Assessment: Course Four Column - El Camino College Camino: Course SLOs (HUM) - ESL SPRING/SUMMER 2015 Assessment: Course Four Column ECC: ESL 53A:Elementary Writing and …

El Camino: Course SLOs (HUM) - ESL

SPRING/SUMMER 2015Assessment: Course Four Column

ECC: ESL 53A:Elementary Writing and Grammar

Course SLO Assessment MethodDescription Assessment Data & Analysis Actions

SLO #1 - Students will write asummary of a low-intermediate textin their own words, including the titleand source of the text and key points.

Course SLO Assessment Cycle: 2013-14 (Spring 2014), 2014-15 (Spring2015), 2015-16 (Spring 2016), 2016-17 (Spring 2017), 2017-18 (Spring2018)

Course SLO Status: Active

Input Date: 12/10/2013

Standard and Target for Success:70% success

Faculty Assessment Leader: MattKlineFaculty Contributing to Assessment:Nitza Llado

null.courseAction: ESL 53Ateachers need to spend more timegiving students explicit instructionon how to write a summary. Thiswill include giving students moreexamples of effective summariesincluding worked examples inclass. Teachers will also assignmore summaries for gradesthroughout the semester, and thegrades for these summaries willprovide students with a greateramount of feedback.(05/13/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetThe analytical rubric for scoring the assessment containsthree categories that relate to this particular SLO. The firstone checks to see if students included the title of the articlebeing summarized as well as the name of the author of thearticle. Out of the 51 essays scored, only 27 received apassing score in this category. Hence, 35.3% of the studentsmet the goal.

The second category is whether students write a reasonablesummary of the text. Again, the results were not verypositive. 53% of the students ( 27 students) met this goal.

The third category assessed if students wrote a thesisstatement that connected the summary with the response.28 of the students or 55% of them reached this goal.

Therefore, the students did not reach the goal of 70%success on any categories that relate to this particular SLO.It is obvious that students need more explicit instruction onsummary writing. (09/09/2015)

Essay/Written Assignment -Students will write a summary andresponse to a reading previouslyread and discussed in class.

10/14/2015 Page 1 of 10Generated by TracDat® a product of Nuventive


Reviewer's Comments:

SLO #2 - Students will write aneffective response to a low-intermediate text, consisting of apersonal narrative, opinion, oranalysis.




Standard and Target for Success:70% success

Faculty Assessment Leader: MattKlineFaculty Contributing to Assessment:Nitza LladoReviewer's Comments:

null.courseAction: Althoughstudents slightly surpassed thegoal of 70% success, there are twoways to improve upon this score.First, faculty will give studentsworked examples of effectiveresponses. Second, faculty willalso provide students badexamples of responses and havestudents critique them. Workingon bad examples will engagelearners more than simplyshowing them good modelsbecause they will have to analyzeand evaluate. (05/13/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetOne category on the analytical rubric relates specifically tothis SLO. It reads "Response is pertinent and coherent."The results for this category were positive. Out of the 51essays, 38 (74%) of them earned a passing score.

The results are not surprising given that students weregiven an entire semester's worth of instruction on how towrite effective responses. They were given plenty of modelresponses to emulate as well as chances to hone this skill onseveral take-home and in-class essay responses.(09/09/2015)

Faculty Assessment Leader: RebeccaLoyaFaculty Contributing to Assessment:Darsey Whitmore

null.courseAction: As theseresults were satisfactory, we willcontinue with the currentteaching strategies for thepersonal narrative, opinion, oranalysis. (12/12/2014)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard MetOut of 13 essays, 12 (92%) were acceptable and 1 (8%) werenot acceptable. (08/13/2014)


SLO #3 - Students will correctly usebasic transition words, basic verbtenses, basic sentence structure, andparagraph format.

Course SLO Assessment Cycle: 2013-14 (Spring 2014), 2014-15 (Spring2015), 2015-16 (Spring 2016), 2016-17 (Spring 2017), 2017-18 (Spring

Course SLO Status: Active Standard and Target for Success:70%

null.courseAction: Because theresults for this SLO were so stellar,faculty will continue to use theteaching strategies and activitiesthat they used during the spring2015 semester. (05/13/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetThere are four categories on the rubric that relate to thisSLO, and the scores were very positive for each category.48 or 94% of the students used at least 2 transition words intheir essays. 43 or 84% of the students exhibited"reasonable competence" in spelling, capitalization,punctuation, and sentence boundaries. 45 or 88% of the




2018)Input Date: 12/10/2013

Faculty Assessment Leader: MattKlineFaculty Contributing to Assessment:Nitza LladoReviewer's Comments:

students showed "reasonable competence" in their abilityto use past tense and present tense verbs appropriatelyand in their ability to have subjects agree with verbs.Finally, 49 or 95% of the students wrote at least 200 wordsand at least two paragraphs "indicated by indenting."Consequently, the go of 70% was greatly surpassed in eachof these categories.

The positive results are the result of explicit instruction ingrammar and in the extensive writing practice studentsreceived throughout the semester. During those times ofpractice, students received feedback from teachers on all ofthese categories. Further, students read numerousexamples of proper verb usage, subject-verb agreement,punctuation, capitalization, indenting, and spelling.Spelling was probably less of a problem for students in thisessay because they also had access to the article theysummarized as they wrote the summaries/responses.(09/09/2015)

Faculty Assessment Leader: RebeccaLoyaFaculty Contributing to Assessment:Darsey Whitmore

null.courseAction: ESL instructorswill reach out to counseling andthe assessment center to informstudents scoring below the 6thgrade level of alternative learningopportunities (e.g. Adult SchoolLanguage courses, the LanguageAcademy, and lower level ESLcourses at Compton College) forstudents scoring below the 6thgrade level. (12/12/2014)Action Category: Program/CollegeSupport

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not MetOut of 13 essays, 8 (62%) were acceptable and 5 (38%) werenot acceptable. (08/13/2014)


ECC: ESL 53B:Intermediate Writing and Grammar


SLO #1 - Students will demonstratebasic organizing elements such as athesis, topic sentences, andtransitions.

Course SLO Assessment Cycle: 2014-15 (Spring 2015)



Standard and Target for Success:70%

Faculty Assessment Leader: E.UyemuraFaculty Contributing to Assessment:N. Currey, R. Loya, S. NozakiReviewer's Comments:

null.courseAction: No actionnecessary. With a 92% successrate, no change is needed.(05/15/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met92% Success. Of 78 students in 4 sections of ESL 53B, 72were acceptable and 6 were unacceptable. The assignmentsof all 4 faculty members were comparable, indicating a highdegree of consistency. This SLO showed the highest degreeof success, indicating that emphasis on thesis sentences andtopic sentences has been incorporated into all sections andthat students achieve competancy in using these skills.(05/15/2015)

Faculty Assessment Leader: DebbieMochidome

null.courseAction: While thesuccess rate exceeds the target forsuccess, it is recommended thatinstructors double-check writingprompts for possible vague orambiguous wording that couldconfuse students. (06/11/2015)

Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard MetOf the 35 students evaluated, 30 (86%) achieved thestandard. (09/12/2014)

Essay/Written Assignment - Writean essay with thesis, topic sentence,and transitions.

SLO #2 - Students will use textualevidence from a high-intermediatelevel text.





null.courseAction: Re-visit the SLOdescription and consider includingsome assessment of qualitybeyond merely "use" textualevidence. (05/15/2016)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met87% success rate. Of 78 students in 4 sections, 68 wereacceptable and 10 were unacceptable. The SLO merelyrequires that students "use" textual evidence; we considerthat we might want to adjust the SLO to include someemphasis on selecting and using evidence effectively. Also,we think that this SLO should include the use of lead-ins forquotes ("no dropped quotes.") (05/15/2015)

Essay/Written Assignment - Writean essay using a personal narrative,opinion, or analysis.





null.courseAction: While thesuccess rate exceeds the target forsuccess, it is recommended thatthe ESL 53B SLO Datasheet for SLO#2 be corrected to reflectresponse to a "high-levelintermediate" text, rather than a"low-intermediate text."(06/11/2015)Action Category: SLO/PLOAssessment Process


SLO #3 - Students will use properformatting and basic documentationof sources.






null.courseAction: Instructorsshould provide additionalexamples and opportunity forstudents to begin grasping theimportance of proper Works Citedentries. (05/15/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met80% success. 63 out of 78 students were successful.Documentation of sources was the weakest of the 4 SLOs,but that is understandable as this is a technicallychallenging aspect of academic writing and is a new skill.However, although it was the lowest of the 4 aspects, it isstill impressively high. (05/15/2015)


null.courseAction: While thesuccess rate exceeds the target forsuccess, it is recommended thatthere be further discussion andclarification regarding "basic"documentation of sources.(06/11/2015)Action Category: Teaching


Essay/Written Assignment - Writean essay using proper MLAdocumentation.



Strategies

SLO #4 - Students will demonstratecorrect grammar and sentencestructure at the high-intermediatelevel.






null.courseAction: No changesneeded. (05/15/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met88% success rate. 69 of 78 essays were judged to beacceptable. Although students continue to have minorerrors, the vast majority are producing comprehensibleEnglish sentences. Virtually none of the essays we assessedwere difficult to comprehend. (05/15/2015)


null.courseAction: As the successrate exceeds the target forsuccess, continued methods ofinstruction should be maintained.(06/11/2015)Action Category: TeachingStrategies


Essay/Written Assignment - Writean essay using proper grammar andsentence structure.


ECC: ESL 53C:Advanced Essay Writing and Grammar


SLO #1 - Students will demonstrateorganizing elements such as a thesis,topic sentences, and transitions.

Course SLO Assessment Cycle: 2013-14 (Spring 2014), 2014-15 (Spring2015), 2015-16 (Spring 2016), 2016-17 (Spring 2017)



Standard and Target for Success:70% of students write essays thatmeet the minimum standards of thisSLO.

Faculty Assessment Leader: NancyCurreyFaculty Contributing to Assessment:J. Simon, R. Loya, D. Mochidome, S.Nozaki, B. Pereyra, G. ShibataRelated Documents:Essay 6--Simon Final In-Class Essay.docx53C Happiness Cause Effect Research.docx

null.courseAction: Continue withcurrent teaching practices.(01/28/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met88% (44-50) of students were successful with organizingelements.

Although down from spring 14 by 3%, clearly, there is noproblem with organizing elements per our SLO for 53Cstudents. Theses, topic sentences, and transitions are veryteachable elements of the essay; they've been taught andrefined since 53A, so students are well-versed.(05/15/2015)

Faculty Assessment Leader: E.UyemuraFaculty Contributing to Assessment:J. Simon, N. Currey

null.courseAction: No teaching,program, curriculum or SLO actionis necessary (06/01/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Met41 out of 45 were found acceptable for a 91.1% successrate. As 5 were plagiarized--thus rendered invalid--and 10were not submitted, our numbers were changed from 60essays to 45. From one section, 3 essays were plagiarizedand the other 7 were unacceptable in at least one category.It is of note that the assignment for this section apparentlydid not address the minimum criteria for SLO#1; it was notthesis driven and did not lend itself to topic sentences.(05/16/2014)

Essay/Written Assignment - College-Level Academic Essay


https://elcamino.tracdat.com:443/tracdat/viewDocument?y=ii9o72JgwIUn

https://elcamino.tracdat.com:443/tracdat/viewDocument?y=pLrsHEv6WO8R


SLO #2 - Students will use basicresearch skills and textual evidencefrom an advanced-level text.





Faculty Assessment Leader: N.CurreyFaculty Contributing to Assessment:J. Simon, R. Loya, D. Mochidome, S.Nozaki, B. Pereyra, G. Shibata

null.courseAction: Next spring, wewill incorporate a common criteriafor textual evidence into ourcapstone essay researchassignments. EX: Students willprovide textual evidence from atleast one outside source from theECC database. (03/19/2016)

null.courseFollowUp: In spring2015, criteria for capstone essaysof each section being taught willbe collected and cross referencedto ensure minimum commoncriteria for textual evidence ismet. (05/19/2015)

Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met84% (42/50) were successful with SLO #2. As we had 5varied assignments, there was different "textual evidence."2 of 5 of the essays used the novel as the research source.Two required inclusion of student-culled database sources.As an improvement from spring 2014, all essays werethesis-driven and addressed the minimum criteria of theSLO. (05/15/2015)


null.courseAction: The results aregood overall; however, there is aconsistency problem that needs tobe addressed. Not all assignmentsadhered to the SLO requirements.Five of the originally culled 50essays were omitted from thenorming session due toplagiarism. One of the essayprompts required a summary andresponse to one source only.Evelyn and Nancy will hold aSaturday workshop to addressconsistency issues with full timeand part time faculty. Thisworkshop will includeTurnItIn.com training.

null.courseFollowUp: As part ofthe ESL 53C consistency projectfor 2014-2015, there were


Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Met38 out of 45 for 84.4% success rate. As 5 were plagiarized-thus rendered invalid--and 10 were not submitted, ournumbers were changed from 60 essays to 45. From onesection, 3 essays were plagiarized and the other 7 wereunacceptable in at least one category. It is of note that theassignment for this section apparently did not address theminimum criteria for SLO#2. (05/16/2014)




workshops where instructorsshared assignments and discussedwhether assignments wereconsistent with SLOs or not.(05/15/2015)

SLO #3 - Students will use properformatting and MLA documentation.




Standard and Target for Success:70% of the 60 essays (10 from eachof the 6 sections) will be determinedacceptable. See attached rubric.

Faculty Assessment Leader: N.CurreyFaculty Contributing to Assessment:R. Loya, D. Mochidome, S. Nozaki, B.Pereyra, G. Shibata, J. Simon

null.courseAction: Continue withcurrent teaching practices.(01/28/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met84% (42/50) were determined acceptable, an 8.5% increasefrom last year. All 53C students have been trained in howto document sources both in-text and using works cited.Further, there was a pronounced improvement inplagiarism this semester with only one in 50 essays beingidentified as partially plagiarized (20-30%). Turnitin was notused in the case of this essay. (05/15/2015)


null.courseAction: This whileacceptable based on our criteria,was our lowest success rate. Thisis understandable as MLAdocumentation is a new skill at53C. However, we will make therecommendation to thedepartment that MLA beintroduced in 53B and moreemphasis be placed on it in 53C asa means of better preparing 53Cstudents for success in thiscategory. (06/01/2015)

null.courseFollowUp: For our PLOassessment, an action was


Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Met34 out of 45 were found acceptable for a 75.5% successrate. As 5 were plagiarized--thus rendered invalid--and 10were not submitted, our numbers were changed from 60essays to 45. (05/16/2014)

Essay/Written Assignment - In an in-class timed writing, students willwrite a research essay.Students will use at least one outsidesource in their writing, which mayhave been chosen from severalprovided by the instructor, or maybe the result of their own outside research. Theywill include at least one direct quoteand oneparaphrase or summary, properlyMLA documented, plus a minimumof one work cited entry.10 randomly chosen essays fromeach fulltime faculty section and twoof three adjunct sections ( a total of50 essays) will beassessed on an"acceptable/unacceptable" . If therewere categories judged"unacceptable," they were read asecond or third time.



proposed to revise the COR for53B to include introduction ofMLA. (10/14/2015)

SLO #4 - Students will demonstratecorrect grammar and sentencestructure.





Faculty Assessment Leader: N.CurreyFaculty Contributing to Assessment:R. Loya, D. Mochidome, S. Nozaki, B.Pereyra, G. Shibata, J. SimonReviewer's Comments:

null.courseAction: Continue withcurrent teaching, curriculum, andassessment practices.(09/28/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met86% (43/50) students demonstrated correct grammar andsentence structure. This is in keeping with results fromspring 14, at 86.6%. Sentence structure errors, such asfragment, comma splice, and run-on were at a minimum.Teachers generally attribute success in this area to threethings: required Writing Center workshop for students withrepeat errors, semester-long error log/analysis activity, andexplicit repeated instruction of how to fix the errors.

Grammar errors are more difficult to analyze as they varywidely. Among the global errors are shifts in tense andpoint of view as well as wrong use of verb forms.(09/24/2015)


null.courseAction: No action inteaching, curriculum, program orSLO is necessary. (06/01/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Met39 out of 45 were found acceptable for 86.6% success rate.As 5 were plagiarized--thus rendered invalid--and 10 werenot submitted, our numbers were changed from 60 essaysto 45. (05/16/2014)

