QCC COURSE ASSESSMENT FORM (SHORT)
QCC COURSE ASSESSMENT FORM
Fall 2004, Rev. 6/15/07
Date May 31, 2012
Department: Foreign Languages and Literatures
Course:
LS402
Curriculum or Curricula: LA
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
LS402 This is a journey into contemporary Latin American and Caribbean cultures through the reading and
discussion of politics, customs, art, music and cinema. This course is taught in English as a WI (Writing
Intensive). Two writing intensive courses are required for (AA) degree in Liberal Arts and Sciences, Fine Arts,
and Business Transfer.
TABLE 2. CURRICULAR OBJECTIVES
Note: Include in this table curriculum-specific objectives that meet Educational Goals 1 and 2:
Curricular objectives addressed by this course:
N/A
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) Communicate effectively through reading, writing, listening and speaking
(2) Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed
decisions.
(3) Use information management and technology skills effectively for academic research and lifelong learning
(4) Integrate knowledge and skills in their program of study
(5) Apply aesthetic and intellectual criteria in the evaluation or creation of works in the humanities or the arts.
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
Learning outcomes
1(13)
=> Read, interpret, and discuss texts and
information from a variety of sources and
points of view related to Latin American
And Caribbean cultures
=> Gather and evaluate evidence and
arguments critically and include it in a
research paper about an artist or author
(1)Recognize important cultural trends and writers as well as artists in SpanishAmerican, Caribbean and Brazilian Literature, and popular culture.
(2)Apply research low and high-stake writing to increase knowledge, and analytical skills
through the composition of an essay on writers and artists or cultural events. The latter
may include a review of a film, play, show or exhibit related to Latin American culture.
=>Produce well-reasoned written or oral
arguments using evidence to support
conclusions. .
2(13)
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
Course Objective(s) selected for assessment: (select from Table 4)
Apply research, low and high-stake writing to increase knowledge, and analytical skills through the composition of a research papers
on a writer and/and artist related to Latin American and Caribbean cultures
Curricular Objective(s) selected for assessment: (select from Table 2)
N/A
General Education Objective(s) addressed in this assessment: (select from Table 3)
(1) Communicate effectively through reading, writing, listening and speaking.
(2) Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions.
(3) Use information management and technology skills effectively for academic research and lifelong learning
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.
3(13)
TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed:
It is this first high stake writing assignment which will be 25% of the final grade. The students are expected write a 4 to 5-page-essay
about an author, artist, performer, etc. related to Latin American and Caribbean cultures. (See attachment 1 for details on the
Assignment ). The assignment is scaffolded and low stake writing assignments in the discussion board (in Blackboard) will prepare
them for the first draft which will be revised by the instructor and returned to the student for improvement and submission for final
grading. It will then be presented for Peer Review. (See Appendix I for detailed description of the assignment)
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.
Gen-Ed objective
(1) Communicate effectively through
reading, writing, listening and speaking.
(2) Use analytical reasoning to identify issues
or problems and evaluate evidence in order
to make informed decisions.
(3) Use information management and
technology skills effectively for academic
research and lifelong learning
Curricular objectives
Briefly describe the range of
activities student will engage in
for this assignment.
(1) Attend a library session where they
will be guided to reliable resources:
databases, journals, books, etc.
(2) Research and gather information
about the chosen topic.
(3) Write an outline with bibliography
(4) Write a draft with proper citation in
MLA style
(5) Revise the draft following the
instructor’s suggestions
6) Post final version for Peer Review
N/A
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.)
Rubric (See Appendix II)
(1) Introducing the idea: Problem
statement (15 points)
(2) Body: Flow of the report (20 Points)
(3) Coverage of content (20 points)
(4) Clarity of writing and technique
Writing is crisp, clear, and succinct. (20
points)
(5) Conclusion: synthesis of ideas (15
points)
(6) Citations/References: Proper MLA
format (10 points)
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: (Copy from Table 6 above)
It is the first high stake writing assignment which will be 25% of the final grade. The students write a 4 to 5-page-essay about an
author, artist, performer, etc. related to Latin American and Caribbean cultures. (See attachment 1 for details on the Assignment )
The assignment is scolded and low stake writing assignments in the discussion board (in Blackboard) will prepare them for the first
draft which will be revised by the instructor and returned to the student for improvement and submission for final grading. It will
then be presented for Peer Review. (See Appendix I for detailed description of the assignment)
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)
Standards for student performance:
The essays will be assessed using the rubric
(Attachment II)
Students will be asked to research
(1) Introducing the idea: Problem statement
4(13)
include Curricular and /or
General Education Objectives
addressed)
Gen-Ed objectives
(1) Communicate effectively
through reading, writing, listening
and speaking.
(2) Use analytical reasoning to
identify issues or problems and
evaluate evidence in order to make
informed decisions.
(3) Use information management
and technology skills effectively for
academic research and lifelong
learning
Curricular objectives
N/A
and gather information about the
chosen topic, i.e. a person related to
Latin American & Caribbean
cultures.
(1) write a paragraph and post it in
the Discussion Board in Blackboard
stating why the person was chosen
and what the students intends to
find out about the topic. (BB) and
(2) Write an outline with
bibliography and post it in the
Discussion Board in Blackboard
(3) Write a draft with proper
citation in MLA style and submit in
Safe Assign in Blackboard
(4) After grading, revise draft
following the instructor’s
suggestions
(5) Submit final version for grading
and post essay in Blackboard (DB)
for Peer Evaluation
(6) Peer evaluation will be posted
with respective essay.
5(13)
The topic is accurately introduced, and proper
groundwork is laid as to the specific direction of the
report.
(2) Body:Flow of the report (15 points)
The report progresses from general ideas to specific
conclusions. Transitions tie sections together, as well
as adjacent paragraphs
(3) Coverage of content (20 points)
The appropriate content in consideration is covered in
depth without being redundant.
(4) Clarity of writing and technique (20 points)
Writing is crisp, clear, and succinct. The writer
incorporates the active voice when appropriate.
Pronouns, modifiers, parallel construction are
properly used
(5) Conclusion: synthesis of ideas (20 points)
The author reached succinct and precise conclusions
based on the sources consulted and evidence stated in
the report. Conclusions are insightful and show
learning.
(6) Citations/References: Proper MLA format (10
points)
All needed citations were included in the report.
References matched the citations. Sources are cited
when specific statements are made
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
Desired student learning outcomes:
(Copy from, Column 1,Table 6 above;
include Curricular and/or General
Education Objectives addressed)
Student achievement: Describe the group achievement of each
desired outcome and the knowledge and cognitive processes
demonstrated.
Gen-Ed objectives
See table 9
(1) Communicate effectively through reading,
writing, listening and speaking.
(2) Use analytical reasoning to identify issues
or problems and evaluate evidence in order
to make informed decisions.
(3) Use information management and
technology skills effectively for academic
research and lifelong learning
Curricular objectives
N/A
6(13)
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.
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
16 students completed the essay, and their performance was rated according to six parameters
described in the rubric: 1) Introducing the idea: Problem statement (15 points); 2) Body: Flow of
the report (20 Points); 3) Coverage of content (20 points); 4) Clarity of writing and technique:
Writing is crisp, clear, and succinct (20 points); 5) Conclusion: synthesis of ideas (15 points); 6)
Citations/References: Proper MLA format (10 points). Student performance was scored using
the scoring rubric (see Appendix II).
The average of total points achieved by the 16 students tested was 86 for the draft and 90 for the
final version. Thus the average improvement from draft to final version was 4% while the
individual improvement ranged from 0 to 7.5%.
Chart 1
Grade average and percentage of students improvement from draft to final version
Students Essay ‐ Draft Essay ‐ Final % improv. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 80
85
90
90
85
85
85
85
88
88
90
90
83
88
88
75
80
85
90
90
88
88
88
90
93
93
95
96
90
95
95
85
0
0
0
0
2.5
2.5
2.5
4.2
4.4
4.4
4.5
5.4
5.8
6.2
6.2
7.5
Aver. 86
90
4
The total points a student could achieve adding up all six parameters, was 100.
This score was calculated as 20% of the final grade that consisted of other assignments such as
7(13)
1) Weekly reading, viewing, searching and discussing topics on the Discussion Board (20%); 2)
Two research papers (4-6 pgs.): FWA#1 and FWA#2 (20% each); 3) One peer review (400-600
words) of papers on various topics (replace final exam)* (10%); 4) Reflection paper *(replace
final exam with peer review) (10%); 6) Group Blog on a pre-determined cultural topic (5%); 7)
Moderation (including summary of weeks’ highlights) (5%).
Chart 2
Draft average and percent of points achieved in the categories of the rubric.
Introduction
Body
Content
Wrtg.Tech.
Conclusion
Citations
Draft average
13
17
16
18
13
8
Draft aver.%
87
86
82
91
87
81
Missing Pts.
Missing Pts.%
2
3
4
2
2
2
13
14
18
9
13
19
The average students’ performance in the essay draft essay ranged from 81% to 87%. However,
the individual performance ranged from 75% to 90%. This draft was a result of two previous
steps: a paragraph in the Discussion Board and an outline with a bibliography.
Students performance in the final version of the essay and its equivalence to course grades:
a. 96 points equivalent to “A” grade was achieved by one student
(6%)
b. 90 to 95 points equivalent to “A-“ grade was achieved by 9 students (56%)
c. 88 points equivalent to “B+” was achieved by 3 students
(19%)
d. 85 points equivalent to a “B” was achieved by two students
(13%)
e. 80 points equivalent to a “B-“ was achieved by one students
(6%).
Chart 2
Final essay average and percent of points achieved in the categories of the rubric.
8(13)
Introduction
Final average
Draft average %
Missing Pts.
Missing Pts.%
14
92
1
8
Body
Content
18
88
2
12
Wrtg.Tech.
19
95
1
5
Conclusion
19
93
1
7
Citations
14
91
1
9
9
86
1
14
Thus the overall performance of the students was from “very good” to “excellent.” However, all
areas specified in the rubric can be improved. The results broken down into the categories of the
rubric, show that improvement is needed in the citation area (14%) followed by the body (12%)
of the essay, then by the conclusion (9%); then by the introduction (9%); then by the writing
techniques (7%) and finally the content area (5%).
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?
B1) Evaluation of students’ results
The results of the broken down version into categories stated in the rubric, shows us the areas
that can be improved. Students’ performance ranges from good to excellent. This is above a C
expectation, which is normally considered satisfactory.
B2) Evaluation of the assessment tools
The results obtained seem to indicate that the assessment tools used and the assessment process
undertaken have been successful in accurately determining our students’ writing and critical
thinking skills. Not only has it shown that all students met the expectation, but it has also
provided them with the appropriate tool that would facilitate their learning process. The students,
in fact, will use the same tool to write a peer review. Therefore, being exposed to this tool before
using it for the Peer Review is very helpful for them to work with it effectively.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
Further actions
The overall average achieved by students on the high stake writing assignment shows more than
9(13)
satisfactory results, with 100 per cent of the students meeting the course expectations. However,
student performance may be further improved, especially in terms of the format of the essay
regarding citations, development of ideas, and reflection on the conclusion. The Assessment
Committee, in consultation with the faculty of the department, will discuss these results and
make recommendations concerning curriculum and classroom practices for the 2012-2013
academic year.
Conclusions and Action Plan
Twenty two students were originally registered in the class. Out of these 16 completed the
course with a “C” grade or better. The comparison of the results of the assignment assessed
with the final grade shows a discrepancy in the sense that the students performed better in the
assignment than they did in the overall work for the course. The essay#1 results could have
been even better if 4 students (25%) had revised the draft to achieve a better grade. This would
have increased the amount of students in the “B+” grade area. The average of total points
achieved by the 16 students who finished essay#1 ranged from 80 (B) to 90 (A-). According to
the scale, this percentile exceeds the expectation of a “C” grade. Therefore, other assignments
need to be closer monitored and assessment tools need to be developed to be used in those other
assignments to assess how improvement can be introduced. The comparison between the two is
a follows:
Grade
“A”
“A-“
“B+”
“B“
“B-“
“C+”
“C”
Essay #1
6% in essay#1
56% in essay#1
19% in essay#1
13%
6%
none
none
Final grade
none
38%
6%
24%
13%
13%
6%
Table 1: Final grade distribution
As seen in the chart below, the distributions of the final grades was: six students received an “A“
grade; one received a “B+” grade, 4 received a ”B”; 3 received a “B-“ and 3 received a “C+” and
one received a “C” grade.
Final Grade distribution 40
30
20
10
0
A‐
B+
B
B‐
C+
A-
B+
B
B-
C+
C
6
38%
1
6.3%
4
25%
2
13%
2
13%
1
6.3%
10(13)
C
The action plan for the future is to continue using the rubric for assessment of the high stake
writing assignments and to develop new assessment tools for the other assignments in LS402. In
order to have an overall improvement of students’ performance, currently ranging from 0 to
7.5%, the students must understand where they need improvement. To achieve this, and to use
the rubric more efficiently, the instructor needs to return the draft with the rubric and the grading
in each category. Additionally, a scoring scale has to be developed or it has to be decided by the
assessment committee if the same scoring scale can be used for both language and culture
courses.
11(13)
APPENDIX I
Detailed instructions for FWA#1
Summary:
In this first high stake writing assignment (FWA#1, Formal Writing Assignment) which will be 20% of the final
grade you will be expected to write a 4 to 5-page-essay (font Arial 10) about the life and work of an author, artist,
performer, etc. related to Latin American and Caribbean cultures. The assignment is started as a low stake writing
assignments in the discussion board (in Blackboard), which will prepare you for the first draft. The draft will be
revised by the instructor and returned to you for improvement and submission for final grading. You will then
present it for Peer Review (10% of final grade). There are three reflections phases built into the writing process,
which will be consolidated at the end of the semester into a Final Reflection Paper (10% of final grade).
Heading:
Course: LS402 - Latin American and Caribbean Cultures
FWA#1: People & Country
Title: (title of your essay)
Submitted: by (your name) Date submitted:
Sequence:
Step one: Select one person related to Latin American and Caribbean cultures. (See list of suggestions in
WRITING in Blackboard)
1. Write a short text (one paragraph) giving some information about the person, the country s/he comes from and
explain what you knew about her/him, what you want to find out, and the reason why you decided to write about
that person.
2. Post your text in the Discussion Board (DB) in the Forum “FWA#1: People/Country.” Due by Week#2.
3. Read the postings of your classmates and reply in writing (reply).
4. Read the comments your classmates wrote on you postings and reply.
5. After you read the comments of your peers in the DB, complete the first part of Reflection integrating your
paragraph in 1. above and what you learned from comments of peers (see Reflection #1: What? Why? in DB
and eP template: last tab) and post them in DB > Forum “Reflection1”Due by Week#3
Step two: Follow this link for guidance on Pre-Draft Outline. Write an outline with bibliography for your FWA#1.
List all the sources using MLA Works Cited format. Post in DB > Forum “FWA#1: People/Country.” Due by
Week#4.
Step three: Write a draft of 4-5 pages for FWA#1. Make sure to visit CUNY WriteSite » Writing Projects »
Stages of Writing.
You may use the CUNY Write Site to draft your paper or you may prepare it in a word processing program. Submit
it to tutoring if necessary. Include the following in your draft:
1) Introductory paragraph with a clear thesis statement.
2) Explanation why you are interested in the person, where you first heard about her/him, etc.
3) Mini biography of the person and major accomplishments.
4) Information about the person’s country.
5) Description emphasizing what made this person so famous and what obstacles s/he had to overcome to achieve
his goals/dreams.
6) Conclusion: what you learned during the research you conducted: about the person and about Latin American
and Caribbean cultures.
Step four: Review the proofreading tips before submitting your draft, complete and print the revision
checklist (see Rubric), and submit it with the FWA#1 draft in BB > Assignments >SafeAssignment. Due by
Week#5.
Step five: The Professor will give you feedback/comments on the draft and return it for revision. Due by
Week#6.
Step six: Revise the paper and submit the final version. (4 to 6-page essay, double spaced, Arial, pitch 12)
bibliography and footnotes in MLA style. Due by Week#7.
Step seven: Be prepared to present this paper to the class for Peer Review.* Final FWA#1 to be posted by
Week#8 in BB > DB Forum “FWA#1: People/Country;”
Peer Review: after reading your peers FWA#1, choose one and write a formal review. Submit in BB >
Assignments >SafeAssignment on Due by Week#9 .
Note: See detailed instructions for the Peer Review, Reflection paper and for the 2nd. Formal Writing
Assignment (FWA#2) in the WRITING in Blackboard (20% of final trade).
12(13)
APPENDIX II
TOTAL
Body:
Flow of the
report
Coverage of
content
Clarity of writing
and technique
Conclusion:
synthesis of ideas
Citations/Referen
ces:
Proper MLA
format
14-15 points
The topic is
accurately
introduced,
and proper
groundwork is
laid as to the
specific
direction of
the report.
19-20 points
The report
progresses
from general
ideas to
specific
conclusions.
Transitions tie
sections
together, as
well as
adjacent
paragraphs.
16-18 points
There is a
good flow
between
sections, all
paragraphs
follow in a
logical order.
19-20 points
The
appropriate
content in
consideration is
covered in
depth without
being
redundant.
19-20 points
Writing is crisp,
clear, and
succinct. The
writer incorporates
the active voice
when appropriate.
Pronouns,
modifiers, parallel
construction are
properly used.
14-15 points
The author reached
succinct and
precise conclusions
based on the
sources consulted
and evidence
stated in the report.
Conclusions are
insightful and show
learning.
9-10 points
All needed
citations were
included in the
report. References
matched the
citations. Sources
are cited when
specific statements
are made.
100
to
90
16-18 points
All major
sections of the
pertinent
content are
included, and
are covered
well, or as
expected.
16-18 points
Writing is clear, but
sometimes too
wordy, or vague.
Paragraph or
sentence structure
is rarely repetitive.
8-9 points
Citations within the
body of the report
and a reference list
were provided.
Some formatting
problems exist, or
a few components
were missing
89
To
75
13-16 points
Writing is clear, but
too wordy.
Meaning is
sometimes
obscured.
Paragraph or
sentence structure
is too repetitive.
9-13 points
The author
provides
concluding remarks
that indicate an
analysis and
synthesis of ideas.
Conclusions are
not always
supported in the
body of the report.
7-9 points
The author
provides
concluding remarks
that indicate some
analysis and
synthesis of ideas.
Conclusions are
not supported in
the body of the
report.
0-7 points
There is no
indication the
author tried to
synthesize the
information or
reach a conclusion
based on the body
of the report.
6-7 points
Most citations
within the body of
the report and a
reference list were
provided.
Formatting
problems exist,
and components
were missing.
74
to
61
Very Good
Introducing
the idea:
Problem
statement
10-13 points
Topic is
introduced,
and
groundwork is
laid as to the
general
direction of
the report.
Good
Excellent
Criteria
&
Rubric for assessment of a Formal Writing Assignment
9-10 points
Readers are
aware of the
overall
problem,
challenge, or
topic that is to
be examined.
13-16 points
There is a
basic flow
between
sections, but
not all
paragraphs
follow in a
logical order.
13-16 points
All major
sections of the
pertinent
content are
included, but
not covered in
as much depth,
or as explicitly,
as expected.
0-1 points
Neither
implicit nor
explicit
reference is
made to the
topic that is to
be examined.
0-13 points
The report
appears to
have no
direction, with
disjointed
subtopics.
0-13 points
Major sections
of pertinent
content have
been omitted
The writing
does not relate
to the topic.
Poor
60
0-13 points
0-5 points
to
Writing is
Citations included
0
convoluted, and it
in the report were
is hard to discern
not referenced.
what the writer is
Sources included
trying to express.
in the text were not
Misspelled words,
cited.
incorrect grammar,
and improper
punctuation are
used.
*adapted (2-12-09) from a version shared with a colleague from BMCC, who teaches this class at the BA online. It was modified on
9-28-10 to include the “very good” level. (L.B.Ellis)
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