Information Technology Reference
In-Depth Information
to apply lecture material, and a software project applying class material incorporating into
Word, PowerPoint, and Excel.
Basic software skills were required. For example, in all programs, students had to know
how to open a file, save a file, insert graphics, change fonts, etc. Additional Word skills were
setting margins, headers, footers, and page numbers. Excel required the ability to enter
formulas and create a simple graph. PowerPoint requirements included automating bullet
entry, changing backgrounds, and making slide transitions.
To automate testing, give immediate feedback, and allow full use of the software
programs, including help files, Software Assessment Manager (SAM), a product of Course
Technology/Thomson Learning, was used. Students had many chances to take the exams:
eight class periods were reserved for testing, every Friday afternoon, and the final exam time.
The same exams were given every time. To ensure the correct student was taking the exam,
every student had to check into the testing session with a photo ID and was required to show
the proctor their passing score.
Remediation was keyed to another Course Technology/Thomson Learning product:
Course CBT, a CD-based computer-based training tool. The SAM program created a study
guide for each exam. Students could look at the study guide, see exactly what they missed,
and see where on the Course CBT the skill was covered.
Students were not given in-class instruction in the software. In fact, the class is taught
in a large lecture hall with only one computer for the instructor. At no time were the students
in a lab setting with the instructor to learn the software. However, the students were required
to complete a project using all the software programs. In the first semester, two class days
were used to demonstrate the project and skills required for it.
STUDENT DEMOGRAPHICS
Our students have ACT scores in the 20 to 23 ranges. In high school, many of the
students were not required to be responsible. Many are accustomed to having class time to
do all homework, to having leniency on due dates, and to having opportunities for extra credit.
Our students had little experience in being responsible for learning required material on their
own.
Students were surveyed as to their previous software training. Eleven percent of
students indicated they had no software training, 56% had taken a high school class, 8% had
taken a college class, and 67% were self-taught. The numbers do not add up to 100% due to
more than one method selected.
METHODOLOGY
Results were gathered by student surveys. The first survey was completed at mid-
semester after the students had two weeks of in-class opportunities (eight class days) to take
the proficiency exams. The first round of testing was completed immediately after class rosters
were finalized in the third week of the semester. The second round was completed at the
semester midpoint. Students had the opportunity to take the exams on Friday afternoons;
however, by mid-semester, few students had taken advantage of the Friday afternoon testing.
The Blackboard program was used for the mid-semester survey. Blackboard includes
a survey function in the program, making it easy to create and take a survey, but it does not
