University of Arkansas at Little Rock

Assessment tools for PEAW 1300 - The First Year Experience Course, PEAW 1124 - Chancellor’s Leadership Corp, and East Cyber Scholars Course are described below.   

Midterm Student Self Appraisal

The University of Arkansas at Little Rock currently does not have a midterm grade reporting policy. The midterm marks a critical point for many first year students as they experience the transition to higher education. The self appraisal was developed as a student reflective and faculty feedback instrument from which intervention that promotes student development and academic success can occur.

Each student receives an individualized self-appraisal form showing current course enrollment. Students are asked to grade themselves in each course and respond to the three questions listed on the form. Faculty feedback to each student is written on the form and returned to them. Student’s responses are analyzed using Tesch’s eight-step model.

First Year Initiative Assessment (FYI)

This is a national benchmarking student assessment project from Educational Benchmarking Incorporated (EBI) in partnership with the Policy Center on the First Year of College supported by grants from the Atlantic Philanthropies and the PEW Charitable Trusts. UALR began its participation in 2001.

The FYI survey consists of a one-page, two-sided computer scan sheet with 70 survey questions, grouped by factors. Ten additional questions designed by UALR are also included in the survey. Six institutions are selected for comparison based upon the profile factors submitted by participating colleges and universities.

UALR is also compared to other institutions within its Carnegie Class of Doctoral/Research Universities – Intensive and all participating schools. In 2001, sixty-three institutions participated. In 2002, eighty-five institutions participated. The report analysis includes:

• A Priority Matrix identifies the factors that are most important to the overall satisfaction.
• A Summary of Factors which are reports comparing the study factors for with that of the Select 6, Carnegie Class, All Schools, and Longitudinal data. When ordered, the custom statistical Analysis Report reflects T-tests performed to show statistical differences in these comparisons.
• Highest and Lowest Performing Questions for each comparison group (Select 6, Carnegie Class, and All School).
• Longitudinal-A comparison of UALR’s current data with previous years.
• Analysis by factor.
• Course section analysis for each course section instructor allows them to understand their effectiveness and where they need to focus their attention to improve the course effectiveness.

This national survey of first-year seminars, and the provided comparison groups, allows a year-to-year perspective from which UALR can decide where it is at, and where it needs to be. Such benchmarking allows for a direct focus of time and financial resources for the greatest impact.

For continuous improvement, each course Instructor receives their respective section code report with a cover letter inviting them to discuss the results individually with the coordinator of the research and EBI. This is optional.

Freshman Demographic Survey (FDS)

This student assessment project was developed by faculty at the University of Arkansas at Little Rock. The Freshman Demographic Survey (FDS) was administered each semester to freshmen enrolled in PEAW 1300 and/or Composition I classes from fall 1998 to spring 2000.

The FDS survey consists of six-pages with 76 survey questions, grouped by factors. The report analysis includes:

• A demographic comparison of PEAW students with the Freshman General Population.
• Chi Square Test Results.
• A Priority Matrix which identifies the factors that are most important to the overall satisfaction.
• A Summary of Factors, which are reports comparing the study factors for with that of the Select 6, Carnegie Class, All Schools, and Longitudinal data. When ordered, the custom statistical Analysis Report reflects T-tests performed to show statistical differences in these comparisons.
• Highest and Lowest Performing Questions for each comparison group (Select 6, Carnegie Class, and All School).
• Analysis by factor.

The purpose of the FDS was to develop demographic and satisfaction profiles of freshman enrolled in a PEAW 1300 course during the assessment period and compare that with a profile of freshmen in the general UALR student population.

Freshman Attitude Survey (FAS)

Likewise the Freshman Demographic Survey (FDS), the Freshman Attitude Survey (FAS) was developed by faculty at the University of Arkansas at Little Rock. The FAS was administered in a pre- and post-test format each semester to freshmen enrolled in PEAW 1300 courses from fall 1998 to spring 2000.

The FAS survey consists of twelve-pages with 63 survey questions that were grouped into categories. The report analysis includes:

• A detailed comparison of PEAW student’s attitudes during the first semester and during the final week of the semester.
• Each section reflects the Chi Square Test results performed to show statistical differences.

The purpose of the FAS was to determine whether or not statistically significant differences existed between the student’s attitudes at the beginning the semester and the end of the semester.

Service Learning Evaluation

The Service Learning Evaluation is a one-page survey with 12 survey questions. This form was included in the post-administration of the FAS. Instructors were asked to evaluate the service learning evidence using a teacher evaluation form. Likewise, the service learning evaluation form was mailed to every site agency that hosted a student during the semester. The report analysis includes:

• A detailed comparison of the evaluation from the student’s, teacher’s, and site agency’s perspective.
• Each section reflects the Chi Square Test results performed to show statistical differences.

This procedure was established to assess the 12 service-learning objectives for the PEAW program.

Course Portfolio Evaluation

In addition to the Service Learning Evaluation, each student was required to submit a course portfolio at the end of the semester. Each portfolio included a tab for each learning objective, artifacts for each objective that best demonstrated a competency level for that objective, and a two-page reflective essay on their learning experience. The report analysis also includes bar graphs presenting the results from the course evaluation.

The course portfolio allowed students to self-select evidence to demonstrate their accomplishment of the six learning objectives identified by the PEAW Curriculum Committee.