Motlow State Community College Program Student Learning Outcomes Use of Assessment Results Spring Semester 2013 Program Title: General Education, University Parallel Major Course: ENGL 1020—Composition II Expected Student Learning Outcomes: 1. Students will fulfill the requirements of the assigned writing task and have a clear purpose that is sustained throughout the text. 2. Students will respond adequately and appropriately to the needs of the audience and the requirements of the writing situation. 3. Students ‘ writing will be logically organized in support of the text’s purpose with a clear thesis statement and topic sentences, supporting points that are presented in a logical progression, and appropriate transitions. 4. Students’ writing will provide logical and adequate support for the thesis by employing appropriate rhetorical strategies/patterns and, when appropriate, integrating material from primary and/or secondary sources. 5. Students’ writing will display a variety in sentence structure and vocabulary, and display a level of formality appropriate to purpose, audience, and context. 6. Students’ writing will display competent control of surface features such as basic syntax, grammar, punctuation, word choice, and spelling, particularly those errors that interfere with a reader’s understanding and/or undermine the writer’s authority. 7. Students’ writing reflects the use of effective strategies for generating ideas, drafting, revising, editing, and proofreading. Performance Measure(s): Embedded assessment of a major research paper Effectiveness Standard: At least 72% of the papers should meet or exceed the expected outcome of 3 in any given learning outcome. Assessment Results: S13 GE Rubric Summary for ENG 1020 Student Learning Outcome # clear purpose respond adequately logically organized provide logical display a variety display competent effective strategies 4 % 213 203 192 179 158 126 182 # 51% 49% 46% 43% 38% 30% 44% 3 % 165 167 169 177 180 199 177 # 39% 40% 40% 42% 43% 48% 42% 2 % 34 42 51 53 71 76 51 1 8% 10% 12% 13% 17% 18% 12% 6 6 6 9 9 17 8 1% 1% 1% 2% 2% 4% 2% Excellent or Good Total Students # % 378 90% 418 370 89% 418 361 86% 418 356 85% 418 338 81% 418 325 78% 418 359 86% 418 Use of Assessment Results: All General Education Assessment results for English 1020 were acceptable because they were all well above the 72% benchmark meeting or exceeding the expected outcome of 3. However, in order to better prepare the “Summary of Assessment Results” report and to create a more seamless transition between ENGL 1010 and 1020, the Languages Department has drafted a new set of SLO’s based more closely on those presented by TBR in 2002. The old SLO’s are listed above. The new SLO’s are as follows: Students who complete Freshman Composition II will demonstrate the ability to . . . 1). Distill a primary purpose into a single, compelling statement. 2). Order and develop major points in a reasonable and convincing manner based on purpose. 3). Develop their ideas using appropriate rhetorical patterns (i.e. narration, example, process, comparison/contrast, classification, cause/effect, definition, argumentation, etc.) and other special functions (i.e., analysis, research, etc.). 4). Employ correct diction, syntax, usage, grammar, and mechanics in their writing. 5). Manage and coordinate basic information gathered from multiple sources. 6). Respond adequately and appropriately to the needs of the audience and the requirements of the writing situation. 7). Understand that the writing and/or speaking processes include procedures such as planning, organizing, composing, revising, and editing. Moreover, the department has chosen to remove the current emphasis on Literature from the course in order to focus more exclusively on improving students’ writing skills. The new catalog description is as follows: ENGL 1020: This course emphasizes expository and analytic writing, critical thinking, in-depth extended research, and the incorporation and documentation of source material into student writing. Also, the department has chosen a new textbook for ENGL 1020 that more directly reflects the new SLO’s and catalog description for the course: Kirszner, Laurie G. and Stephen R. Mandell. Practical Argument: A Text and Anthology. 2nd ed. Boston: Bedford/St. Martin’s, 2013. Print. A new syllabus will be in place by Aug. 1, 2013. The department also hopes to improve faculty participation rates and overall morale regarding assessments by changing the method of reporting assessment results. Beginning in Fall 2013, faculty will still use the “essay graded via a rubric” method, but will change the process of collecting and reporting assessment results as follows: Faculty will assign the new 1020 assessment assignment (attached) during the final third of the semester. When grading the essay, faculty will also complete the assessment rubric for each essay (attached). Each faculty member will then send the completed rubrics to the department secretaries (Sherian Oakley) who will keep a record of faculty who have and have not reported their assessment results. Faculty who have not reported will be contacted by the Languages Chair (Wes Spratlin) in an effort to increase faculty participation. Once all reports are in to the department secretary, they will be sent to the Director of Research, Planning, and Effectiveness (Sylvia Collins). The reports will then be read and entered via existing software. The Languages faculty believes this process will be much less time-consuming and cumbersome than our present practice of entering each student’s results manually into the “Survey-Gizmo” product currently in use. Thus, participation rates should increase while our confidence in the accuracy of our assessment numbers also increases.