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2.

Perform basic word processing operations including document creation, editing, formatting, printing, saving and retrieving a document

3.

Perform basic spreadsheet operations including creating, editing, formatting, printing, saving and retrieving a worksheet including the use of formulas, simple functions, and the copy command

4.

Demonstrate the ability to use the Internet in order to access information resources, evaluate their credibility, and apply them

5.

Demonstrate the ability to send and receive E-mail including attachments

In 2002 the committee brainstormed ideas for assessment tools to use to assess the technology skills. A self-assessment questionnaire has been developed for students who are applying for graduation, which will help assess technological skills. Another measure that can be used to assess the technological skills area is an electronic application form for graduating students.  Statistics will be gathered on student use with online registration.  Data will be gathered on the use of email submission of assignments, the use and success of mandatory software requirements for assignments.  

Supporting Activities for Assessing Student Learning Outcomes

At Fall startup all faculty participated in an exercise designed to increase awareness of the target outcomes for assessment of General Education (GE).  This resulted in a faculty committee that reviewed the notes taken by each faculty group and produced a “Top Ten” list of things that can be done in the classroom to support the GE outcomes.

During Spring faculty in-service, several members of the assessment committee presented break-out sessions that supported the GE goals and assessment benefits in general:

Rossana Lhota, Professor of English and Chair of the Assessment Committee presented The Argument Synthesis: An Instrument for Assessing General Education Outcomes. The session focused on the argument synthesis model for GE assessment of writing and critical thinking skills across the curriculum. When adapted to a particular course, the argument synthesis can demonstrate a student's awareness of scientific, cultural, and/or historical topics.

Low Tech, Easy Prep: Instruction and Assessment is the title of the session presented by Lisa Nienkark, Professor of Reading, Kirstin Magby, Professor of English, and Michelle Cashman, Professor of English. The session description stated “Tired of spending hours preparing a PowerPoint presentation? Frustrated when hardware-based MPEG encoders deliver a Rorschach-ish image? Excluding this abstract, Low Tech/Easy Prep doesn't waste time or include jargon that you can easily live without knowing. Participants will experience strategies that integrate technology into classroom instruction and assessment.”

Samuel Colton, Professor of Welding/Technical Programs Coordinator, Linda Miller, Professor of Computer Information Systems and Assessment Coordinator, and Dr. Kurt Nolte, Professor of Agriculture presented a session entitled How Assessment Works for Me. These Assessment Committee members showed how being more "assessment aware" has impacted their perspective on what they do as educators. They shared

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