1.

Terminal Objective: (Module 1)

Use data analysis tools to summarize a data set
Enabling Objectives
Assessment Idea
Absorb Activity
1.1 Describe a data set
Small Group Discussion
with appropriate
summary statistics
Scenarios: Given
(mean, median, mode, summary statistics (i.e.
range, standard
exam results, attendance
deviation, percentiles) statistics, completion
rates), small group
discusses what can be
learned from the data
set (i.e. measure of
center, variation,
expected outcomes,
identifying students
needing additional
attention/assistance
(outliers))

1.2
1.3
1.4

Describe the impact

of outliers on
summary statistics
Apply the 68-95-99
rule to a normally
distributed data set
Interpret each of the

Parking Lot: Learners

post unanswered
questions to the parking
lot
See 1.1
See 1.1
Small Group Mastery

Do Activity

Connect Activity

performance
indicators found in a
given program data
profile (PDP) as they
relate to teaching and
learning using the
definitions provided
in the WTCS
Continuous
Improvement
Indicator Library

Quiz
Provide statistics taken
from a PDP; group
works to complete
selects all statements
that are true (or false)
relative to the statistic
given. For example,
course completion rate
is 60%. Which of these
statements are true:
(1) 60% of the
students earned
a C or higher
(2) 60% of the
students passed
the course
(3) 60% of the
students
completed the
course
Parking Lot: Learners
post unanswered
questions to the parking
lot

1.5

Construct an
appropriate graph

Small Group Discussion

/Gallery Walk

(bar, line, pie, time

series, histogram),
including a title and
labeled axes, to
illustrate summarized
data

1.6

1.7

Interpret data
presented in a table,
chart or graph

Identify trends in data

presented in table or
graphical form

Provide small group

with summary data
(QRP, PDP, CCSSE);
learners select
summary statistic(s) and
construct three different
graph types with
appropriate title/axes
for each piece of data.
Assessment ends with
gallery walk
Small group
discussion/Large group
Report Out
Provide time sensitive
data in summary
format: table, chart or
graph; learners
highlight important
ideas from data in small
group followed by large
group report-outs
See 1.6

2. Terminal Objective: (Module 2)

Summarize the scope and purpose of data analysis tools that are available at WITC through the Office of Institutional

Effectiveness
Enabling Objectives
2.1 Summarize the scope
and purpose of
college level data (i.e.
Noel-Levitz, CCSSE,
NCCBP)

Assessment Idea
Scavenger Hunt Mastery
Quiz: Multiple choice,
true/false, matching
or
WITC Data Matrix:
Learner completes
information in data
matrix for WITC data
sets provided by
Institutional
Effectiveness on the
Connection

2.2

2.4

Summarize the scope

and purpose of
program level data
(i.e. TSA, QRP, PDP)
Summarize the scope
and purpose of course
level data at WITC
(i.e. grade
distributions,
Blackboard item
statistics,
completion rates,
attrition rates,

See 2.1

See 2.1

Absorb Activity

Do Activity

Connect Activity

2.6

instructor
evaluations,
course
evaluations)
Explain the process
for requesting
specialized data from
the Office of
Institutional
Effectiveness

See 2.1

3. Terminal Objective: (Module 3)

Use classroom data to inform decision making about the teaching and learning process as part of WITCs plan-do-check-act
continuous improvement process
Enabling Objectives
3.1 Explain the steps in
WITCs continuous
improvement model
plan, do, check, act
as it relates to
teaching and learning
3.2 Select at least one
course-level
performance
indicator that can be
used to measure a
given teaching and
learning outcome
3.3 Gather classroom

Assessment Idea

Absorb Activity

Do Activity

Connect Activity

3.4

3.5

3.6

data (i.e. Blackboard,

grade book, student
evaluations, course
evaluations,
assignment
completion rates)
which can be used to
analyze a selected
performance
indicator
Analyze the
reliability of the data
gathered through the
chosen data
collection process by
checking whether the
data is dependable,
repeatable,
trustworthy and
consistent
Analyze the validity
of the data gathered
through the chosen
data collection
process by checking
whether the data
actually measures the
performance
indicator(s) selected
Identify any
problems or gaps that

3.7

3.8

3.9

exist in a given data

set
Analyze the available
data by calculating
appropriate statistics,
constructing tables of
summarized data or
creating charts/graphs
Use the data analysis
to identify trends or
to compare statistical
measurements to
established
benchmarks
Design (in writing) a
plan for an outcome
identified as needing
improvement that
documents proposed
changes in the
teaching or learning
process, outlines
action steps to be
taken and provides a
schedule for
revisiting the
outcome after
changes have been
implemented

4. Terminal Objective: (Module 4)

Use program data to inform decision making about the teaching and learning process as part of WITCs plan-do-check-act
continuous improvement process
Enabling Objectives
Assessment Idea
4.1 Explain the steps in
WITCs continuous
improvement model
plan, do, check, act
as it relates to
program health
4.2 Select at least one
program-level
performance indicator
that can be used to
measure a given
teaching and learning
outcome
4.3 Gather program-level
data (i.e. TSA, QRP,
PDP) which can be
used to analyze the
selected performance
indicator
4.4 Analyze the
reliability of the data
gathered through the
chosen data
collection process by
checking whether the
data is dependable,

Absorb Activity

Do Activity

Connect Activity

4.5

4.6
4.7

4.8

4.9

repeatable,
trustworthy and
consistent
Analyze the validity
of the data gathered
through the chosen
data collection
process by checking
whether the data
actually measures the
performance
indicator(s) selected
Identify any problems
or gaps that exist in a
given data set
Analyze the available
data by calculating
appropriate statistics,
constructing tables of
summarized data or
creating charts/graphs
Use the data analysis
to identify trends or
to compare statistical
measurements to
established
benchmarks
Design (in writing) a
plan for an outcome
identified as needing
improvement that

documents proposed
changes in the
teaching or learning
process, outlines
action steps to be
taken and provides a
schedule for
revisiting the
outcome after
changes have been
implemented
5. Terminal Objective: (Module 5)
Use college-level data to inform decision making about the teaching and learning process as part of WITCs plan-do-checkact continuous improvement process
Enabling Objectives
Assessment Idea
5.1 Explain the steps in
WITCs continuous
improvement model
plan, do, check, act
as it relates to college
health
5.2 Select at least one
college-level
performance
indicator that can be
used to measure a
given teaching and
learning outcome

Absorb Activity

Do Activity

Connect Activity

5.3

5.4

5.5

5.6
5.7

Gather college data

(i.e. Noel Levitz SSI,
CCSSE, NCCBP)
which can be used to
analyze the selected
performance
indicator
Analyze the
reliability of the data
gathered through the
chosen data
collection process by
checking whether the
data is dependable,
repeatable,
trustworthy and
consistent
Analyze the validity
of the data gathered
through the chosen
data collection
process by checking
whether the data
actually measures the
performance
indicator(s) selected
Identify any problems
or gaps that exist in a
given data set
Analyze the available
data by calculating

5.8

5.9

appropriate statistics,
constructing tables of
summarized data or
creating charts/graphs
Use data to identify
outcomes that need
improvement by
looking for changes
in performance
indicators over time
Design (in writing) a
plan for an outcome
identified as needing
improvement that
documents proposed
changes in the
teaching or learning
process, outlines
action steps to be
taken and provides a
schedule for
revisiting the
outcome after
changes have been
implemented