Discip lin e : En glish
(En g . 3 5 0 )
Se m e st e r & Ye ar : F2 0 1 1
Discip lin e Assessm e n t An aly sis For m
Directions: For each course SLO undergoing assessment, collect the
Transfer/Basic Skills Assessment forms for Individual Course Sections.
Convene a department meeting (and/or communicate with department members)
to summarize and discuss the SLO assessment results/analyses for all sections
English
DEPARTMENT
Meeting Date (if applicable)
And/or Alternative Means of
Communication
8/26/11
9/16/11
5 instructors (2 FT, 3PT)
Number of Faculty/Staff
Participating
(# fulltime, # adjunct, and total)
5 faculty
Number of Faculty Sharing
Assessment Results
Number of Course Sections
Assessed
Course SLO or Degree SLO
Measured
--Identify Course(s) and Degree--
6 Eng. 350 sections
SLO#1: As a reader, identify the main idea and its major
and minor support in simple academic articles.
Eng. 350
ASSESSMENT TOOLS
Describe assessment tool/
assignments faculty/staff
used to measure the SLO.
Reading Test #2 (S2011) “Kids and Computers: Digital
Danger”
Students read and annotated a 2-page article ahead of time.
In class, students used their annotated articles to answer
questions about the reading. Questions 1,2,6,7, and 9 were
used to assess SLO#1.
20% of all tests were randomly selected to be assessed.
ASSESSMENT RESULTS
(Summarize the overall results
of your department, including
performance data if applicable.)
Satisfactory identification of
Thesis: 33% (Q1)
Plan of development: 73% (Q2)
Commentary: 53% (Q6)
Overall identification score: 53%
Satisfactory explanation of
Thesis (MI): 73% (Q9)
Major Support: 33% (Q7)
Overall explanation score: 53%
In what areas was student
performance outstanding?
Almost all students (73%) could identify the plan of
development and could explain the main idea.
In what areas should student
performance be improved?
Students had difficulty identifying the main idea and
explaining major support (33% for both).
Describe unaddressed student
needs or issues
that the assessment revealed.
NEXT STEP(S) TO IMPROVE
STUDENT LEARNING
More work on identifying the thesis and on explaining and
understanding the connection of the major support to the
thesis is needed.
□
□
How will your department
address the needs and issues
that were revealed by your
assessment?
What are your collective plans
□
□
□
Seek out or design faculty development activities on
teaching and assessment
Consult teaching and learning experts about teaching
and assessment methods
Encourage faculty to share activities that foster
improved student learning
Write collaborative grants to fund departmental
projects to improve teaching
Purchase articles/books on teaching/assessment.
and strategies for improving
student learning?
Check all that
apply.
□
□
□
□
□
□
□
Create bibliography of resource material
Visit classrooms to provide feedback (mentoring)
Share rubrics and assessment results among all
discipline faculty
Analyze/revise course curriculum and/or SLOs
Analyze department curriculum to strengthen the
coherence of the program or the progression of skills
from course to course
Nothing; assessments indicate no improvements
necessary
Other (please describe):
Additional Explanation:
We need to select questions that more accurately target
the outcome that we want to assess. SLO#1 addresses
identification, not explanation of the main idea and major
and minor support. In the next assessment, we will
choose questions more carefully that do not “muddy” the
skills being assessed. Outlining major and minor support
would be one way to assess part of this SLO.
Identification questions need to be separated from those
that require explanation, a higher level comprehension
skill.
Although identification of the thesis is already a major
focus of teaching in Eng. 350, we will continue to
emphasize this important skill.
Priorities to Improve Student
Learning
List the TOP 3 TO 6
actions/changes
faculty judge will most improve
student learning.
1. Systematic teaching in identification of thesis
2. Troubleshoot why one thesis answer is superior to
another.
3. Sharing what works and doesn’t with other faculty
4. Informal monitoring and sharing of results of thesis
identification on one of the next two major reading
tests
5. Design better test questions.
IMPLEMENTATION
Describe the departmental plans
to implement these priorities.
The results of this analysis will be made available to Eng.
350 faculty. Also, we will make an effort to gather informal
results on identifying the thesis and major and minor
support on one of the major reading tests of S2012.
TIMELINE FOR
IMPLEMENTATION
Provide a timeline for
implementation of your top
priorities.
S2012
REASSESSMENT
When do you plan to reassess
this SLO?
F2016