Assessment: Course Four Column · 2018-05-10 · Standard and Target for Success: ... questions at the end of each story. The pre-test consisted 8 ... The result is actually the same

El Camino: Course SLOs (HSA) - Educational Development

FALL 2016Assessment: Course Four Column

ECC: EDEV 11:Writing and Reading for Deaf and Hard of Hearing Students

Course SLOs Assessment MethodDescription Results Actions

SLO #1 WH Questions - Student willlocate answers to WH-Questions(who/what, do-what, where, when,why, & how).

Course SLO Assessment Cycle: 2015-16 (Fall 2015)

Course SLO Status: Active

Input Date: 11/08/2013

Standard and Target for Success:Students will pass the test at least atthe 70% accuracy level.

Action: Looking at the results ofthe assessments, it has beendetermined that the answerchoices following the readingmaterial may not have been clearenough for this group of students.So, next time this type ofassessment will occur, a differentreading material and answerquestions will be provided.(05/01/2014)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14 (Fall2013)Standard Met? : Standard Not MetTwo short stories were given. They were to answer WH-questions at the end of each story. The pre-test consisted 8multiple-choice questions while the post-test consisted 10(MC) questions.

First test (pre-test) – 6 students present, one absent.Question # # of wrong answers in each Q1 22 33 24 35 16 17 38 2

Out of 6 students, 3 passed with 70% accuracy. For those 3students that did not pass with 70%, it was anticipated thattwo would not to pass due to their minimal language skills(which falls most likely at the 1st or 2nd grade reading level)while the other student was quite a surprise because thisstudent had excellent communication skills and he should

Exam/Test/Quiz - There were twotests given. One was a pre-test andthe other was a post-test. Both testswere in the multiple choice format.

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have been able to, at least, comprehend this short readingpassage. He was inquired as to why he didn’t do well on thepre-test and he admitted that he really did not want to beat school but would rather be working full-time instead. Theinstructor encouraged him to put in a little bit more effortin the class because the possibility with this student tomove on to upper English classes after completing this classwas evident.

Second test (post-test) –6 students present, the one thatwas absent at the first test was dropped from class.Question # # of wrong answers in each Q1 22 53 34 15 46 27 38 19 410 2

The result is actually the same with the pre-test result (outof 6 students, 3 passed with 70% accuracy.) However, thethree that passed, two of them got higher scores than thepre-test while one remained the same with the number ofwrong/correct answers with both tests.

Comparison between the two tests: The first test wasrelatively easier to read and easier to locate the answersfrom the passage. The second test was slightly longer intext and a bit more challenging to find the answers,requiring some inference thinking. However, the instructor’s expectation for students passing both tests were 70% andout of the 12 students (3+3 total for both tests), only 6 (3+3total of getting below 70%) equates to 50%. This did notmeet the expectation of the teacher. This was half of theclass that did not pass both tests. However, with those thatdid pass, it was evident that progress was made with these



Faculty Assessment Leader: Jaymie Collette

students by the time they took the post-test.

Out of the 8 questions for the pre-test, it was noted that thenumber of wrong answer was widely dispersed and equally.So, this indicated that the students all had similarunderstanding of the questions. As the instructor, looking atthe questions, the fourth question was probably the mostdifficult to answer because the question itself was not reallyclear and the answer choices were very vague. Out of the10 questions for the post-test, it was noted that question #2had the highest number of errors. The question was rathereasy to answer and the answer was evident in the passage,however, it required the students to think about the orderthe event happened. Perhaps, the students were expectedto see more of “chronological order” from beginning to theend. The passage was actually in sequential order, but notin the order of the first, second, and so on. The answer to#2 was actually in the middle of the passage where otherevents that had happened first was at the end of thesemester. This writing style of the author probably threwthe students off. (02/07/2014)


Action: Looking at the results ofthe assessments, it has beendetermined that the answerchoices following the readingmaterial may not have been clearenough for this group of students.So, next time this type ofassessment will occur, a differentreading material and answerquestions will be provided.(09/30/2014)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14 (Fall2013)Standard Met? : Standard Metsee report (01/28/2014)

Action: Change the test format.Use different stories that is moreappropriate with their frame of

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Met

Exam/Test/Quiz - Two short storieswere given to the students ofEducational Development Reading



Standard and Target for Success:Students will pass both tests with atleast 70% accuracy.


reference. Maybe eliminate theinference questions and teachmore on that specific skill.(10/17/2016)Action Category: TeachingStrategies

All five students passed the pre-test with 70% accuracy.Three students got 90% while the other two got 80%. Forthe second test, two students passed at the 70% percentile.One student passed at the 80% and the other two at the90%. Result is all five students passed with at least 70%accuracy.

Comparison between the two tests: the first test wasrelatively easier to read and easier to locate the answers inthe passage. There was a couple inference questions. Thisposed a bit of a challenge since these students wereaccustomed to finding concrete answers in the passage.The second test was slightly longer in text and a bit morechallenging to locate answers. There were a coupleinference questions as well. With this test, the students didbetter on the inference questions than with the pre-test.(12/08/2015)

class as a pre-test and a post-test toassess their reading comprehension.They were to answer WH-questionsat the end of each story. Both testsconsisted 10 fill-in-the-blankquestions.

SLO #2 Ideas and Details - Studentwill identify main ideas andsupporting details in a given readingpassage.



Input Date: 11/08/2013 Standard and Target for Success: Itis expected that 50% of the classshould pass the test with 70%accuracy.

Faculty Assessment Leader: J.Collette

Action: It is clear that studentsneeded more time on this specificlesson in order to do better,though more than 50% passed thetest. Instructor feels more couldhave been done. (12/15/2016)

Follow-Up: By this date, theinstructor will have givenstudents more opportunities inpracticing on this specific topic.(11/30/2017)

Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard MetOut of 5 students who showed up for the test, 4 passed thetest with 70% accuracy. One student did not pass, but gotevery single question wrong. This particular student has noprior English experience (ESL student). Three remainingstudents did not show up for the test. (12/15/2016)

Exam/Test/Quiz - Test was given in amultiple choice, fill-in-the-blanks,circle/underline the facts format aswell as short passage readingcomprehension and simpleparagraph writing. Total points ofthis test is 20.

SLO #3 Drafting - Students willdemonstrate the prewriting anddrafting steps of the writing process.







ECC: EDEV 140:Assisted Computer Literacy


SLO #1 Word Document - Studentswill create a properly formatted worddocument




Standard and Target for Success: Itis expected that 80% of the studentswill be 75% successful as per theirlab assignments, exams, and finalproject

Faculty Assessment Leader: Tiffanie Lau

Action: Instructor may want toconsider introducing topics/skillsthrough earlier assignments inorder to give students additionalpractice time. With greaterfrequency throughout thesemester, students should be ableto master skills for the finalproject. (01/11/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard Not MetEleven students were enrolled but 2 students did notcomplete the final project and were not able to beevaluated. Of the remaining students, 56% of evaluatedstudents met criteria with scores of 75% or higher.(01/11/2017)

Multiple Assessments - Labassignments, exams, and finalproject

SLO #2 Short Cut Key - Students willutilize short cut keys to edit a worddocument

Course SLO Assessment Cycle: 2014-15 (Fall 2014), 2017-18 (Fall 2017)



Standard and Target for Success: Itis expected that 80% of the studentswill be 75% successful as per theirlab assignments and exams % of Success for this SLO: 88

Faculty Assessment Leader: Tiffanie Lau

Action: Professor will continuecurrent practice. Professor willintroduce short cut keys andprovide ample opportunities andinstructions for students to useshortcut keys throughout thesemester through lab andhomework assignments.(12/13/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2017-18 (Fall2017)Standard Met? : Standard Met8 students took the course. 7 students (88%) are able to useshortcut keys to edit and format their documents at least75% of the time. (12/13/2017)

Faculty Assessment Leader: Bonilee Kaufman

Action: I only have access tocomputers for the students 50% ofthe class time. Most of thesestudents do not have access totheir own personal computers so itis imperative that they have accessduring class time to do theirassignments and to learn skills.(11/12/2015)

Follow-Up: SLO #2 was changedto current SLO in Spring 2017.

Action Category:Program/College Support

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Not Met14 students took the course. Eight were successful scoring75% or better (57%). 21% failed the assignments. Somestudents seemed like they could perform the skills but failedto turn in lab assignments which resulted in their notpassing the class. (02/11/2015)

Performance - Students will utilizethe different short cut keys, to editand format their documents



During this semester, lecture andlab time was given to students topractice using shortcut keys. 7students were enrolled in Spring2017. 4 students (57%) wereobserved to have used shortcutkeys to edit documents.Instructor will provide morepractice through homework a labassignments. (10/10/2017)

SLO #3 Internet Research - Studentswill utilize the internet to researchinformation using reliable sources.

Course SLO Assessment Cycle: 2016-17 (Spring 2017)



Standard and Target for Success: Itis expected that 80% of the studentswill be 75% successful as per theirlab assignments and exams Faculty Assessment Leader: Tiffanie Lau

Action: Since SLO was met,instructor will continue to givemore examples of how todetermine reliable sources. Give ahomework assignment andprovide more lab time for hands-on practice. Instructor willcontinue to discuss and providehomework and lab assignments tofurther reinforce understanding.(09/28/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2016-17(Spring 2017)Standard Met? : Standard Met86% of students met criteria scores of 75% or higher.(06/01/2017)

Multiple Assessments - Labassignment and exams


ECC: EDEV 33:Specific Learning Strategies


SLO #1 Academic Strategies -Students will identify strategies foracademic success.



Input Date: 11/08/2013Standard and Target for Success:70% of the class will complete theassignment with a score of 15 orhigher.Scoring rubric:25 = 2 topics + text overview +personal application15 = 1 topic + text overview +personal application OR 2 topics not fully explainedfrom text or personal application10 = too brief but attempted thepresentation 0 = assignment not attempted

Faculty Assessment Leader: Kathryn Holmes

Action: I will encourage studentsto participate orally in smallgroups throughout the course inan effort to reduce the potentialstress of the final presentation. Imay consider allowing theassignment to be in writtenformat, although I believe thatlearning to speak in front of a classis an important college skill.(09/07/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Not MetAssessment data and analysisFourteen students completed the assignment with anaverage score of 20.7 (83%). This meets the target for theassignment. However, six students did not do theassignment.The target was for 70% of the class to score 15 or higher onthe assignment. Of the fourteen who did the assignment,86% scored 15 points or higher. If the six who did notchoose to do the assignment, thereby receiving a score ofzero, are included in the total scores, that number falls to60% of the total class scoring 15 points or higher, and doesnot meet the target.It should be noted that of the six students who did notparticipate in the assignment, five of them had sufficientoverall class points to pass the class. That may be acontributing factor in their respective decisions not to dothe assignment.On reflection of the data, I am pleased that 83% of thosewho participated were able to satisfactorily explainstrategies for success and articulate how they will make useof the strategies for academic success. I will think aboutwhy six students chose not to do the assignment. Perhapsthe prospect of an oral report was too stressful. I mayincorporate more opportunities for students to speak insmall groups as a way of easing into speaking out in class.As an instructor, it is also very interesting to me to reviewwhich topics or strategies the students found most valuable.I tabulated the topics chosen by the students, and will bemindful of those topics in future classes.

(01/10/2015)

Presentation/Skill Demonstration -Students will give an oralpresentation describing twoacademic strategies discussed overthe semester and describe how theywill implement the strategies in theiracademic pursuits.

SLO #2 Learning Styles - Students willidentify their preferred learning style

Action: Incorporating the topic ofSemester and Year Assessment Conducted: 2013-14 (FallExam/Test/Quiz - Students wereasked to answer questions on a quiz:



and study techniques which areeffective for that learning style



Input Date: 11/08/2013Standard and Target for Success:75% of the class will be able toanswer the questions correctly.

Faculty Assessment Leader: Kathryn HolmesFaculty Contributing to Assessment: Jaymie Collette

using one's preferred learningstyle and related study strategiesthroughout the semester may helpmore students to apply thisconcept. This subject can beintegrated into several aspects ofthe course. (09/01/2014)

Follow-Up: I am including theconcept of learning styles earlierand more often throughout thesemester in lectures. I amreminding students to make useof effective strategies for theirlearning style when they study fortests. Students are using languageabout learning styles in classdiscussions. Hopefully, when Ireassess this SLO, the results willmeet the target. (04/12/2016)


2013)Standard Met? : Standard Not Met

73% of the students were able to identify their preferredlearning style and to correctly identify two study strategiesthat are effective for their style. 6% of the studentsidentified their learning style, however, failed to identifyappropriate strategies. 21% did not meet the SLO. (04/10/2014)

1. According to the Learning StyleSurvey conducted in class, what isyour preferred style of learning?, 2.List two study techniques that areeffective for that specific learningstyle.

Standard and Target for Success: Itis expected that 75% of the studentswill answer each question correctly.

Faculty Assessment Leader: Kathryn HolmesFaculty Contributing to Assessment: Jaymie Collette

Action: By integrating the conceptof one's learning style with otherlecture topics, the students werereminded frequently of theconcept. I believe this repetitionincreased the likelihood that thestudents' would think about howthey learn best, and moreimportantly, use the strategiesthat were discussed.This teaching approachcontributed to a higher successrate than in previous assessments.I will continue this practice goingforward. (11/26/2016)

Follow-Up: I will continue to


Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard Met79% of the students correctly answered the two questions.Correct answers included the student identifying either aVisual, Auditory, or Kinesthetic preferred learning style, aswell as providing two effective study strategies for thatstyle. (11/26/2016)

Exam/Test/Quiz - On a quiz,students were asked two questions:1) According to the learning stylesurvey completed in class, what isyour preferred learning style?, and2) Please list two study strategiesthat are effective for that learningstyle.



integrate the concept of usingone's preferred learning stylewith other course topics.(11/20/2017)

SLO #3 Memory Strategies - Studentswill identify mnemonic devices forimproving memory of academiccontent.



Input Date: 11/08/2013Standard and Target for Success:70%

Faculty Assessment Leader: Kathryn HolmesFaculty Contributing to Assessment: n/a

Action: Based on the weakerresponses in the fill in the blankquestions, I will incorporate moreverbal discussion in the classroomreview of this topic. Studentsappear to recognize the meaningof mnemonic devices, but havedifficulty discussing the use ofthem. (03/29/2017)

Follow-Up: Lectures in generalhave included more emphasis onthe application of contentlearned in each chapter. Whileteaching mnemonic devices, Ihave had students createmnemonic devices in smallgroups and identify which type ofdevice they created. Whileteaching other topics, I haveincorporated the concept ofmnemonics as a study tool.Scores on the quiz on mnemonicsimproved to some degree. Scoreson general non True/Falsequestions have improved overall.(12/08/2016)


Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetThe quiz included 5 questions about mnemonic devices andoverall, 71% of the questions were answered correctly. thestudents scored higher on the questions presented in eitherTrue/False or multiple choice formats. (03/29/2016)

Exam/Test/Quiz - Students willanswer questions on a quiz aboutthe meaning of the term, mnemonicdevices, and will provide examplesof various types of mnemonicdevices. Questions will be posed inTrue/False, multiple choice, and fillin the blank formats.


ECC: EDEV 35:Reading Skills for Students with Learning Differences


SLO #1 Word Recognition - Studentswill exemplify a variety of wordrecognition strategies.




Standard and Target for Success:Passing score is 56.Results: 20 students passed, 5students did no pass.80% Success rate

Faculty Assessment Leader: Bill Hoanzl

Action: Assessment completedand analyzed. Student learningoutcomes satisfactorily realized. •

In addition to labcontextual practice, I will provideadditional worksheets designed todevelop contextual decoding skilllevel performance.• Have students work ingroups for peer support andcontextual decoding feedback.

(08/31/2015)

Follow-Up: I increased thenumber of contextualcomprehension worksheets andgroup work. Student successimproved! (02/04/2016)


Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetResults: 20 students passed, 5 students did not pass.• Contextual reading is recognized as the mosteffective recognition strategy for adult readers.• The DRP is a norm based assessment designed toassess contextual reading skill level adopted by theHumanities Division.• Student prepare and develop contextual decodingskills every week during one hour lab periods practicingcontextual reading exercises and recording theirperformance accuracy.• If a student is unsuccessful in their initial attemptto score the established success criteria, they are given twoadditional attempts throughout the semester to scoresuccessfully. (12/03/2014)

Exam/Test/Quiz - Degrees ofReading Power J-6 (grades 5-7) givenat end of semester.

Standard and Target for Success:Enter text here.It was expected that 75% of thestudents would score 67% or higheron areas 1,2, and 3a of theassessment and score at least 75%on 3b.

I.. Syllable / Sound RecognitionsII. Context and Word Prediction:HomographsIII a. Complex Words (Roots &Affixes): Selection of correct wordfrom context

Action: Stability and predictabilityof lab location and of classresources are crucial for theeffectiveness of E.D. 35, whichneeds a guaranteed lab forrequired on-line readingcomprehension programs such as“Reading for Understanding.”Since the purpose of E.D. 35 is toprepare students for ECC’sprogression of Reading classes,English 80, 82, and 84, access to“Reading for Understanding” iscrucial because students will beexpected to have made significantprogress in that program by the

Semester and Year Assessment Conducted: 2017-18 (Fall2017)Standard Met? : Standard Not Met

Note: This assessment was for F’17 E.D. 35, section 4262,which typically places greater emphasis on word recognitionstrategies due to students’ scores on the screeninginstrument (Carver Reading Assessment), used at the startof the semester for the purpose of placing students in theappropriate section to meet their needs. By contrast,section 4261, places greater emphasis on readingcomprehension, both literal and inferential, because ofstudents’ higher assessment scores.

Twelve out of 18 students were present; arguably, somestudents had “taken off early” for Thanksgiving weekend.On the whole, E.D. 35 had evidenced impressive attendance

Exam/Test/Quiz - Students weregiven a quiz in three main parts, sixmain questions each.



III b. Complex Words: Breakingdown and Identifying word roots andaffixes

This means that students wereexpected to get four out of six itemscorrect in items I, II, and IIIa of theassessment and three out of fourcorrect in IIIb. Because of page spaceand layout, the topics were listed asabove, I, II, and III. The typicalteaching order for these topics is I,III, and II; however, the validity ofthe SLO assessment, administeredtowards the end of the semester,would not seem to be compromisedbased on the arrangement of theitems. Note: The value of havingstudents strengthen their decodingskills three different ways is toprovide them with a variety ofstrategies in order to deploy theirlearning strengths and mitigate anyweaknesses.

time they get to English 84. E.D.35 students need to know thatthey have a consistent, reliablemeeting location with computersand appropriate assistivetechnologies, week-in and week-out. In F'17, my ED 35 studentswould meet in one location onWednesday of a given week andthen in some other location thenext Wednesday. By the end ofthe semester, we had met in atleast three different locations!This meant that students nevergot to feel settled. H S A and theSRC must provide ED 35 with areliable, consistent lab locationwith all the needed writing andreading software, such as“Inspiration,” and “Read & WriteGold,” as well as any assistivetechnology needed, such asadjustable tables for students inwheelchair and JAWS (Job Actionwith Speech) for students who areblind. This is essential!

Commendation of the SRC: SinceFall 2011, the SRC has scheduledtwo sections of ED 35 in the fallsemester, based on high demandfor this class, largely fromincoming high school students.The two sections are offered onthe same day and at the sametime so that the instructors mayscreen students with the CarverReading Assessment, a quick yetreliable grade-based assessment.Students who score close to

throughout the semester. The students who attended on11-22-17 were especially dedicated. For purposes of theassessment, 75% was equal to nine students.

Results for Section I: Syllables / SoundsStudents did better than the target, i.e., 10 rather than 9students scored 4 or higher, so the percentage was 83.3.The item which was consistently missed was #3, i.e., thequestion about the stressed syllable in the word“disgusting.” Recognizing stressed and unstressed syllablesis a function of phonological awareness, often a weaknessof students who place into sec. 4262.

Results for Section II: Context and Word Prediction:HomographsStudents did not reach the 67% target in area 2. Wordprediction is typically emphasized in Reading classesbecause of required, standardized tests which measurecomprehension and accurate use of context by requiringstudents to choose the correct word (from four possibilities)to fill in the blank in one or more sentences in a passage. Ina very remedial class such as E.D. 35, homographs areparticularly illustrative for presenting the role / usefulnessof context to students because the words are usually veryfamiliar, as in check, fire, ball, back, etc. Homographs alsohelp to develop students’ critical thinking skills by requiringthem to recognize two or more meanings of the same wordand possible differences in the parts of speech. In a non-test situation, students are encouraged to read thesentences aloud, saying “blank” at first and then askingthemselves what word would fit in both blank spaces; theymay occasionally work cooperatively on such activities. Inthe assessment venue, students were told to follow thesame process but silently. Eight out of 12 scored 2; theother four students (34%) got all six correct.

Results for Section IIIa: Word Parts (Roots & Affixes):Selection of Correct WordThere were two distinct tasks in section 3. In 3a, studentshad to place six complex words correctly in the paragraph.



Faculty Assessment Leader: J. Land

grades 10-12 are routed to sec.4261; students who score lower(and many are at the elementaryschool level) are routed to sec.4262, which has a strongeremphasis on word recognitionstrategies. Both sections use thesame excellent textbook. Staff andfunds allowing, this practiceshould continue in fall semester.By contrast, demand is less in thespring, so one section suffices,admittedly a more disparate groupof students--in terms of readingachievement—for the instructorto handle. This makes the needfor a regular lab assignment all themore crucial.

Describe Actions Needed toImprove Student Learning:Address (08/27/2018)Action Category:Program/College Support

They were actually using context clues for this task. Astargeted, 9 students (75%) placed at least four of six wordsin the appropriate places. Given that the task was to selectthe correct words, based on context, the passage was readaloud once by the instructor.

Results for Section IIIb: Complex Words: Breaking downand Identifying Roots and AffixesOnly six students (50%) were able to analyze and breakdown three out of four words. The other six students couldonly do two.The words most frequently missed (not broken downcorrectly) were “observing” and “telescope.”Considerable instructional time is devoted to decodingcomplex words, i.e., through lecture and paired activities.If students had a properly equipped computer lab, theywould be able to use appropriate websites and/or softwarepackages to improve their recognition of word families andof the structure of complex words: roots and affixes. This isan essential skill because even though the studentsachieved the target in section 3a, where they had to usecontext to place complex words, the passage was short, andthe words were fairly easy, that is, reminiscent of anewspaper article. By contrast, a college textbook passagewould contain far denser information and far more complexwords, so the ability to break down those words into theircomponent word parts and to recognize the family of wordsbuilt around the typical root words of a particular subjectarea would be a valuable skill to help improve decoding.

The above data suggest that the attached assessment,which has been discussed above, is an appropriate way tomeasure SLO #1 in Educational Development 35.

(01/23/2018)



Faculty Contributing to Assessment: J. Land

SLO #2 Main Idea - Students willdescribe various techniques todetermine the author’s main idea.



Input Date: 11/08/2013Standard and Target for Success: Inthe written assignment submitted80% of the students will accuratelyreflect 80% of the techniquespresented in the text and lecture.

Faculty Assessment Leader: Bill Hoanzl

Action: A supplemental instructionlab that includes computerpractice and targets main ideaswill benefit many students.(02/27/2017)

Follow-Up: Students attended thelab once a week to completepractice exercise. This should becontinued. (03/07/2017)


Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Met31 students submitted the assignment. 26 (85%) of thestudents achieved the required 80% of the techniques.Pretty good outcome for a majority of the studentsconsidering the learning challenges. (02/04/2016)

Essay/Written Assignment - In awritten assignment the students willcompare and contrast twotechniques for identifying theauthors main idea.

SLO #3 Supporting Details - Studentswill explain strategies to determinesupporting details.



Input Date: 11/08/2013Standard and Target for Success:75% of the students should be ableto identify 3 supporting details Faculty Assessment Leader: Bill Hoanzl

Action: To enhance studentsuccess the number of practiceexercises should be increased.(09/18/2017)

Follow-Up: The suggested actionwas pertinent only to a differentsection. (01/23/2018)


Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard Met23 students completed the assignment. 18 (77%) of thestudents were able to identify 3 supporting details. Thestudents who could not identify supporting details did notunderstand the concept. (03/07/2017)

Essay/Written Assignment - Thestudents were given a passage fromthe textbook and asked to identify 3supporting details in a writtenassignment.


ECC: EDEV 36:Writing Skills for Students with Learning Differences


SLO #1 Paragraph Components -Students will identify paragraphcomponents including topic sentence,supporting details, and conclusion.




Standard and Target for Success: Itwas expected that 80% of studentswould receive at least a 75% on eachof the measuring assessments. 80%of students would be able to identifyparagraph components includingtopic sentence, supporting details,and conclusion.

Faculty Assessment Leader: Dr. Patricia Gray

Action: Using a wide variety ofdifferentiation, group andindividual work, and a wide varietyof assessments assisted thestudents in doing as well as theydid. This should be continued.(02/28/2017)

Follow-Up: Differentiation, groupand individual work, and a widevariety of assessments assistedthe students in doing as well asthey did. (09/21/2017)


Semester and Year Assessment Conducted: 2016-17(Spring 2017)Standard Met? : Standard Met86.3% of the students received at least a 75% on each of themeasuring assessments. 82% of students were able toidentify paragraph components including topic sentence,supporting details, and conclusion, as measured by shortanswer and editing tests, as well as in class multiple choicetests. (02/28/2017)

Additional Information: Thestudents did exceptionally well, and86.3% received at least a 75% oneach of the measuring assessments.82% of students were able toidentify paragraph componentsincluding topic sentence, supportingdetails, and conclusion.

Exam/Test/Quiz - Students wereinstructed to write a paragraph withinstructor modeling. Students werethen instructed to differentiateparagraph components. In addition,throughout the semester, studentswere required to deconstruct andreconstruct paragraphs, componentsof them, and edit such via textbookexamples, homework problems,quizzes, and a culmination of a shortresearch essay at the end of thecourse.

SLO #2 Paragraphs with Purpose -Students will write paragraphsspecific to a variety of purposesincluding: Description, Definition,Process, and Persuasion.



Exam/Test/Quiz - Each of the typesof paragraphs was reviewed andpracticed in class. Homeworkparagraphs, quick writes, and exitslips were given to measureprogress, as well as tests andquizzes, which culminated in a short



Input Date: 11/08/2013Standard and Target for Success: Itwas expected that 75% of studentswould score 80% or higher on thisSLO.Additional Information: Homeworkparagraphs, quick writes, and exitslips were given to measureprogress, as well as tests andquizzes, which culminated in a shortresearch project. On the final exam,which measured a student's abilityto differentiate among paragraphpurposes, 87% of students scoredover 85%. The final essaysdemonstrated an ability to write apersuasive essay or adescriptive/informational essay.

research project.

Standard and Target for Success: Atleast 75% of students were toreceive an 80% or higher on theseassessments.

Faculty Assessment Leader: Dr. Patricia Gray

Action: Homework paragraphs,quick writes, and exit slips weregiven to measure progress, as wellas tests and quizzes, whichculminated in a short researchproject. On the final exam, whichmeasured a student's ability todifferentiate among paragraphpurposes, 87% of students scoredover 85%. The final essaysdemonstrated an ability to write apersuasive essay or adescriptive/informational essay.Providing differentiation createssuccess for students. (02/28/2017)

Follow-Up: Homeworkparagraphs, quick writes, and exitslips were given to measureprogress, as well as tests andquizzes, which culminated in a


Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard MetHomework paragraphs, quick writes, and exit slips weregiven to measure progress, as well as tests and quizzes,which culminated in a short research project. On the finalexam, which measured a student's ability to differentiateamong paragraph purposes, 87% of students scored over85%. The final essays demonstrated an ability to write apersuasive essay or a descriptive/informational essay.(02/28/2017)

Additional Information: Thestudents surpassed the goal.

Essay/Written Assignment -Assessments were completed viawritten homework, classwork, andmultiple choice tests.



short research project. On thefinal exam, which measured astudent's ability to differentiateamong paragraph purposes, 87%of students scored over 85%. Thefinal essays demonstrated anability to write a persuasive essayor a descriptive/informationalessay. Providing differentiationcreates success for students.(09/21/2017)

SLO #3 Singular and Plural - Studentswill develop singular and pluralpredicates (verbs) based on the rulespertaining to each.



Input Date: 11/08/2013 Standard and Target for Success:75% of the students will achieve 85%accuracy on homework assignments

Faculty Contributing to Assessment: Bonnilee Kaufman,MA, LDS-CCC

Action: Students were given abasic research project in whichthey were to demonstrate masteryof this skill. (02/28/2017)

Follow-Up: 80% of the studentsachieved 85% accuracy onhomework assignments(09/21/2017)

Action Category: SLO/PLOAssessment Process

Action: motivate students tocomplete homework assignments;purchase necessary textbooks; goto library and utilize text onreserve. Perhaps there are supportprograms to help with this(04/27/2015)

Follow-Up: 80% of students areachieving at this level or higher(09/21/2017)


Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetOnce the students have ample opportunity to work onthese exercises in class, they are better able to workindependently and with accuracy on their homeworkassignments. Additionally, each answer must be justified(04/27/2015)

Homework Problems - After classlecture and assisgnments,participatory board work, partneractivities and handouts, students willattend to independent homeworkexercises regarding the rules anduses: singular and plural verbs

Exam/Test/Quiz - Students weregiven a series of 4 tests throughoutthe semester to measure ability onthis particular SLO. Students were



Standard and Target for Success: Itwas expected that students wouldscore 80% or higher on this SLO.Furthermore, this SLO was to bedemonstrated throughout writingassignments and homework.Additional Information: Studentsachieved an 82% on this SLO, asmeasured by tests, writingassignments, and homework. This isa very difficult skill for most studentsto master, and it is recommendedthat this be continued. It needs to becontinued to be practiced for fullmastery.

also given regular homeworkassignments and in class writingassignments in order to practice.

Standard and Target for Success: Itwas expected that 75% of studentswould score at least 80% on theseassessments.Additional Information: Thestudents surpassed this SLO.

Exam/Test/Quiz - The students weregiven multiple choice tests, writtenassignments in and out of class, andediting assignments from the text.


Documents

Assessment: Course Four Column · 2018-05-10 · Standard and Target for Success: ... questions at the end of each story. The pre-test consisted 8 ... The result is actually the same