Student Learning Outcomes Assessment Department: English and Philosophy Academic Year: 2014-15 Program: Literature Year Assessed Objective Assessed Direct Measure Direct Measure results Indirect Measure 20142015 Breadth of American, British, and World Literatures PRAXIS II Test. At least 70% of EU students taking the test will pass Pass rates are 71.4, 77 and 62% for the relevant tests in the most recent available results. Grades of current majors in 6 survey courses 201314 Demonstrated Ability to apply a variety of critical approaches, provide evidence, and use correct bibliographic style in argued 499 master work: At least 70% will receive a yes response in each category Critical approaches: 81% Provide Evidence: 100% Correct Bib: 75% Focused Writing: 69% Grades from 499 students. At least 80% will receive a grade of B or bettor in course Indirect Measure Results Of 16 students, 11 received A’s and 5 received B+. Proposed Action Item for Assessment Tool Proposed Action Item for Program Action Items Implemented Since the PRAXIS is a standardized test, we cannot modify it. While the 70% pass rate threshold is largely being met, the results are somewhat weak. We should probably look more closely at the PRAXIS test requirements and align our program more closely to them. Literature Faculty will assess the outcomes of the BA program and ENGL 499 More 2018-19 comprehensive plan for assessing SLOs was developed. Multiple years of 499 students will be assessed rather than just the previous year’s class Outcomes of 499 have been rewritten to more closely match the outcomes of the program. 2015 Objective to be Assessed Again 2017-18 201213 201112 focused, organized, and researched writing Experienced at least one in-depth literary study concerning selected authors and/or themes Demonstrate a practical familiarity with a wide range of the ‘schools’ of literary criticism 499 master work rated as to presence of in-depth literary study. At least 80% will receive a yes response Evaluation of ENGL 489 critical application essays using a 5 point rubric. The goal was an average score of 3.5 or higher 100% of students received a yes response Transcripts were evaluated as to presence of topics/authors course 10 of 11 students had taken at least one topics/authors course Assessment tool will be revised to meet new outcome language Rewrite outcome to demonstrate mastery rather than experience Outcome rewritten. 2014. Program revised to made a topics authors course a requirement in BA Literature Program 2016-17 3.13 which places them slightly above a moderate understanding, but not as close to a fully developed understanding as we would like. Grades of current majors for ENGL 209 and 489. The goal was that the group have an average of 3.0 or higher 3.34 Use a more gradual scale. Allowing raters to give half points will more closely match the opinions of the evaluators Informally increase the use of critical schools and theorists in courses from the surveys to upper division courses ENGL 209 added as a prerequisite to ENGL 489. 2013 2015-16 Note: The assessment for breadth of knowledge only uses data from the Secondary English Education majors; future assessments should consider methods to include the literature majors as well. Student Learning Outcomes Assessment Department: English and Philosophy Academic Year: 2014-15 Program: Writing Year Assessed Objective Assessed Direct Measure Direct Measure results Indirect Measure Indirect Measure Results 201415 Develop a practical appreciation of contemporary writing 22 master works evaluated by three faculty members using a 5point rubric. Aggregate: 9.6/22 (44%) received a 3 or higher; 3/22 (14%) received a 1. WritingSee Report Assessment Survey. Proposed Action Item for Assessment Tool Proposed Action Item for Program Action Items Implemented The direct and indirect measures should include ALL writing majors in their final semester of study Writing None Faculty should review this goal of the BA program in Writing and update it and/or recommend practical curricular approaches to support it Objective to be Assessed Again TBD OVERVIEW The Assessment Committee of the English and Philosophy Department at Edinboro University of Pennsylvania has concluded its assessment for AY 2014-15 for the following stated goal of the Writing Program: students upon graduating from the program will have “developed a practical appreciation of contemporary writing.” The committee determined that a “practical” appreciation means the ability to understand how a contemporary writer’s work may help students improve their work. The committee developed Direct and Indirect methods for assessment. The Direct method involved the evaluation of midterm essays for Dr. Bartone’s Spring 2015 Fiction Workshop. A five-point rubric (see Attachment Two) was designed to reflect the committee’s determination that a practical appreciation of contemporary writing means the student can connect it to his or her work. Three faculty members of the Department volunteered to evaluate the twenty-two essays that were anonymously submitted for assessment purposes. The Indirect method involved administering a Writing-program Assessment Survey (see Attachment Three) to nineteen students in Dr. Bartone’s Spring-2015 Fiction Workshop. RESULTS The Direct evaluative method found that an aggregate average (the average of the three evaluators’ scores) of 44% of the essays scored a 3 or higher; 42% scored a 2, and 14% scored a 1. There were no zeros. The scores of each evaluator are presented in Figure One. FIGURE ONE Evaluator 3 1- points 2 points Evaluator 2 3+ points The Indirect found that who indicate that or “Agree” evaluative method 74% of the students Evaluator 1 completed the survey they “Strongly Agree” that the 0 2 4 6 8 10 12 14 English/literature classes they have taken at Edinboro have adequately focused on contemporary writers and their work; 89% “Strongly Agree” or “Agree” that their English/literature classes have shown them how contemporary writers and their work may help them improve their writing. Furthermore, 95% of the student respondents indicate they “Strongly Agree” or “Agree” with the statement that they are pleased with the writing classes they have taken at Edinboro, while 68% indicate they “Strong Agree” or “Agree” with the statement that they are pleased with their English/literature classes. It is worth noting that 26% of the respondents are “Neutral” or “Disagree” with the statement that “one cannot be successful as a writer without a good awareness of contemporary writers and their writing.” INTERPRETATION The Direct and Indirect evaluative methods for the stated goal of giving students “a practical appreciation of contemporary writing” suggest that there is a serious disconnect between students’ perception of success in this area (89%) and the perception of the evaluators (44%). There were a number of factors that may have contributed to this. One is that only 22 students participated in the assessment, out of a total of 53 writing majors; additionally, the essays for the Direct evaluative method were anonymous and came from a class that had majors and non-majors in it, which made it impossible to distinguish the writing majors from the non-majors. It is recommended that future writing-program assessments should include only senior writing majors and try to include a larger sampling of them. It is also recommended, based on the findings of the current assessment methods, that the writing faculty should review the goal itself, update it if deemed necessary, and suggest curricular approaches to support it or its updated version.