
éstos puedan comentárselo a los profesores de esos cursos. Lo anterior permitirá presentar los
pormenores de la prueba, la importancia de su avalúo y las fechas de la administración para
coordinar los esfuerzos a nivel de Recinto. El personal de la OEAE se encargará de la logística
de la preparación de los sobres con los exámenes, hojas de contestación, la corrección y el
análisis de los datos.

La cantidad de secciones y cursos en las cuales se llevara a cabo la administración de la prueba

es la siguiente:

Cursos Secciones Matrícula total

MATE 3041 3 70
MATE 3042 2 38
MATE 3105 9 247
EDFU 4016* 1 20
EDFU 3017* 7 142
ESGE 3008 5 143
ESGE 3009 2 59
MATE 3036 1 30

*Estos cursos no son parte del requisito de razonamiento lógico matemático según aprobado por
la Certificación 46 del Senado Académico (2005-2006) y los mismos cumplen con la rúbrica de
Educación General, según la Certificación 72 del Senado Académico (2006-2007). Sin embargo,

19
el Profesor Julio Rodríguez administrará la prueba en su sección de EDFU 4016 y dos secciones
de EDFU 3017.

El comité sugirió que se debe dar un incentivo a los estudiantes para tomar la prueba. Aunque el
incentivo final está sujeto al criterio del profesor, se sugiere que sea de al menos 5 puntos. De
igual forma, se debe informar a los estudiantes sobre el contenido de la prueba, qué pretende
medir y la importancia de que estos demuestren su mejor desempeño en la misma. El comité
acordó enviar los objetivos específicos de la prueba para que el profesor del curso los discuta con
los estudiantes días antes de la administración.

El personal de la OEAE se encargará de recoger las pruebas y hojas de contestación para poder
llevar a cabo la corrección de las mismas con el apoyo del Prof. Torregrosa de la División de
Tecnologías Académicas y Administrativas de la UPR-RP. Se llevará a cabo un análisis de ítems
global (todos los estudiantes que tomaron la prueba) y por secciones para que los profesores
tengan el insumo de los resultados de sus estudiantes. Se hará un desglose por programa
académico para que forme parte de los resultados de assessment de los estudiantes de esos
programas en esta competencia.

La Dra. Sonia Balet tuvo una breve intervención en la cual insertó los procesos de avalúo del
dominio de razonamiento lógico matemático dentro de los esfuerzos a nivel del Recinto, de la
Facultad de Estudios Generales y de los programas académicos. Para enlazar los esfuerzos del
avalúo de las destrezas de razonamiento lógico matemático se elaboraron unos objetivos
generales y una definición y se le solicitó al comité que reaccionaran a los mismos y que
enviaran sus comentarios a la OEAE para revisarlos. Se les solicitó a los miembros del comité
que alinearan los objetivos generales propuestos con los objetivos generales de sus cursos y a su
vez a los objetivos específicos.

Se les presentó a los miembros al comité las estrategias a utilizarse en los cursos de Pre-Cálculo
de Administración de Empresas (MECU) y en Cálculo de Ciencias Naturales. Las Dra. Balet y
Velázquez quedaron en reunirse para discutir el proceso de avalúo de MECU y para revisar la
prueba a la luz de los comentarios de los profesores del departamento de Métodos Cuantitativos

20
y el Director del Departamento, Dr. Pedro Juan Rodríguez Ezquerdo. La administración de esta
prueba también se llevará a cabo del 16 al 20 de mayo. Esta prueba contendrá el material
discutido en el curso hasta el 13 de mayo.

Se programará una reunión para finales de abril para discutir los ultimos detalles de la
administración de la prueba.

Preparada por
William Estépar García
Técnico de Assessment
OEAE
Ext. 85011
oeaeupr@gmail.com
williamestepar@gmail.com

Anejo: Agenda de la reunión

21
 Fecha: 16 de marzo de 2011

Hora: 10:00 a.m.

 Discutir los resultados de la prueba piloto.

 Escoger las preguntas que se van a sustituir.
 Establecer un subcomité de los profesores que redactarán las preguntas sustitutas,
o Alineamiento de las nuevas preguntas a los objetivos de aprendizaje del área de
competencia y al nivel de dificultad de la pregunta.
 Decidir cuál será la fecha de administración de la prueba.
 Decidir la cantidad de secciones en las cuales se administrará la prueba. (todas o una
muestra).
 Decidir las instrucciones que se le darán al estudiante previo a la prueba.
 Discusión sobre la deseabilidad de crear instrumentos de avalúo diferentes para avaluar
razonamiento lógico matemático en los cursos de Pre-Cálculo y Cálculo.
o Crear un subcomité con representantes de estos cursos con el fin de:
 Alinear los objetivos de aprendizaje del curso de Pre-Cálculo y los del
curso de Cálculo con los objetivos mínimos de razonamiento lógico-
matemático del Recinto.
 Decidir si se usará una prueba específica sustituyendo preguntas de la
prueba actual por aquellas que midan razonamiento lógico-matemático en
estos cursos, o se usarán preguntas de exámenes parciales o finales de
dichos cursos.
 Otros asuntos

22
 Appendix 2
Draft: Quantitative Reasoning Skills Definition
and Objectives

23
15 de febrero de 2011

Evaluación del Aprendizaje Estudiantil – Competencias de Razonamiento Cuantitativo

Decanato de Asuntos Académicos
Documento de Trabajo

El avalúo del componente de razonamiento cuantitativo dentro de la educación general

va dirigido a medir el aprendizaje de estudiantes que han completado este requisito
según establecido por sus respectivos programas de estudio. Los objetivos generales
de aprendizaje de este componente se enmarcan en el punto 4 del Perfil del Egresado
aprobado en la Certificación Núm. 46, 2005-2006 del Senado Académico sobre la
Revisión del Bachillerato, que declara que el egresado del bachillerato del Recinto
“habrá desarrollado …la capacidad para el razonamiento lógico/matemático y/o
cuantitativo”. Se entiende por razonamiento cuantitativo “la habilidad para identificar,
entender, generar y evaluar argumentos lógicos e información cuantitativa con el fin de
utilizarlos en situaciones del diario vivir y relacionadas con su campo de estudio”

La revisión del bachillerato añadió tres créditos de razonamiento lógico/matemático y/o

cuantitativo como requisito medular de educación general a tono con el perfil del
egresado aprobado por el Senado Académico. Cada Facultad y Escuela determinó el
curso y nivel requerido para sus estudiantes, éstos son (lista de cursos de educación
general de razonamiento cuantitativo por Facultad y Escuela).

Objetivos Generales

Los objetivos generales de aprendizaje del componente de razonamiento lógico/

matemático y/o cuantitativo se enumeran a continuación y están alineados con los
cursos arriba listados. Estos objetivos se dirigen a que el estudiante desarrolle el
conocimiento sobre principios, enfoques y metodologías matemáticas o estadísticas y
la capacidad para:

1. Usar enfoques y métodos matemáticos diversos para el análisis y la solución

de problemas reales y llevar a cabo los cómputos pertinentes.
2. Utilizar gráficas, tablas, símbolos, conceptos y metodología cuantitativa o
matemática en aritmética, álgebra o analítica o estadística para representar y
analizar procesos y situaciones reales.
3. Interpretar modelos matemáticos y hacer inferencia.
4. Evaluar argumentos lógicos e información cuantitativa para formular juicios,
llegar a conclusiones y resolver situaciones reales en distintos contextos.
5. Emplear métodos cuantitativos para representar y analizar la relación entre
variables.
6. Comunicar argumentos lógicos o resultados cuantitativos de forma efectiva.

24
El avalúo de las competencias de razonamiento lógico/matemático y/o cuantitativo se
llevará a cabo de forma paralela en tres instancias: Pre-Calculo (Administración de
Empresas), Cálculo I (Ciencias Naturales) y en otros cursos según enumerados que
cumplen con la definición y objetivos generales de razonamiento lógico/matemático (ver
lista de estos cursos). En cada instancia un grupo de trabajo a estos fines desarrolló
objetivos de aprendizaje específicos y estrategias para avaluar estas competencias.
Para todos los cursos excepto Pre-Cálculo y Cálculo I estos objetivos por área de
competencia son:

Cómputos:

Entender y utilizar la aritmética, el álgebra y la estadística para resolver problemas que

envuelvan:

 Utilizar las cuatro operaciones básicas con números enteros, decimales y

fracciones;
 Resolver problemas que requieran por cientos, tasas y proporciones;
 Resolver ecuaciones e inecuaciones y poder aplicarlas;
 Utilizar competencias cuantitativas que le permitan analizar y resolver
situaciones de su diario vivir y en sus estudios;
 Utilizar principios de estadística para describir situaciones.

Representación

Entender e interpretar modelos matemáticos representados por ecuaciones, gráficas y

tablas y poder hacer inferencias de las mismas y resolver problemas que envuelvan:

 Construir e interpretar gráficas;

 Analizar y visualizar conceptos geométricos;
 Aplicar conceptos de medición;
 Utilizar modelos matemáticos y estadísticos para representar relaciones entre
variables;
 Analizar situaciones que requieran razonamiento cuantitativo con el apoyo de la
tecnología;
 Representar funciones como ecuaciones o gráficamente;
 Interpretar y hacer predicciones utilizando conceptos básicos de la probabilidad
y estadística.

Evaluación:

Pensar críticamente sobre el uso de la información cuantitativa.

 Identificar relaciones cuantitativas en diferentes contextos, interpretarlas en su

contexto y comunicar su interpretación;

25
  Analizar evidencias, llegar a conclusiones, comunicar y defender
interpretaciones;
 Identificar los supuestos tras un argumento que utiliza información cuantitativa y
explorar las implicaciones de cambios en los supuestos;
 Entender la relación entre la información cuantitativa y sus diferentes
representaciones;
 Utilizar competencias cuantitativas para generar, interpretar y analizar un
argumento o utilizar apropiadamente simbología lógica en razonamientos
deductivos;
 Conocer y aplicar distintos modos de razonamiento lógico-matemático.

El avalúo de los objetivos específicos de aprendizaje en esta instancia se llevará a

cabo mediante la administración de una prueba desarrollada para tales efectos por un
comité de docentes con tarea de enseñar cursos del componente. Los ítems de esta
prueba fueron alineados con los objetivos de aprendizaje por cada área de
competencia. Además, el comité estableció el nivel de dificultad para cada uno de los
ítems de la prueba. Como parte del proceso de validación del instrumento, se
administró un piloto de la prueba y la misma se revisará de acuerdo a los resultados, la
discusión y las decisiones con los miembros del comité. El fin es administrar la prueba
a una muestra de secciones al finalizar el segundo semestre 2010-2011 para medir el
aprendizaje logrado a través de secciones y cursos y generar una discusión a nivel de
los programas y recinto sobre los resultados y las acciones dirigidas a mejorarlos o
mantenerlos según sea el caso.

Los objetivos de aprendizaje específicos para Pre-Cálculo son:

Los objetivos de aprendizaje específicos para Cálculo I son:

Un grupo de trabajo en el área de cálculo trabaja actualmente en la revisión de los

objetivos específicos de esta área y en complementar o adecuar la prueba a esos
fines.

Además, la Tabla 1 a continuación presenta la relación entre otros cursos de

educación general y los objetivos de razonamiento cuantitativo. Es decir, las
competencias cuantitativas se desarrollan a través de diversas disciplinas dentro del
componente de educación general. Además, los programas pueden identificar cursos

26
de la concentración en los que se atiende el desarrollo de objetivos de razonamiento
cuantitativo desde la perspectiva del programa o concentración.

Tabla 1

Objetivo CIBI CIFI OTRO?

Razonamiento
Cuantitativo
2
4
1 y3
5
6

27
Alineación de los objetivos operacionales y las competencias mínimas de
razonamiento lógico matemático y análisis cuantitativo de un egresado de
bachillerato del Recinto de Río Piedras
Objetivo del curso
El estudiante manejará conocimientos y destrezas
en cálculo para la solución de problemas
El estudiante interpretará y explicará las
definiciones y teoremas, y los aplicará a la
solución de problemas.
El estudiante identificará y aplicará las ideas del
Cálculo en otras áreas del conocimiento.
Examinará métodos para la construcción del
conocimiento en Matemáticas: Identificará
elementos de un teorema, usará axiomas y
definiciones y los identificará como bloques
elementales para construir conocimiento en
Matemáticas.
Desarrolla una actitud inquisitiva y reflexiva ante
situaciones donde sea necesario el uso de las
ideas del cálculo (pensamiento crítico)
Objetivos del Recinto
 Utilizar las cuatro operaciones básicas con
números enteros, decimales y fracciones
 Resolver problemas que requieran por cientos,
tasas y proporciones.
 Resolver ecuaciones e inecuaciones y poder
aplicarlas
 Representar funciones como ecuaciones o
gráficamente.
 Construir e interpretar gráficas
 Identificar los supuestos tras un argumento que
utiliza información cuantitativa y explorar las
implicaciones de cambios en los supuestos
 Entender la relación entre la información
cuantitativa y sus diferentes representaciones
 Utilizar competencias cuantitativas que le
permitan analizar y resolver situaciones de su
diario vivir y de sus estudios
 Utilizar modelos matemáticos para representar
relaciones entre variables
 Identificar relaciones cuantitativas en diferentes
contextos, interpretarlas en su contexto y
comunicar su interpretación.
 Utilizar competencias cuantitativas para
generar, interpretar y analizar un argumento o
utilizar apropiadamente simbología lógica en
razonamientos deductivos
 Conocer y aplicar distintos modos de
razonamiento lógico-matemático.
 Identificar relaciones cuantitativas en diferentes
contextos, interpretarlas en su contexto y
comunicar su interpretación.
 Analizar evidencias, llegar a conclusiones,
comunicas y defender interpretaciones.
 Identificar los supuestos tras un argumento que
utiliza información cuantitativa y explorar las
implicaciones de cambios en los supuestos
 Entender la relación entre la información
cuantitativa y sus diferentes representaciones
 Utilizar competencias cuantitativas para
generar, interpretar y analizar un argumento o
utilizar apropiadamente simbología lógica en
razonamientos deductivos
28
 Appendix 3
Circular Letter num.5 of the DAA
(2009-2010)

29
30
 Appendix 4
Assessment of Student Learning Comparative
Findings (2009-2010; 2010-2011)

31
 Assessment of Student Learning Comparative Findings
(2010-2011; 2009-2010)
Program 2010-2011
Research and creation
Biology A rubric was used in BIOL 3101, BIOL 3350, and
BIOL 3112 to evaluate student’s laboratory reports
when using the scientific method.
On the first instance—in BIOL 3101—the expected
outcome was that 65% of the students would fall in
the level of good or more as defined by the rubric.
The reports of 80% of the students enrolled were
analyzed. Findings showed the following:
• 20.8% of the students reached the level of
excellent as defined by the rubric.
• 56.7% of the students reached the level of
good as defined by the rubric.
• 19.7% of the students reached the level of
regular as defined by the rubric.
• 2.8% of the students reached the level of
poor as defined by the rubric.
Since 79% of the students reached the level of
good or excellent on the rubric, the goal was met.
In the second instance—in BIOL 3350 and BIOL
3112—the reports of 100% of the enrolled students
were analyzed.
2009-2010
Research and creation
When assessing research skills in laboratory reports by using a
rubric in the course BIOL 3101, it was expected that 65% of
the students assessed would meet the level of good in the
rubric. Thirty five percent of the students enrolled in this
course were assessed.
Findings revealed that students obtained the following average
scores:
 17% met the level of excellent
 34% the level of good
 36% met the level of regular
 14% did not comply with research and creation
criteria assessed in the rubric.
Thus, the expected outcome was not met.
It is important to point out that 33% of the students enrolled in
BIOL3101 course are Biology majors, 15% are from the
Interdisciplinary Program from the College of Natural
Sciences, 20% are Chemistry majors, 7% are Environmental
Science majors, 7% are from the College of Education, and the
rest of the students are from other majors in other departments
of the Natural Sciences College.
32
Program 2010-2011
Findings revealed the following:
• 31.5% of the students reached the level of
excellent as defined by the rubric.
• 61.4% of the students reached the level of
good as defined by the rubric.
• 7.1% of the students reached the level of
regular as defined by the rubric.
2009-2010
When assessing research skills in laboratory reports by using a
rubric for the third instance in the BIOL 3350 and BIOL 3112
courses, it was expected that 55% of the students assessed
would meet met the level of excellent in the rubric. All
students—100 percent— enrolled in both courses were
assessed using two rubrics.
Findings show that in general :
 44% of the students scored at level of excellent in the
rubric
 54% at the level of good in the rubric
 2% at the level of regular in the rubric
Thus, the expected outcome was not met.
The rate of approval of the undergraduate research course
(BIOL 4990) was expected to be 65% of the enrolled students.
Findings showed that 88% of the students enrolled in this
undergraduate research course obtained a grade of A.
Approximately 300 students enrolled on this course each
semester. Thus, the expected outcome was met.
When assessing effective research skills using a rubric in the
Ecology and Genetics Laboratory and courses (BIOL 3350 and
3112, third checkpoint), it was expected that 55% of the
students would reach the level of excellent on the rubric. One
hundred percent of the students enrolled on the courses were
assessed using rubrics.
33
Program 2010-2011
Effective communication
A rubric for evaluation laboratory reports was used
in BIOL 3101, BIOL 3350 and BIOL 3112 to
examine student’s writing skills in English and
Spanish.
In the first instance—in BIOL 3101—the expected
outcome was that 655 of the students would reach
the level of good or more on the rubric.
The reports of 80% of enrolled students were
analyzed.
2009-2010
Findings were:
Ecology Lab - BIOL3112
• 14% of the students reached the level of excellent
• 84% of the students reached the level of good
• 2% of the students reached the level of needs to redo
his/her work
Genetics Lab - BIOL 3350
• 5% of the students reached the level of excellent
• 74% of the students reached the level of good
• 24% of the students reached the level of
regular
Thus, the expected outcome that 55% of the students reach the
level of excellent in the rubric was not met on both courses.
Effective communication
When assessing effective writing skills by using a rubric in the
General Biology course (BIOL 3101, first checkpoint), it was
expected that 65% of the students would reach the level of
good on the rubric; 35% of the students enrolled on this course
were assessed.
34
Program 2010-2011
Findings revealed the following:
• 27.5% of the students reached the level of
excellent as defined by the rubric.
• 47.8% of the students reached the level of
good as defined by the rubric.
• 23.6% of the students reached the level of
regular as defined by the rubric.
• 1.1% of the students reached the level of
poor as defined by the rubric.
The second instance—in BIOL 3350 and BIOL
3112—the expected outcome was met the goal since
79% of the students fell between the level of good
and excellent.
On the third instance—in BIOL 3350 and BIOL
3112—findings revealed the following:
• 63% of the students reached the level of
excellent as defined by the rubric.
• 31% of the students reached the level of
good as defined by the rubric.
• 6% of the students reached the level of
regular as defined by the rubric.
2009-2010
Findings were:
• 16% of the students reached the level of
excellent
• 26% of the students reached the level of good
• 44% of the students reached the level of
regular
• 14% of the students reached did not comply
with the criteria assessed.
Thus, the expected outcome that 65% of the students would
reach the level of good in the rubric was not met.
When assessing effective writing skills by using a rubric in the
Genetics Laboratory and Ecology course (BIOL 3350 and
3112, third checkpoint), it was expected that 55% of the
students would reach the level of excellent on the rubric. 100%
of the students enrolled on the courses were assessed by using
two different rubrics.
Findings were:
• 56% of the students reached the level of
excellent
• 36% of the students reached the level of good
• 8% of the students reached the level of regular
Thus, the expected outcome that 55% of the students would
reach the level of excellent in the rubric was met on both
occasions.
When assessing effective writing skills by using a rubric in the
Ecology and Genetics Laboratory courses (BIOL 3350 and
3112, third checkpoint), it was expected that 55% of the
35
Program 2010-2011
Logical-mathematical reasoning
A pre and post- test were given in BIOL 3349 to
measure student’s logical-mathematical reasoning
skills, particularly their ability to analyze data
presented in graphs and tables.
Findings showed significant differences between the
results of the pre- and post- tests. The average
number of correct answers was analyzed and
findings showed:
• Pre- tests: 55.1% of average correct
answers.
2009-2010
students would reach the level of excellent on the rubric. One
hundred percent of the students enrolled on the courses were
assessed by using a rubric.
Findings were:
Ecology Lab - BIOL3112
• 46% of the students reached the level of excellent
• 52% of the students reached the level of good
• 2% of the students reached the level of regular
Genetics Lab - BIOL 3350
• 28% of the students reached the level of excellent
• 67% of the students reached the level of good
• 5% of the students reached the level of regular
Thus, the expected outcome that 55% of the students would
reach the level of excellent in the rubric was not met on both
courses.
Logical-mathematical reasoning
Pre and post-tests were used to assess logical-mathematical
reasoning skills in four sections of the Biology 3349 course.
Findings revealed no significant increase in the post-test mean
scores obtained by students. These findings could be a result of
different teaching emphasis regarding logical-mathematical
reasoning objectives. A t-test was used for each section.
Students’ scores did not increase significantly in three of the
sections. Nevertheless, a significant increase was observed in
one of the sections. Thus, the expected outcome of a
significant increase in all sections was not observed.
Assessment of students’ logical-mathematical reasoning skills
36
 Program 2010-2011 2009-2010
• Post- test: 62.8% of average correct answers. took place in the Genetics course (BIOL 3349) using a quasi-
experimental pre and post-test design. The pre-test was
According to an ―unpaired T-Test‖ the differences in administered on the first day of class, whereas the post-test was
results between both tests are significant. administered as a bonus part on the final course exam.

Findings revealed that student’s scores on average were:

• Pre-test: 5.31pts (std 1.49)

• Post-test: 6.22pts (std 2.15)

Social responsibility

A test was administered by Dr. Sánchez Zambrana of

the General Studies Department— from the Faculty
of Social Sciences—in the BIOL 4350 course to
examine the student’s ability to apply the scientific
method in environmental and socio-medical issues.

Findings showed that in each of the situations that

the test presented most students demonstrated an
awareness of social responsibility in their reaction
and analysis of the information provided.
Interdisciplinary Effective communication
Program in Natural
College Physics
Sciences Expected Outcome:
(1)70% of the students would obtain 6 or more
points in an 8 points scale rubric when assessing this
skill in the laboratory reports on both occasions.
(2) 70% of the students will keep or increase their
score in the last laboratory report.
Effective Communication
Analysis of 2008-2009 enrollment of the English and Spanish
courses showed that 19 students took the basic Spanish courses
(ESPA 3003-04), 63 took the regular Spanish courses (ESPA
3101-020, and 36 took the honor Spanish courses (ESPA 3111-
12). Also, this year 27 students took the basic English courses
(INGL 3003-04), 63 the regular English courses (INGL 3101-
02), 47 the English honor courses (INGL 3103-04), 7 took the

37
Program 2010-2011
Findings:
FISI 3013:
In a sample of 23 students findings revealed that in
the effective communication criteria 87% of the
students scored 6 or more points in the rubric in the
first report; and in the second report.
In the third report, in a 15 student sample, 93.3 % of
the students obtained six or more points in the rubric,
so the goal was met.
2- 86% of the students maintained (13%) or
increased (73%) their score in the last report, thus
the expected outcome was met.
FISI 3014:
1- When assessing the criteria of effective
communication skills in laboratory reports in a
sample of 5 students, 100% of the students scored 6
or more in the rubric used. Thus the expected
outcome was met.
2-100% of the students maintained (80%) or
increased (20%) their score in the second report,
thus the expected outcome was met.
Capstone Course1 (CINA4996, third instance)
Expected outcome::
1- 70% or more of the students would obtain 45 or
more points in a 0-60 points scale.
2009-2010
English courses (INGL 3011-12), and 18 took the academic
writing course by taking the computer English course (INGL
3123-24). The expected outcome was that at least 70% of the
students would approve these courses.
Findings revealed that the rate of approval of these courses
were:
For Spanish courses:
ESPA 3003-04 - 90%
ESPA 3101-02 - 95%
ESPA 3111-12 - 87%
For English courses:
INGL3003-04 - 90%
INGL3101-02 - 97%
INGL 3103-04 - 91%
INGL 3011 and 3012 - 80%
INGL 3123-24 - 84%
Thus, the expected outcome was met.
When assessing effective writing skills by using a rubric in the
Physics laboratory course reports (FISI 3013), 100% of the
students obtained 3 or more on a four point scale in the first
report assessed, 81% obtained a 3 or more in a four point scale
in the second report, and 100% obtained 3 or more on a four
point scale in the third report. Thus, the expected outcome
that 70% of the students would obtain an average score of 3
points or more was met in all three reports assessed.
38
Program 2010-2011
2-70% or more of the students would maintain or
increase the points obtained in the last report.
Findings
1- In a proposal draft, 78.6% of the students
obtained 45 or more points, thus the goal
was met.
2- In the final version of the proposal 100% of
the students obtained 45 points or more when
assessing these criteria, thus the expected
outcome was met.
The increase in the points obtained by the students in
the final version of the proposal in relation to the
previous drafts evidences the effectiveness of the
teaching and mentoring activities held in the process
of writing of proposals aimed at strengthening
students’ writing skills.
Research and Creation
BIOL 3102 (first instance)
Expected outcome:
• 95% of the students should hand the
Certification of Participation in the research
module
• 70% of the students could obtain the
Certification of Participation in no more than
two attempts.
2009-2010
When assessing effective writing skills by using a rubric in the
Physics laboratory course reports (FISI 3014), 100% of the
students obtained 3 or more on a four point scale in all three
laboratory reports assessed. Thus, the expected outcome that
70% of the students would obtain an average score of 3 points
or more was met in all three reports assessed.
When assessing effective writing skills by using a rubric in the
General Biology course (BIOL 3101), 83% of the students
obtained a score of 2 or more in a three point scale, exceeding
the 70% expected outcome. Thus, the expected outcome that
70% of the students would obtain an average score of 2 points
or more was met in all three of the reports assessed.
Research and creation
During the first semester of the academic year 2008-2009, 62
of the 282 students enrolled in the undergraduate research
course of the Biology Department (BIOL 4990) were from this
program. Of these 62 students, 61 approved the course with A
and one with B.
When assessing the research skills criterion by using a rubric in
the General Biology course (BIOL 3001), findings revealed
that 62.5% of the students obtained a score of 2 points or more
in a 3 point scale. Since the expected outcome was that 70% of
39
Program 2010-2011
Findings:
• 96% of the students handed the
Certificate, thus the goal was met.
• 74% of the students obtained the
certificate approving the test in a maximum
of two attempts
• 13% took and approved the test in the
first attempt
• 61% in the second attempts. Thus
the expected outcome was met.
CINA 4996 (Capstone 1, third instance)
Expected outcome:
All students should hand the Certificate that certifies
the module approval.
Findings: All 14 students enrolled in the course,
handed the Certificate that certifies the module
approval.
College Physics (second Instance)
A rubric was used to assess laboratory reports (direct
measure)
Expected outcome:
1- 70% or more of the students will obtain 6 0r more
points in an 8 points scale. (in both laboratory
reports)
2-70% will maintain or increase the points in the last
report.
2009-2010
the students would obtain 2 points in the rubric, the expected
outcome was not met.
It is worth noting that the above percentage reflects the
assessment of only one report of five sections of the Biology
3101 course out of which only 12 students were from this
program.
When assessing research skills in the laboratory reports of the
FISI 3013 course, findings revealed that :
• 98% of the students obtained 3 points or more
in a 4 point scale in the first report assessed.
• 86% obtained 3 or more in a 4 point scale in
the second report assessed.
• 92% obtained 3 or more in a 4 point scale in
the third report assessed.
Thus, the expected outcome that 70% of the
students would obtain a score of 3 points or more in
4 point scale was met in all occasions.
When assessing research skills in the laboratory reports of the
FISI 3014 course, findings showed that all students obtained a
score of 100% in all three reports assessed.
Thus, the expected outcome that 70% of the students would
obtain a score of 3 points or more in a 4 point scale was met in
all occasions.
40
Program 2010-2011 2009-2010
Findings:
FISI 3013:
1-In a sample of students, when assessing the
research skills criteria, 95.7% of the students
obtained 6 or more points in the first laboratory
report.
2-In the second report, 100% of the students
obtained 6 points or more.
3-When assessing the third laboratory report the
sample of students assessed diminished to 15
students. 93.3% of the students obtained 6 or more
points in the rubric, thus the goal was met.
3- 80% of the students maintained (13%) or
increase (67%) their score in the last report,
thus the goal was met.

FISI 3014:
1- In a 5 student sample, all students obtained 6 or
more points in the research skills criteria of the
rubric, thus the goal was met.
2- 80% of the students maintained (40%) or
increased (40%) their score in the second report, thus
the expected outcome was met.

Capstone 1 (CINA4996, third instance) 3)

Expected outcome
1- 70% or more of the students will obtain 72 or
more points in a 0-90 scale.
2- 70 % of the students will maintain or increase
their score in the last report.

41
Program 2010-2011 2009-2010
Findings:
1- In the proposal drafts handed, 85.7% of the
students obtained 72 or more points, thus the goal
was met.
2- In the final proposal handed, 100% of the students
obtained more than 72 points, thus the expected
outcome was met.

The increase observed in the scores obtained by the

students in the final proposal in relation to the
proposal drafts is an evidence of the effectiveness of
the teaching and mentoring process in proposal
writing, and especially in the strengthening of their
research skills.

Critical thinking Critical thinking

General Chemistry , Chem 3001 (first instance)
Expected outcome: Students should obtain 60 % or
more in the specially designed test items in partial or
final exams questions to assess critical thinking
skills.
Findings:
The average performance of the students was 58.3 %
in these test items, thus the expected outcome,
although close, was not met.
General Biology II, BIOL3102 (first instance)60 %
of the students
Critical thinking skills of the students from the
Interdisciplinary Program in Natural Sciences were assessed in
laboratory reports in five sections of the General Biology
course (BIOL 3101). Findings revealed that 75% of the
students would obtain a score of 2 points or more in a three-
point scale in the rubric used. Since the expected outcome
was that 70% or more students would obtain two points in
the rubric, the expected outcome was met.
In a higher cognitive level problem in the final exam of the
CINA 3005 of the Environmental Sciences course, 13 out of 32
students (40%) answered correctly. Since the expected
outcome was that 70% or more of the students would
answer the question correctly, the expected outcome was
not met.

42
Program 2010-2011 2009-2010
Expected outcome: 60 % of the students should
answer correctly 2 or 3 test items. In a four-point rubric used to assess critical thinking skills in a
laboratory report of the FISI 3013 course, findings were:
Findings:
63.3% of the students answered a minimum of two • First report – 100% of the students obtained a score of 3
test items correctly, thus the goal was met. points or more in the rubric.
• Second report – 90% of the students obtained a score of 3
College Physics (second instance) points or more in the rubric.
• Third report – 81% of the students obtained a score of 3
Expected outcome: points or more in the rubric.
1-70 % of the students will obtain 6 points or more
in a 1-8 scale rubric in the laboratory reports. Since the expected outcome was that 70% or more of the
2- 70% of the students will maintain or increase their students would obtain a score of 3 points or more in the
points in the last report. rubric, the expected outcome was met on the three reports
assessed.
Findings:
FISI 3013: In a four-point rubric used to assess critical thinking skills in a
1- In a sample of 23 students,91.3 % of the students laboratory report of the FISI 3014 course, findings revealed
obtained 6 or more points in the first report when that 100% of the students obtained a score of 3 points or more
assessing this criteria in the three reports assessed. Thus, the expected outcome that
In the second report, 56.5 % of the students obtained 70% students would obtain 3 points or more in the rubric was
6 or more points, thus the goal was not met. met on the three reports assessed.
For the assessment of critical thinking skills in the
third report, the sample was reduced to 15 students.
100% of the students obtained 6 or more points in
the rubric used. Thus the goal was met in the first
and third instances.
2- 93% of the students maintained or increased their
grades in the last report, thus the goal was met.
Nevertheless, when assessing this domain, 53% of
the students maintained their grades through the
laboratory reports, and only 40% increased their

43
Program 2010-2011 2009-2010
grade. That was not the case when the other domains
were assessed. (Research skills. and
communication).
FISI 3014:
1- When assessing critical thinking skills, 100% of
the students obtained 6 or more points in the rubric
used to assess critical thinking skills in both
laboratory reports, thus the goal was met.
2- 100% of the students maintained their grades, thus
the goal was met.

Capstone 1 (CINA4996, third instance)

Expected outcome:
1- 70% or more of the students will obtain 30 points
in a 0-40 scale.
2- 70% will maintain or increase their points
obtained in the last report.

Findings:
1- In the proposal draft, 64.3% of the students
obtained 30 points or more, thus the goal was not
met.
2-In the final proposal handed 100% of the students
obtained 30 points or more, thus this goal was met.
The increase observed in the scores obtained by the
students in the final proposal in relation to the
proposal drafts is evidence of the effectiveness of the
teaching and mentoring process in proposal writing,
and especially, in strengthening their critical thinking
skills.

44
Program 2010-2011 2009-2010
Information literacy Information literacy

Capstone 1 (CINA4996, third instance3) When assessing information literacy competencies in General
Biology (BIOL 3101) laboratory reports using a rubric,
Direct measure; A rubric was used to grade these findings revealed that 63% of the students assessed obtained
competencies. two or more points in a three-point scale. Thus, the expected
Expected outcome: outcome that 70% of the students would obtain 2 points or
70% or more of the students would obtain 15 or more in the rubric was not met.
more points in a scale of 0-20.
Findings:
In both the proposal drafts and in the final version,
100% of the students obtained 20 or more points in
the rubric used, thus the goal was met.

Social responsibility Social responsibility

Capstone Course1 (CINA4996, third instance) Students from the CINA 3005 course participated in the
analysis of case studies prepared by the Social Sciences
Assessment instrument used; case studies for social Department of the College of General Studies. Findings
responsibility assessment. revealed that 75% of the students obtained a score of 3 or more
Expected outcome: 70% of the students would obtain points in a 4 point scale in the rubric used. Since the goal was
3 (75 %) or more points in a 4 point scale in the that at least 70% or more of students obtained 70% or more on
rubric used to assess the test. the rubric, the expected outcome was met.
Findings: 70% of the students would obtain 3 or
more points, thus the goal was met when the test was
assessed as a whole.

Nevertheless, the test assessed 4 social responsibility

situations: national heritage, environmental
awareness, violence toward women, and academic
honesty. When assessing by situations, the results
were:

45
Program 2010-2011 2009-2010
Environmental awareness: 58.2 % obtained the
expected outcome
National heritage: 90.5 % obtained the expected
outcome
Violence toward women: 74.5 % obtained the
expected outcome
Academic honesty: Only 54.75 % of the students
obtained the expected outcome.
Research creation Research and creation
Geography
In October 2010, 10 students bachelor students When assessing Research and Creation skills using a 4 point
from the Geography academic program presented rubric in the Geography Research Methods (GEOG 4550)
their research findings in a Poster Session at the course it was expected that 70% of the students would reach
Genre, Ethnic and Space Fifth Conference the level of excellent or good on the rubric.
held at the University of Binghamton, New York. Findings revealed that students’ scores on average were:
One of the posters presented received honorary • Research question – 3.6pts (90%)
mention. Due to the success of the students from
the Río Piedras campus, steps are being taken to • Information assessment – 3.5pts (87.5%)
celebrate this activity next year (2012) Race, Ethnic
Group and Space Conference in San Juan, Puerto • Analysis – 3.1pts (77.5%)
Rico. The posters were also presented during the
Geography Week to the students and faculty • Synthesis – 3.2pts (80%)
members of the Social Sciences College and to all
• Product process – 3pts (75%)
members of the Río Piedras campus academic
community, during November 2011. • Grammar and Spelling– 3.1pts (77.5%)
Ten students from the Geography Department will • Bibliographical references – 2.9pts (72.5%)
present their research projects in a poster session at
the American Geographers Association to be held in • Written Report – 62.5% of student obtained 70% or
April in Seattle, Washington. more.
During this academic year, (2010-2011), six students
are participating in geo-internships. Two of them at

46
Program 2010-2011 2009-2010
the US Geological Survey, one at the National • Oral presentation
Weather Service, one at the PR Conservation Trust,
one at the Puerto Rico Department of Natural • Confidence – 3.77pts (94.25%)
Resources, and another one at CSA. All of them
presented their corresponding research findings. • Adequate use of Spanish – 3.28pts (82%)

• Clarity, coherence and organization – 3.31pts

(82.75%)

Since the expected outcome was that students on average

would achieve a level of competency of 70% (2.8pts in the
rubric) the expected outcome was met in each course
assessed regarding this domain.

Sixteen students presented their research projects in the

American Geographer Association Convention held in
Washington D.C., April, 2010. Also, in October 2010 seven
students will present their research projects in the Fifth Race,
Ethnic Group and Space Conference to be held in Binghamton,
NY.

Five students participated in internships this semester: four in

Conservation Trust and one with the US Geological Survey.
All of them presented their corresponding research findings.

Six students qualified for participation in the next academic

year internships:
• Two in the US Geological Survey
• One in the Conservation Trust
• One in the National Weather Service
• One in the DRNA

47
Program 2010-2011 2009-2010
• One in the CSA

Social responsibility Social responsibility

Social Responsibility was assessed through
voluntary participation in community work.
During September, October and November 2010,
students from the Human Geography course—
directed by Dr. Carlos Guilbe and the Association of
Geography Students— participated in coffee
collection activities in the town of Adjuntas.
Students from the University of Puerto Rico High
School were integrated in these activities.
In November 30, 2010 eight students from the
Department of Geography participated as volunteers
in the "More children at the Forest" activity from the
Environmental Center of the Santa Ana Community,
in San Juan, P.R.
Social Responsibility was assessed through voluntary
participation in community work. Fifteen students participated
in the administration of a flood prevention survey in various
communities such as: Reparto Metropolitano, University
Gardens, Puerto Nuevo, San José, and Barrio Obrero. Findings
were presented to the Federal Emergency Management Agency
(FEMA) and the board of directors of the Planning Committee
of Puerto Rico. Four students from the Worcester Polytechnic
Institute (WPI) collaborated in this activity as part of their
internship, under the supervision of Dr. Angel David Cruz.

During the Geography Week the Association of

Geography Students, planned and offered
explanatory journeys to the East Corridor Zone to
people who had expressed interest in exploring and
visiting this zone

During January 2011, Dr. Carlos Guilbe, who

teaches a course in Urban Geography, offered a
"University Without Walls" activity to his students at
the urban train platform. Also, for the benefit of
anyone interested in the topic discussed that day.

48
Program 2010-2011
Information literacy
In order to assess students Information Literacy
skills, a workshop was programmed in collaboration
with the Library System. 100% of the students from
all the above mentioned courses completed a 4.5
hour workshop specially designed to develop or
improve their literacy in research skills as well as
their knowledge of online databases and information
resources of the Library System of the University of
Puerto Rico.
Ethical and Aesthetical Sensibility
Students Ethical and Aesthetical Sensibility was
assessed before the students started their research
activities in courses in which these activities are
required. These courses require the completion of the
Protecting Human Subjects Research Participants
online module of the National Institute of Health.
Findings revealed that 100% of the students enrolled
in these courses completed the module and submitted
the certification to the professor.
2009-2010
Information literacy
In order to assess students Information Literacy skills a
workshop was programmed in collaboration with the Library
System. Students from the GEOP 3600 course (Population
Geography) took the 4.5 hour workshop in order to develop or
improve their literacy in research skills as well as their
knowledge of online databases and information resources of
the Library Systems of the University of Puerto Rico.
Findings revealed that 100% of the students from the GEOP
3600 course satisfactorily completed the workshop.
Ethical and Aesthetical Sensibility
Students Ethical and Aesthetical Sensibility was assessed in the
Science Principles (GEOP 3275) course through the
completion of the Protecting Human Subject Research
Participants online module of the National Institute of Health.
Findings revealed that 100% of the students enrolled in this
course completed the certification

Effective communication
Effective communication
Written Communication: In a 4 points rubric
students obtained 3.66 points (91.5 %) between good Written Communication: In a 4 points scale rubric students
and excellent when assessing questions in an exam in obtained 2.9 points (72.5 %) between good and excellent, when
GEOG 4500 course. The expected outcome was met. assessing questions in an exam in GEOG 4500 course. Thus
the expected outcome was met.
Based on these last years assessment results, the

49
Program 2010-2011 2009-2010
expected outcome will be raised to 75 % in next year
assessment of this competency.

Both written and oral communication are skills that

should be strengthened in all geography courses
through the transforming actions that resulted from
previous assessment efforts. It is of general
knowledge that students come to the Geography
courses with serious deficiencies in communication
skills—both oral and written. Nevertheless, the
Geography Department will take the measures at its
disposition to strengthen these skills through the
transforming actions stated in previous assessment
reports. (Increase the number and type of written
assignments that students need to submit for this
course.)

Results from this year’s assessment of written

communication skills in a History and Philosophy of
Geography (GEOG 4500) exam, were much better
than last semester (Jan-May 2009-2010). Hence, the
expected outcome for the assessment of written
communication skills will be raised to 75% instead
of the previous 70%.

Critical Thinking
Critical Thinking
Students' critical thinking skills showed an

50
Program 2010-2011
improvement when compared to the assessment of
these skills during the past two semesters. Content
knowledge results appear to be about the same as
previous years.
Critical thinking skills: Students obtained 3.55 points Content: In the same exam questions, content was assessed and
(88.75 %) between excellent and good in a 4 points
scale rubric
Content: Students obtained 2.80 points (70 %)
between good and satisfactory in a 4 points scale
rubric
When compared to last year results, Critical thinking
results are much better this year. The assessment
results of content knowledge are below the expected
outcome.
Handing the rubric to be used to assess these skills
together with the course syllabus the first day of
class, and previous to the learning activity to be
assessed, could be responsible for the results
obtained. (Increase the number and type of written
assignments that students need to submit for this
course.)
The poor outcome in the content assessment results
could be due to difficulties encountered by students
when trying to acquire course textbooks on time.
Research and creation
Physics
Regarding research skills, during the past two years ,
2009-2010
In an exam administered during Jan-May 2009-2010 semester
that included essay type questions to assess critical thinking
skills, students obtained 3.61 points (90%) in a 4 points scale
rubric. The expected outcome was that students obtained 70%
or more in the rubric, thus the goal was met.
the students obtained 3.0 (75%.) points in a 4 points scale
rubric. Thus, the goal was met.
Handing the rubric that will be used to assess these skills along
with the course syllabus the first day of class, and previous to
the learning activity to be assessed, could be responsible for the
results obtained.(Increase the number and type of written
assignments that students need to submit for this course.)
The expected outcome will be raised to 75% for next year
(2010-2011) assessment of this competency instead of the
current 70% expected outcome.
Research and creation
The Physics department assessed research skills using a rubric
in laboratory reports in the FISI 3173, FISI 4076 courses. The
51
Program 2010-2011
80% of our graduates continued graduate studies.
Seven students are having research experiences
while working with the professors in their research
projects or enrolled in undergraduate research
courses. The Physics Department will continue to
offer undergraduate research opportunities and
summer institutes in order to motivate undergraduate
students to pursue graduate studies.
Social Responsibility
2009-2010
expected outcome was a score of 3.2 points or more in a four
point scale.
In FISI 3173 course, the students obtained an average score of
3.1 points. Thus, the obtained outcome is slightly below the
score of the 3.2 points expected outcome.
In FISI 4076, an advanced laboratory course, the students
obtained an average of 3.2 point out of total of 4. Thus, the
expected outcome to obtained 3.2 points was met.

Case studies designed by Dr. Carlos Guilbe in which Fourteen of 134 students in the Physics program carried out
ethical situations are presented to the students were research project under faculty member guidance or enrolled on
used to assess social responsibility. research courses.

Findings revealed:
• Case Study I Environmental
Awareness - 3 students obtained 3 or more in
the test.-22.2%
• Case Study II (national Heritage )-
81.5%
• Case Study III Genre Violence- 63%
• Case Study IV Academic Honesty-
33.3%.

The expected outcome was that 70 % or more of the

students would obtain 3 points in each one of the
four case studies. The students met the expected
outcome only in Case Study II.
Content Knowledge

So far, this program only has the grades obtained by

52
Program 2010-2011 2009-2010
the students in the Physics courses taken by bachelor
degree candidates in this program.

FISI 3171: Of the 7 students enrolled in this course,

two had a grade of A and 5 a grade of B. The
expected outcome was to obtain a grade of B, thus
goal was met.

FISI 3173: Of the 7 students enrolled in this course

two obtained A and 5 obtained B. The expected
outcome was to obtain a grade of B, thus goal was
met.

FISI 4051: All nine students enrolled in this course

obtained a grade of B. The expected outcome was to
obtain a grade of B, thus goal was met.

FISI 4076: Two students enrolled in this course

obtained a grade of A. The expected outcome was to
obtain a grade of B, thus the goal was met.

Skills, handling, and techniques of laboratory

equipment

These competencies are assessed in the FISI 3173

and FISI 4076 courses. Grades obtained by the
students are indicated in the above section. Thus, the
goal was met.

Findings and possible transforming actions were

53
 Program 2010-2011 2009-2010
discussed with the Department Chairperson and with
the Assessment Coordinator of the College of
Natural Sciences. No department meeting had been
schedule so far, thus findings had not been discussed
with faculty members of the Physics Department.
They will be discussed during the next semester’s
department meeting.
Critical thinking Critical thinking
Political Science
Answers to a question to assess critical thinking When assessing critical thinking skills on a midterm paper in
skills in an assigned written work in the CIPO 3035 the CIPO 3035 course, by using a rubric to assess the answers
course were assessed using a 5 points scale rubric. given by students on two questions related to a previous
Forty nine students participated in this assessment reading of two chapters in the textbook, students (n=52)
activity. obtained a performance level of 67.3%, between the excellent
or good categories. Thus, the expected outcome of 70% or
Results: more was not met.
Excellent (5 points)- 46.9 %
Very Good (4 points) - 34.7%
Regular - (3 points) - 18.4 %

There were no 2 or 1 point scores.

The expected outcome was that 80 % of the students

obtained 4 and 5 points (excellent and very good
categories) in the rubric used. Results revealed an
81.6 % outcome in these two categories, thus the
goal was met.

Effective communication Effective communication

Office System
A rubric was used in ADSO 4150—a professional A diagnostic test was given to the incoming class to assess
Management
54
Program 2010-2011
internship— to measure Effective Communication
by the course professor and by the internship
supervisor.
It was expected that 70% of the students would
demonstrate an adequate level of mastery in effected
communication skills as defined in the rubric.
Findings showed that all the students—100
percent—had adequate mastery of effective
communication skills, written and oral. Thus, the
goal was met.
Content Knowledge, Skills or Dispositions:
Competencies in the Academic Programs
A comprehensive examination was given in ADSO
4105—program integration—to evaluate students
ability to apply technological skills and
competencies in the research, communication, and
production of business documents.
2009-2010
effective communication skills in Spanish in the ADSO 3055
course (October, 2009).
Findings were:
• Two students of a total of 14 (14%) obtained scores
between 60%-64% on the test.
• Five students of a total of 14 (36%) obtained scores
between 50%-59% on the test.
• Seven students of 14 (50%) obtained scores lower
than 49% on the test.
A diagnostic test was given to the incoming class to assess
effective communication skills in English in the ADSO 3055
course (October, 2009).
Findings were:
• Two students of a total of 14 (14%) obtained scores
between 80%-84% on the test.
• Three students of a total of 14 (21%) obtained scores
between 64%-68% on the test.
 Four students of 14 (29%) obtained scores between
50%-59% on the test.
 Five students of 14 (36%) obtained scores lower
than 49% on the test.
Content Knowledge, Skills or Dispositions: Competencies
in the Academic Programs
A diagnostic test was given to the incoming class to assess
administration concepts in the ADSO 3055 course (October,
2009).
Findings were:
55
Program 2010-2011
The expected outcome was that 70% of the students
would demonstrate mastery of the skills evaluated.
Findings showed the following:
• 68% of the students demonstrated mastery of
the skills evaluated.
• 24% of the students demonstrated an
adequate level of command of the evaluated
skills.
• 8% of the students did not meet an adequate
level of command of the skills evaluated.
Since only 68% of the students demonstrated
mastery of the skills evaluated, the goal was not met.
2009-2010
• Three students of a total of 14 (21%) obtained scores
between 70%-55% on the test.
• One student of a total of 14 (7%) obtained a score of
63% on the test.
• Three students of 14 (21%) obtained scores between
50%-57% on the test.
• Seven students of 14 (50%) obtained scores lower
that 49%.
Regarding administration of office system concepts, a study
case was used to assess student’s decision making skills in the
ADSO 4115 course using a rubric (December 2009).
Findings were:
• 17 out of total of 18 students (94%) performed as very
good and good on the rubric
• 13 students (76%) performed at a level of very
good on the rubric.
• 4 students (24%) performed at a level of good
on the rubric.
• One student (6%) performed at a level of satisfactory
on the rubric.
Also, in the same course, student’s applications of knowledge
and supervision skills were assessed in a case study using a
rubric (December 2009).
Findings were:
• 17 out of total of 18 students (94%) performed as very
good and good on the rubric.
• 10 students (59%) performed at a level of very
good on the rubric.
56
Program 2010-2011 2009-2010
• 7 students (41%) performed at a level of good
on the rubric.
• One student (6%) performed at a level of satisfactory
on the rubric.

Thus, the expected outcome that 70% or more of the students

would perform at a level of very good or good on the rubric
was met in both occasions.

These criteria were assessed again in July 2010. Findings were:

Critical thinking
Chemistry
A test was given in Q 3001 section 2, Q3255, Q3541
and Q4043 section 3 to measure student’s average
results on high cognitive level questions that
Student’s decision making skills:
• 13 out of total of 13 students (100%) performed as
very good and good on the rubric.
• 6 students (46%) performed at a level of very
good on the rubric.
• 7 students (54%) performed at a level of good
on the rubric.
Students’ applications of knowledge and supervision skills:
• 13 out of total of 13 students (100%) performed as
very good and good on the rubric.
• 7 students (54%) performed at a level of very
good on the rubric.
• 6 students (46%) performed at a level of good
on the rubric.
Thus, the expected outcome that 70% or more of the students
would perform at a level of very good or good on the rubric
was met in both occasions.
Critical thinking
In the General Chemistry course, 71.4% of the students (n=50)
obtained 4 points or higher in a 6 point question on the partial and
final exams. Thus, the expected outcome that 60% of the students

57
Program 2010-2011
involved the analysis of a situation, a data table, or a
graph. Results were gathered in three instances.
 In the first instance—Q 3001—the expected
outcome was that the students would obtain
an average of 60% in test questions of high
cognitive level.
Findings showed the average outcome was 60.3% for identifying the limiting reactant, 40.7% of the students obtained a
the five questions measured by the test—PEx partial score of 4 points or higher on a 5 point scale in a molecular type
test II. Thus, the outcome was met.
 In the second instance the expected outcome
was that the average grade of four exams—3
partials and a final in Q 3451— would be of
60% or more in high cognitive level
questions.
 For the first exam—PEx Partial I Q3451—
findings showed that the average score was
71.4% for the seven questions examined.
 For the second exam—PEx Partial II
Q3451—findings showed the average score
was 58.3% for four questions examined.
 For the third exam—PEx Partial III Q3451—
findings showed that the average score was
61.9% for the three questions examined.
 For the final exam—PEx Final Q3451—
findings showed the average score was
2009-2010
would answer this type of question correctly was met.
In a question about balancing chemical relations and identifying the
limiting reactant, 74.3% of the students obtained a score of 4 points
or higher on a 5 point scale in a molecular type question. Thus, the
expected outcome that 60% of the students would answer this type of
question correctly was met.
In another question about balancing chemical reactions and
question. Thus, the expected outcome that 60% or more of the
students would answer this type of question correctly was not met.
In a question used to measure knowledge about Lewis’s structures,
molecular and orbital geometry, bond angles and molecular polarity,
students obtained 9 points (75%) or more (n=63) in a 12 point scale.
Thus, the expected outcome that 60% or more of the students would
answer this type of question correctly was met.
When assessing the design of a logic synthetic route for an organic
compound in the QUIM 3451 course, 33% of students obtained 11
points or more on a series of three questions that had a total value of
18 points. Since the expected outcome was that at least 50% of the
students would obtain 11 points on these questions, the expected
outcome was not met.
58
Program 2010-2011 2009-2010
59.5% for the four questions examined.

Since a substantial amount of assessment data was

gathered for the course Q3451, the Department of
Chemistry measured the average of the average total
score found in questions from three partial exams
and the final exam.

Findings showed the average was 62.8%--based on

21%, 11.1%, 7.5% and 6.9%. Since the goal was that
the average score would be 60% or more in
questions of high cognitive level, the goal was met in
Q3451.

A test—PEx Partial II—was given in Q3255 to

evaluate critical thinking skills in twelve questions of
the exam. The expected outcome was that students
would reach an average of 60% or more in questions
of high cognitive level.

Findings showed that the average outcome was

55.9% for the twelve questions examined in the test.
Thus, the goal was not met.

 In the third instance, a test—PEx Q4043—

was given in four sections of this course to
evaluate critical thinking skills in...
Data is in the process of being analyzed…

Effective communication

A rubric was used for the assessment of writing

59
Program 2010-2011 2009-2010
skills in a laboratory report—ILab—in a research
proposal—Prop—and in a research project—Proj—
in the following courses: Q3002L, Q3255L,
Q4015L, and Q4044.

 In the first instance and second instance—Q

3002L and Q3255L, respectively—the
expected outcome was that 70% or more of
the students would comply with 85% of the
established criteria.

Data is in the process of being analyzed…

 In the third instance, a rubric was used for the

assessment of an oral presentation—PrO in
Q4015L and Q4044.

The expected outcome was that the students would

comply with 85% or more of the criteria established
in the rubric for assessing oral presentations.

Findings showed that the average outcome was

71.9% in a rubric that evaluated eight criteria in oral
presentations. Thus, the goal was met.
Research and creation

A rubric was used to evaluate a research proposal—

Prop—and a research project—Proj—in Q3002L,
Q3255L, Q3452L, and Q4015L.

 In the first instance—Q3002L—the expected

60
 Program 2010-2011 2009-2010
outcome was that 70% or more of the
students would comply with 75% or more of
the established criteria in the rubric for
proposals or research projects.

Findings are still in the process of being analyzed.

 In the second instance—Q3452L—the

expected outcome was that 70% or more of
the students would comply with 75% or more
of the established criteria in the rubric for
proposals or research projects.

Findings are still in the process of being analyzed.

In the course Q3255L, the expected outcome was

that 70% or more of the students would comply with
75% or more of the established criteria in the rubric
for proposals or research projects.

Findings showed that 84% of the students complied

with 75% or more of the criteria established. Thus,
the goal was met.

 In the third instance—Q4015L—the expected

outcome was that 70% or more of the
students would comply with 75% or more of
the established criteria in the rubric for
proposals or research projects.
Data is still in the process of being analyzed…
Labor Relations Social responsibility Social responsibility

61
Program 2010-2011
A video called Avoiding Plagiarims of the Research
Skills series was shown in RELA 3085 course to
assess students' abilities in identifying plagiarism
situations before and after watching the video. A true
or false test was given to students before and after
watching the video. It was expected that students
obtained 80% or more in the second test.
Results from the first test:
2009-2010
During the second semester a test was developed and
administered twice (pre-post) in the RELA 3085 and RELA
3155 courses in order to measure knowledge about of
plagiarism and academic integrity in relation to social
responsibility skills. A 17 minute video developed by Joyce
Kasman titled Avoiding Plagiarism of the Research Skills
Series was presented to the students. A written report of the
video was given to the students. Findings revealed that students
improved their performance on the second test.

 3 students obtained 3 correct answers out of a

total of 9 (33.33%)
 2 students obtained 5 correct answers out of a
total of 9 (55.55%).
 2 students obtained 6 correct answers out of a
total of 9 (66.66%).
 2 students obtained 8 correct answers out of
a total of 9 (88.88%).
 2 students obtained 9 correct answers out of
a total of 9 (100.00%).

Only 4 students (36.36%) out of 11 (100%) were

able to identify plagiarism situations in the test.

Results from the second test:

 5 students obtained 8 correct answers out of a

total of 9 (88.88%).
 8 students obtained 9 correct answers out of a
total of 9 (100%).
 13 students (100%) out of a total of 13
(100%) could identify situations in the test in

62
Program 2010-2011
which plagiarism occurred. From these
results we can infer that students' exposure to
the video contributed to the development of
students' abilities in identifying plagiarism
situations in the RELA 3085 course. Thus
the expected outcome was met.
Therefore, the transforming action proposed is to
continue offering this activity to other students in
order to develop their ability to identify situations in
which plagiarism occurred.
Social responsibility and Information literacy
Online Module of the National Institute of Health
It was required from all students of the RELA 3085
(n=13) and RELA 3155 ((n=13) courses to work the
online National Institute of Health module. This
module consists of a series of tests based on
situations geared to measuring student's
understanding of the ethical principles related to
research involving human subjects.
It was expected that 100% of the students would
submit the Participation Certificate issued by the
National Institute of Health, once all tests were
approved. All students from both courses submitted
their Certificate, evidence that they approved these
tests. From these results we can infer that 100% of
the students from both courses (RELA 3085 and
RELA 3155) comprehend the ethics principles
involve in research with human subjects.
2009-2010
Information literacy
Students enrolled in the RELA 3155 course were assigned a
research topic in which they have to search for relevant
information in order to write a report and participate in a class
debate. Findings revealed that students did not quote references
properly and as frequently as expected using the APA style
manual. Also, it was observed that one of the groups neither
used academic sources, nor had the appropriate information
literacy skills or general knowledge of basic computer
programs. Only one of the five groups selected the appropriate
information for the development of a research proposal. The
other four groups selected information that was too general or
that related tangentially with their research topic. It should be
pointed out that the rubric used to assess these projects was
given and discussed with the students before the projects were
assigned.
A pre and post-test was given in the RELA 3155 and RELA
3085 courses to measure students’ knowledge and their ability
63
Program 2010-2011
In relation to information technology, results from
the previous experience, reflect that 100% of the
students from these courses developed competencies
in the use of technological systems to be able to take
this module.
III.
The video titled Evaluating Sources of the Research
Skills series was presented in the RELA 3085 course
in order to measure the students' ability to evaluate
bibliographical sources before and after the video
presentation. A true or false test was used as
assessment instrument. The expected outcome was
that students would obtain 80% on the test.
Findings from the first test were:
 2 students obtained 8 correct answers out of
a total of 8 (100%).
 4 students obtained 7 correct answers out of a
total of 8 (87.50%).
 7 students obtained 6 correct answers out of a
total of 8 (75.00%).
Only 6 =(46.15%) out of 13 students (100%) were
able to identify plagiarism situations in the first test.
Findings from the second test:
 2 students obtained 8 correct answers out of a
total of 8 (100%)
 7 students obtained 7 correct answers out of a
total of 8 (87.50%).
2009-2010
to identify and use reliable information sources. A video called
Evaluating Sources of the Research Skills series was presented
to the students between the pre and post- tests. A summary
report of the video was given to students enrolled in these
courses.
Findings from the pre-test were:
• Two of a total of 17 students (12%) failed two items.
• Five of a total of 17 students (29%) failed three items.
• Six of a total of 17 students (35%) failed four items.
• Two of a total of 17 students (12%) failed five items.
• Two of a total of 17 students (12%) failed six items.
Findings from the post-test were:
• Seven of a total of 17 students (41%) obtained a perfect
score.
• Five of a total of 17 students (29%) failed one items.
• Five of a total of 17 students (29%) failed two items.
An improvement can be observed in the scores obtained by the
students after the video was presented.
64
Program 2010-2011 2009-2010
 2 students obtained 6 correct answers out of a
total of 8 (75.00%).
 9 students (81.81%) out of a total of 11
(100%) developed the ability to evaluate
bibliographical sources and to obtain the best
information. From these results we can infer
that exposing students to the video
contributed to the development of the ability
to evaluate bibliographical sources and to
obtain the best information. The assessment
results obtained exceeded the expected
outcome. Thus, the goal was met.

The transforming action proposed is to continue

offering this activity to other students for them to
develop the ability to evaluate bibliographical
sources and to obtain the best information.

Group Work
Students from the RELA 3035 and 3155 courses
evaluate the work of their peers in the group
and auto-evaluate themselves using a rubric
provided by their professors. The expected
outcome was that students would obtain an
average of 80% in all rubric criteria.

One measure could be made, therefore, change in

group behavior could not be assessed.
In the RELA 3085 course each group had to write a
research proposal.

Findings revealed that:

65
 Program 2010-2011 2009-2010

 Three groups obtained perfect scores (4

points ). (100.00
 Only one group auto-evaluate its work and
that of its peers with an average score of 3
points. (75.00%).

In the RELA 3155 course, the groups arranged

were required to interview women that were
going through a domestic violence experience
(which also requires research work). Findings
revealed that using a 4 points scale rubric to
assess group work:

· None of the groups had perfect scores.

· One of the groups obtained an average score
of 3.93 points (98.25%).
· A second group obtained an average score of
3.66 points (91.50%).
· A third group obtained an average score of
2.91 points (72.75%).

The scores obtained did not meet the expected

outcome. Thus, the transforming action proposed
is to continue doing this activity with other
students in order to develop in them, the ability
to work in groups.
Computer Science Research and creation Research and creation

An oral presentation was assigned in the Computer When assessing research skills in the second semester in the
Sciences course CCOM 3982 in order to measure CCOM 3982 course, 83% of the students (10/12) were found
student’s understanding and level of interest in the competent in this domain according to the rubric used. Since

66
Program 2010-2011 2009-2010
area of Computer Sciences. The rubric Invest3982 the expected outcome was that 70% or more students would be
was used to grade the oral presentation. assessed as competent in this domain, the goal was met.

The expected outcome was that at least 70% of the

students would be found competent as defined by the
rubric.

In Spring 2010, when the rubric’s data was

collected, findings showed that 83% of the
students—10 out of 12—were found competent as
defined by the rubric. Thus, the outcome was met.

A questionnaire—Yearly Quest2010b— was used in

order to measure student’s understanding and interest
in Computer Sciences.

It was expected that 70% of them would answer that

they had participated or were interested in
participating in a research project.

In Fall 2010, when the answers were reviewed,

findings showed that 85% of the students that
answered the questionnaire said that they had
participated or were interested in participating in
a research project. Thus, the outcome was met.

A questionnaire for researchers was used in order to

measure the percentage of students that had research
experience.
The expected outcome was that at least 30% of the
third and fourth year students answered that they had
previous research experience.

67
Program 2010-2011 2009-2010

In Fall 2010 when the answers were reviewed,

findings showed that 53% of the third and fourth
year students that answered the questionnaires
had previous research experience. Thus, the
outcome was met.

This same questionnaire for research was used to

find out the percentage of students that, after having
previous research experience, had given a research
presentation.

It was expected for the students who had previous

research experience to have given a research
presentation.

Findings for this question are still in process.

Social responsibility Social responsibility

A questionnaire—Yearly Quest2010b—was used to In a questionnaire given prior to group discussions in CCOM

measure students ethical conduct during the course
of their studies , as well as the ethical attitudes and
honor that would enhance their professions.
When answering a questionnaire that would measure
their ethical attitude, the expected outcome was that
at least 70% of the students would show a positive
attitude towards ethics.
In Fall 2010, after reviewing the answers, findings
showed that 88% of the students that answered
3982 course, findings revealed that 25% of the students showed
a positive attitude towards ethics.
Students from the CCOM 3981 course participated in the
analysis of case studies situations prepared by the Social
Science Department of the College of General Studies. 14 of
19 students (74%) that participated showed a positive attitude
towards ethics in general. Since the goal was that at least 70%
of students showed a positive attitude, the expected outcome
was met.

68
Program 2010-2011
the questionnaire said that they understood what
constituted an ethical conduct in computer
science. In addition, 80% of the students that
answered the questionnaire said that they honor
property rights including copyrights and patents.
Thus, the goal was met.
Content Knowledge, Skills or Dispositions:
Competencies in the Academic Programs:
Knowledge of the Subject
An exam was given to the students in CCOM 3033
to measure student’s ability to develop, analyze and
evaluate algorithms for solving problems or
performing tasks.
The expected outcome was that at least 70% of the
students would be found competent as defined in the
rubric.
In Spring 2010, findings showed that 50% of the
students—4 out of 8—were found competent as
defined in the rubric. Thus, the goal was not met.
Understanding the effects of technology
A discussion question was given to the students in
CCOM 4086 to measure their understanding of the
effects of technology and its impact in individuals,
organizations and society.
2009-2010
Content Knowledge, Skills or Dispositions: Competencies
in the Academic Programs
Knowledge of the subject
The ability to develop, analyze, and evaluate algorithms, for
solving problems or performing tasks was assessed in an
examination problem in the CCOM 5050 course using a rubric.
Findings revealed that 4 of 8 students (50%) were competent in
this outcome as define in the rubric. Since the expected
outcome was that at least 70% of the students would be found
competent as defined in the rubric, the goal was not met.
When assessing students’ answers to an examination problem
in the CCOM 3030 course using a rubric, findings revealed that
50% of the students were competent as defined in the rubric.
Since the expected outcome was that at least 70% of the
students would be found competent as defined in the rubric, the
goal was not met.
When assessing students’ answers to an examination problem
in the CCOM 3034 course using a rubric, findings revealed that
44% of the students were competent as defined in the rubric.
Since the expected outcome was that at least 70% of the
students would be found competent as defined in the rubric, the
69
Program 2010-2011 2009-2010
The expected outcome was that at least 70% of the goal was not met.
students would be found competent as defined in the
rubric. • Programming Skills

In Spring 2010, findings revealed that 80% of the
students—8 out of 10—were found competent as
defined in the rubric. Thus, the goal was met.
Capacity for independent studies:
A questionnaire —Yearly Quest 2010b— was used
in order to measure the student’s capacity for
independent study.
The expected outcome was that at least 30% of the
third and fourth year students would answer that they
had previous research experience.
Six out of 16 students (38%) that took the new course CCOM
3030 were competent in this outcome as defined in the rubric.
Since the expected outcome was that at least 70% of the
students would be found competent as defined in the rubric, the
goal was not met.
When assessing content knowledge in the second semester in
the CCOM 3033 course, 50% of the students (4/8) are
competent in this domain as defined in the rubric used. Since
the expected outcome was that 70% or more students were
assessed as competent in this domain, the goal was not me

In Fall 2010, when the student’s answers were

reviewed findings showed that 53% of the third
and fourth year students—10 out of 19—had
answered that they had previous research
experience. Thus, the expected outcome was met.

A questionnaire for researchers was used in order to

measure the student’s capacity for independent study
asking them if they had given a research
presentation.

The expected outcome was for each of the students

that had worked on research for at least a year to
have given also a research presentation.

70
Program 2010-2011 2009-2010
Findings are still being processed…

Intellectual curiosity

A questionnaire —Yearly Quest 2010b— was used

in order to measure the student’s Intellectual
curiosity.

The expected outcome was that at least 70% of the

student’s would answer that they had participated or
were interested in participating in a research project.

In Fall 2010, when the student’s answers were

reviewed findings showed that 85% (34/40) of the
students that answered the questionnaire said they
had participated or were interested in participating in
a research project. Thus, the goal was met.

In the Yearly Quest 2010b questionnaire,

implemented to measure student’s intellectual
curiosity, students were asked if they were interested
in pursuing graduate studies.

The expected outcome was that at least 50% of the

students would answer that they would be interested
in pursuing graduate studies.

In Fall 2010, when the student’s answers were

reviewed findings showed that 53% —21 out of 40
students— said that they were extremely or
highly interested in pursuing graduate studies.
Thus, the goal was met.

71
Program 2010-2011 2009-2010

In the Yearly Quest 2010b questionnaire,

implemented to measure student’s intellectual
curiosity, students were asked if they have had
previous research experience.

The expected outcome was that at least 30% of the

third and fourth year students that answered the
questionnaire would say that they had previous
research experience.

In Fall 2010, when the student’s answers were

reviewed findings showed that 53% —10 out of 19
students— said that they had a previous research
experience. Thus, the goal was met.

72