Education research: SASS, ECCE and student learning outcomes assessment (Cuesta College, spring semester 2015)

Student achievement of course learning outcomes are assessed by administering an Student Assessment of Skills Survey (SASS), a five-point Likert scale questionnaire (Patrick M. Len, in development), and a shortened version (22 out of 45 questions) of the Electric Circuit Concept Evaluation (David Sokoloff, University of Oregon) to Physics 205B students at Cuesta College, San Luis Obispo, CA. This is the second semester of a two-semester introductory physics course (college physics, algebra-based, mandatory adjunct laboratory).

The SASS is administered online during the last week of instruction, to be completed before the final exam. The ECCE is administered in class during the last week of instruction.

The SASS results from this semester are compiled below. Values for the mean and standard deviations are given next to the modal response category for each question. Also listed is the percentage of students who have self-assessed themselves as having successfully achieving a learning outcome (responding "average," "above average," or "excellent") as opposed to not achieving success with a learning outcome (responding "very poor" or "below average").

Cuesta College
Student Assessment of Skills Survey (SASS)
Physics 205B spring semester 2015 sections 30882, 30883
N = 37

The questions below are designed to characterize your achievement of each of the learning outcomes by filling in a bubble on the rating scale provided to the right of each statement.

Mark the level of achievement that best describes your learning at the completion of the course.

1. Quantify the frequency, speed and wavelength of light.
(Achieved: 96%, unachieved: 4%)

Very poor.	[0]
Below average.	* [1]
Average.	**************** [16]
Above average.	******* [7]
Excellent.	* [1]

2. Analyze the polarization of light.
(Achieved: 88%, unachieved: 12%)

Very poor.	[0]
Below average.	*** [3]
Average.	********** [10]
Above average.	********** [10]
Excellent.	** [2]

3. Analyze reflection, refraction, and total internal reflection.
(Achieved: 92%, unachieved: 8%)

Very poor.	[0]
Below average.	** [2]
Average.	************* [13]
Above average.	********* [9]
Excellent.	* [1]

4. Analyze images produced by lenses.
(Achieved: 96%, unachieved: 4%)

Very poor.	[0]
Below average.	* [1]
Average.	************** [14]
Above average.	********* [9]
Excellent.	* [1]

5. Understand optical systems such as cameras, eyes, simple magnifiers, microscopes and telescopes operate.
(Achieved: 88%, unachieved: 12%)

Very poor.	* [1]
Below average.	** [2]
Average.	************* [13]
Above average.	******** [8]
Excellent.	* [1]

6. Analyze the constructive/destructive interference of waves.
(Achieved: 96%, unachieved: 4%)

Very poor.	[0]
Below average.	* [1]
Average.	********* [9]
Above average.	************ [12]
Excellent.	** [2]

7. Understand how double-slits produce constructive/destructive interference.
(Achieved: 88%, unachieved: 12%)

Very poor.	[0]
Below average.	*** [3]
Average.	*************** [15]
Above average.	****** [6]
Excellent.	* [1]

8. Analyze the diffraction produced by a single-slit.
(Achieved: 92%, unachieved: 8%)

Very poor.	[0]
Below average.	** [2]
Average.	******************* [19]
Above average.	*** [3]
Excellent.	* [1]

9. Understand how charges behave differently in conductors and insulators.
(Achieved: 64%, unachieved: 36%)

Very poor.	[0]
Below average.	********* [9]
Average.	*********** [11]
Above average.	***** [5]
Excellent.	[0]

10. Understand how a source charge exerts a force on a test charge (the direct model).
(Achieved: 83%, unachieved: 17%)

Very poor.	[0]
Below average.	**** [4]
Average.	************ [12]
Above average.	******* [7]
Excellent.	* [1]

11. Analyze the electric force exerted on a test charge by several source charges.
(Achieved: 84%, unachieved: 16%)

Very poor.	[0]
Below average.	**** [4]
Average.	*************** [15]
Above average.	****** [6]
Excellent.	[0]

12. Understand how a source charge creates an electric field, which exerts a force on a test charge (the two-step field model).
(Achieved: 88%, unachieved: 12%)

Very poor.	[0]
Below average.	*** [3]
Average.	************ [12]
Above average.	********** [10]
Excellent.	[0]

13. Analyze the electric field created by several source charges.
(Achieved: 84%, unachieved: 16%)

Very poor.	[0]
Below average.	**** [4]
Average.	*********** [11]
Above average.	********** [10]
Excellent.	[0]

14. Understand the relationship between electric potential and electric potential energy.
(Achieved: 92%, unachieved: 8%)

Very poor.	[0]
Below average.	************ [2]
Average.	*********** [11]
Above average.	*********** [11]
Excellent.	* [1]

15. Analyze the characteristics of parallel plate capacitors.
(Achieved: 88%, unachieved: 12%)

Very poor.	[0]
Below average.	*** [3]
Average.	**** [4]
Above average.	*************** [15]
Excellent.	*** [3]

16. Quantify (using Ohm's law) the resistance, electric potential difference, and current of a circuit element.
(Achieved: 100%, unachieved: 0%)

Very poor.	[0]
Below average.	[0]
Average.	********* [9]
Above average.	************* [13]
Excellent.	** [2]

17. Understand how to reduce configurations of resistors to an equivalent resistance.
(Achieved: 92%, unachieved: 8%)

Very poor.	[0]
Below average.	** [2]
Average.	************** [14]
Above average.	****** [6]
Excellent.	*** [3]

18. Understand how to apply Kirchhoff's circuit rules (the junction rule and the loop rule).
(Achieved: 84%, unachieved: 16%)

Very poor.	[0]
Below average.	**** [4]
Average.	*********** [11]
Above average.	******* [7]
Excellent.	*** [3]

19. Analyze the power used or supplied by circuit elements.
(Achieved: 84%, unachieved: 16%)

Very poor.	[0]
Below average.	**** [4]
Average.	************** [14]
Above average.	**** [4]
Excellent.	*** [3]

20. Understand how a source magnet or current-carrying wire creates a magnetic field, which exerts a force on a moving charge or current-carrying wire (the two-step field model).
(Achieved: 92%, unachieved: 8%)

Very poor.	[0]
Below average.	** [2]
Average.	************* [13]
Above average.	****** [6]
Excellent.	**** [4]

21. Analyze the direction of a magnetic fields and forces using the appropriate right-hand rules.
(Achieved: 100%, unachieved: 0%)

Very poor.	[0]
Below average.	[0]
Average.	*********** [11]
Above average.	********* [9]
Excellent.	**** [4]

22. Understand how generators work.
(Achieved: 88%, unachieved: 13%)

Very poor.	[0]
Below average.	*** [3]
Average.	******** [13]
Above average.	******* [7]
Excellent.	* [1]

23. Understand how changing the magnetic flux through a wire loop produces an induced emf and an induced current (Faraday's law and Lenz's law).
(Achieved: 92%, unachieved: 8%)

Very poor.	[0]
Below average.	** [2]
Average.	************* [13]
Above average.	********* [9]
Excellent.	* [1]

24. Analyze the step-up and step-down behavior of transformers.
(Achieved: 80%, unachieved: 20%)

Very poor.	[0]
Below average.	***** [5]
Average.	************** [14]
Above average.	*** [3]
Excellent.	*** [3]

25. Understand the conditions for stability and instability in atomic nuclei.
(Achieved: 75%, unachieved: 25%)

Very poor.	* [1]
Below average.	***** [5]
Average.	*********** [11]
Above average.	****** [6]
Excellent.	* [1]

26. Analyze various radioactive decay processes (alpha, beta-plus, beta-minus, electron capture, and gamma).
(Achieved: 83%, unachieved: 17%)

Very poor.	** [2]
Below average.	** [2]
Average.	*********** [11]
Above average.	******* [7]
Excellent.	** [2]

27. Analyze the time-dependent nature of radioactive decay activity.
(Achieved: 88%, unachieved: 12%)

Very poor.	** [2]
Below average.	* [1]
Average.	**************** [16]
Above average.	***** [5]
Excellent.	* [1]

28. Understand how Feynman diagrams are used to depict fundamental subatomic processes and interactions.
(Achieved: 68%, unachieved: 32%)

Very poor.	** [2]
Below average.	****** [6]
Average.	************ [12]
Above average.	**** [4]
Excellent.	* [1]

Of the 28 student learning outcomes in the SASS, 18 were self-reported as being achieved by at least 85% of students, listed below in order of decreasing success:
16. Quantify (using Ohm's law) the resistance, electric potential difference, and current of a circuit element. (100%)
21. Analyze the direction of a magnetic fields and forces using the appropriate right-hand rules. (100%)
1. Quantify the frequency, speed and wavelength of light. (96%)
4. Analyze images produced by lenses. (96%)
6. Analyze the constructive/destructive interference of waves. (96%)
3. Analyze reflection, refraction, and total internal reflection. (92%)
8. Analyze the diffraction produced by a single-slit. (92%)
23. Understand how changing the magnetic flux through a wire loop produces an induced emf and an induced current (Faraday's law and Lenz's law). (92%)
14. Understand the relationship between electric potential and electric potential energy. (92%)
17. Understand how to reduce configurations of resistors to an equivalent resistance. (92%)
20. Understand how a source magnet or current-carrying wire creates a magnetic field, which exerts a force on a moving charge or current-carrying wire (the two-step field model). (92%)
2. Analyze the polarization of light. (88%)
5. Understand optical systems such as cameras, eyes, simple magnifiers, microscopes and telescopes operate. (88%)
7. Understand how double-slits produce constructive/destructive interference. (88%)
12. Understand how a source charge creates an electric field, which exerts a force on a test charge (the two-step field model). (88%)
15. Analyze the characteristics of parallel plate capacitors. (88%)
22. Understand how generators work. (88%)
27. Analyze the time-dependent nature of radioactive decay activity. (88%)

However, 10 student learning outcomes were self-reported as being achieved by less than 85% of students, listed below in order of decreasing success:
11. Analyze the electric force exerted on a test charge by several source charges. (84%)
13. Analyze the electric field created by several source charges. (84%)
18. Understand how to apply Kirchhoff's circuit rules (the junction rule and the loop rule). (84%)
19. Analyze the power used or supplied by circuit elements. (84%)
10. Understand how a source charge exerts a force on a test charge (the direct model). (83%)
26. Analyze various radioactive decay processes (alpha, beta-plus, beta-minus, electron capture, and gamma). (83%)
24. Analyze the step-up and step-down behavior of transformers. (80%)
25. Understand the conditions for stability and instability in atomic nuclei. (75%)
28. Understand how Feynman diagrams are used to depict fundamental subatomic processes and interactions. (68%)
9. Understand how charges behave differently in conductors and insulators. (64%)

Compare these student learning outcomes self-reported as not being achieved (9, 10, 11, 13, 18, 19, 24, 25, 26, 28) those from the previous semester (spring semester 2014: (5, 9, 11, 12, 14, 15, 22, 23, 24, 25, 26, 27, 28).

Student learning outcomes 16, 17, 18, and 19 for this semester were also directly assessed using a shortened version of Electric Circuit Concept Evaluation.

As per the ACCJC (Accrediting Commission for Community and Junior Colleges), results from this indirect assessment SASS tool, along with the direct assessment ECCE tool will be used for course/program improvement by increasing emphasis on these lowest three learning outcomes in instruction in future semesters.

Education research: SASS, SPCI and student learning outcomes assessment (Cuesta College, spring semester 2015)

Student achievement of course learning outcomes are assessed by administering an Student Assessment of Skills Survey (SASS), a five-point Likert scale questionnaire (Patrick M. Len, in development), and the Star Properties Concept Inventory (SPCI, Janelle M. Bailey, "Development of a Concept Inventory to Assess Students' Understanding and Reasoning Difficulties about the Properties and Formation of Stars," Astronomy Education Review, Vol. 6, No. 2, pp. 133–139, August 2007) to Astronomy 210 students at Cuesta College, San Luis Obispo, CA. This is a one-semester, introductory astronomy course (with an optional adjunct laboratory), and is taken primarily by students to satisfy their general education science transfer requirement.

The SASS is administered online during the last week of instruction, to be completed before the final exam. The SPCI is administered as a post-test in class during the last week of instruction.

The SASS results from this semester are compiled below. Values for the mean and standard deviations are given next to the modal response category for each question. Also listed is the percentage of students who have self-assessed themselves as having successfully achieving a learning outcome (responding "average," "above average," or "excellent") as opposed to not achieving success with a learning outcome (responding "very poor" or "below average").

Cuesta College
Student Assessment of Skills Survey (SASS)
Astronomy 210 spring semester 2015 sections 30674, 30676
N = 46

The questions below are designed to characterize your achievement of each of the learning outcomes by filling in a bubble on the rating scale provided to the right of each statement.

Mark the level of achievement that best describes your learning at the completion of the course.

1. Predict positions and cycles of stars, using a starwheel.
(Achieved: 93%, unachieved: 7%)

Very poor.	[0]
Below average.	*** [3]
Average.	*************** [15]
Above average.	************* [13]
Excellent.	************ [12]

2. Explain sun cycles and seasons.
(Achieved: 98%, unachieved: 2%)

Very poor.	* [1]
Below average.	[0]
Average.	************** [14]
Above average.	*************** [15]
Excellent.	************* [13]

3. Explain and predict lunar phases and times.
(Achieved: 88%, unachieved: 12%)

Very poor.	* [1]
Below average.	**** [4]
Average.	******** [8]
Above average.	*********** [11]
Excellent.	******************* [19]

4. Relate planets in the sky to a solar system map.
(Achieved: 86%, unachieved: 14%)

Very poor.	* [1]
Below average.	***** [5]
Average.	**************** [16]
Above average.	*********** [11]
Excellent.	********** [10]

5. Explain differences between models of planetary motion.
(Achieved: 81%, unachieved: 19%)

Very poor.	[0]
Below average.	******** [8]
Average.	*************** [15]
Above average.	************ [12]
Excellent.	******** [8]

6. Explain evidence for the heliocentric model of planetary motion.
(Achieved: 74%, unachieved: 26%)

Very poor.	[0]
Below average.	*********** [11]
Average.	************* [13]
Above average.	************* [13]
Excellent.	****** [6]

7. Describe how optical telescopes work.
(Achieved: 88%, unachieved: 12%)

Very poor.	* [1]
Below average.	**** [4]
Average.	**************** [16]
Above average.	****************** [13]
Excellent.	********* [9]

8. Describe different powers of optical telescopes.
(Achieved: 88%, unachieved: 12%)

Very poor.	* [1]
Below average.	*** [3]
Average.	******** [8]
Above average.	******************** [20]
Excellent.	*********** [11]

9. Explain which telescopes should be funded based on relevant criteria.
(Achieved: 91%, unachieved: 9%)

Very poor.	* [1]
Below average.	*** [3]
Average.	******** [8]
Above average.	******************** [20]
Excellent.	*********** [11]

10. Explain how stars produce energy.
(Achieved: 91%, unachieved: 9%)

Very poor.	** [2]
Below average.	** [2]
Average.	***************** [17]
Above average.	**************** [11]
Excellent.	**************** [11]

11. Explain the relationship between star brightness and distances.
(Achieved: 98%, unachieved: 2%)

Very poor.	[0]
Below average.	* [1]
Average.	********** [10]
Above average.	************ [12]
Excellent.	******************** [20]

12. Predict the size of a star based on brightness and temperature.
(Achieved: 95%, unachieved: 5%)

Very poor.	[0]
Below average.	** [2]
Average.	******** [8]
Above average.	**************** [16]
Excellent.	***************** [17]

13. Explain different stages a star will go through, based on its mass.
(Achieved: 88%, unachieved: 12%)

Very poor.	[0]
Below average.	***** [5]
Average.	**************** [16]
Above average.	************** [14]
Excellent.	******** [8]

14. Explain evidence for the shape/size/composition of our Milky Way galaxy.
(Achieved: 86%, unachieved: 14%)

Very poor.	* [1]
Below average.	***** [5]
Average.	*************** [15]
Above average.	***************** [17]
Excellent.	***** [5]

15. Explain evidence for how our Milky Way galaxy came to be.
(Achieved: 79%, unachieved: 21%)

Very poor.	* [1]
Below average.	******** [8]
Average.	*************** [15]
Above average.	************** [14]
Excellent.	***** [5]

16. Explain how the speed of light affects observations of distant objects.
(Achieved: 81%, unachieved: 19%)

Very poor.	** [2]
Below average.	****** [6]
Average.	*********** [11]
Above average.	********* [9]
Excellent.	*************** [15]

17. Explain evidence for the expansion of the universe.
(Achieved: 84%, unachieved: 16%)

Very poor.	** [2]
Below average.	***** [5]
Average.	*************** [15]
Above average.	************** [14]
Excellent.	******* [7]

18. Describe characteristics of the universe a long time ago.
(Achieved: 84%, unachieved: 16%)

Very poor.	** [2]
Below average.	***** [5]
Average.	************** [14]
Above average.	*************** [15]
Excellent.	******* [7]

19. Explain evidence for how our solar system came to be.
(Achieved: 79%, unachieved: 21%)

Very poor.	[0]
Below average.	********* [9]
Average.	*************** [15]
Above average.	*************** [15]
Excellent.	**** [4]

20. Describe key features of terrestrial planets.
(Achieved: 86%, unachieved: 14%)

Very poor.	* [1]
Below average.	***** [5]
Average.	************ [12]
Above average.	***************** [17]
Excellent.	******** [8]

21. Describe key features of jovian planets.
(Achieved: 86%, unachieved: 14%)

Very poor.	* [1]
Below average.	***** [5]
Average.	*************** [15]
Above average.	*************** [15]
Excellent.	******* [7]

22. Explain why Pluto is not currently categorized as a planet.
(Achieved: 95%, unachieved: 5%)

Very poor.	* [1]
Below average.	* [1]
Average.	******* [7]
Above average.	***** [5]
Excellent.	***************************** [29]

23. Describe plausible requirements for life.
(Achieved: 98%, unachieved: 2%)

Very poor.	* [0]
Below average.	* [1]
Average.	***************** [17]
Above average.	************ [12]
Excellent.	************* [13]

24. Explain difficulties in investigating the possibility for extraterrestrial life.
(Achieved: 93%, unachieved: 7%)

Very poor.	[0]
Below average.	*** [3]
Average.	*************** [15]
Above average.	************* [13]
Excellent.	************ [12]

Of the 24 student learning outcomes in the SASS, 18 were self-reported as being achieved by at least 85% of students, listed below in order of decreasing success:
2. Explain sun cycles and seasons. (98%)
11. Explain the relationship between star brightness and distances. (98%)
23. Describe plausible requirements for life. (98%)
12. Predict the size of a star based on brightness and temperature. (95%)
22. Explain why Pluto is not currently categorized as a planet. (95%)
1. Predict positions and cycles of stars, using a starwheel. (93%)
24. Explain difficulties in investigating the possibility for extraterrestrial life. (93%)
9. Explain which telescopes should be funded based on relevant criteria. (91%)
10. Explain how stars produce energy. (91%)
3. Explain and predict lunar phases and times. (88%)
7. Describe how optical telescopes work. (88%)
8. Describe different powers of optical telescopes. (88%)
13. Explain different stages a star will go through, based on its mass. (88%)
4. Relate planets in the sky to a solar system map. (86%)
14. Explain evidence for the shape/size/composition of our Milky Way galaxy. (86%)
20. Describe key features of terrestrial planets. (86%)
21. Describe key features of jovian planets. (86%)

However, six student learning outcomes were self-reported as being achieved by less than 85% of students, listed below in order of decreasing success:
18. Describe characteristics of the universe a long time ago. (84%)
5. Explain differences between models of planetary motion. (81%)
16. Explain how the speed of light affects observations of distant objects. (81%)
15. Explain evidence for how our Milky Way galaxy came to be. (79%)
19. Explain evidence for how our solar system came to be. (79%)
6. Explain evidence for the heliocentric model of planetary motion. (74%)

Compare these student learning outcomes self-reported as not being achieved (5, 6, 15, 16, 18, 19) with those from previous semesters (fall semester 2014: (7, 21); spring semester 2014: (4, 6, 14, 15, 18, 24); fall semester 2013: (6, 9, 14, 15, 17, 18); spring semester 2012: (6, 18); fall semester 2011: (4, 7, 8)).

Student learning outcomes 10, 11, 12, and 13 for Cuesta College students were directly assessed using the Star Properties Concept Inventory (excluding negative informed consent form responses):

Star Properties Concept Inventory v3.0
Astronomy 210 spring semester 2015 sections 30674, 30676
N = 68
ave ± stdev = 56% ± 19%

This semester's SPCI scores are slightly higher than results from 1,100 large research university students that have completed introductory astronomy and earth sciences courses (Bailey, 2007), where the average was 51% (no further statistics provided); and comparable to SPCI results from earlier semesters at Cuesta College.

As per the ACCJC (Accrediting Commission for Community and Junior Colleges), results from this indirect assessment SASS tool, along with the direct assessment SPCI tool will be used for course/program improvement by increasing emphasis on the lowest learning outcomes in instruction in future semesters.

Previous posts:

• Education research: SASS and student learning outcomes (Cuesta College, fall semester 2014).
  
• Education research: SASS and student learning outcomes (Cuesta College, spring semester 2014).
  
• Education research: SASS and student learning outcomes (Cuesta College, fall semester 2013).
  
• Education research: SASS and student learning outcomes (Cuesta College, spring semester 2012).
  
• Education research: SASS and student learning outcomes (Cuesta College, fall semester 2011).
  
• Education research: SASS and student learning outcomes (Cuesta College, spring semester 2011).
  
• Education research: SASS and student learning outcomes (Cuesta College, fall semester 2010).

Education research: SASS, FCI and student learning outcomes assessment (Cuesta College, fall semester 2014)

Student achievement of course learning outcomes are assessed by administering an Student Assessment of Skills Survey (SASS), a five-point Likert scale questionnaire (Patrick M. Len, in development) to Physics 205A students at Cuesta College, San Luis Obispo, CA. This is first semester of a two-semester introductory physics course (college physics, algebra-based, mandatory adjunct laboratory).

The SASS is administered online during the last week of instruction, to be completed before the final exam.

The SASS results from this semester are compiled below. Listed are the percentages of students who have self-assessed themselves as having successfully achieving a learning outcome (responding "average," "above average," or "excellent") as opposed to not achieving success with a learning outcome (responding "very poor" or "below average").

Cuesta College
Student Assessment of Skills Survey (SASS)
Physics 205A fall semester 2014
Sections 70854, 70855, 73320
N = 51

The questions below are designed to characterize your achievement of each of the learning outcomes by filling in a bubble on the rating scale provided to the right of each statement.

Mark the level of achievement that best describes your learning at the completion of the course.

1. Describe and quantify motion (kinematics), and apply Newton's laws to describe how forces affect motion (mechanics). (E.g. analyze forces acting on an object with a free-body diagram, and determine subsequent motion given initial conditions.)
(Achieved: 98%, unachieved: 2%)

Very poor.	[0]
Below average.	* [1]
Average.	************************* [25]
Above average.	******************* [19]
Excellent.	****** [6]

2. Describe and apply conservation laws of energy, linear momentum, and angular momentum to quantify the initial-to-final evolution of systems of objects. (E.g. determine final state of a system of objects given initial conditions and in-process exchanges, by deciding which relevant objects to include in a system in order to implement appropriate conservation law(s).)
(Achieved: 92%, unachieved: 8%)

Very poor.	[0]
Below average.	**** [4]
Average.	*************************** [27]
Above average.	************** [14]
Excellent.	****** [6]

3. Describe and quantify different types of oscillations and waves, and the physical principles of these phenomena. (E.g. explain/predict the experience of disturbances of different media.)
(Achieved: 90%, unachieved: 10%)

Very poor.	[0]
Below average.	***** [5]
Average.	********************** [22]
Above average.	**************** [16]
Excellent.	******** [8]

4. Describe and apply the laws of thermodynamics to quantify the initial-to-final evolution of microscopic and macroscopic systems of gases, fluids, and solids. (E.g. determine the final state of a gas/fluid/solid, given initial conditions and in-process exchanges, by implementing appropriate conservation law(s).)
(Achieved: 90%, unachieved: 10%)

Very poor.	[0]
Below average.	***** [5]
Average.	*********************** [23]
Above average.	***************** [17]
Excellent.	****** [6]

Of the four student learning outcomes in the SASS, all were self-reported as being achieved by at least 85% of students:

1. Describe and quantify motion (kinematics), and apply Newton's laws to describe how forces affect motion (mechanics). (98%)
2. Describe and apply conservation laws of energy, linear momentum, and angular momentum to quantify the initial-to-final evolution of systems of objects. (92%)
3. Describe and quantify different types of oscillations and waves, and the physical principles of these phenomena. (90%)
4. Describe and apply the laws of thermodynamics to quantify the initial-to-final evolution of microscopic and macroscopic systems of gases, fluids, and solids. (90%)

Meanwhile, no student learning outcomes were self-reported as being achieved by less than 85% of students. This is in strong contrast to the student learning outcomes self-reported as not being achieved in the previous semester (fall semester 2013: (2, 3, 4)).

The mastery of applying Newton's laws to describe how forces affect motion in student learning outcome 1 for Cuesta College students is also directly assessed using the Force Concept Inventory Evaluation (David Hestenes, Malcolm Wells, and Gregg Swackhamer, Arizona State University).

As per the ACCJC (Accrediting Commission for Community and Junior Colleges), results from this indirect assessment SASS tool, along with the direct assessment FCI tool will be used for course/program improvement by increasing emphasis on the lowest learning outcomes in instruction in future semesters.

Previous post:

• Education research: SASS and student learning outcomes (Cuesta College, fall semester 2013).

Education research: SASS, SPCI and student learning outcomes assessment (Cuesta College, fall semester 2014)

Student achievement of course learning outcomes are assessed by administering an Student Assessment of Skills Survey (SASS), a five-point Likert scale questionnaire (Patrick M. Len, in development), and the Star Properties Concept Inventory (SPCI, Janelle M. Bailey, "Development of a Concept Inventory to Assess Students' Understanding and Reasoning Difficulties about the Properties and Formation of Stars," Astronomy Education Review, Vol. 6, No. 2, pp. 133–139, August 2007) to Astronomy 210 students at Cuesta College, San Luis Obispo, CA. This is a one-semester, introductory astronomy course (with an optional adjunct laboratory), and is taken primarily by students to satisfy their general education science transfer requirement.

The SASS is administered online during the last week of instruction, to be completed before the final exam. The SPCI is administered as a post-test in class during the last week of instruction.

The SASS results from this semester are compiled below. Values for the mean and standard deviations are given next to the modal response category for each question. Also listed is the percentage of students who have self-assessed themselves as having successfully achieving a learning outcome (responding "average," "above average," or "excellent") as opposed to not achieving success with a learning outcome (responding "very poor" or "below average").

Cuesta College
Student Assessment of Skills Survey (SASS)
Astronomy 210 fall semester 2014 sections 70158, 70160
N = 46

The questions below are designed to characterize your achievement of each of the learning outcomes by filling in a bubble on the rating scale provided to the right of each statement.

Mark the level of achievement that best describes your learning at the completion of the course.

1. Predict positions and cycles of stars, using a starwheel.
(Achieved: 98%, unachieved: 2%)

Very poor.	[0]
Below average.	* [1]
Average.	*************** [15]
Above average.	************* [13]
Excellent.	***************** [17]

2. Explain sun cycles and seasons.
(Achieved: 91%, unachieved: 9%)

Very poor.	[0]
Below average.	**** [4]
Average.	****************** [18]
Above average.	********* [9]
Excellent.	*************** [15]

3. Explain and predict lunar phases and times.
(Achieved: 93%, unachieved: 7%)

Very poor.	* [1]
Below average.	** [2]
Average.	****** [6]
Above average.	*************** [15]
Excellent.	********************** [22]

4. Relate planets in the sky to a solar system map.
(Achieved: 89%, unachieved: 11%)

Very poor.	[0]
Below average.	***** [5]
Average.	******************* [19]
Above average.	************* [13]
Excellent.	********* [9]

5. Explain differences between models of planetary motion.
(Achieved: 87%, unachieved: 13%)

Very poor.	[0]
Below average.	****** [6]
Average.	******************* [19]
Above average.	************* [13]
Excellent.	******** [8]

6. Explain evidence for the heliocentric model of planetary motion.
(Achieved: 87%, unachieved: 13%)

Very poor.	[0]
Below average.	****** [6]
Average.	******************** [20]
Above average.	**************** [16]
Excellent.	**** [4]

7. Describe how optical telescopes work.
(Achieved: 78%, unachieved: 22%)

Very poor.	*** [3]
Below average.	******* [7]
Average.	***************** [17]
Above average.	*************** [14]
Excellent.	***** [5]

8. Describe different powers of optical telescopes.
(Achieved: 85%, unachieved: 15%)

Very poor.	* [1]
Below average.	****** [6]
Average.	***************** [17]
Above average.	*************** [15]
Excellent.	******* [7]

9. Explain which telescopes should be funded based on relevant criteria.
(Achieved: 87%, unachieved: 13%)

Very poor.	[0]
Below average.	****** [6]
Average.	************** [14]
Above average.	************** [14]
Excellent.	************ [12]

10. Explain how stars produce energy.
(Achieved: 93%, unachieved: 7%)

Very poor.	[0]
Below average.	*** [3]
Average.	************** [14]
Above average.	******************* [19]
Excellent.	********** [10]

11. Explain the relationship between star brightness and distances.
(Achieved: 89%, unachieved: 11%)

Very poor.	* [1]
Below average.	**** [4]
Average.	******* [7]
Above average.	************** [14]
Excellent.	******************** [20]

12. Predict the size of a star based on brightness and temperature.
(Achieved: 93%, unachieved: 7%)

Very poor.	[0]
Below average.	*** [3]
Average.	****************** [18]
Above average.	************ [17]
Excellent.	******* [7]

13. Explain different stages a star will go through, based on its mass.
(Achieved: 87%, unachieved: 13%)

Very poor.	* [1]
Below average.	***** [5]
Average.	************** [14]
Above average.	***************** [17]
Excellent.	********* [9]

14. Explain evidence for the shape/size/composition of our Milky Way galaxy.
(Achieved: 91%, unachieved: 9%)

Very poor.	* [1]
Below average.	*** [3]
Average.	****************** [18]
Above average.	***************** [17]
Excellent.	******* [7]

15. Explain evidence for how our Milky Way galaxy came to be.
(Achieved: 91%, unachieved: 9%)

Very poor.	* [1]
Below average.	*** [3]
Average.	******************* [19]
Above average.	**** [14]
Excellent.	********* [9]

16. Explain how the speed of light affects observations of distant objects.
(Achieved: 96%, unachieved: 4%)

Very poor.	* [1]
Below average.	* [1]
Average.	************** [14]
Above average.	***************** [17]
Excellent.	*********** [11]

17. Explain evidence for the expansion of the universe.
(Achieved: 91%, unachieved: 9%)

Very poor.	[0]
Below average.	**** [4]
Average.	************** [14]
Above average.	***************** [17]
Excellent.	*********** [11]

18. Describe characteristics of the universe a long time ago.
(Achieved: 93%, unachieved: 7%)

Very poor.	[0]
Below average.	*** [3]
Average.	********************** [22]
Above average.	************** [14]
Excellent.	******* [7]

19. Explain evidence for how our solar system came to be.
(Achieved: 87%, unachieved: 13%)

Very poor.	[0]
Below average.	****** [6]
Average.	******************** [20]
Above average.	************* [13]
Excellent.	******* [7]

20. Describe key features of terrestrial planets.
(Achieved: 89%, unachieved: 11%)

Very poor.	[0]
Below average.	***** [5]
Average.	******************** [20]
Above average.	*********** [11]
Excellent.	********** [10]

21. Describe key features of jovian planets.
(Achieved: 80%, unachieved: 20%)

Very poor.	** [2]
Below average.	******* [7]
Average.	**************** [16]
Above average.	************* [13]
Excellent.	******** [8]

22. Explain why Pluto is not currently categorized as a planet.
(Achieved: 93%, unachieved: 7%)

Very poor.	[0]
Below average.	**** [4]
Average.	********** [10]
Above average.	********* [9]
Excellent.	*********************** [23]

23. Describe plausible requirements for life.
(Achieved: 93%, unachieved: 7%)

Very poor.	* [1]
Below average.	** [2]
Average.	*************** [15]
Above average.	******************* [19]
Excellent.	********* [9]

24. Explain difficulties in investigating the possibility for extraterrestrial life.
(Achieved: 93%, unachieved: 7%)

Very poor.	* [1]
Below average.	** [2]
Average.	***************** [17]
Above average.	****************** [18]
Excellent.	********* [9]

Of the 24 student learning outcomes in the SASS, 22 were self-reported as being achieved by at least 85% of students, listed below in order of decreasing success:
1. Predict positions and cycles of stars, using a starwheel. (98%)
16. Explain how the speed of light affects observations of distant objects. (96%)
3. Explain and predict lunar phases and times. (93%)
10. Explain how stars produce energy. (93%)
12. Predict the size of a star based on brightness and temperature. (93%)
18. Describe characteristics of the universe a long time ago. (93%)
22. Explain why Pluto is not currently categorized as a planet. (93%)
23. Describe plausible requirements for life. (93%)
24. Explain difficulties in investigating the possibility for extraterrestrial life. (93%)
2. Explain sun cycles and seasons. (91%)
14. Explain evidence for the shape/size/composition of our Milky Way galaxy. (91%)
15. Explain evidence for how our Milky Way galaxy came to be. (91%)
17. Explain evidence for the expansion of the universe. (91%)
4. Relate planets in the sky to a solar system map. (89%)
11. Explain the relationship between star brightness and distances. (89%)
20. Describe key features of terrestrial planets. (89%)
5. Explain differences between models of planetary motion. (87%)
6. Explain evidence for the heliocentric model of planetary motion. (87%)
9. Explain which telescopes should be funded based on relevant criteria. (87%)
13. Explain different stages a star will go through, based on its mass. (87%)
19. Explain evidence for how our solar system came to be. (87%)
8. Describe different powers of optical telescopes. (85%)

However, two student learning outcomes were self-reported as being achieved by less than 85% of students, listed below in order of decreasing success:
21. Describe key features of jovian planets. (80%)
7. Describe how optical telescopes work. (78%)

Compare these student learning outcomes self-reported as not being achieved (7, 21) with those from previous semesters (spring semester 2014: (4, 6, 14, 15, 18, 24); fall semester 2013: (6, 9, 14, 15, 17, 18); spring semester 2012: (6, 18); fall semester 2011: (4, 7, 8)).

Student learning outcomes 10, 11, 12, and 13 for Cuesta College students were directly assessed using the Star Properties Concept Inventory (excluding negative informed consent form responses):

Star Properties Concept Inventory v3.0
Astronomy 210 fall semester 2014 sections 70158, 70160
N = 74
ave ± stdev = 60% ± 16%

This semester's SPCI scores are slightly higher than results from 1,100 large research university students that have completed introductory astronomy and earth sciences courses (Bailey, 2007), where the average was 51% (no further statistics provided); and also slightly higher than SPCI results from earlier semesters at Cuesta College.

As per the ACCJC (Accrediting Commission for Community and Junior Colleges), results from this indirect assessment SASS tool, along with the direct assessment SPCI tool will be used for course/program improvement by increasing emphasis on these lowest learning outcomes in instruction in future semesters.

Previous posts:

• Education research: SASS and student learning outcomes (Cuesta College, spring semester 2014).
  
• Education research: SASS and student learning outcomes (Cuesta College, fall semester 2013).
  
• Education research: SASS and student learning outcomes (Cuesta College, spring semester 2012).
  
• Education research: SASS and student learning outcomes (Cuesta College, fall semester 2011).
  
• Education research: SASS and student learning outcomes (Cuesta College, spring semester 2011).
  
• Education research: SASS and student learning outcomes (Cuesta College, fall semester 2010).

Education research: SASS, ECCE and student learning outcomes assessment (Cuesta College, spring semester 2014)

Student achievement of course learning outcomes are assessed by administering an Student Assessment of Skills Survey (SASS), a five-point Likert scale questionnaire (Patrick M. Len, in development), and a shortened version (22 out of 45 questions) of the Electric Circuit Concept Evaluation (David Sokoloff, University of Oregon) to Physics 205B students at Cuesta College, San Luis Obispo, CA. This is the second semester of a two-semester introductory physics course (college physics, algebra-based, mandatory adjunct laboratory).

The SASS is administered online during the last week of instruction, to be completed before the final exam. The ECCE is administered in class during the last week of instruction.

The SASS results from this semester are compiled below. Values for the mean and standard deviations are given next to the modal response category for each question. Also listed is the percentage of students who have self-assessed themselves as having successfully achieving a learning outcome (responding "average," "above average," or "excellent") as opposed to not achieving success with a learning outcome (responding "very poor" or "below average").

Cuesta College
Student Assessment of Skills Survey (SASS)
Physics 205B spring semester 2014 sections 30882, 30883
N = 37

The questions below are designed to characterize your achievement of each of the learning outcomes by filling in a bubble on the rating scale provided to the right of each statement.

Mark the level of achievement that best describes your learning at the completion of the course.

1. Quantify the frequency, speed and wavelength of light.
(Achieved: 92%, unachieved: 8%)

Very poor.	* [1]
Below average.	** [2]
Average.	************** [14]
Above average.	********** [10]
Excellent.	********** [10]

2. Analyze the polarization of light.
(Achieved: 97%, unachieved: 3%)

Very poor.	[0]
Below average.	* [1]
Average.	**************** [16]
Above average.	********** [10]
Excellent.	********** [10]

3. Analyze reflection, refraction, and total internal reflection.
(Achieved: 92%, unachieved: 8%)

Very poor.	[0]
Below average.	*** [3]
Average.	************* [13]
Above average.	************** [14]
Excellent.	****** [6]

4. Analyze images produced by lenses.
(Achieved: 86%, unachieved: 14%)

Very poor.	[0]
Below average.	***** [5]
Average.	**************** [16]
Above average.	*********** [11]
Excellent.	**** [4]

5. Understand optical systems such as cameras, eyes, simple magnifiers, microscopes and telescopes operate.
(Achieved: 73%, unachieved: 27%)

Very poor.	* [1]
Below average.	********* [9]
Average.	**************** [16]
Above average.	********** [10]
Excellent.	* [1]

6. Analyze the constructive/destructive interference of waves.
(Achieved: 89%, unachieved: 11%)

Very poor.	[0]
Below average.	**** [4]
Average.	************** [14]
Above average.	************** [14]
Excellent.	***** [5]

7. Understand how double-slits produce constructive/destructive interference.
(Achieved: 92%, unachieved: 8%)

Very poor.	[0]
Below average.	*** [3]
Average.	**************** [16]
Above average.	**************** [16]
Excellent.	** [2]

8. Analyze the diffraction produced by a single-slit.
(Achieved: 94%, unachieved: 6%)

Very poor.	[0]
Below average.	** [2]
Average.	******************* [19]
Above average.	************** [14]
Excellent.	* [1]

9. Understand how charges behave differently in conductors and insulators.
(Achieved: 76%, unachieved: 24%)

Very poor.	*** [3]
Below average.	****** [6]
Average.	**************** [16]
Above average.	************ [12]
Excellent.	[0]

10. Understand how a source charge exerts a force on a test charge (the direct model).
(Achieved: 86%, unachieved: 14%)

Very poor.	* [1]
Below average.	**** [4]
Average.	*************** [15]
Above average.	*************** [15]
Excellent.	** [2]

11. Analyze the electric force exerted on a test charge by several source charges.
(Achieved: 81%, unachieved: 19%)

Very poor.	* [1]
Below average.	****** [6]
Average.	*************** [15]
Above average.	************** [14]
Excellent.	* [1]

12. Understand how a source charge creates an electric field, which exerts a force on a test charge (the two-step field model).
(Achieved: 78%, unachieved: 22%)

Very poor.	* [1]
Below average.	******* [7]
Average.	************** [14]
Above average.	************ [12]
Excellent.	*** [3]

13. Analyze the electric field created by several source charges.
(Achieved: 86%, unachieved: 14%)

Very poor.	* [1]
Below average.	**** [4]
Average.	****************** [18]
Above average.	********** [10]
Excellent.	**** [4]

14. Understand the relationship between electric potential and electric potential energy.
(Achieved: 75%, unachieved: 25%)

Very poor.	** [2]
Below average.	******* [7]
Average.	*************** [15]
Above average.	********** [10]
Excellent.	** [2]

15. Analyze the characteristics of parallel plate capacitors.
(Achieved: 81%, unachieved: 19%)

Very poor.	* [1]
Below average.	****** [6]
Average.	*************** [15]
Above average.	********* [9]
Excellent.	****** [6]

16. Quantify (using Ohm's law) the resistance, electric potential difference, and current of a circuit element.
(Achieved: 89%, unachieved: 11%)

Very poor.	* [1]
Below average.	*** [3]
Average.	************** [14]
Above average.	************* [13]
Excellent.	****** [6]

17. Understand how to reduce configurations of resistors to an equivalent resistance.
(Achieved: 89%, unachieved: 11%)

Very poor.	* [1]
Below average.	*** [3]
Average.	*********** [11]
Above average.	********** [10]
Excellent.	************ [12]

18. Understand how to apply Kirchhoff's circuit rules (the junction rule and the loop rule).
(Achieved: 86%, unachieved: 14%)

Very poor.	** [2]
Below average.	*** [3]
Average.	************** [14]
Above average.	********* [9]
Excellent.	******** [8]

19. Analyze the power used or supplied by circuit elements.
(Achieved: 89%, unachieved: 11%)

Very poor.	[0]
Below average.	**** [4]
Average.	*************** [15]
Above average.	*********** [11]
Excellent.	****** [6]

20. Understand how a source magnet or current-carrying wire creates a magnetic field, which exerts a force on a moving charge or current-carrying wire (the two-step field model).
(Achieved: 86%, unachieved: 14%)

Very poor.	[0]
Below average.	***** [5]
Average.	*************** [15]
Above average.	*********** [11]
Excellent.	****** [6]

21. Analyze the direction of a magnetic fields and forces using the appropriate right-hand rules.
(Achieved: 89%, unachieved: 11%)

Very poor.	[0]
Below average.	**** [4]
Average.	********** [10]
Above average.	************ [12]
Excellent.	*********** [11]

22. Understand how generators work.
(Achieved: 74%, unachieved: 26%)

Very poor.	* [1]
Below average.	******** [8]
Average.	*********** [16]
Above average.	******** [8]
Excellent.	** [2]

23. Understand how changing the magnetic flux through a wire loop produces an induced emf and an induced current (Faraday's law and Lenz's law).
(Achieved: 81%, unachieved: 19%)

Very poor.	* [1]
Below average.	****** [6]
Average.	******** [8]
Above average.	************ [12]
Excellent.	********** [10]

24. Analyze the step-up and step-down behavior of transformers.
(Achieved: 76%, unachieved: 24%)

Very poor.	* [1]
Below average.	******** [8]
Average.	************** [14]
Above average.	********* [9]
Excellent.	***** [5]

25. Understand the conditions for stability and instability in atomic nuclei.
(Achieved: 76%, unachieved: 24%)

Very poor.	** [2]
Below average.	******* [7]
Average.	****************** [18]
Above average.	******* [7]
Excellent.	*** [3]

26. Analyze various radioactive decay processes (alpha, beta-plus, beta-minus, electron capture, and gamma).
(Achieved: 75%, unachieved: 25%)

Very poor.	** [2]
Below average.	******* [7]
Average.	*************** [15]
Above average.	******* [7]
Excellent.	***** [5]

27. Analyze the time-dependent nature of radioactive decay activity.
(Achieved: 70%, unachieved: 30%)

Very poor.	**** [4]
Below average.	******* [7]
Average.	********** [10]
Above average.	************* [13]
Excellent.	*** [3]

28. Understand how Feynman diagrams are used to depict fundamental subatomic processes and interactions.
(Achieved: 73%, unachieved: 27%)

Very poor.	* [1]
Below average.	********* [9]
Average.	********** [10]
Above average.	************* [13]
Excellent.	**** [4]

Of the 28 student learning outcomes in the SASS, 15 were self-reported as being achieved by at least 85% of students, listed below in order of decreasing success:
2. Analyze the polarization of light. (97%)
8. Analyze the diffraction produced by a single-slit. (94%)
1. Quantify the frequency, speed and wavelength of light. (92%)
3. Analyze reflection, refraction, and total internal reflection. (92%)
7. Understand how double-slits produce constructive/destructive interference. (92%)
6. Analyze the constructive/destructive interference of waves. (89%)
16. Quantify (using Ohm's law) the resistance, electric potential difference, and current of a circuit element. (89%)
17. Understand how to reduce configurations of resistors to an equivalent resistance. (89%)
19. Analyze the power used or supplied by circuit elements. (89%)
21. Analyze the direction of a magnetic fields and forces using the appropriate right-hand rules. (89%)
4. Analyze images produced by lenses. (86%)
10. Understand how a source charge exerts a force on a test charge (the direct model). (86%)
13. Analyze the electric field created by several source charges. (86%)
18. Understand how to apply Kirchhoff's circuit rules (the junction rule and the loop rule). (86%)
20. Understand how a source magnet or current-carrying wire creates a magnetic field, which exerts a force on a moving charge or current-carrying wire (the two-step field model). (86%)

However, 13 student learning outcomes were self-reported as being achieved by less than 85% of students, listed below in order of decreasing success:
11. Analyze the electric force exerted on a test charge by several source charges. (81%)
15. Analyze the characteristics of parallel plate capacitors. (81%)
23. Understand how changing the magnetic flux through a wire loop produces an induced emf and an induced current (Faraday's law and Lenz's law). (81%)
12. Understand how a source charge creates an electric field, which exerts a force on a test charge (the two-step field model). (78%)
9. Understand how charges behave differently in conductors and insulators. (76%)
24. Analyze the step-up and step-down behavior of transformers. (76%)
25. Understand the conditions for stability and instability in atomic nuclei. (76%)
14. Understand the relationship between electric potential and electric potential energy. (75%)
26. Analyze various radioactive decay processes (alpha, beta-plus, beta-minus, electron capture, and gamma). (75%)
22. Understand how generators work. (74%)
5. Understand optical systems such as cameras, eyes, simple magnifiers, microscopes and telescopes operate. (73%)
28. Understand how Feynman diagrams are used to depict fundamental subatomic processes and interactions. (73%)
27. Analyze the time-dependent nature of radioactive decay activity. (70%)

Student learning outcomes 16, 17, 18, and 19 for this semester were also directly assessed using a shortened version of Electric Circuit Concept Evaluation.

As per the ACCJC (Accrediting Commission for Community and Junior Colleges), results from this indirect assessment SASS tool, along with the direct assessment ECCE tool will be used for course/program improvement by increasing emphasis on these lowest three learning outcomes in instruction in future semesters.

Education research: SASS, SPCI and student learning outcomes assessment (Cuesta College, spring semester 2014)

Student achievement of course learning outcomes are assessed by administering an Student Assessment of Skills Survey (SASS), a five-point Likert scale questionnaire (Patrick M. Len, in development), and the Star Properties Concept Inventory (SPCI, Janelle M. Bailey, "Development of a Concept Inventory to Assess Students' Understanding and Reasoning Difficulties about the Properties and Formation of Stars," Astronomy Education Review, Vol. 6, No. 2, pp. 133–139, August 2007) to Astronomy 210 students at Cuesta College, San Luis Obispo, CA. This is a one-semester, introductory astronomy course (with an optional adjunct laboratory), and is taken primarily by students to satisfy their general education science transfer requirement.

The SASS is administered online during the last week of instruction, to be completed before the final exam. The SPCI is administered in class during the last week of instruction.

The SASS results from this semester are compiled below. Values for the mean and standard deviations are given next to the modal response category for each question. Also listed is the percentage of students who have self-assessed themselves as having successfully achieving a learning outcome (responding "average," "above average," or "excellent") as opposed to not achieving success with a learning outcome (responding "very poor" or "below average").

Cuesta College
Student Assessment of Skills Survey (SASS)
Astronomy 210 spring semester 2014 sections 30674, 30676
N = 52
The questions below are designed to characterize your achievement of each of the learning outcomes by filling in a bubble on the rating scale provided to the right of each statement.

Mark the level of achievement that best describes your learning at the completion of the course.

1. Predict positions and cycles of stars, using a starwheel.
(Achieved: 98%, unachieved: 2%)

Very poor.	* [1]
Below average.	[0]
Average.	*************** [15]
Above average.	************************ [24]
Excellent.	************ [12]

2. Explain sun cycles and seasons.
(Achieved: 100%, unachieved: 0%)

Very poor.	[0]
Below average.	[0]
Average.	********************** [22]
Above average.	********************* [21]
Excellent.	********* [9]

3. Explain and predict lunar phases and times.
(Achieved: 92%, unachieved: 8%)

Very poor.	[0]
Below average.	**** [4]
Average.	***************** [17]
Above average.	**************** [16]
Excellent.	*************** [15]

4. Relate planets in the sky to a solar system map.
(Achieved: 83%, unachieved: 17%)

Very poor.	* [1]
Below average.	******** [8]
Average.	******************* [19]
Above average.	****************** [18]
Excellent.	****** [6]

5. Explain differences between models of planetary motion.
(Achieved: 92%, unachieved: 8%)

Very poor.	[0]
Below average.	**** [4]
Average.	******************************* [31]
Above average.	************* [13]
Excellent.	**** [4]

6. Explain evidence for the heliocentric model of planetary motion.
(Achieved: 83%, unachieved: 17%)

Very poor.	[0]
Below average.	********* [9]
Average.	************************* [25]
Above average.	************* [13]
Excellent.	***** [5]

7. Describe how optical telescopes work.
(Achieved: 88%, unachieved: 12%)

Very poor.	[0]
Below average.	****** [6]
Average.	************************** [26]
Above average.	**************** [16]
Excellent.	**** [4]

8. Describe different powers of optical telescopes.
(Achieved: 87%, unachieved: 13%)

Very poor.	[0]
Below average.	******* [7]
Average.	*********************** [23]
Above average.	*************** [15]
Excellent.	******* [7]

9. Explain which telescopes should be funded based on relevant criteria.
(Achieved: 92%, unachieved: 8%)

Very poor.	[0]
Below average.	**** [4]
Average.	***************** [17]
Above average.	****************** [18]
Excellent.	************* [13]

10. Explain how stars produce energy.
(Achieved: 92%, unachieved: 8%)

Very poor.	[0]
Below average.	**** [4]
Average.	******************* [19]
Above average.	********************* [21]
Excellent.	******** [8]

11. Explain the relationship between star brightness and distances.
(Achieved: 96%, unachieved: 4%)

Very poor.	[0]
Below average.	** [2]
Average.	************ [12]
Above average.	*************************** [27]
Excellent.	*********** [11]

12. Predict the size of a star based on brightness and temperature.
(Achieved: 96%, unachieved: 4%)

Very poor.	[0]
Below average.	** [2]
Average.	***************** [17]
Above average.	************************ [24]
Excellent.	********* [9]

13. Explain different stages a star will go through, based on its mass.
(Achieved: 94%, unachieved: 6%)

Very poor.	[0]
Below average.	*** [3]
Average.	******************** [20]
Above average.	******************** [20]
Excellent.	********* [9]

14. Explain evidence for the shape/size/composition of our Milky Way galaxy.
(Achieved: 83%, unachieved: 17%)

Very poor.	* [1]
Below average.	******** [8]
Average.	***************************** [29]
Above average.	************ [12]
Excellent.	** [2]

15. Explain evidence for how our Milky Way galaxy came to be.
(Achieved: 77%, unachieved: 23%)

Very poor.	[0]
Below average.	************ [12]
Average.	*************************** [27]
Above average.	************ [12]
Excellent.	* [1]

16. Explain how the speed of light affects observations of distant objects.
(Achieved: 88%, unachieved: 12%)

Very poor.	[0]
Below average.	****** [6]
Average.	************************ [24]
Above average.	***************** [17]
Excellent.	***** [5]

17. Explain evidence for the expansion of the universe.
(Achieved: 85%, unachieved: 15%)

Very poor.	* [1]
Below average.	******* [7]
Average.	*************************** [27]
Above average.	************** [14]
Excellent.	*** [3]

18. Describe characteristics of the universe a long time ago.
(Achieved: 81%, unachieved: 19%)

Very poor.	* [1]
Below average.	********* [9]
Average.	************************ [24]
Above average.	************* [13]
Excellent.	***** [5]

19. Explain evidence for how our solar system came to be.
(Achieved: 85%, unachieved: 15%)

Very poor.	* [1]
Below average.	******* [7]
Average.	************************** [26]
Above average.	************** [14]
Excellent.	**** [4]

20. Describe key features of terrestrial planets.
(Achieved: 96%, unachieved: 4%)

Very poor.	[0]
Below average.	** [2]
Average.	******************** [20]
Above average.	************************ [24]
Excellent.	****** [6]

21. Describe key features of jovian planets.
(Achieved: 90%, unachieved: 10%)

Very poor.	* [1]
Below average.	**** [4]
Average.	********************** [22]
Above average.	********************** [22]
Excellent.	*** [3]

22. Explain why Pluto is not currently categorized as a planet.
(Achieved: 98%, unachieved: 2%)

Very poor.	* [1]
Below average.	[0]
Average.	********* [9]
Above average.	************************ [24]
Excellent.	****************** [18]

23. Describe plausible requirements for life.
(Achieved: 98%, unachieved: 2%)

Very poor.	[0]
Below average.	* [1]
Average.	**************** [16]
Above average.	************************** [26]
Excellent.	********* [9]

24. Explain difficulties in investigating the possibility for extraterrestial life.
(Achieved: 81%, unachieved: 19%)

Very poor.	* [1]
Below average.	********* [9]
Average.	**************** [16]
Above average.	***************** [17]
Excellent.	********* [9]

Of the 24 student learning outcomes in the SASS, 18 were self-reported as being achieved by at least 85% of students, listed below in order of decreasing success:
2. Explain sun cycles and seasons. (100%)
1. Predict positions and cycles of stars, using a starwheel. (98%)
23. Describe plausible requirements for life. (98%)
22. Explain why Pluto is not currently categorized as a planet. (98%)
20. Describe key features of terrestrial planets. (96%)
11. Explain the relationship between star brightness and distances. (96%)
12. Predict the size of a star based on brightness and temperature. (96%)
13. Explain different stages a star will go through, based on its mass. (94%)
3. Explain and predict lunar phases and times. (92%)
5. Explain differences between models of planetary motion. (92%)
9. Explain which telescopes should be funded based on relevant criteria. (92%)
10. Explain how stars produce energy. (92%)
21. Describe key features of jovian planets. (90%)
7. Describe how optical telescopes work. (88%)
16. Explain how the speed of light affects observations of distant objects. (88%)
8. Describe different powers of optical telescopes. (87%)
17. Explain evidence for the expansion of the universe. (85%)
19. Explain evidence for how our solar system came to be. (85%)

However, six student learning outcomes were self-reported as being achieved by less than 85% of students, listed below in order of decreasing success:
4. Relate planets in the sky to a solar system map. (83%)
6. Explain evidence for the heliocentric model of planetary motion. (83%)
14. Explain evidence for the shape/size/composition of our Milky Way galaxy. (83%)
18. Describe characteristics of the universe a long time ago. (81%)
24. Explain difficulties in investigating the possibility for extraterrestial life. (81%)
15. Explain evidence for how our Milky Way galaxy came to be. (77%)

Compare these student learning outcomes self-reported as not being achieved (4, 6, 14, 15, 18, 24) those from a previous semesters (fall semester 2013: (6, 9, 14, 15, 17, 18); spring semester 2012: (6, 18); fall semester 2011: (4, 7, 8)).

Student learning outcomes 10, 11, 12, and 13 for Cuesta College students were directly assessed using the Star Properties Concept Inventory (excluding negative informed consent form responses):

Star Properties Concept Inventory v3.0
Astronomy 210 spring semester 2014 sections 30674, 30676
N = 55
ave ± stdev = 55% ± 16%

This semester's SPCI scores are comparable to results from 1,100 large research university students that have completed introductory astronomy and earth sciences courses (Bailey, 2007), where the average was 51% (no further statistics provided); and also comparable to SPCI results from earlier semesters at Cuesta College.

As per the ACCJC (Accrediting Commission for Community and Junior Colleges), results from this indirect assessment SASS tool, along with the direct assessment SPCI tool will be used for course/program improvement by increasing emphasis on these lowest three learning outcomes in instruction in future semesters.

Previous posts:

• Education research: SASS and student learning outcomes (Cuesta College, fall semester 2013).
  
• Education research: SASS and student learning outcomes (Cuesta College, spring semester 2012).
  
• Education research: SASS and student learning outcomes (Cuesta College, fall semester 2011).
  
• Education research: SASS and student learning outcomes (Cuesta College, spring semester 2011).
  
• Education research: SASS and student learning outcomes (Cuesta College, fall semester 2010).