ENGLISH 131 SLOs and Assessments

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ENGLISH/CDE 131—Children’s Literature
SLOS AND METHODS OF ASSESSMENT/MEASUREMENT AND RUBRICS (WHEN AVAILABLE)
1.
SLO = Student should be able to read and comprehend a passage of text.
A/M = Student will be asked reading comprehension questions on a quiz or test.
RUBRIC FOR SLO1:
Average (passing) answer (2): Student can read and understand text.
Poor answer (1): Student cannot read or understand text.
2.
SLO = Student should be able to analyze a passage of text.
A/M= Student will be asked to analyze a text on a quiz or test.
RUBRIC FOR SLO2:
Good answer (3): The student demonstrates insightful analysis of children’s literature, using specifics and
illustrating an application of ideas learned throughout the semester.
Average (passing) answer (2): The student demonstrates adequate analysis of children’s literature. The
student may not use specifics consistently or may illustrate a limited application of ideas learned
throughout the semester.
Poor answer (1): The student summarizes or paraphrases the passage without analyzing or does not
demonstrate the student has gained an understanding of children’s literature.
3.
SLO = Student should be able to define and distinguish the genres of children’s literature.
A/M = Student will be asked to provide a definition of genre’s of children’s literature on a quiz
or test.
4.
SLO = Student should be able to identify and apply criteria for selecting texts from the genres of children’s
literature.
A/M = Student will be asked to explain whether a children’s book is a good example of historical fiction
based on the criteria for selecting good historical fiction on a quiz or test.
A/M = Student will be asked to explain whether a children’s book is a good example of realistic fiction
based on the criteria for selecting good realistic fiction on a quiz or test.
A/M = Student will be asked to explain whether a children’s book is a good example of fantasy based on the
criteria for selecting good fantasy on a quiz or test.
A/M = Student will be asked to explain whether a children’s book is a quality picture book based on the
criteria for selecting good picture books on a quiz or test.
A/M = Student will be asked to explain whether a poem is a good example of children’s poetry based on the
criteria for selecting children’s poetry on a quiz or test.
A/M = Student will be asked to explain whether a children’s book is a good example of ethnic children’s
literature based on the criteria for selecting good ethnic children’s literature on a quiz or test.
A/M = Student will be asked to explain whether a concept book works to teach the concept on which it is
based, based on the criteria for selecting concept books on a quiz or test.
5.
SLO = Student should be able to evaluate visual elements of picture books in determining quality picture
books.
A/M = Student will be asked to provide a definition of concepts and apply them to specific adolescent texts
on an exam.
RUBRIC FOR SLO 5:
Strong answer (4): The student shows an understanding of the way visual elements work together to
provide insight into the story and applies them to an illustration or a whole picture book in a way
that demonstrates insight.
Good answer (3): The student shows a good understanding of the way visual elements work together to
provide insight into the story but applies them in a more limited way.
Average answer (2): The student demonstrates a general understanding of the way visual elements work
together or simply describes what they see in the illustration.
Weak answer (1): The student does not know understand what the visual elements of an illustration are.
6.
SLO = Student will design a creative activity that is focused on children’s literature.
A/M = Student will be asked to design a creative aspect based on a children’s novel, picture book, poem, or
traditional literature story.
7.
SLO = Student should be able to identify theories of children’s development and consider how the theories
are helpful in selecting literature appropriate to the needs of various children.
A/M = Student will be asked to identify Erik Erikson’s theories of children’s psychological development as
they apply to a specific literary text on a quiz or exam.
A/M = Student will be asked to identify Jean Piaget’s theories of children’s cognitive development as they
apply to a specific literary text on a quiz or exam.
A/M = Student will be asked to identify Lawrence Kohlbertg’s theories of children’s moral development as
they apply to a specific literary text on a quiz or exam .
8.
SLO = Student should be able to identify common themes in children’s literature and compare the way
different texts explore similar situations and conflicts.
A/M = Student will be asked to compare the way several texts demonstrate common themes of children’s
literature on an exam or in a paper.
RUBRIC FOR SLO 8:
Strong answer (4): The student uses interesting insight and an understanding of significant
themes/conflicts relevant to children’s literature in multiple texts, using specifics from the texts to
support the insights. The student identifies a theme/conflict within the passage that is significant
for that work and for children’s literature and analyzes it with respect to both texts insightfully.
Good answer (3): The student shows some insight into the significant themes/conflicts relevant to
children’s literature but the answer is not as well developed using specifics from the texts or the
ideas may not be equally applicable to all texts. The student identifies a theme/conflict within the
passage that is helpful in understanding that work and children’s literature.
Average answer (2): The ideas the student identifies in the texts are more obvious or are not relevant to all
texts discussed. Specifics may not be used consistently or for all texts. The student identifies a
theme/conflict that may not be as relevant for the work as other conflicts/themes.
Weak answer (1): There is not really an apparent connection among the various texts the student
discusses or the connection may be forced. The student relies on generalities rather than specifics.
The student identifies a conflict or theme that is not really relevant to the passage assigned.
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