Download Annual Departmental Assessment Analysis Report for

Course/Departmental Assessment Report for Instruction
Please complete a form for each course.
1) Date: 9/20/2011
2) Contact Person: Vikki Piper
3) Department: ECON
4) Course Name and Number: ECON 1B
5) Assessed Course SLO(s):
A. Define and apply the concept of elasticity
B. Compare and contrast perfect competition, monopolistic competition,
oligopoly and monopoly.
C. Identify instances of market failure and evaluate alternative strategies to
improve economic outcomes.
D. Define and apply the concept of comparative advantage.
E. Analyze the behavior of individual firms in the short and long run.
6) Describe your assessment timeline, including a rationale for your decision:
In Spring 2011 instructors from Madera, Willow, and Oakhurst collected data.
This is our first set of data using the revised ECON 1B SLOs.
7) Institutional Outcome Alignment:
Which institutional outcome(s) is central to your course?
X
Communication Skills
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X
Interpret various types of written, visual, and verbal information.
Organize ideas and communicate precisely and clearly to express complex thoughts both
orally and in writing.
Critical Thinking and Information Literacy
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Analyze quantitative information and apply scientific methodologies.
Employ critical and creative modes of inquiry to solve problems, explore alternatives, and
make decisions.
Synthesize researched information obtained from accurate, credible, and relevant sources to
support, advance, or rebut an opinion.
Global and Community Literacy
Approved by College Council December 9, 2009
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Analyze the fine arts, humanities, and social sciences from cultural, historic, and aesthetic
perspectives.
Apply historical and contemporary issues and events to civic and social responsibility.
Demonstrate sensitive and respectful treatment of a variety of ethnic, religious, and
socioeconomic backgrounds.
Personal Development
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Assess current knowledge, skills, and abilities to further develop them and apply them to new
situations.
Incorporate physical and emotional principles to make healthy lifestyle choices.
Make ethical personal and professional choices.
8) Assessment Assignments and/ or Instruments:
Which were used to assess the SLO?
X
Item analysis of exams, quizzes, problem
sets, etc. (items linked to specific
outcomes)
Assignments based on rubrics (essays/
reports, projects, performances,
presentations, etc.)
Assignments based on checklists
Direct observation of performances,
structured practice or drills, “practical”
exams, small group work, etc.
Student self-assessments (e.g. reflective
journals, surveys)
Classroom Assessment Techniques (CATS,
“clicker” mediated responses, etc.)
Capstone projects or final summative
assessment (final exams, capstone projects,
portfolios, etc.)
Other (please describe)
9) Please attach any instruments used for assessment (rubrics, checklists,
surveys, etc.).
10) What is your expected level of achievement for measuring success?
70%
11) Assessment Results:
What did members of your program learn from the assessment of the outcome? Did the
assessment work, and if not, what needs to be revised?
SLO A:
SLO B :
89% of the students were successful with the assessment.
55% of the students were successful with the assessment.
Approved by College Council December 9, 2009
SLO C:
SLO D:
SLO E:
55% of the students were successful with the assessment.
80% of the students were successful with the assessment.
62% of the students were successful with the assessment.
The SLO assessments were not very successful, with only two of the outcomes, A and
D, meeting the 70% desired success measurement. The main reasons for the for the
low scores were (1) that there were very few respondents to the assessment – only 41
responders (2) the assessment was not part of a graded assignment and (3) some of
the questions were worded poorly.
12) Action Plan:
Based on the assessment results, what changes, if any, are planned to increase student
success? When will they be implemented? Please check any appropriate boxes and
provide a brief description with a timeline for changes.
Results are positive—no changes to be made
X
Conduct further assessment related to the issue and outcome
Use new or revised teaching methods (e.g., more use of group work, new
lecture, etc.)
Develop new methods of evaluating student work
Plan purchase of new equipment or supplies needed for modified student
Activities
Make changes in staffing plans (e.g., modified job descriptions, requests for
new positions, etc.)
Engage in professional development about best practices for this type of
class/activity
Revise the course sequence or prerequisites
Revise the course syllabus or outline (e.g., change in course topics)
Unable to determine what should be done
Other:
Approved by College Council December 9, 2009
Provide a brief description with a timeline for changes:
All questions in the assessment will be re-evaluated in Fall, 2011. The SLO
assessments will be conducted again in Spring, 2012. Concurrent with this
assessment, an attempt will be made to increase the number of respondents by
encouraging all adjunct faculty to participate. The assessment in Spring 2012, will be
made part of a graded assignment.
Approved by College Council December 9, 2009
ECON 1B: Microeconomics SLO Assessments
OUTCOME A:
Define and apply the concept of elasticity.
A-1. How is the price elasticity of demand measured? The price elasticity of demand is
measured as:
a. The change in quantity demanded divided by the change in price.
b. The percentage change in the quantity demanded divided by the percentage change in
the quantity supplied.
c. The percentage change in the quantity demanded divided by the percentage change in
price.
d. The slope of the demand curve.
e. The quantity demanded divided by price.
A-2. Compare the price elasticity of demand for water with the price elasticity of demand for
wine. The price elasticity of demand for water is likely
a. Relatively more inelastic because water is a luxury.
b. Equal to the price elasticity of demand for wine.
c. Relatively more elastic because water is a luxury.
d. Relatively more inelastic because water is a necessity.
e. Relatively more elastic because water is a necessity.
OUTCOME B:
Compare and contrast perfect competition, monopolistic competition, oligopoly
and monopoly.
B-1. One way in which monopolistically competitive markets and perfectly competitive markets
differ is that in long-run equilibrium, monopolistically competitive firms
a. Produce where marginal revenue is less than marginal cost
b. Do not earn zero economic profits
c. Charge a price greater than marginal cost
d. Charge a price less than marginal revenue
e. Produce at minimum marginal cost.
B-2. An oligopoly firm is similar to a monopolistically competitive firm in that
a. Both firms are in industries characterized by an interdependent firms
b. Both firms have market power
c. Both firms face the prisoners’ dilemma
d. Both operate in a market in which there are entry barriers
Approved by College Council December 9, 2009
ECON 1B: Microeconomics SLO Assessments
OUTCOME C:
Identify instances of market failure and evaluate alternative strategies to improve
economic outcomes.
C-1. Which of the following is a source of market failure?
a. Unforeseen circumstances which leads to the bankruptcy of many firms
b. Incomplete property rights or inability to enforce property rights
c. An inequitable income distribution
d. A lack of government intervention in a market
C-2. How might society solve problems associated with externalities and market failure? If an
externality is present, resulting in market failure, then
a. Only government intervention can increase economic efficiency
b. Private solutions may reduce or correct market failure
c. Government intervention will further reduce the well-being of society
d. It is not possible to enhance the well-being of society
e. Additional competition will reduce problems associated with market failure
Approved by College Council December 9, 2009
ECON 1B: Microeconomics SLO Assessments
OUTCOME D:
Define and apply the concept of comparative advantage.
D-1. Comparative advantage means the ability to produce a good or service
a. Of higher quality than any other producer
b. At a lower opportunity costs than any other producer
c. At a lower selling price than any other producer
d. At a higher profit level than any other producer
D-2. The table below shows the output per week of two jewelers, Serena and Haley. They can
either devote their time to making bracelets or necklaces.
Serena
Haley
Bracelets
8
9
Necklaces
16
12
Which of the following statements is true?
a. Haley has a comparative advantage in making necklaces and Serena in making
bracelets.
b. Haley has a comparative advantage in making both products
c. Haley has a comparative advantage in making bracelets and Serena in making
necklaces.
d. Serena has a comparative advantage in making both products
OUTCOME E:
Analyze the behavior of individual firms in the short and long run.
E-1. What is the distinction between the economic short run and the economic long run?
a. In the short run, the firm can vary all inputs, but in the long run, at least one input is
fixed.
b. In the short run, the firm incurs only variable costs, but in the long run, the firm incurs
fixed and variable costs.
c. In the short run, at least one input is fixed, but in the long run, the firm can very all
inputs.
d. In the short run, the firm incurs no opportunity costs, but in the long run, the firm incurs
some opportunity costs.
e. In the short run, the firm incurs explicit and implicit costs, but in the long run, the firm
incurs only explicit costs.
E-2. Which of the following is an example of a long run adjustment?
a. Wal-Mart builds another Supercenter.
b. Ford Motor Company lays off 2,000 assembly line workers.
c. Your university offers Saturday morning classes next fall.
d. A soybean farmer turns on the irrigation system after a month long dry spell.
Approved by College Council December 9, 2009