QCC COURSE ASSESSMENT FORM (SHORT)
QCC COURSE ASSESSMENT FORM
Spring 2011
Prepared by Professor Jilani Warsi
Date: March 30, 2011
Department: Basic Educational Skills
Course: BE-226 College Reading and Study Skills for ESL Students
Curriculum or Curricula:
PART I. STUDENT LEARNING OBJECTIVES
For Part I, attach the summary report (Tables 1-4) from the QCC Course Objectives Form.
TABLE 1. EDUCATIONAL CONTEXT
BE226 is the second course in a tw o-semester sequence designed for students w ho
speak English as a Second Language, but w ho are in need of intensive instruction in
reading and study skills related to their content courses. Emphasis is on the
development of w ord recognition skills, know ledge of complex English idioms,
listening skills, and study techniques. The objective is to develop w ord recognition,
comprehension, listening skills, and study strategies, not only in general material, but
also as they apply to students’ content courses. A student enrolled in BE226 has either
tested into this level by scoring betw een 58 – 69 on the A CT Reading Exam, or has
successfully fulfilled the course requirements for BE225, a prerequisite for BE226.
Students are required to score a minimum of 70% on the CUN Y standardized reading
test to meet the exit criteria for BE226.
TABLE 3. GENERAL EDUCATION OBJECTIVES
Gen Ed
objective’s ID
number from
list (1-10)
General educational objectives addressed by this course: Select from preceding list.
(1.)
Write, read, listen and speak clearly and effectively. In this course, students
practice all four language skills by reading, writing and talking about
current issues. They discuss the issues, read about topics in newspaper and
magazine articles, essays, stories or on the Internet, listen to various
viewpoints and write responses which clearly state their own point of view.
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(2.)
Use personal and collaborative skills for personal growth to establish
constructive relationships in a diverse society. In this course, students from
a wide range of cultural backgrounds read about diverse customs and
cultures. They collaborate in groups to share knowledge, learn the
traditions of different peoples, and develop academic and personal
relationships.
TABLE 5: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course Objectives
Learning Outcomes
Reading Comprehension:
1) Students will recognize conventional
patterns of English sentence structure,
grammar and syntax.
a) Students will identify sentence
and syntactic patterns in a variety
of texts in genres such as essays,
memoirs, short works of fiction
and non-fiction.
b) Students will reinforce their knowledge
of grammar by reading a variety of
academic and literary texts and responding
orally and in written assignments and tests.
2) Students will recognize an author’s
stated or implied thesis, major ideas and
supporting information.
a) Students will identify and an author’s
stated thesis, major ideas and supporting
information in discussions, written
assignments, oral presentations, debates
and tests.
b) Students will infer an author’s implied
thesis from a text’s major ideas and
supporting information and demonstrate
that knowledge in written and oral
activities.
3) Students will analyze a text in relation to a) Students will compare and contrast
other texts and general knowledge.
a text’s meaning with societal norms,
other texts.
Reading Comprehension (continued)
b) Students will compare and contrast a
text with their own and others’
personal experiences, beliefs
and value systems in class
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assignments and activities, tests and
situations beyond the classroom.
Vocabulary:
1) Students will recognize
known vocabulary and idiomatic
expressions in a variety of texts.
a) Students will identify known
vocabulary
in a range of texts studied in class as well
as beyond the classroom.
b) Students will identify idiomatic
expressions they have studied in other texts
and sources beyond the classroom such as
the media.
2) Students will determine the
meaning of new vocabulary
and idioms from word
analysis, contextual clues and
appropriate reference sources.
a) Students will refer to dictionaries
and thesauruses for definitions of
unknown vocabulary and idioms when
preparing academic assignments.
b) Students will analyze prefixes, roots and
suffixes or infer them from contextual clues
to determine the meaning of unknown
words and idioms in texts within and
beyond the classroom.
Critical Thinking
1) Students will analyze a text by
formulating questions, making inferences,
drawing conclusions, and distinguishing an
author’s stated and implied ideas.
a) Students will critically analyze a text to
determine its stated or implied thesis, major
ideas and supporting information in
individual assignments and on tests.
b) Students will critically analyze a text’s
stated or implied thesis and supporting
material in group activities such as class
discussions, oral presentations and debates.
a) Students will question an author’s
ideas individually in assignments and on
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2) Students will evaluate an author’s
ideas by comparing and contrasting them
with other texts and their own or others’
experiences, beliefs and value systems.
Critical Thinking (continued)
3) Students will extrapolate an author’s
ideas and apply them to new texts and
situations.
tests in order to judge the validity of those
ideas with respect to their own or others’’
experiences, beliefs and value systems.
b) Students will question an author’s ideas
in group activities such as discussions, oral
presentations and debates to judge their
validity with respect to others’ experiences,
beliefs and value systems. They will
appreciate the subjective differences and
distinctions of co-existing points-ov-view.
a) Students will extrapolate the ideas
of a text and apply them to other texts
and situations such as current events, in
individual assignments and tests in order
to test their validity and usefulness.
b) Students will argue the merits and
demerits of an author’s ideas in group
activities such as discussions, oral
presentations and debates. In these
activities, students will consider the
validity and usefulness of the author’s
ideas in various situations outside the
classroom.
Writing:
1) Students will summarize, paraphrase,
quote and outline the main ideas and
supporting information of various texts.
a) Students will write summaries that
paraphrase and quote the main ideas
and supporting information of a text for
homework assignments, oral presentations
and debates.
b) Students will write outlines of a text as
study guides for tests.
2) Students will explain and respond to an
author’s ideas and information in a
variety of writing projects.
a) Students will explain and respond to
an author’s ideas in letters, journals, book
reports and term papers which critically
evaluate the author’s ideas. These
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assignments will be compiled in a term
portfolio.
b) Students will incorporate their written
responses to various texts into oral
presentations and debates.
Listening and Speaking
1) Students will listen to lectures in class
and take accurate class notes.
a) Students will listen to class lectures to
determine the major ideas and supporting
information being communicated.
b) Students will take accurate notes that
distinguish between the major ideas and
supporting information of a lecture.
2) Students will communicate orally with
the instructor and each other in various
class activities.
a) Students will use listening and speaking
skills to respond to an instructor’s queries
and pose questions of their own.
b) Students will use listening and speaking
skills to communicate with other students
in class discussions, group work and
debates.
3) Students will apply listening and
speaking skills acquired in class in a
variety of settings outside the classroom.
a) Students will speak and listen to spoken
English in performing common daily
activities outside the classroom such as
workplace communication.
b) Students will listen to spoken English in
the media and engage in conversations
regarding topics of current interest.
Study Skills
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1) Students will preview a text to gain
an overview of its thesis and major ideas.
.
a) Students will preview a text
by reading titles, headings, subheadings,
marginal notes, key words and glossaries,
and reading the introduction and
conclusion to form a general understanding
of a text.
b) Students will preview a text for an
overview of its thesis and major ideas by
examining graphs, charts and illustrations
that are included to enhance the reader’s
understanding.
Study Skills (continued)
2) Students will summarize, paraphrase
and outline the thesis, major ideas and
supporting information of a text.
a)Students will write summaries of a text to
prepare for tests by outlining, paraphrasing
and quoting the author’s major ideas and
supporting information .
b)Students will prepare for oral
presentations and debates by outlining
summarizing, paraphrasing and outlining
the major ideas and supporting information
of a text.
PART II. ASSIGNMENT DESIGN: ALIGNING OUTCOMES, ACTIVITIES, AND
ASSESSMENT TOOLS
For the assessment project, you will be designing one course assignment, which will address at least one general
educational objective, one curricular objective (if applicable), and one or more of the course objectives. Please
identify these in the following table:
TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT
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Course Objective(s) selected for assessment: (select from Table 4)
Vocabulary:
Students will determine the meaning of synonyms and antonyms using context clues.
Curricular Objective(s) selected for assessment: (select from Table 2)
Vocabulary:
Students will determine the meaning of synonyms and antonyms using context clues.
General Education Objective(s) addressed in this assessment: (select from Table 3)
(1.)
(2.)
Write, read, listen and speak clearly and effectively. In this course, students practice all
four language skills by reading, writing and talking about current issues. They discuss
the issues, read about topics in newspaper and magazine articles, essays, stories or on
the internet, listen to various viewpoints and write responses which clearly state their
own point of view.
Use personal and collaborative skills for personal growth and to establish constructive
relationships in a diverse society. In this course, students from a wide range of cultural
backgrounds read about diverse customs and cultures. They collaborate in groups to
share knowledge, learn the traditions of different peoples, and develop academic and
personal relationships.
In the first row of Table 6 that follows, describe the assignment that has been selected/designed for this project.
In writing the description, keep in mind the course objective(s), curricular objective(s) and the general education
objective(s) identified above,
The assignment should be conceived as an instructional unit to be completed in one class session (such as a lab) or
over several class sessions. Since any one assignment is actually a complex activity, it is likely to require that
students demonstrate several types of knowledge and/or thinking processes.
Also in Table 6, please
a) identify the three to four most important student learning outcomes (1-4) you expect from this assignment
b) describe the types of activities (a – d) students will be involved with for the assignment, and
c) list the type(s) of assessment tool(s) (A-D) you plan to use to evaluate each of the student outcomes.
(Classroom assessment tools may include paper and pencil tests, performance assessments, oral questions,
portfolios, and other options.)
Note: Copies of the actual assignments (written as they will be presented to the students) should be gathered
in an Assessment Portfolio for this course.
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TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed: For this assessment, the students will be taught how to
determine the meaning of a word by examining context clues so that they understand it is not necessary to
look up every word they don’t know in the dictionary.
Desired student learning outcomes
for the assignment
(Students will…)
List in parentheses the Curricular
Objective(s) and/or General
Education Objective(s) (1-10)
associated with these desired learning
outcomes for the assignment.
1.
Students will examine the
context surrounding new
vocabulary words to draw
logical conclusions about
their meaning.
2. Students will listen to class
lectures and take accurate
notes.
3. Students will be given a
passage to read and will be
asked to find a synonym of
the highlighted word by
using context clues.
4. Students will be given
another passage to read and
will be asked to find an
antonym of the highlighted
word by using context clues.
Briefly describe the range of
activities student will engage in for
this assignment.
What assessment tools will be
used to measure how well
students have met each learning
outcome? (Note: a single
assessment tool may be used to
measure multiple learning
outcomes; some learning
outcomes may be measured using
multiple assessment tools.)
1. First, the instructor will
provide a lesson to explain
the concept of synonyms.
The instructor will also
explain how to use the
context clues to find the
correct synonyms of the
highlighted words in the
text.
1. While explaining
synonyms and antonyms,
the instructor will call on
students in the class to
respond to questions that
lead students to the
correct answer.
2. While the students work
in groups, the instructor
will circulate to guide
2. In small groups in class
and assist students in
students will participate in
finding the correct
an exercise that will require
synonyms and antonyms.
them to use the context to
After the group work has
find appropriate synonyms
been completed, the class
of the highlighted words in
will discuss their
multiple-choice questions.
findings. The students
This will be followed by a
will be provided a
homework assigned whereby
follow-up activity that
students will read a passage
will be completed at
and answer multiple-choice
home. During the next
questions finding the correct
class this activity will be
synonym of the highlighted
reviewed as a class.
word. The assignment will
give students the opportunity 3. The effectiveness of the
to practice this new skill.
lecture will be assessed
3. In a follow-up session the
instructor will provide a
lesson on antonyms. Again,
the instructor will explain
how to use the context clues
to find the correct antonym
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when the instructor
circulates to assist the
small groups of students
as they attempt to
determine the meaning of
new vocabulary words.
of the highlighted words in
the text.
4. The instructor will
circulate to determine if
the students are able to
find the correct synonyms
and antonyms.
5. A reading passage and
multiple-choice questions
4. In small groups in class,
students will practice
will be utilized to assess
reading a text and answer
the students’ ability to
find the correct synonyms
multiple-choice questions
finding the correct
and antonyms of the
highlighted word in the
antonyms using the context
clues.
text.
5.
They will be given a
homework assignment,
which will require them to
read a selection and answer
multiple-choice questions,
finding the correct antonym
of the highlighted word. The
multiple-choice questions
will be used to assess their
understanding of antonyms.
PART III. ASSESSMENT STANDARDS (RUBRICS)
Before the assignment is given, prepare a description of the standards by which students’ performance will be
measured. This could be a checklist, a descriptive holistic scale, or another form. The rubric (or a version of it) may
be given to the students with the assignment so they will know what the instructor’s expectations are for this
assignment.
Please note that while individual student performance is being measured, the assessment project is collecting
performance data ONLY for the student groups as a whole.
TABLE 7: ASSESSMENT STANDARDS (RUBRICS)
Brief description of assignment: For this assessment, the students will be taught how to determine the
meaning of a word by examining context clues so that they understand it is not necessary to look up every
word they don’t know in the dictionary.
Desired student learning
outcomes from the
assignment: (Copy from
Column 1, Table 6 above;
Assessment measures for each
learning outcome:
(Copy from Column 3,Table 6
above)
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Standards for student performance:
 Describe the standards or rubrics for
measuring student achievement of each
outcome in the assignment.
include Curricular and /or
General Education Objectives
addressed)

1. While explaining context
1. Students will examine
clues, the instructor will call
the context surrounding
on various students in the
new vocabulary words to
class to respond to questions
find correct synonyms
that will lead the students to
and antonyms.
the correct answer.
1. The instructor will assess the
students’ understanding as he/she
hears the students’ responses to her
questions.

2. Students will discuss the 2. While the students work in
groups, the instructor will
possible answers in
circulate to guide and assist
small groups in the class.
students in determining the
meaning of new vocabulary.
After the group work is
complete, the entire class
will discuss their findings.
The students will be
provided a follow-up activity
that will be completed at
home. During the next class
this activity will be reviewed
as a class.
3. Students will listen to
class lectures and take
accurate notes.
3. When the instructor teaches
this lesson on synonyms and
antonyms to the class, the
students will be expected to
take notes.
4. Students will be given a
homework assignment to
4. The instructor will circulate
practice the new skill
to determine if the students
they have learned in
are able to find the correct
class.
synonym and antonym of the
highlighted word in the text.
4. Students will be given a
passage to read and will 5. A reading passage and
multiple-choice questions
be asked to determine
will be utilized to assess the
the new vocabulary
students’ ability to find the
words by using context
correct synonym and
clues.
antonym using context clues.
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Give the percentage of the class that is
expected to meet these outcomes
If needed, attach copy(s) of rubrics.
2. The instructor will circulate to
determine if his/her learners are
writing down the correct answers. If
they have mistakes, the teacher will
guide and correct them.
3. When students encounter problems
they will review their notes with the
members of their group and with the
instructor when he/she circulates.
4. The instructor will circulate to
determine if his/her learners are
writing down the correct answers. If
they have mistakes, the teacher will
guide and correct them
5. Rubric for Test
a)
A grade of 100 indicates that the student
showed a complete mastery of finding
the correct synonyms and antonyms
using context clues.
b)
A grade of 90 indicates that the student
demonstrated a good mastery of the skill
of finding the correct synonyms and
antonyms using context clues.
c)
A grade of 80 indicates that the students
displayed an adequate mastery of
determining the correct synonyms and
antonyms from context clues.
d) A grade of 70 indicates that the student
showed a basic knowledge of finding the
correct synonyms and antonyms from
context clues.
e) A grade of 60 indicates that the
student displayed an elementary
knowledge of the skill of finding
the correct synonyms and
antonyms from context clues.
f) A grade of 50 or below indicates
that the student demonstrated an
insufficient knowledge of finding
the correct synonyms and
antonyms from context clues.
PART IV. ASSESSMENT RESULTS
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Use the following table to report the student results on the assessment. If you prefer, you may report outcomes
using the rubric(s), or other graphical representation. Include a comparison of the outcomes you expected (from
Table 7, Column 3) with the actual results. NOTE: A number of the pilot assessments did not include expected
success rates so there is no comparison of expected and actual outcomes in some of the examples below. However,
projecting outcomes is an important part of the assessment process; comparison between expected and actual
outcomes helps set benchmarks for student performance.
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
SCORE
RECEIVED
0
20
40
60
80
100
NUMBER OF
STUDENTS
0
7
27
38
56
34
TOTAL 162
SYNONYMS
PERCENTAGE THAT RECEIVED THIS SCORE
0%
4.32%
16.66%
23.45%
34.56%
20.98%
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SCORE
RECEIVED
0
20
40
60
80
100
SCORE
RECEIVED
0
10
20
30
40
50
60
70
80
90
100
NUMBER OF
STUDENTS
9
12
22
43
36
40
TOTAL 162
ANTONYMS
PERCENTAGE THAT RECEIVED THIS SCORE
5.55%
7.40%
13.58%
26.54%
22.22%
24.69%
SYNONYMS AND ANTONYMS COMBINED
NUMBER OF
PERCENTAGE THAT RECEIVED THIS SCORE
STUDENTS
0
0.00%
0
0.00%
2
1.23%
5
3.08%
5
3.08%
21
12.96%
22
13.58%
36
22.22%
35
21.60%
20
12.34%
16
9.87%
TOTAL 162
TABLE 9. EVALUATION AND RESULTING ACTION PLAN
In the table below, or in a separate attachment, interpret and evaluate the assessment results, and describe the
actions to be taken as a result of the assessment. In the evaluation of achievement, take into account student
success in demonstrating the types of knowledge and the cognitive processes identified in the Course
Objectives.
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A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned synonyms and antonyms?
• While 0 percentage scored 0 on the synonym test, 9 students or 5.555% of the BE226
population received a score of 0 out of a possible 100 on the antonyms test.
• 7 students or 4.32% of the BE226 population received a score of 20 on the synonyms test,
but 12 students or 7.40% received the same score on the antonyms test.
• 27 students or 16.66% of the population scored 40 on the synonyms test whereas only 22
students or 13.58% received the same score (40).
• 38 students or 23.45% of the BE226 population scored 60 out of a possible 100 on the
synonyms test. The number of students scoring 60 on the antonyms test was slightly
higher (43 or 26.54%.
• 56 students or 34.56% of the BE226 population displayed a good command of synonyms.
They scored 80 on the synonyms test. However, the number of students scoring 80 on the
antonyms test was relatively lower. Only 36 students or 22.22% of the BE226 population
scored 80.
• While only 34 students or 20.98% displayed excellent knowledge of synonyms by
scoring 100, a slightly higher number of students (40 or 24.69%) scored 100 on the
antonyms test.
• Taken together, 0 students or 0.00% of the BE226 population scored 0 or 10 out of 100
points. A total of 2 students or 1.23% scored 20, and 5 students or 3.08% scored 30
points. 5 students or 3.08% of the BE226 population scored 40 out of 100 points. 21
students or 12.96% scored 50 points, and 22 students or 13.58% of the BE226 population
scored 60 points. A total of 36 students or 22.22% scored 70 points, and 35 students or
21.60% displayed an adequate mastery of the skill of finding correct synonyms and
antonyms from context clues by scoring 80 points. Compared to this, 20 students or
12.34% scored 90 points. Finally, 16 students or 9.87% displayed a complete mastery of
finding the correct synonyms and antonyms from context clues by scoring 100 out of 100
points.
B. Evaluation of the assessment process:
What do the results suggest about how well the assignment and the assessment process worked
both to help students learn and to show what they have learned?
The synonyms and antonyms lessons were designed by a deputy reader and three
experienced full-time faculty members who have taught English as a Second Language
(ESL) students for a number of years. The assignment was carefully designed to address
the level of synonyms and antonyms knowledge BE226 students are supposed to display
before taking the CUNY standardized reading test. The results indicate that while 16
students or 9.87% of the BE226 population scored 100 points, 20 students or 12.34%
received 90 points altogether. While 35 students or 21.60% scored 80 points, 36 students
or 22.22% of the BE226 population received a score of 70 points, which is the minimum
score to pass the exit test for BE226. It should be noted that while 55 students or 33.93%
of the BE226 population scored 60 points or below, failing to meet the minimum
requirement for passing the exit test, 107 students or 66.03% scored 70 points and above.
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C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
These results will be shared with all the BE-226 reading instructors so that they can
understand that it is important for the BE226 students to improve their knowledge of
synonyms and antonyms. Since 33.93% of the students were unable to receive the
minimum passing score, it would be reasonable to assume that one third of the BE226
population would have difficulty achieving mastery of synonyms and antonyms before
they take the exit test.
QCC 03/30/11
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