|
|
On-Line
Evaluation (OLE) Instructions
For those of you that know how to write a narrative, go to:
https://www-cpcs.umassadmin.net/pls/cpcs/logon.faculty_logon
- Enter
your Emplid ID (your Emplid will be UMS +
your "campus id."). You
can use the Get
Your User ID link to find that information or get
help with getting one.
- Next
enter your password. Note that if you are
a first time user, you will need to log on to the Peoplesoft
system where your initial password is the first two
letters of your last name (capitalize the first letter only)
followed by your birth date in MMDDYYYY format. For example,
if John Smith were born on January 12, 1976, his password would
be Sm01121976. The system will force you to change your password
right away. You will see a message that your password has expired.
Follow the instructions, and be sure to answer the questions,
so that a new password can be established. You will then be
able to log into the CPCS system.
-
Then click "Submit Logon".
Forget your password? There is a link in the People Soft log
on page that can help you retrieve it: https://www-sa.umassadmin.net/servlets/iclientservlet/facss/?cmd=login
For
those of you that do not know how to write a competency narrative:
Instructors
write competency narratives based on the criteria and standards
set forth in the competency statement to certify that a student
has become competent in a particular area.
There
are two steps:
Step
1:
Writing
the narrative evaluations
|
Step
2:
Posting
the narrative evaluations to the CPCS On-Line Evaluation
System
|
Step
1 -- Writing the narrative evaluations:
When
evaluating a students' work, there are three possible evaluation
outcomes:
|
Completed
|
Student
has demonstrated the competency according to the criteria
and standards
|
|
Progress
Report
|
Student
has started work on the competency, or has made progress
in addressing the requirement of the competency, but has
more work to do.
|
|
No
Action |
Student
has submitted no work nor taken any action toward meeting
the competency. (These will often be student incorrectly
registered on your roster or students you may have seen
only at the beginning of the semester).
|
General
Guidelines for Writing Narratives:
The
evaluations you write become the students' permanent academic
record. Students may select some of their evaluations to be posted
on thier transcripts. It is very important, therefore, that evaluators
provide substantive comments that give a sense both of what the
competency requires and what the student has done to demonstrate
it. The competency evaluations (completions, and progress reports)
should be understandable to anyone reading it.
In
all narrative evaluations, whether for a completion or a progress
report, we should pay attention to the tone of our comments, making
sure that we are respectful and, to the extent appropriate, that
we emphasize positive points.
Certifying
competence: The narrative
should refer to what the competency requires. It is also important
for the narrative evaluations to say something about what the
student has done, how s/he has done it and the quality and scope
of the student's work. The evaluation should relate to the criteria
and standards of the competency. The audience for a completion
narrative may be graduate schools or employers. We ask, therefore,
that you write them in an appropriate manner for a public audience.
You should refer to the student in the third person and by last
name. The evaluation should be a thoughtful and thorough evaluation
of the work, without extraneous comments.
Example
of a Completed Competency Narrative:
Competency:
Can obtain, summarize, and present information about various
public and community characteristics.
Ms.
X ably demonstrated every part of this competency. Her history
of Cambridge was well-researched, clearly written and very
interesting (Criteria 1). It was longer and more detailed
than the competency required (and, in fact, would not, therefore,
be as useful as a short history for insertion in funding
proposals, etc.). However, if it had been shorter, she wouldn't
have been able to clearly draw out class considerations
in the development of Cambridge up to the present day, as
she did. Ms. X's tables, comparing the 1980 and 1990 census
of East Cambridge, were accurate and clearly presented.
Her analysis of this data was incisive and thorough. Again,
she went beyond the competency criterion and updated her
housing data to 1999 by utilizing data from the Cambridge
Community Development Department (Criterion 2). True to
form, she completed three rather than the required two small
information gathering projects (Criterion 3). This may be
because she was unable to obtain a full listing of the major
elected and appointed positions and boards, and the individuals
who occupy these positions going back 10 years. Her attempts
to obtain this information, which she described to me, were
appropriate and tenacious and her failure to obtain the
information points to no fault of Ms. X, but rather the
difficulty many face in obtaining public information. I
found her apartment rent survey to be particularly interesting
and extremely well-presented through bar graphs and narrative.
Finally, her title searches appear to be thorough and accurate.
Altogether, this is a terrific demonstration of Public and
Community Information Gathering.
|
Progress
Reports: The primary
purpose of a progress report narrative evaluation is to help the
student move towards competency completion and for use by a future
evaluator, should the original evaluator not be available to review
further work.
Therefore,
a progress report narrative should be sufficiently detailed so
that the student knows exactly what s/he has completed and what
s/he has yet to do, so that, if necessary, another evaluator could
evaluate the completion of the competency demonstration. The narrative
should refer to the requirements of the competency and not only
to the requirements/assignments of a course.
A
progress report narrative should say what of the competency has
been completed as well as what has not. Overall, there should
be a brief statement of what the overall competency is. If no
work towards the competency demonstration was initiated, the outcome
should be "no action", not "progress."
Example
narrative for a Progress Report:
Competency:
Can identify and analyze community needs within the larger
context of community issues.
Mr.
X has completed his demonstration of Criterion 1 and made
a good start on addressing Criterion 2 of this competency.
He has identified the Boston Hispanic community on which
to focus his paper (Criterion 1). While this community is
somewhat larger that the criterion specifies, I have given
my approval for this choice.
Mr.
X has briefly identified six issues of importance to this
community, but has not adequately documented his assertions
nor adequately described the needs that these issues reflect
(Criterion 2, Standard 1 and 3). In describing Boston's
Hispanic community and identifying the needs that the issues
reflect, X should say something about the distribution of
different ethnic groups within the Hispanic community, as
well as something about countries of origin, immigrant or
U.S. born status, geographic concentrations of the of the
Hispanic community within Boston, as well as various other
statistical data (such as income level of education, etc.).
Mr. X has not yet chosen which community issue to explore
in more detail. (Criterion 2, Standard 2) nor has he addressed
Criterion 3 and Standards 4 and 5.
|
No
Actions (NA's): No
actions are given if a student has submitted no work or has made
no progress toward demonstrating the competency. Sometimes students
names will be listed mistakenly on your roster. These should be
recorded as No Actions. This will be the default evaluation on
the on-line system. It is not necessary to provide any narrative
in these instances.
Back
to the top
Step
2 - Posting the student evaluations to the CPCS On-Line Evaluation
System:
Now
that you know how to write a narrative evaluation, you need to
know how to "get it into the system" when the time comes (end
of the semester). CPCS uses an on-line evaluation system.
Instructors access this system via the web using a Emplid and
password. If you cannot get into the system, contact the IT Help Desk at 617-287-5220 or helpdesk@umb.edu.
How
to Use the OLE System:
| Note:
To logon or logoff, OLE requires that you accept Cookies.
Make sure your web browser is configured to accept cookies.
|
- Enter
your Emplid ID (your Emplid will be UMS +
your "campus id."). You
can use the Get
Your User ID link to find that information or get
help with getting one.
- Next
enter your password. Note that if you are
a first time user, you will need to log on to the Peoplesoft
system where your initial password is the first two
letters of your last name (capitalize the first letter only)
followed by your birth date in MMDDYYYY format. For example,
if John Smith were born on January 12, 1976, his password would
be Sm01121976. The system will force you to change your password
right away. You will see a message that your password has expired.
Follow the instructions, and be sure to answer the questions,
so that a new password can be established. You will then be
able to log into the CPCS system.
-
Then click "Submit Logon".
Forget your password? There is a link in the People Soft log
on page that can help you retrieve it: https://www-sa.umassadmin.net/servlets/iclientservlet/facss/?cmd=login
| Note:
You must physically place your cursor into the "Emplid"
box, then tab to the "Password" box, then physically
click "Submit Logon" with the mouse. |
| Note:
First-time users will be prompted to change passwords in order
to access the system. |
- The
web browser will take you to your actual rosters. In the left
frame will be a list of all the competencies for which you are
the designated evaluator. In the right frame will be a list
of all the students registered for the first competency on the
left.
- Click
Roster for any competency in the left frame
to see the student roster for that competency in the right frame.
- Click
Details for any student in the right frame
to call up the competency evaluation screen for that student.
- The web browser
will take you to the Evaluation screen. All
competency evaluations should contain the following elements:
- Outcome
(Completed, In Progress, No Action). Make
sure the proper Outcome is selected from
the pop-up menu.
- Date
of evaluation. The evaluation date defaults to
the current date.
- The
mode of demonstration (CPCS course, Non-CPCS Course,
Project Based, Independent Learning, Prior Learning).
Be sure to check off all the relevant status boxes for the
work submitted.
- A
substantive Narrative Evaluation. Enter
the narrative in the space provided. The narrative for all
competency completions should contain some indication of
what the competency calls for, a description of what the
student submitted, and some measure of the quality of the
student's work. Progress Reports should state clearly which
competency criteria have been completed, which remain to
be completed, and what the student must do to complete the
remaining criteria.
- When
you are finished with an evaluation click Save.
If you try to go to another screen without pressing save
you will be prompted for a save. If you want hard copy of
an evaluation, the evaluation screen is printable. Simply
select the print function on your computer.
In
OLE 2.5, there is a new fail safe feature which will help to insure
a complete evaluation. You will be prompted to furnish missing
information if you try to hit Save without completing
the following:
an
outcome (Completed, In Progress, No Action),
a mode of learning (CPCS course, Non-CPCS Course, Project
Based, Independent Learning, Prior Learning), a narrative
evaluation.
- The
evaluation screen is also equipped with navigational buttons
which allow you to perform other tasks:
- If
you need to contact the student, click on Address,
Etc. next to their name to get
address and phone number.
- There
is a new Help button, to give you some
additional help in using the system.
- New
Narr enables you to enter a new narrative evaluation
for a student who is resubmitting work that was previously
evaluated.
- Roster
takes you back to the competency roster you are
working on so you can select another student. At the bottom
of a given competency roster, you can click Evaluation
Summary to see or print a running list of all
your evaluations for that competency.
- Logoff
enables you
to leave the system. Whenever you are finished doing evaluations,
click Logoff - you will again be prompted
to accept a "Cookie" - then quit your web browser.
This is an important security measure which could prevent
others from getting into your rosters.
Helpful
tip: instead of typing the narrative evaluations directly
into the system, type all of them into a word processing
document in advance. Then, when
you access the on-line system, you can copy each of the
narratives from the document, and paste them into the narrative
box in the on-line system
|
CPCS-OLE
System Hours:
7:00
AM - 7:00 PM Every day
(These
hours will be reliable on weekdays. Under normal conditions, the
system will also be available during these hours on weekends,
but occasionally weekend time may be used to maintain the system
or deal with any problems that might arise, so as to minimize
disruption during regular working hours.)
Where
To Go For Help:
If
you are having trouble logging on to the OLE system call the IT Help Desk at 617-287-5220 or email helpdesk@umb.edu.
AS
AN ASIDE:
Returning
Student Work and Evaluations: Students will be able to access
their evaluations directly through the web. You are not required
to print out evaluations for the students. If students request
a print out, it is fine to do so, or you may refer them to Student
Services and a staff member will assist the student.
The
easiest way for students to get their work back is for them to
give you a self-addressed stamped envelope (one large enough and
with enough postage to handle all their materials). If no envelope
is provided, their work should be sent to the Office of Student
Services for filing. Students may retrieve their materials at
the start of the next semester.
Back
to the top
|
