LA HARBOR COLLEGE
Student Learning Outcomes (SLOs) Assessment Report
Course Assessment
Division: Communications
Discipline/Program:
Developmental Communications
Course Number and Name: DEV COM 076 English as a Second Language Reading-Conversation II
Program Contact Person: Shazia Khan
Phone: (310) 233-4242
Reviewed by: Joachin Arias, Ph.D. (SLO Coordinator)
Date: December 2014
Attach additional pages as necessary.
Institutional
Course Intended Outcomes
Learning Outcomes
1. Demonstrate literal
and inferential reading
1
ability of advanced
pre-collegiate text.
Means of Assessment and
Summary of Data
Criteria for Success
Collected
Students will be given a
Sample Size: 14
final exam on written
material with questions
Number and percentage
reflecting comprehension
of students scoring 70%
at the literal and inferential or higher:
levels.
14 = 100%
On December 17, 2014,
fourteen students enrolled
in Dev Com 076 were
given a final exam which
measured SLO #1. The
assessment consisted of a
poem called
“Okasan/Mother” by Sakae
S. Roberson. The exam
contained ten literal level
questions and three
inferential level questions.
The questions for each
reading ability are below.
Criteria for Success: 75%
Use of Results
Since the SLO was met with
100% success, faculty will
remain consistent with
instruction and also research
further methods.
1
2. Identify meanings of
vocabulary words
through context.
1
3. Summarize various
modes of precollegiate level
reading with logically
constructed and wellsupported ideas that
exhibit a critical
analysis of those
readings.
1
4. Produce simple
sentences that are
relatively free from
grammatical errors
and which display
standard academic
language
of students will earn a
score of 70% or higher.
Students will take an exam
which will include
questions on identifying
meanings using context
clues.
Criteria: 75% of students
will earn a score of 70% or
better.
Students will write a
summary of a current event
using different news
articles.
Criteria for Success:
Students will improve their
ability to write a summary
by 50% during the course
of the semester according
to a department-approved
rubric.
Students will be given an
in-class pre and postwriting assessment in
which they will construct
at least five sentences.
At the beginning of the fall
2014 semester, 14 students
completed a journal #1
assignment in which they
responded to the prompt,
“What does your name
mean? Were you named
after anyone? Do you have
a nickname? If so, how did
you get it?”
Sample Size: 14
Number and percentage
of students who made at
least one point
improvement:
7 = 50%
While half of the students
in this course made an
improvement by one
point, all students
maintained a posttest
score of 2 or 3 which are
above average and
Since all students maintained
an above average or
excellent score, continuous
assessment will be done and
strategies and materials will
be researched to further
improve upon instruction in
this area.
excellent.
Then at the end of the fall
2014 semester 14 students
completed a final journal
(#24) in which they
responded to the prompt,
“From the Lion, the Witch
and the Wardrobe, choose
a theme, or lesson that you
learned, and define how it
relates to the book. This
can be the lesson you
learned or the moral of the
story. Next, give a reaction
to the theme. Begin by
stating whether you agree
or disagree. State a similar
experience from your own
life that supports the
author’s philosophy or
differs from the author’s
philosophy showing that
you agree or disagree with
the author’s point of view.
Give plenty of specific
supporting details. (8-10
sentences)”
1
5. Pronounce and
enunciate words of
Criteria for Success: 75%
of students will improve by
one point or better on the
posttest according to a
department rubric.
Students will work together
in a conversation group
standard American
English
and be observed by the
instructor.
Criteria for Success: 75%
of students will pronounce
and enunciate words of
standard American English
at a score of 70% or higher
according to a department
rubric.
Dev Com 076 SLO Report
Fall 2014
SLO #1: students will demonstrate literal and inferential reading ability of advanced pre-collegiate text.
Assessment: On December 17, 2014, fourteen students enrolled in Dev Com 076 were given a final exam which measured SLO #1. The assessment
consisted of a poem called “Okasan/Mother” by Sakae S. Roberson. The exam contained ten literal level questions and three inferential level
questions.
Literal Level Questions
Mark A for true and B for false.
1. Okasan/Mother has lived in America for twenty-five years.
2. She wishes that her daughter were more interested in Japanese culture.
3. She is sewing a wedding dress for her daughter.
4. She celebrated Christmas (even though the holiday is not part of the traditional religion in Japan).
5. She and her daughter have a close relationship.
6. Americans sometimes mistake Okasan/Mother for Chinese.
7. She hopes her daughter will have a baby.
8. She sews dresses for a living.
9. Americans have treated her with respect.
10. She is proud to live in America.
Inferential Level Questions
11. Compare and contrast the adjustment to a new culture by Okasan/Mother with either, Vasantha in “The Nowhere Man,” or Dr. Quansah’s
wife in “The Rain Child.”
12. Compare and contrast the mother daughter relationship in the reading from “The Joy Luck Club” with relationship described in
“Okasan/Mother.”
13. Do you think that it’s important to adapt to the new culture when you live in a foreign country? Give an example to support your opinion.
Criteria for Success: 75% of students will earn a score of 70% or better.
Summary of Data Collected:
Sample Size
Number & Percentage of Scores > 70%
14
14 = 100%
Use of Results:
Since the SLO was met with 100% success, faculty will remain consistent with instruction and also research further methods.
SLO #4: students will produce simple sentences that are relatively free from grammatical errors and which display standard academic
language.
Assessment: At the beginning of the fall 2014 semester, 14 students completed a journal #1 assignment in which they responded to the prompt,
“What does your name mean? Were you named after anyone? Do you have a nickname? If so, how did you get it?” Then at the end of the fall 2014
semester 14 students completed a final journal (#24) in which they responded to the prompt, “From the Lion, the Witch and the Wardrobe, choose a
theme, or lesson that you learned, and define how it relates to the book. This can be the lesson you learned or the moral of the story. Next, give a
reaction to the theme. Begin by stating whether you agree or disagree. State a similar experience from your own life that supports the author’s
philosophy or differs from the author’s philosophy showing that you agree or disagree with the author’s point of view. Give plenty of specific
supporting details. (8-10 sentences)”
Criteria for Success: 75% of students will improve by one point or better on the posttest according to a department rubric.
Subject & Verb
Excellent (3
points)
Each sentence
contains a subject
and verb and
expresses a
complete thought.
Above Average
(2 points)
Only one or two
sentences lack a
complete thought
and do not
significantly
interfere with the
readability of the
writing.
Average (1 point)
Unacceptable
(0 points)
Sentences describe Almost no
the subject but
sentences contain a
contain two or more subject and a verb
incomplete
and the main point
sentences and the
of the writing is
main point of the
incomprehensible.
writing is weak.
Spelling
Sentences have
very few, if any
spelling errors.
Use of Tense
Sentences
consistently use the
correct tense (past,
present, future,…)
for the appropriate
context of the
writing prompt.
Capitalization
Each proper noun is
capitalized and the
beginning of each
sentence begins
with a capital letter.
Sentences have
some spelling
errors, but do not
significantly
interfere with the
readability of the
writing.
Sentences contain
no more than two
incorrect uses of
tense.
Sentences have
Sentences contain a
spelling errors
large amount of
which interfere
spelling errors.
with the readability
of the description(s)
of the writing.
Writing contains up
to two
capitalization
errors.
Writing contains
three to five
capitalization
errors.
Sentences contain
three to five
incorrect uses of
tense which
interfere with some
of the readability of
the writing.
The majority of the
sentences use
inconsistent
tense(s) and takes
away from the
ability to
comprehend the
writing.
Almost all
sentences and
proper nouns are
not capitalized.
Summary of Data
Sample Size
Number and percentage of students who
made at least one point improvement
14
7 = 50%
While half of the students in this course made an improvement by one point, all students maintained a posttest score of 2 or 3 which are above
average and excellent.
Use of Results:
Since all students maintained an above average or excellent score, continuous assessment will be done and strategies and materials will be researched
to further improve upon instruction in this area.