assessment: course four column - el camino … evidence from primary and secondary sources to...

Compton: Course SLOs (Div 3) - English

FALL 2015Assessment: Course Four Column

COM: ENGL 15A:Survey British Literature

Course SLOs Assessment MethodDescription Results Actions

SLO # 1 - Upon completion of thecourse, students will identifyrepresentative works of major Britishauthors from Medieval, EarlyModern, Restoration, and the 18thCentury periods, and examine theirliterary genres, devices, conventions,and poetic elements

Inactive Date:

Course SLO Assessment Cycle: 2014-15 (Fall 2014), 2015-16 (Fall 2015),2016-17 (Fall 2016), 2017-18 (Fall2017), 2018-19 (Fall 2018)

Course SLO Status: Active

Input Date: 06/02/2014

Comments::

Standard and Target for Success:The target for success for this SLO is80%.

Faculty Assessment Leader: Nancy GuimaraesFaculty Contributing to Assessment:Reviewer's Comments:

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Met30% of student's papers were assessed. 4 studentssuccessfully completed SLO #1. Since the course has neverbeen taught before, there is no prior data to compare.(06/10/2014)

Reviewer's Comments:

Essay/Written Assignment - For thefinal paper, students will choose atopic from Virginal Woolfe's Mrs.Daloway and give an in-depthanalysis of the topic selected. Utilizetextual evidence from primary andsecondary sources to support theargument.

Standard and Target for Success:70% of the students will achieve atleast 75% on their essay according tothe standard grading rubric.

Faculty Assessment Leader: Valerie WoodwardFaculty Contributing to Assessment: Valerie WoodwardReviewer's Comments:

Action: The course outline of recordalso specifics Irish, Scottish, andWelsh sources as possible regions tobe studied in this class whereas theSLOs only specify British.(12/10/2014)

Follow-Up: By next fall semester2015, I would like to meet withsomeone to review the SLOwording to make it agree with theCourse Outline of Record or viceversa. (12/08/2015)

Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetOut of the 7 papers received for this essay assignment, sixachieved a "satisfactory" for this SLO. "Satisfactory" isdefined as earning a 70% or better on this portion of theessay. (12/10/2014)


Essay/Written Assignment -Students will write a thesis drivenessay utilizing primary andsecondary sources. I will introduceappropriate primary sources anddemonstrate how to find secondarysources via homework assignmentsstarting in the second week of thesemester.

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Related Documents:Grading Rubric for 15A SLO.docx



Standard and Target for Success:

Faculty Assessment Leader: Valerie Woodward (reportingonly)Faculty Contributing to Assessment: Natalie RicciReviewer's Comments: It is important to note that the onestudent who failed to meet this SLO (as well as the othertwo SLOs) is a non-native speaker of English.

Action: Based on the assessmentresults, current teaching practicesshould be continued. (12/09/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetAll students except one were able to meet this SLO and forthe student who did not meet this SLO, he or she wasunable to meet any of the SLOs thereby prompting theinstructor to posit that this student was not ready for thisclass. (11/30/2015)


Essay/Written Assignment -Research essay utilizing scholarlysecondary sources

Standard and Target for Success:Out of the seven (7) remainingstudents, 70% will be expected tomeet all three SLOsReviewer's Comments: Based on theresults, 6 of the 7 studentssuccessfully met SLO #1 and there

Essay/Written Assignment -Research essay utilizing scholarlysecondary sources


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was 1 unsatisfactory paper.

SLO #2 - Upon completion of thecourse, students will perform literaryanalysis on representative worksfrom the periods covered by thecourse, interpreting linguistic orformal features, and displayingawareness of relevant cultural andhistorical backgrounds.

Inactive Date:




Comments::

Standard and Target for Success:The target for success for this SLO is80%


Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Met30% of students papers were assessed. 4 studentssuccessfully completed SLO #1. Since the course has neverbeen taught before, there is no prior data to compare.(06/10/2014)


Essay/Written Assignment - For thefinal paper, students will choose atopic from Virginal Woolfe's Mrs.Daloway and give an in-depthanalysis of the topic selected. Utilizetextual evidence from primary andsecondary sources to support theargument.


Faculty Assessment Leader: Valerie Woodward (reportingonly)Faculty Contributing to Assessment: Natalie RicciReviewer's Comments: A more continual emphasis ofanalysis vs. summary may be helpful to the students.Although students in this class must pass English 1A, it isclear that the differences between writing about non-fiction vs. fiction is a change that is challenging to manystudents.

Action: Earlier and more continuedemphasis on analysis vs. simplecomprehension and summary needsto be incorporated into the courseteaching strategies. (12/09/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Not MetOnly four of the seven students were able to achieve thisSLO or 57%. Literary analysis appears to be a skill that is stillbeing developed by the students. (12/09/2015)


Action: SLO 2 is worded ambiguously.It is unclear what precisely is meantby "interpreting linguistic or formalfeatures". I suggest changing thewording to be more specific such as"interpreting literary elements suchas rhythm, meter, genre, plot, etc."Also, it is unclear what precisely ismeant by "displaying awareness of

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetOf the 7 students assessed, 6 achieved a satisfactory gradeand 1 student earned an unsatisfactory grade for SLO 2."Satisfactory" means a 70% or above on this portion of theessay (12/10/2014)





relevant cultural and historicalbackgrounds." To me, this seems toimply that each essay or assignmentneeds to include a distinctconnection to historical eventsinstead of the flexibility to perform aclose reading on the piece ofliterature. (12/08/2015)Action Category: CurriculumChanges

SLO #3 - Upon completion of thecourse, students will research,evaluate, and synthesize secondarymaterial, and incorporate thatmaterial into a term paper thatinterprets a work of British literaturefrom the Anglo-Saxon period throughthe 18th century.

Inactive Date:




Comments::

Standard and Target for Success:The target for success for this SLO is80%


Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not Met30% of student's papers were assessed. 3 studentssuccessfully completed SLO #1. Since the course has neverbeen taught before, there is no prior data to compare.(06/10/2014)


Essay/Written Assignment - For thefinal paper, students will choose atopic from Virginia Woolf's Mrs.Dalloway and give an in-depthanalysis of the topic selected. Utilizetextual evidence from primary andsecondary sources to support theargument.


Faculty Assessment Leader: Valerie Woodward (reportingonly)Faculty Contributing to Assessment: Natalie RicciReviewer's Comments: Earlier and more sustainedemphasis on researching and citing sources needs to occurin class. Despite all students having passed English 1A as aprerequisite for this class, this skill appears to beunderdeveloped.

Action: Introduce through specificlesson plans research and citationusing secondary scholarly sources.Assigning secondary material willhelp alleviate the lack of outsidesources in assigned work.(12/12/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Not MetOnly 3 of the 7 students were able to meet this SLO (lessthan 50%). Although research, evaluation and synthesis ofsecondary sources is taught and emphasized in English 1A, itis unclear why less than half of the students were unable tomeet this student learning outcome. (11/30/2015)






Action: The wording for SLO #3should be changed to eliminate"upon completion of the course."Although one of the objectives of thiscourse is to ensure that students canwrite a research paper, this objectivecan be met at any time during thesemester's assignments since aresearch paper is required in order topass English 1A, a prerequisite forEnglish 15A. (12/08/2015)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetOf the 7 students assessed, 6 students achieved a"satisfactory" on SLO 3 and 1 student achieved an"unsatisfactory." "Satisfactory" means earning at least a70% on this portion of the assignment. (12/10/2014)


COM: ENGL 1B:Literature/Composition


SLO #1 - Write an out-of-class, thesis-driven essay that identifies andanalyzes the literary elements of aprimary text (plot, theme, setting,point of view, character, style,symbol, etc.).

Inactive Date:




Comments::

Standard and Target for Success:Seventy percent or more of thepapers should meet therequirements of this thesis-drivenessay discussing literary elements ofthe drama under analysis.

Related Documents:English 1B SLOAssignment_F14.doc

Faculty Assessment Leader: Ruth Roach and ValerieWoodwardFaculty Contributing to Assessment: Tom Norton, DavidMaruyama, Judy Crozier, and John MilleaReviewer's Comments:

Action: Continued thought to (1) thealignment of English 1A and 1B, (2)whether or not students are comingdirectly from English 1A or after abreak, and (3) grammatical andgeneral writing refreshers areneeded, as well as perhaps utilizingin-class tutors to strengthen the areaof thesis-driven writing. (12/14/2018)

Follow-Up: Thesis-driven writingseems to be carrying over fromEnglish 1A well. (01/20/2016)

Action Category: Program/CollegeSupport

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetSeventy-six percent of the papers met the requirements ofSLO#1, with 26 papers at an acceptable level and 8 papersat an unacceptable level. Faculty attribute this positiveoutcome to assignments on the levels of comprehensionand general lectures developed in response to the quality ofwriting at the beginning of the semester, to help studentsdifferentiate between summarizing and analyzing theprimary work. (12/12/2014)


Term/Research Paper - Studentsshould prepare a typed researchpaper of 4-6 pages in MLA format ona drama, near the end of thesemester.

Standard and Target for Success:The goal is for 70% or more ofstudents assessed to demonstratecompetency on the SLO with asupported thesis and properunderstanding of literary concepts.

Related Documents:ENGL 1 B Assessment Rubric

Faculty Assessment Leader: Ruth RoachFaculty Contributing to Assessment: Joni Johnson, DavidMaruyama, Thomas Norton, Valarie WoodwardReviewer's Comments:Related Documents:English 1B Rubric.pdf

Action: Some faculty had personalimprovement in outcomes over theprevious year by giving moreattention to (1) literature analysis inlectures and (2) draft revision inconsultation with the facultymember or writing center. Therubric received from Torrance, whichwas not used last year at Compton,needs revision for grammatical errors("C" purpose statement and "F"development statement, inparticular). (12/14/2018)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Not MetOn the positive side, more students completed theassignment compared to last year: 43 compared to 34.Additionally, more than half passed the SLO. However, thepercentage of those meeting the SLO declined from 76%last year to 58% this year. Some reasons for the skewedresults included some cases of plagiarism and somemisunderstanding over television dramas not being dramas,which showed students did not understand the studiedliterary concepts. (01/13/2016)


Term/Research Paper - Based on theprevious year's results anddiscussion, the plan is to assessstudents' performance on the dramaresearch paper in the last month ofthe semester.

SLO #2 - Effectively incorporatequotations from a primary text.Course SLO Status: Active

Semester and Year Assessment Conducted: 2013-14 (Fall2013)Standard Met? : Standard Not Met

Directly related to Course SLO


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Inactive Date:

Course SLO Assessment Cycle: 2014-15 (Fall 2014), 2015-16 (Fall 2015),2016-17 (Fall 2016), 2017-18 (Fall2017), 2018-19 (Fall 2018)Input Date: 12/19/2013

Comments::

Faculty Assessment Leader: Thomas NortonFaculty Contributing to Assessment: Ruth Roach, NancyGuimaraes, Amber GillisReviewer's Comments:

Only 32 essays were analyzed out of 59 submitted. SLO #1found 21 essays acceptable, and 11 not, though 41 wereacceptable and 18 was the total not acceptable if all wereincluded. For SLO #2, 21 were acceptable and 11 not; if theothers were included, 38 were acceptable and 21 were notacceptable. For SLO #3, 15 were acceptable and 17 werenot; if counting all, 30 were acceptable and 29 were not.Ingeneral, SLO’s #1 and #2 about 66% were acceptable (or69% were acceptable for SLO #1 and 64% were acceptablefor SLO #2—all told). For SLO #3, out of 59 essays, 51 %were acceptable and 49% were not. SLO #3 shows a lowerrate of acceptability. Therefore, more effort must be putinto utilizing secondary sources as scholarly support in essaywriting. (02/04/2014)


Standard and Target for Success:Seventy percent of the researchpapers should appropriately andcogently introduce, cite, and analyzethe primary work of literature, theselected drama.


Faculty Assessment Leader: Ruth Roach and ValerieWoodwardFaculty Contributing to Assessment: Tom Norton, DavidMaruyama, Judy Crozier, and John MilleaReviewer's Comments:Related Documents:English 1B SLOAssignment_RecommendedRevisions (1).doc

Action: Faculty believe that a step-by-step approach to teaching thisaspect of the writing is needed toaddress this area in particular. Also,the mention of MLA format shouldbe part of the SLO statement.(12/14/2018)

Follow-Up: The SLO statementhas not been changed, but ourassignment sheet was revised tomention MLA format.(01/20/2016)


Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Not MetFifty-six percent of students successfully quoted from thedrama under analysis. In other words, 19 students did so inan acceptable way and 15 students did not do so in anacceptable way of the 34 students assessed. While this ismore than half of the students assessed, faculty would likethese numbers to be higher. (12/12/2014)


Term/Research Paper - Studentsshould write a typed research paperof 4-6 pages in MLA format on adrama, near the end of thesemester.

Action: To achieve gains, possiblyraising the stakes on the researchpaper to 300 points or 30% of thecourse grade would cause studentsto give more attention to therequirements of this assignment.

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Not MetThe percentage held steady at fifty-six percent quotingproperly from the primary text (this time, 25 did so properlywhile 19 did not). Some of the same factors influence the

Term/Research Paper - Studentsshould write a typed research paperof 4-6 pages in MLA format on adrama. Based on the previous year'sresults and discussion, the plan is toassess students' performance on the



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Standard and Target for Success:The goal is for 70% or more ofstudents to show that they knowhow to properly include quotes intheir writing.

Related Documents:English 1BSLOAssignment_RecommendedRevisions (1).doc

Faculty Assessment Leader: Ruth RoachFaculty Contributing to Assessment: Joni Johnson, DavidMaruyama, Thomas Norton, Valerie WoodwardReviewer's Comments:

Second recommendation: whilethesis-driven writing seems to becarrying over from English 1A, itseems that English 1A needs aseparate SLO on MLA formatadditionally. (12/14/2018)Action Category: CurriculumChanges

results here as influenced the outcome of the first SLO, suchas plagiarism and students working on different genresbeside drama. (01/13/2016)


drama research paper in the lastmonth of the semester with moreconsistent attention to MLA format.

SLO #3 - Effectively utilize scholarlysources as secondary support.

Inactive Date:




Comments::

Faculty Assessment Leader: NortonFaculty Contributing to Assessment: Ruth Roach, NancyGuimaraes, Amber GillisReviewer's Comments:

Semester and Year Assessment Conducted: 2013-14 (Fall2013)

Only 32 essays were analyzed out of 59 submitted. SLO #1found 21 essays acceptable, and 11 not, though 41 wereacceptable and 18 was the total not acceptable if all wereincluded. For SLO #2, 21 were acceptable and 11 not; if theothers were included, 38 were acceptable and 21 were notacceptable. For SLO #3, 15 were acceptable and 17 werenot; if counting all, 30 were acceptable and 29 were not.Ingeneral, SLO’s #1 and #2 about 66% were acceptable (or69% were acceptable for SLO #1 and 64% were acceptablefor SLO #2—all told). For SLO #3, out of 59 essays, 51 %were acceptable and 49% were not. SLO #3 shows a lowerrate of acceptability. Therefore, more effort must be putinto utilizing secondary sources as scholarly support in essaywriting. (02/04/2014)

Standard Met? : Standard Not Met


Action: Faculty can plan for thisassessment at the beginning of thesemester, if not contacting faculty inthe week prior to the semester toprepare their syllabi accordingly with

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Not MetForty-one percent of papers did cite scholarly worksproperly; that is, 14 of 34 papers did so while 20 did not.

Term/Research Paper - The researchpapers of 4-6 pages in MLA formatshould appropriately and cogentlyintroduce, cite, and analyze twoscholarly works minimum, which are






Standard and Target for Success:Seventy percent or more of thestudents should successfully quotefrom scholarly works.


Faculty Assessment Leader: Ruth Roach and ValerieWoodwardFaculty Contributing to Assessment: Tom Norton, DavidMaruyama, Judy Crozier, and John MilleaReviewer's Comments:Related Documents:2015Levels_of_Comprehension-Explain-Overview.pdfEnglish 1B SLOAssignment_RecommendedRevisions.doc

account information forwww.turnitin.com, plans for MLAformatting refreshers, instruction onplagiarism, direction aboutappropriate databases, and samplesof appropriate quote lead-ins forstruggling students that also becomethe basis for more sophisticatedanalysis by all students. Inrecognition of returning or non-traditional students who populatethis class and are potentiallyoverwhelmed, the drama--a longerwork with a lot to digest--should beplaced toward the end of the course,as students build and improve theiranalytical skills. (12/14/2018)Action Category: SLO/PLOAssessment Process

This is the area of greatest concern, with studentsseemingly the most apprehensive on this matter, evenavoiding, in some cases, the requirement to enter theirpapers at www.turnitin.com. (12/12/2014)


about the drama selected.

Standard and Target for Success:The goal is 70% or more of studentsshowing that they properly usescholarly literature databases intheir writing.

Faculty Assessment Leader: Ruth RoachFaculty Contributing to Assessment: Joni Johnson, DavidMaruyama, Thomas Norton, Valerie WoodwardReviewer's Comments:

Action: To improve further, there is adesire for repeat visits to library ortwo orientations--one at thebeginning and one at the end of thesemester--to give students sufficientpractice with successfully navigatingliterary databases. Generally,technological tools in the classroomwould also be appreciated to be ableto offer students quickdemonstrations and periodic reviewson how to properly conduct anddocument this research.(12/14/2018)Action Category: Program/CollegeSupport

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Not MetOn the positive side, there was nearly a 10% improvementover last year on this SLO, from 41% last year to 53% thisyear. (01/13/2016)


The research papers of 4-6 pages inMLA format should appropriatelyintroduce, cite, and analyze twoscholarly works minimum, which areabout the drama selected. Based onthe previous year's results anddiscussion, the plan is to assessstudents' performance on the dramaresearch paper in the last month ofthe semester, with more consistencyamong students sending their essaysto www.turnitin.com as a secondarycheck of their research.



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COM: ENGL 1C:Critical Thinking/Comp


SLO #3 - Organize an essay in properMLA format and will also betechnically correct in paragraphcomposition, sentence structure,grammar, spelling, and usage.

Inactive Date:




Comments::

Standard and Target for Success: Itis expected that 70% of students willscore “acceptable” on this SLO.

Action: Consider MLA review to bemandatory in all English 1C courses.(01/28/2016)Action Category: TeachingStrategiesAction: Consider using the WritingCenter more to deal with MLA issues.(01/28/2016)Action Category: TeachingStrategiesAction: Reevaluate the courseoutline to include teaching MLAstructure since this is a measuredSLO. (02/10/2015)Action Category: CurriculumChangesAction: Writing workshops, which areconducted by the Learning Center,should be incorporated into thecourse.Note: As seen in several sections of1C, students did not actively engagein the critical thinking process.Students must be promoted to takepart in learning by engaging inclassroom activities and seeking helpfrom outside workshops through theLearning Resource Center.(02/10/2015)Action Category: Program/CollegeSupportAction: Review essay and researchpaper process. Do not assume itcarries over from English 1A.(01/20/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Not Met75 Satisfactory33 Unsatisfactory69.444%

Generally the pass rate went down. All faculty reflectionsindicated spotty execution of MLA. There has also be casesof plagiarism.

Actions? Generally all people agree that a review of MLADocumentation is the key. Also, it is clear that knowledgeof MLA documentation is not a given in English 1C.

A push for the use of the tutorial services of the WritingCenter is also noted.

Some are use annotated bibliographies which seems to helpwith this SLO as well as SLO 1 and 2.

--------------------------------------------------------------------------------------------Specific Narrative Responses & Reflections

Based on your results, what recommendations/changes doyou suggest be made in the classroom to help studentsachieve their learning outcomes to be more successful infuture semesters?• Based on the analysis of the assessment itappears that students need a bit more clarity on what biasand credibility are.• Perhaps, part of the course curriculum needs toinvolve a review of MLA components. It has been myexperience that students—whether coming directly from 1Aor having spent time away—need a review.• One change I am planning for next term is to send


Essay/Written Assignment - Weevaluated the students essays basedon department rubric for English 1C.The rubric was based on the essaysability to have a claim that issupported with analysis, elements ofargumentation, integration ofprimary and secondary sources, theability to properly identify sources,and the MLA format.



all students who have significant MLA issues on final draftsto the Writing Center for additional tutoring. They will berequired to resubmit said drafts after such issues areaddressed. Typically, 1C students who have significantissues in this area are very likely to have other basicproblems in terms of depth of analysis, organization,proofreading, etc.• I think that it is important to emphasize researchat the starting gate with our students. It takes a while forthe concept of real scholarly research to click in for a lot ofour students. • It appears that many students are still havingissues with basic MLA formatting and integrating quotes. Itmight be beneficial to review MLA formatting and possiblydo a small assignment in the beginning of the semester thatrequires students to utilize MLA formatting and integrationof quotes without the weight of a regular paper assignment• Students seemed to come quite unprepared whenit came to essay structure and grammar. Additionally, MLAwas non-existent. I ended up having agrammar/structure/MLA week after the first essay to tryand address some of the issues, but in the future, I’m goingto have it as the first week as a “refresher”. This way I canwork on some of the issues earlier. While I did havestudents who were on the right track (earning a C average)with their analysis, argument, and integration of sources,they fell below the standard when points were deducted forMLA and mechanics. It wasn’t just nitpicky grammar orstructure things, rather, they were issues that obscuredmeaning.• Additionally, I’m going to spend a lot longerworking on what “credible” means, why sources need to bevetted, etc. They understood it on their annotatedbibliography, but then when they went to find additionalsources, it was not utilized.•

What are your overall thoughts about the current SLOs? Doyou think changes need to be made to wording, outcomegoals, etc?



• The current SLOs are clearly worded and concisein what they are measuring.• In regards to SLO 2 I find no value in havingstudents discuss their own credibility, relevance, and bias intheir own arguments. The portion of the essay where theydo discuss this always reads like “filler” and really doesn’tadd to the overall quality of the assignment. Rather, I ammore interested in a student’s ability to discuss thecredibility, relevance, and bias in the primary and secondarysources they use. This seems a stronger reflection of theirability to think critically.• The word “bias” in SLO Two should bereconsidered; the term has become imprecise in ourcurrent political and cultural climate, regardless of its pastmeaning. Today, “bias” is frequently charged when allopinions are not represented equally, no matter howoutrageous, illogical, or unfounded such views may be, orsimply because the speaker has a specific opinion.

3. What are you doing in your course(s) that has workedwell to help your students meet and/or exceed the existingSLOs? (A best practice that could be passed along toothers?)• One of the changes that I have made in my classesis to institute a new module on understanding thecredibility of sources.• I continue to find guided peer editing exercises tobe of great value. This is hardly innovative, but it workswhen there’s an emphasis on the “guided” bit. Studentspractice by analyzing how well class partners meet thecriteria for a strong paper, and then, one hopes, they gohome and do the same thing on their own drafts. My aboveaverage students in particular find the exercise of greatvalue.• First, I think the text I use “Thinking for Yourself”by Maryls Mayfield is why so many students are doing well.The text reviews the components of critical thinking in astudent-friendly manner.• On the positive side, my observations are that themore detailed checklist which I introduced in all my classes



Faculty Assessment Leader: David H MaruyamaFaculty Contributing to Assessment: Nikki Williams, StefanBergman, Ruth Roach, Christopher Halligan, Jennifer Hill,Tom Norton, Georgia Moten, Mora Mattern,

improved the overall professional appearance of mystudents’ research paper documents, which I hope willreflect positively on our institution with more consistency intheir other classes and upon transfer to university. On theother hand, there were more grammatically-challengedstudents entering English 1C than I have experienced in thepast and some persisting MLA punctuation errors that keepsurfacing. I think I’ll try a humorous “how to fail theresearch paper” checklist to both reduce anxiety (throughthe humor) and bring attention to the errors (we can callthis “pointed humor”). In the end, some totally missed themark on MLA documentation within the essay and in theWorks Cited list while there was a case of plagiarism and anoff-topic essay to bring the results on the third SLO down aswell.• In my English 1C course I have been usingAnnotated Bibliography assignments to help with theresearch paper they do at the end of the semester. Thishelps students create their Works Cited citations andsynthesize the information from the articles they havefound.• As an online course, I have the flexibility to givethem handouts throughout the week as I see issues arise;however, I don’t have that one-on-one class time to reallydig deep with some of the issues. What I’ve found effectivehas been sending out little jing videos (screencasts) thattarget very specific errors, using authentic materials (eithertheir posts or assignments). The only drawback to this isthat they can’t view the video on an iphone because ofsoftware incompatibility, so they physically need to be at acomputer.•

(12/31/2015)



JenniferTriplett, Morgan Mayreis-VoorhisReviewer's Comments:


COM: ENGL 82:Introduction to Reading Skills


SLO #1 - Demonstrate their ability torecognize context clues that assistwith vocabulary acquisition necessaryto comprehend and analyze multi-paragraph non-fiction texts written atthe 7-9th grade level.

Inactive Date:




Comments::Standard and Target for Success:The target for success is at leastseventy percent of the studentsachieve an acceptable score for thisSLO. An acceptable score is thirty ormore correct out of the forty testquestions, or better than seventypercent on the Townsend Pressexam.

Faculty Assessment Leader: J. BernaudoFaculty Contributing to Assessment:Reviewer's Comments:

Action: It may be time to revisit theassessment tool we are using, andeither choose an entirely new test, oradd to the test we are currentlyusing. For example, we could add aparagraph that is to be outlined andannotated by the student as anothertask in addition to the test. In thistask the student would also berequired list at least two words fromthe paragraph and provide his or herdefinitions for these words.(01/16/2015)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetEleven sections of English 82 participated in the assessmentof this SLO for a total of 328 students. A sample of 25% ofeach section was assessed for a total of 82 students. Out ofthis last number, 58 or 71% achieved an acceptable scorefor this SLO of 30 or more correct on the Townsend Pressexam; 24 or 29% percent did not achieve an acceptablescore of 30 or more correct on the Townsend Press examfor this SLO. (01/04/2015)


Standardized/Licensing Exam - TheTownsend Test "Level 1, Form A"was used. The test consists of threeparts which are mixed togetherthroughout all the test questions.One of these parts, "languagecompetency," involves determiningmeanings of words or phrases incontext, detecting bias, andrecognizing tone.

Standard and Target for Success: Itis expected that 70% of students will

Faculty Assessment Leader: Jose BernaudoFaculty Contributing to Assessment: J. Bernaudo, J. Crozier,

Action: Although the currentTownsend Press Test used forassessment has been tailored toEnglish 82, there is consensus amongfaculty that it does not accuratelymeasure this SLO, so there are plansto add an additional task to theassessment tool. In this task thestudent will be required to list atleast two words from a sampleparagraph and provide his or herdefinitions of these words based oncontext clues such as examples,

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Not MetTwelve sections of English 82 participated in the assessmentof this SLO for a total of 276 students. A sample of 10students from each section was assessed for a total of 120students. Out of this last number, 76 or 63% achieved anacceptable score for this SLO of 30 or more correct on theTownsend Press exam; 44 or 36% percent did not achievean acceptable score of 30 or more correct on the TownsendPress exam for this SLO. (12/07/2015)

Standardized/Licensing Exam - TheTownsend Test "El Camino CollegeEnglish 82 Final Exam" was used. Thetest consists of three parts which aremixed together throughout all thetest questions. One of these parts,"language competency," involvesdetermining meanings of words orphrases in context, detecting bias,and recognizing tone.



earn at least a passing score of 70%(C average) or better. An acceptablescore is twenty-eight or more correctout of the forty test questions.

K. Hatchett, S. Lazar, C. Halligan, and R. MassichReviewer's Comments:

synonyms, antonyms, and generalsense of the sentence. After a morereliable assessment tool has beenestablished, faculty will be able todevelop more effective teachingstrategies to achieve a higher successrate and meet this standard.(12/30/2016)Action Category: SLO/PLOAssessment Process


SLO #2 - Demonstrate their ability toemploy comprehension strategiesnecessary to comprehend multi-paragraph non-fiction texts written atthe 7-9th grade level.

Inactive Date:






Action: We may need to revisit theassessment tool we are currentlyusing and either come up with anentirely new test that is morechallenging, or add another task tothe test. For example we could havethe student outline and annotate aparagraph in addition to taking thetest. The student would be requiredto underline or highlight main ideasor major support. (01/16/2015)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetEleven sections of English 82 participated in the assessmentof this SLO for a total of 328 students. A sample of 25% ofeach section was assessed for a total of 82 students. Out ofthis last number, 58 or 71% achieved an acceptable scorefor this SLO of 30 or more correct on the Townsend Pressexam; 24 or 29% of the students did not achieve anacceptable score of 30 or more correct on the TownsendPress exam for this SLO. (01/04/2015)


Standardized/Licensing Exam - TheTownsend Press "Test, Form A" wasused. The exam consists of fortymultiple choice questions. The testconsists of three parts which aremixed together throughout all fortyquestions. One of these parts, "theauthor's message," includesrecognizing main ideas, identifyingsupporting details, and determiningan author's purpose.

Action: Although the currentTownsend Press Test used forassessment has been tailored toEnglish 82, there is consensus amongfaculty that it does not accuratelymeasure this SLO, so there are plansto add another task to the

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Not MetTwelve sections of English 82 participated in the assessmentof this SLO for a total of 276 students. A sample of 10students from each section was assessed for a total of 120students. Out of this last number, 76 or 63% achieved anacceptable score for this SLO of twenty-eight or more

Standardized/Licensing Exam - TheTownsend Press "El Camino CollegeEnglish 82 Final Exam" was used. Theexam consists of forty multiplechoice questions. The test consists ofthree parts which are mixedtogether throughout all fortyquestions. One of these parts, "the



Standard and Target for Success:The target for success is at leastseventy percent of the studentsachieve an acceptable score for thisSLO. An acceptable score is twenty-eight or more correct out of theforty test questions, or better thanseventy percent on the TownsendPress exam.

Faculty Assessment Leader: Jose BernaudoFaculty Contributing to Assessment: J. Bernaudo, J. Crozier,K. Hatchett, C. Halligan, S. Lazar, and R. MassichReviewer's Comments:

assessment tool. In this additionaltask, the student will be required tooutline and annotate a sampleparagraph by underlining orhighlighting main ideas and majorsupporting details. After a morereliable assessment tool has benestablished, faculty will be able toimplement more effective teachingstrategies to achieve a higher successrate and meet this standard.(01/31/2016)Action Category: SLO/PLOAssessment Process

correct on the Townsend Press exam; 44 or 36% of thestudents did not achieve an acceptable score of twenty-eight or more correct on the Townsend Press exam for thisSLO. (12/07/2015)


author's message," includesrecognizing main ideas, identifyingsupporting details, and determiningan author's purpose.

SLO #3 - Demonstrate their ability toanalyze multi-paragraph non-fictiontexts written at the 7th -9th gradelevel.

Inactive Date:






Action: We may need to revisit theassessment we are currently usingand either come up with an entirelynew test, or add another task to it.For example, we could have thestudent outline and annotate aparagraph in addition to taking thetest. The student would be requiredto provide detailed annotations. Theadditional task of providing detailedannotations would allow students toshow their understanding ofsupporting details by making theirown inferences and by noticingrelationship patterns. (01/16/2015)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetEleven sections of English 82 participated in the assessmentof this SLO for a total of 328 students. A sample of 25% ofeach section was assessed for a total of 82 students. Out ofthis last number, 58 or 71% of the students achieved anacceptable score for this SLO of 30 or more correct on theTownsend Press exam; 24 0r 29 % did not achieve anacceptable score for this SLO of 30 or more correct on theTownsend press exam. (01/04/2015)


Standardized/Licensing Exam - TheTownsend Press " Test, Form A" wasused. The exam consists of fortymultiple-choice questions. The testconsists of three parts which aremixed together throughout the fortyquestions. One of these parts,"structural relationships," includesidentifying organizational patterns(paragraph and multi-paragraph),relationships within a sentence, andrelationships between sentences.

Action: Although the currentTownsend Press Test has be tailored

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Not Met

Standardized/Licensing Exam - TheTownsend Press "El Camino CollegeEnglish 82 Final Exam" was used. The



Standard and Target for Success:The target for success is at leastseventy percent of the studentsachieve an acceptable score for thisSLO. An acceptable score is twenty-eight or more correct out of theforty test questions, or better thanseventy percent on the TownsendPress exam.

Faculty Assessment Leader: Jose BernaudoFaculty Contributing to Assessment: J. Bernaudo. J. Crozier,K. Hatchett, C. Halligan, S. Lazar, and R. MassichReviewer's Comments:

to English 82, there is consensusamong faculty that it does notaccurately measure this SLO, so thereare plans to add another task to theassessment tool. In this task thestudent will be required to providedetailed annotations of a sampleparagraph. By making inferences andnoticing relationship patterns, thestudent will be able showunderstanding of supporting detailsof the sample paragraph. Afterestablishing a more reliableassessment tool, faculty will be ableto implement more effectiveteaching strategies to achieve ahigher success rate and meet thisstandard. (01/31/2016)Action Category: SLO/PLOAssessment Process

Twelve sections of English 82 participated in the assessmentof this SLO for a total of 276 students. A sample of 10students from each section was assessed for a total of 120students. Out of this last number, 76 or 63% of the studentsachieved an acceptable score for this SLO of 28 or morecorrect on the Townsend Press exam. 44 or 36% did notachieve an acceptable score for this SLO of 28 or morecorrect on the Townsend press exam. (12/07/2015)


exam consists of forty multiple-choice questions. The test consists ofthree parts which are mixedtogether throughout the fortyquestions. One of these parts,"structural relationships," includesidentifying organizational patterns(paragraph and multi-paragraph),relationships within a sentence, andrelationships between sentences.


COM: ENGL B:Intro to College Writing


SLO #1 - Apply appropriate strategiesin the writing process, includingprewriting, composing, revising, andediting techniques to write aparagraph that responds to a textdiscussed in class.

Inactive Date:

Course SLO Assessment Cycle: 2015-16 (Fall 2015), 2016-17 (Fall 2016),2017-18 (Fall 2017)



Comments:: Per 5.04.2016 e-mailfrom Elise Geraghty and 5.05.206 e-mail to Chelvi S.

SLO #2 - Compose paragraphs, bothin and out of class, that include aclear topic sentence that is supportedby pertinent supporting details.

Inactive Date:





SLO #3 - Use basic rules of grammar,spelling, usage, and punctuation, andavoid errors that interfere withclarity.






Inactive Date:Comments:: Per 5.04.2016 e-mailfrom Elise Geraghty and 5.05.206 e-mail to Chelvi S.

SLO #4 - Follow MLA guidelines toformat a document (heading,margins, indentation, spacing, font,pagination, title).

Inactive Date:






COM: ENGL C:Basic English Skills


SLO #1 - Write a paragraph usingpersonal narrative or description witha topic sentence, supporting details,and a concluding sentence. Theparagraph should use basic rules ofgrammar, usage, spelling, andpunctuation.

Inactive Date:




Comments:: Standard and Target for Success:the expectation will be that 65% ofthe students will get 70%

Related Documents:English C Rubric -Paragraphdocx.docx

Faculty Assessment Leader: Judy Crozier (reporting only)Faculty Contributing to Assessment: Shermian Lazar andBruce Jacobs (assessment faculty)Reviewer's Comments:Related Documents:Eng C Rubric

Action: Another suggestion was thatEnglish C (as well as B and A) all needsome access to a computer lab.Once a month or twice a month - itdoes not need to be as frequently asreading classes but the help ofgetting familiar with MSWord andMLA format and using spell check etcwould help these students greatly.This would be a benefit especially inwriting paragraphs. (12/18/2014)Action Category: Program/CollegeSupportAction: One suggestion for theseEnglish C students is that theseclasses work in a community like FYE(although not FYE just communitysetting). For instance - the English C'swork in a community with English 80and take an Academic Strategies. Orif not in community then taking aspecific Academic Strategies class oftheir greatest weakness.(12/17/2014)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetOf two sections a total of 40 students were assessed. Thenumber that was acceptable 36 and 4 were unacceptable.That is 90% pass and 10% fail.

The analysis of the results shows that writing of theparagraph seemed to be the highest passing rate.

(12/05/2014)

Faculty Assessment Leader: Judy CrozierFaculty Contributing to Assessment: Shermian Lazar, BruceJacobsReviewer's Comments: DALIA - I think this can be discardedbecause I think this was the sample that I learned on and

Action: changes need to be made tothis that and the other (11/11/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Not Metof X number of students - we assessed X number ofstudents for two classes.(this is my sample) (11/14/2014)


Essay/Written Assignment - writingprompt -

PART I. WRITING

Write a paragraph, of a minimum of12 sentences, on one of thefollowing topics:

a. A memorable event inmy life

b. A biography of yourfavorite family member, singer, orauthor

c. My childhood*see attached rubric *


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was my reference. BUt I do not want to discard it beforeyou see it...

Standard and Target for Success:Rubric TO come

Faculty Assessment Leader: Judy CrozierFaculty Contributing to Assessment: James Lopez andShemrian LazarReviewer's Comments: Visits to the computer lab wereoffered as extra credit inboth classes- some went on theirown- which might have contributed to the success of thisSLO.

Action: As a result of this assessment- the suggestion we suggest for nextyear that the students from thebeginning of the semester go toPLATO or have access to somecomputer lab time. (12/07/2015)

Follow-Up: Looking back - wesuggested that they take thestudents to the computer lab orPLATO and it had good results.(12/07/2016)


Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetIN the two sections of Eng C offered this FALL semesterboth classes assessed ten student each and both weresuccessful at 10/10. That means that each student earned a70% or better. (12/07/2015)

Reviewer's Comments: Based on theperformance of the studentsassessed we are pleased with theresults.

Essay/Written Assignment - PART I.WRITINGWrite a paragraph, of a minimum of12 sentences, on one of thefollowing topics. Make sure toinclude the topic sentence,supporting details and theconcluding sentence

a. A memorable event in my lifeb. A biography of your favorite

family member, singer, or authorc. Describe your neighborhood

SLO #2 - Demonstrate understandingof sentence structure, punctuation,spelling and capitalization.

Inactive Date:




Comments::

Standard and Target for Success:65% - of students will have 70%

Faculty Assessment Leader: Judy CrozierFaculty Contributing to Assessment: Shermian Lazar andBruce JacobsReviewer's Comments:

Action: Another suggestion was theaccess to computer for working oncomputer based grammar - onlinetests. Cengage has a nice onehttp://www.cengage.com/devenglish/discipline_content/grammarquizzes.htmlSo that not just having the student goto PLATO on their own - but as aclass. (12/18/2014)Action Category: Program/CollegeSupportAction: The same suggestions as forSLO #1 - that these classes work incommunity or linked to a specificAcademic Strategies class. Since thepass rate is at 70% to get that higher

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetThe totals for the two classes were: 28 passing and 12failing.This is 70% passing and 30% failing. (12/17/2014)


Exam/Test/Quiz - Grammar Quizgiven in the second to last week.Along with other components offinal such as writing and breakingdown main ideas and supportingdetails.Multiple choice quiz consisting of 25questions broke by :Subject verb agreementAppositivesDirect addressCompound sentencesCommas in a series

*See sample test attached*



Related Documents:Eng C- FA14-GrammarTest.docx

one suggestion would be to useprograms like PLATO as arequirement with this course - thegrammar of the PLATO could helpsupport the grammar being taught.(12/17/2014)Action Category: CurriculumChanges

Standard and Target for Success: Itwas assumed that students assessedfor SLO #2 would score a minimumof 70% or better.

Faculty Assessment Leader: Judy CrozierFaculty Contributing to Assessment: James Lopez andShemiran LazarReviewer's Comments: JL- The students seemed tounderstand grammatical concepts better within the contextof writing rather than isolated grammatical practice.

Action: (as commented before) JL-The students seemed to understandgrammatical concepts better withinthe context of writing rather thanisolated grammatical practice.JL- and JC- The suggestion is to usewriting to teach grammar. It isrecommended to place moreemphasis on writing rather thangrammatical drill practice. (this is theteaching strategy suggestion)It is also suggested that the computerlab time from the beginning of thesemester will strengthen this skill.(this might be a curriculum change).(12/07/2015)

Follow-Up: Prior suggestionswere linked communities,academic strategies, andcomputer lab time. Lopez gavestudents paragraph essays towrite - in concert with drillgrammar - while the emphasiswas on the writing. Anothersuggestion for the next SLO wouldbe to combine the SLO 1 & 2 testsusing the writing prompt andresult as a means to assess bothSLO 1 & 2 - instead of doing the

Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Not MetIn the two sections of Eng C offered this FALL semester bothclasses assessed ten students each and James Lopez's wassuccessful at 7/10. And Lazar's was 3/10. (12/07/2015)

Reviewer's Comments: The resultswere divided - James Lopez resultswere at 70% of students (7/10)passed and Lazar had only 3/10 pass.This is not the optimal result.

Exam/Test/Quiz - A test was offered- that would assess SLO #2 grammarbasics. Attached to this report is acopy the multi-variable exam.


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grammar test. Because a basiccommand of grammar is essentialto writing. Simply because astudent cannot test well on agrammar exam does not meanthey cannot write well.(12/07/2016)

SLO #3 - Identify mains ideas,supporting details in a short readingpassage.

Inactive Date:




Comments::

Standard and Target for Success:65% of students should receive 70%or better.

Related Documents:SLO - 3 English C-MISuppDetTest.pdf

Faculty Assessment Leader: Judy CrozierFaculty Contributing to Assessment: Shermian Lazar andBruce JacobsReviewer's Comments:

Action: With this SLO #3 especially -this is a new segment of English CSLO - to use a reading passage. Weused a passage from a TownsendPress test and many but not allstudents had familiarity with thattest and so those students had anadvantage. Therefore the idea wasto use a test or prompt from a sourceother than Townsend Press. Still askthem to find Main Ideas and theoutline etc but use a passage that theTownsend Press people have notalready seen. (12/17/2014)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetThe collective total is that 32 passed and 8 fail.That is 80% passing. And 20% fail. (12/17/2014)


Exam/Test/Quiz - Short Answer Fill-in the blank.Read one paragraph and find themain ideas and supporting details.Page was worth 25 points -Rubric5 points per blank filled in correctly-1 point for not using propercapitalization-2 points for inconsistency

*see attached test page*

Standard and Target for Success:Students had to pass with 80% whichwas 4/5 - as there were only fivequestions and earning 3 rightquestions is only 60%.

Faculty Assessment Leader: Judy CrozierFaculty Contributing to Assessment: James Lopez andShemiran Lazar

Action: As a result of this assessment- the suggestion is to fix the test tomake the test have at least tenquestions with the possibility ofpoints for active reading. SLsuggests that students need to takeEng C with the Eng 80 or 82companion - as a linked communitypossibly or concurrent requirement.(curriculum change) Also to maintainwhile teaching the class - someemphasis on reading strategies.

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Not MetIn the two sections of Eng C offered this FALL semester bothclasses assessed ten students each and both had lowresults. Lopez had 4/10 and Lazar had 3/10. BUT if you lookat the 60% range Lopez was successful at 7/10 and Lazar at9/10. The distribution of points was uneven. (12/07/2015)

Reviewer's Comments: Need tohave a test that has at least tenquestions -and/or possibly includinga point or two for active reading.

Exam/Test/Quiz - Multiple choicereading comprehension test. Oneparagraph and five questions.


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Reviewer's Comments: Based on the disproportionate testquestions - we can remedy the SLO test fairly easily for nextyear. But not certain these results for this SLO tell a clearstory of the students abilities.Related Documents:LOPEZEnglish C Fall 2015 SLO Assessment Data Version2.docLAZAREngC-SlOs Assess Results F15.docEngC-SLOs Assess F15_rev3.docEng C Rubric

(teaching strategy) (12/07/2015)

Follow-Up: While we changed thereading prompt to one that wasNOT in Townsend Press - weneeded a larger test bank of atleast ten questions to fairly assessthis SLO. Also one othersuggestion if we do NOT link thiscourse with Eng 80 or 82 to - isduring the next SLO assessmentPOLL the students to find out howmany have taken or are takingEng 80 or 82. (12/07/2015)


Having only five questions for thisSLO seemed unfair. Other optionwould be for two reading passageswith five questions each.


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