Assessment: Course Four Column - El Camino College · Assessment: Course Four Column ECC: ENGL 15B: ... Related Documents: ... three exams--one on the Romantic Period,

El Camino: Course SLOs (HUM) - English

SPRING/SUMMER 2015Assessment: Course Four Column

ECC: ENGL 15B:Survey of British Literature

Course SLO Assessment MethodDescription Assessment Data & Analysis Actions

SLO #1: Literature Identification -Upon completion of the course,students will identify representativeworks of major British authors fromthe Romantic, Victorian, Modern, andPostmodern (post-1945) periods andtheir literary forms, elements, styles,and concerns.

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: 11/12/2013

Standard and Target for Success:80% of students will score at aminimum a C grade (70%) or aboveon the essay, indicating that theirwriting is at an acceptable level for acollege literature survey course.Related Documents:term_paper_english15b_spring2014.doc

null.courseAction: Create ahandout to serve as a study guidefor students, one that includes themajor authors and works coveredin each of the three periods andspace for them to write downpertinent passages from theworks, and post it on the coursewebsite for students to download.(08/26/2014)

null.courseFollowUp: The studyguide handout has been createdand is now available on theEnglish 15B course website as wellas printed out for distribution tostudents. (08/24/2014)null.courseFollowUp: I created astudy guide handout to give tostudents on the first day of class(itis now posted and available on theEnglish 15B course website).(08/24/2014)

Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard MetAll students in the class met SLO #1. Using 24 student essays(100% of the class), I noted the following patterns:

Literary Elements (see rubric):100% exhibited clear college level understanding;0% exhibited marginally college level understanding;0% exhibited a clear lack of college level understanding.

Analytical Thinking (see rubric):100% exhibited clear college level understanding;0% exhibited marginally college level understanding;0% exhibited a clear lack of college level understanding.

Composition Skills (see rubric):100% exhibited clear college level understanding;0% exhibited marginally college level understanding;0% exhibited a clear lack of college level understanding.

In their essays on representative authors of the periodscovered in the course, 100% of students correctly identifiedand demonstrated their understanding of those works andtheir literary forms, elements, styles, and concerns at anacceptable college level for a college literature surveycourse. The lowest grade earned on the term paper was a

Essay/Written Assignment - As ameasure of success, students willdemonstrate their understanding ofrepresentative works of majorBritish authors from the Romantic,Victorian, Modern, and Postmodern(post-1945) periods and their literaryforms, elements, styles, andconcerns by composing a college-level analytical essay based on oneor more British literary works fromthe late 18th century through thepresent. I will assess all essayssubmitted by the class based on theliterary analysis rubric. Students willhave three weeks to write the essay;I will assess it over three days.

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LITERARY ANALYSIS RUBRIC.docx

Faculty Assessment Leader: MaryAnn LeibyRelated Documents:term_paper_english15b_spring2014.docLITERARY ANALYSIS RUBRIC.docx

C+ (2 students), due to minor problems with grammar(proofreading) and MLA documentation.

I have taught this course for decades and over the yearshave perfected numerous strategies for ensuring thatstudents succeed in their ability to identify and understandthe works covered in the course: practice quizzes identifyingauthors and works, objective portions in three exams on theperiods, group and individual exercises on literary elementsand concerns, and modeling of these assignments viahandouts and projection of student sample writingaccompanied by discussion. By the end of the course,students show excellent ability to identify and understandauthors/works in their term papers; however, as a fewstudents do have difficulty sometimes when asked toidentify authors/works on exams (matching author/work toquoted passage), I plan to create another handout for nextsemester to aid them as a study guide. (06/08/2014)

Standard and Target for Success:80% of students will score at least70% on section 1 of each exam.Related Documents:

null.courseAction: I used myexams to assess this SLO, ratherthan the term paper, because Ifelt that the exam was moreaccurate to the SLO in that itallowed me to test students'knowledge of multiple works,rather than just one or two.(03/16/2016)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met24 students earned an average of 70% or above on section1 of the three course exams. 1 student earned below a70%. This means that 96% of the students successfullyachieved the SLO. I think this excellent success rate can beexplained by the time that I spent in class emphasizing howstudents should study for the passage identification sectionof the exam. I suggested that students make flashcards foreach work that we discussed in class, noting author, title,key passages that we discussed, and any outstandingstylistic or literary elements that would help them identifythat particular work. This allowed students to improverapidly throughout the semester, and earn an average of70% or above on this section in the three major examscombined. (09/10/2015)

Exam/Test/Quiz - Over the course ofthree exams--one on the RomanticPeriod, one on the Victorian Period,and one on the 20th Century--students will identify representativeworks of major British authors fromthe Romantic, Victorian, and Post-Modern periods and their literaryforms, elements, styles andconcerns. This will be tested insection 1 of each exam. Please seeattached.


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Exam 3 Part 1 Form A.docxExam 2, Part 1, Form A Engl15B.docxExam 1 Part 1 15B Form A.docx

Faculty Assessment Leader: RachelWilliamsFaculty Contributing to Assessment:Reviewer's Comments:Related Documents:Exam 1 Part 1 15B Form A.docxExam 2, Part 1, Form A Engl 15B.docxExam 3 Part 1 Form A.docx

SLO #2: Literary Analysis - Uponcompletion of the course, studentswill analyze representative worksfrom the periods covered by thecourse in terms of relevant culturaland historical backgrounds andliterary, linguistic, and formalfeatures.




Standard and Target for Success:80% of students will score at aminimum a C grade (70%) or aboveon the essay, indicating that theirwriting is at an acceptable level for acollege literature survey course.Related Documents:term_paper_english15b_spring2014.docLITERARY ANALYSIS RUBRIC.docx

null.courseAction: Create ahandout to serve as a study guidefor students, one that includes themost relevant historicalbackgrounds and literary featurescovered in each of the threeperiods and space for them towrite down notes, and post it onthe course website for students todownload. (08/26/2014)Action Category: TeachingStrategies





In their essays on representative authors of the periodscovered in the course, 100% of students analyzedrepresentative works from the periods covered by thecourse in terms of relevant cultural and historicalbackgrounds and literary, linguistic, and formal features atan acceptable college level for a college literature surveycourse. The lowest grade earned on the term paper was aC+ (2 students), due to minor problems with grammar(proofreading) and MLA documentation.

Essay/Written Assignment - As ameasure of success, students willdemonstrate their ability to analyzerepresentative works from theperiods covered by the course interms of relevant cultural andhistorical backgrounds and literary,linguistic, and formal features bycomposing a college-level analyticalessay based on one or more Britishliterary works from the late 18thcentury through the present. I willassess all essays submitted by theclass (24) based on the literaryanalysis rubric. Students will havethree weeks to write the essay; I willassess it over three days.


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I have taught this course for decades and over the yearshave perfected numerous strategies for ensuring thatstudents succeed in their ability to analyze the workscovered in the course in terms of relevant contexts andfeatures: group and individual analysis exercises, analyticalessay portions in three exams on the periods, and modelingof these assignments via handouts and projection ofstudent sample writing accompanied by discussion. By theend of the course, students show excellent ability to analyzerepresentative works in terms of relevant cultural andhistorical backgrounds and literary, linguistic, and formalfeatures in their term papers; however, as a few studentsdo have difficulty sometimes when asked to identifyhistorical backgrounds and literary features on exams (in asection requiring short response), I plan to create anotherhandout for next semester to aid them as a study guide.

(06/08/2014)

Standard and Target for Success::80% of students will score at least70% on sections 2 and 3 of eachexam.

Faculty Assessment Leader: RachelWilliamsFaculty Contributing to Assessment:Reviewer's Comments: Again, I usedmy exam to assess this SLO, ratherthan my term paper, to ensure thatthe assessment would truly cover

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetOf the 25 students who participated in the assessment, 24successfully achieved the goal, and 1 did not. This againmeans that there was a 96% success rate. I think that thisspeaks to the effectiveness of our class discussions andlectures, as well as the strength of this particular group ofstudents. The majority of students in this particular sectionwere English majors. (09/10/2015)

Exam/Test/Quiz - Over the course ofthree exams--one on the RomanticPeriod, one on the Victorian Period,and one on the 20th Century--students will analyze representativeworks from the periods covered bythe course in terms of cultural andhistorical backgrounds and literary,linguistic, and formal features bywriting short responses and essayson particular works. This will betested in sections 2 and 3 of theexam. Please see attached.


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Related Documents:20th Century Exam Engl 15B.docxExam 2 Victorian Period Engl15B.docxEngl 15B Exam 1 Romantic Spring2015.docx

students' abilities to analyze variousworks from various periods, sincethat is what the SLO states.Related Documents:Exam 2 Victorian Period Engl 15B.docxEngl 15B Exam 1 Romantic Spring 2015.docx20th Century Exam Engl 15B.docx

SLO #3: Literary Research Writing -Upon completion of the course,students will research, evaluate, andsynthesize secondary sources, andincorporate these sources into a termpaper that interprets a work of Britishliterature from the late 18th centurythrough the present.



Input Date: 11/12/2013 Standard and Target for Success:80% of students will score at aminimum a C grade (70%) or aboveon the essay, indicating that theirwriting is at an acceptable level for acollege literature survey course.Related Documents:term_paper_english15b_spring2014.docLITERARY ANALYSIS RUBRIC.docx

Faculty Assessment Leader: RachelWilliamsFaculty Contributing to Assessment:Reviewer's Comments:

null.courseAction: Revise mysyllabus to include more steps andcheck-ins in the term paperwriting process (as describedabove). (02/01/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetOf the 23 students who participated in this assessment, 16of them earned a 70% or above, and 7 of them did not. (2students did not turn in a term paper at all, which is whythere were fewer students participating in the assessmentof SLO 3 than in the assessments of the earlier SLOs.) Thiswas not a very high success rate, and definitely reveals theneed for improvement in my approach to teaching thismaterial the next time that I teach the course. BecauseEnglish 1A is a hard prerequisite for English 15B, andbecause the course population was majority English majors,I assumed that I could assign the term paper and allowstudents to be fairly independent in their research. Irequired them to write a draft and bring it to me or to theWriting Center for feedback, and I spent a little time in classreviewing how to conduct library research, but beyond that,students worked independently. Having seen the results,though, I think that the students need more scaffolding andassistance with developing a strong paper. The next timethat I teach the course, I will structure the term paper moresimilarly to how I do it in English 1A, with students getting aresearch questions approved, writing an annotatedbibliography, and doing workshops/peer reviews on usingresearch meaningfully to build an argument about a pieceof literature. I think that this will make a big difference.(09/10/2015)

Essay/Written Assignment - As ameasure of success, students willdemonstrate their ability toresearch, evaluate, and synthesizesecondary sources and incorporatethem by composing a college-levelanalytical essay based on one ormore British literary works from thelate 18th century through thepresent. I will assess all essayssubmitted by the class (24) based onthe literary analysis rubric. Studentswill have three weeks to write theessay; I will assess it over three days.


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null.courseAction: Updateresources on the course websitethat aid students with grammarand use of MLA documentationstyle and format, such asPowerPoint presentations ongrammar and the ECC library'sMLA handout. (08/26/2014)Action Category: TeachingStrategies





In their essays on representative authors of the periodscovered in the course, 100% of students researched,evaluated, and synthesized secondary sources, andincorporated these sources into the term paper on one ormore works from the time periods. The lowest gradeearned on the term paper was a C+ (2 students), due tominor problems with grammar (proofreading) and MLAdocumentation.

I have taught this course for decades and over the yearshave perfected numerous strategies for ensuring thatstudents succeed in their ability to research, evaluate, andsynthesize secondary sources, and incorporate thesesources into a term paper: lecture and demonstration onuse of the ECC library databases, group and individualresearch exercises, hands-on research workshops, links torelevant sites for internet research posted on the coursewebsite, handouts on MLA documentation posted on thecourse website, and modeling of how to incorporate and




synthesize secondary sources via handouts and projectionof student sample writing accompanied by discussion. Bythe end of the course, students show solid ability toresearch, evaluate, and synthesize secondary sources, andincorporate these sources in their term papers; however, asa few students do have difficulty sometimes with properMLA format and proofreading (8% of students earned a C+for minor MLA and grammar problems) I plan to updateresources on the course website that aid students withgrammar and use of MLA documentation style and format. (06/08/2014)


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ECC: ENGL 20:Shakespeare's Plays - Tragedies and Romances


SLO #1: Literary Analysis ofShakespeare's Works - Analyzerepresentative Shakespeareantragedies and romances in terms ofthe language, characters, and themes.

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 in all section shouldpass on each SLO.

Faculty Assessment Leader: LymanHongFaculty Contributing to Assessment:Reviewer's Comments:

null.courseAction: I believe thatadding English 1A as aprerequisite contributed to therelatively high success rates ofSLOs #1, 3, and 4, and that thisrequirement should bemaintained. (10/06/2016)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met17 of 19 (89.5%) of students showed that they wereproficient in analyzing Shakespearean tragedies andromances. As noted previously, this higher pass rate wasexpected since SLOs #1 and #3 are the focus of the course.(09/08/2015)

Faculty Assessment Leader: BriitaHalonenFaculty Contributing to Assessment:Sue Bachmann & Rachel WilliamsRelated Documents:English 20 SP '14 SLO assessment.doc

null.courseAction: A contributingfactor to the students’ success thisspring was their prior academicpreparation. In English 21 last fall,this level of success was not thecase as about half of the studentscame in quite underprepared.Thus, it would be my strongrecommendation that successfulcompletion of English 1A beestablished as a requiredprerequisite. (10/06/2016)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Met19 of 21 students (90%) scored in the acceptable range; 2 of21 students (10%) scored in the unacceptable range. The90% success rate for SLO #1 is impressive but not surprisinggiven that this SLO is a major focus of the course. I ampleased to see that the emphasis on this topic and theseskills was so effective. See related document. (09/09/2014)

Exam/Test/Quiz - At the end of thesemester, students will write an in-class close analysis of passages fromthe tragedies and romances readduring the semester, paying specialattention to language, character,and themes.

SLO #2: Elizabethan History &Culture - Demonstrate knowledge ofElizabethan history and culture.


Course SLO Status: Active Standard and Target for Success:70% of students in all section shouldpass on each SLO.

null.courseAction: If I were toteach this course again, I would 1)include at least ten questions forthis particular category, and 2)have a review session todiscussion key terms and conceptsabout Elizabethan history andculture. (10/06/2016)Action Category: Teaching

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetUnfortunately, only 11 of 19 students fulfilled SLO #2. Onereason SLO #2 was not met was that I did not includeenough questions for this SLO component. As result,missing two questions could lead to a non-satisfactoryscore. In addition, the students students took the exam atthe end of the semester even though we had covered some

Exam/Test/Quiz - As part of an endof semester final exam, students willanswer questions about Elizabethanhistory and culture.


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Faculty Assessment Leader: LymanHongFaculty Contributing to Assessment:Reviewer's Comments:

Strategiesof the material earlier in the term. This gap may haveaccounted for the lower scores as well. (09/08/2015)

Faculty Assessment Leader: BriitaHalonenRelated Documents:English 20 SP '14 SLO assessment.doc

null.courseAction: I believe thatthe two relatively weakestareas—SLO 2 (Elizabethan history& culture) & SLO 4 (criticalanalysis of Shakespeare’swork)—could certainly beimproved simply by spendingmore class time on them and/ormaking them a greater focus ofthe course, but I fear that placingmore emphasis on those two SLOswould potentially detract fromour success in SLOs 1 and 3 bytaking time away from them.Thus, I recommend that theEnglish 20 & 21 instructors shouldmeet. If they agree with me thatSLOs 1 and 3 should remain thepriority, then I do not believe thatany major course changes areAction Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard MetSLO #2, though certainly satisfactory at 81% acceptable, wasour least successful SLO. This SLO was not a major focus ofthe course, so the rate may have been lower due to lesstime spent or possibly method of instruction, whichpredominantly included brief instructor lecture and smallgroup student presentations. (09/09/2014)

SLO #3: Classical TragedyIdentification - Identify, and illustratewith examples, the elements ofclassical tragedy.




Standard and Target for Success:70% of students in all section shouldpass on each SLO.

Faculty Assessment Leader: LymanHong

null.courseAction: I believe thatadding English 1A as aprerequisite contributed to therelatively high success rates ofSLOs #1, 3, and 4, and that thisrequirement should bemaintained. (10/06/2016)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met18 out of 19 students (94.7) fulfilled SLO #3. Again, sincethe preponderance of the course was devoted to the studyand analysis of tragedy and romance, I was pleased, but notsurprised that a majority of students succeeded in this SLO.(09/08/2015)

Exam/Test/Quiz - As part of an endof semester final exam, students willanswer questions identifying, andillustrating with examples, theelements of classical tragedy.


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Faculty Contributing to Assessment:Reviewer's Comments:

Faculty Assessment Leader: BriitaHalonenFaculty Contributing to Assessment:Sue Bachmann & Rachel WilliamsRelated Documents:English 20 SP '14 SLO assessment.doc

null.courseAction: A contributingfactor to the students’ success thisspring was their prior academicpreparation. In English 21 last fall,this level of success was not thecase as about half of the studentscame in quite underprepared.Thus, it would be my strongrecommendation that successfulcompletion of English 1A beestablished as a requiredprerequisite. (09/09/2016)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard MetThe 90% success rat for SLO #3 is impressive but notsurprising given that this SLO is at the crux of this course. Iam pleased to see that our emphasis on this topic and theseskills was so effective. See related document. (09/09/2014)


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ECC: ENGL 24A:Creative Writing: Introduction to Poetry


SLO #1: Poetry Composition &Workshop - Compose, revise, discussand critique their own poems and thepoems of others incorporatingknowledge of poetic terms andtechniques, conventions, and forms.




Standard and Target for Success:Seventy percent of students shouldmeet this goal.

Faculty Assessment Leader: ClintMargraveFaculty Contributing to Assessment:Reviewer's Comments:

null.courseAction: Though 100%of students met the SLO standardsthis semester, I believe this classmay be an outlier and would liketo do more to incorporate the useof poetic terms even more in classdiscussion and in workshops.(09/08/2015)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met17 out of 17 met this SLO (100%). All participated in thepeer review workshops and earned a 70% or above. Allstudents successfully turned in a portfolio of both draftsand revisions. The reason for this success rate it is thecreative nature of this course. Assessment revolves mostlyaround the completion of assignments and participation inclass discussion. In general, by the time students haveturned in their final portfolios, they've completed therequired work. (09/08/2015)

Faculty Assessment Leader: ClintMargrave

null.courseAction: While theseresults are very satisfactory, in thefuture we will assess 100% ofstudents rather than a 25%random sampling because with sofew students evaluated we maynot be getting the whole picture.(06/11/2015)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard MetOf the 5 students evaluated, 4 (80%) met the standard.(09/19/2014)

Portfolio - Students will submit aportfolio at both midterm and end ofterm containing drafts of fourpoems, the revisions of those fourpoems, and a written assessment ofthe changes made to those poems inrevision after peer review.

SLO #2: Poetic Term & GenreIdentification - Recognize, define, andidentify poetic terms and genres.




Standard and Target for Success:Seventy percent of students willmeet this goal.

null.courseAction: I would like todo more with getting students toidentify poetic terms by adding aterms exam. (09/08/2015)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met17 out of 17 met this SLO (100%). All participated in thepeer review workshops which required they recognize,define, and identify poetic terms. Also, in order to completetheir portfolios, they needed to produce poems in variousstyles/genres. All earned a 70% or above. All studentssuccessfully turned in a portfolio of both drafts andrevisions that included various genres/styles. The reason for




Faculty Assessment Leader: ClintMargraveFaculty Contributing to Assessment:Reviewer's Comments:

this success rate it is the creative nature of this course.Assessment revolves mostly around the completion ofassignments and participation in class discussion. In general,by the time students have turned in their final portfolios,they've completed the required work. (09/08/2015)


null.courseAction: While theseresults are very satisfactory, in thefuture we will assess 100% ofstudents rather than a 25%random sampling because with sofew students evaluated we maynot be getting the whole picture.(06/11/2015)Action Category: SLO/PLOAssessment Process


SLO #3: Meter & RhymeIdentification - Identify commonpoetic meters and rhyme schemesand apply them to their writing.




Standard and Target for Success:Seventy percent of students willmeet this goal.


null.courseAction: Though therehave been clear improvements, Ido believe this class may be anoutlier and would like to spendmore time on meter.(09/08/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met17 out of 17 met this SLO (100%). All participated in thepeer review workshops which required they were requiredto identify common poetic meters and rhyme schemes.Also, in order to complete their portfolios, they also neededto produce poems that made use of poetic meter and manyalso produced poems that used rhyme schemes. All earneda 70% or above. All students successfully turned in aportfolio of both drafts and revisions that included variousgenres/styles. The reason for this success rate it is thecreative nature of this course. Assessment revolves mostlyaround the completion of assignments and participation inclass discussion. In general, by the time students haveturned in their final portfolios, they've completed therequired work. (09/08/2015)




Faculty Contributing to Assessment:Reviewer's Comments:


null.courseAction: The results forSLO 3 demonstrate the need formore time spent on meter andrhyme scheme. Since mostcontemporary poetry does notrely on meter or rhyme scheme,this result demonstrates the needto bring in older models of poemsthat make more use of thesedevices. (06/11/2015)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not MetOf the 5 students evaluated, 3 (60%) met the standard.(09/19/2014)


ECC: ENGL 28:Images of Women in Literature


SLO #1: Archetype, Role & ThemeIdentification - Identify femalearchetypes, women’s roles, andwomen’s themes in a variety ofliterary forms by both male andfemale writers from diverse historical,cultural, regional and ethnicbackgrounds.

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



Standard and Target for Success:70% of students will succeed on thisSLO.

Faculty Assessment Leader: MaryAnn LeibyFaculty Contributing to Assessment:Reviewer's Comments:

null.courseAction: Continuecurrent practices. (08/14/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met100% of students (12 of 12 submitting the final essay)succeeded in this SLO, most likely because by the end of thesemester, students had ample practice in identifying thesearchetypes, roles, and themes. Throughout the semesterstudents did daily writing exercises, listened to lectures, andengaged in discussions about the archetypes, roles, andthemes, as well as took weekly quizzes in which they wereasked to identify them in a wide variety of literary texts. Inaddition to the twelve students who completed the finalessay, the three students who did not submit it stilldemonstrated their success in this SLO via these otherassessment methods; thus, 15 of the 15 students enrolled inthe class (100%) actually succeeded in this SLO.(08/14/2015)

Essay/Written Assignment - Finalessay of 3-4 pages written out ofclass that performs literary analysison multiple primary texts assignedfor the course, with a focus onfemale characters, women’s roles,and the theme of identity.

SLO #2: Literary Elements &Portrayal of Women - Demonstratehow literary elements, such as plot,point of view, character, theme,symbolism, irony, and style,contribute to the portrayal of womenin literary works.




Standard and Target for Success:70% of students will succeed on thisSLO.

null.courseAction: Continuecurrent practices (08/14/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met100% of students (12 of 12 submitting the final essay)succeeded in this SLO, which is not surprising becausealmost every day in class students gained practice viacollaboratively written exercises (and out of class viaindividually written exercises and response journal entries)in closely analyzing passages to show how these literaryelements are utilized to construct portrayals of women inthe literary texts studied. Thus, by the end of the semesterthey had numerous examples to draw from to include intheir final essays. The three students who failed to submittheir final essays also demonstrated success in this SLO viathese other types of written assignments. Thus, 100% of the





students enrolled in the course (15/15) actually succeededin this SLO. (08/14/2015)

SLO #3 - Compose a college-levelessay analyzing a literary work orworks in terms of literary elements,women’s themes, women’s roles, andfemale archetypes.



Input Date: 07/01/2013Standard and Target for Success:70% of students will succeed on thisSLO.

null.courseAction: While 100% ofthe students who turned in thefinal paper did succeed in this SLO,those who earned a C+ or higheron the essay had already takenEnglish 1A before this course, so acontributing factor to theirsuccess this semester was theirprior academic preparation. Asnoted by other instructors whenassessing this literature courseand other literature courses, somestudents come into these coursesvery underprepared and often donot succeed; thus, I stronglyrecommend that successfulcompletion of English 1A beestablished as a requiredprerequisite for this course andfor all literature courses at ECC.(08/14/2015)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met100% of students (12 of 12 submitting the final essay)succeeded in this SLO. Contributing to this success were thenumerous writing assignments throughout the semester,including journal entries in which students practiced closeanalysis of literary texts to support a clear thesis, as well asan in-class essay at mid-semester on which they receivedextensive feedback and were permitted to revise for animproved grade. These assignments, along with frequent in-class and out-of-class writing exercises, gave them practicein analyzing the literary texts in terms of literary elements,women’s themes, women’s roles, and female archetypes.They also submitted a draft of the final essay for peerreview feedback; thus, by the time they submitted theirfinal essay for a grade, the majority did an outstanding job.Because the previous SLO assessment in Fall 2012 revealedthat just over half of the students turned in clearly college-level essays for the final essay assignment, I was aware thatsome students would need extensive practice in essaywriting and require additional feedback to succeed inwriting a college-level essay that analyzes literary texts.

Despite the practice and feedback, however, two studentsof the twelve who submitted the final essay only achieved alow C grade on the paper due to organizational andgrammar problems, and three students did not submit thefinal essay at all. These same students did not do very wellon the midterm essay (two earned a 65%, two earned a70%, and one a 75%), so I suspect that while they definitelyimproved their writing ability from the beginning of the





semester, they probably were still unable to succeed in thisSLO by the end of it; thus, in actuality, only 80% of studentstruly succeeded in this SLO when considering the three whonever turned in a final paper. Those who earned the highestscores on the essay were English majors who had takenEnglish 1A and English 1B (and even other literaturecourses); those who earned the lower scores or did not turnin the final paper most likely had not taken English 1A. (08/14/2015)


ECC: ENGL 31:Mythology and Folklore


SLO #1 Understanding of Myth -Show understanding ofrepresentative myths and folktales interms of fundamental themes,archetypal images, symbolism,historical and cultural contexts, andcritical analysis.




Standard and Target for Success:70%

Faculty Assessment Leader: BrucePeppardFaculty Contributing to Assessment:Reviewer's Comments:

null.courseAction: Instructorplans to emphasize importance ofessays for successful completionof course. (09/05/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met72.97% of the students enrolled in this class successfullymet the standards of this SLO. However, for some reason alarge number of students (7) did not turn in an essay.Consequently, among students who turned in essays, thepercentage of students who successfully met this SLO is92.86%. (05/20/2015)

Faculty Assessment Leader: BrucePeppard

null.courseAction: The instructorwill push for a hard prerequisite ofEnglish 1A for the mythology class.(06/11/2015)Action Category: CurriculumChangesnull.courseAction: The instructorwill create a lesson plan whereinstudents critically analyze apassage and will then model howto critically approach mythologicaltexts. (06/11/2015)Action Category: TeachingStrategies


Essay/Written Assignment -Students will be evaluated throughan essay.

SLO #2: Myth & FolkloreDifferentiation - Identify thedifferences between myth andfolklore as well as recognize names,symbols, creatures, and heroes invarious myths and folktales.

Course SLO Assessment Cycle: 2013-14 (Spring 2014), 2014-15 (Spring



null.courseAction: Instructor willcontinue to maintain and improveETUDES modules to providestudents with current informationon the subject matter. Inaddition, instructor will encourageall students--especially thosetaking the class for their own

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetAmong students who took the assessment, 93.55successfully met the SLO with a 70% average or better. It'sno surprise that students met this SLO. Instructor utilizesETUDES modules that provide and end of week summarystudents may access when studying for exams.(05/20/2015)

Exam/Test/Quiz - Students will beassessed through the final exam.



2015), 2015-16 (Spring 2016), 2016-17 (Spring 2017)


edification--to study for and dowell on the final because theirgrade is used on the assessmentof the class. (09/07/2015)Action Category: TeachingStrategies


null.courseAction: Maintaincurrent course of action.(06/11/2015)Action Category: TeachingStrategies


SLO #3: Cultural Difference - Identifyand assess cultural differences asseen in the styles, subject matter, andlevel of sophistication of variousmythological writings.






null.courseAction: Throughoutthe semester, instructor willcontinue to provide discussionopportunities that address thisSLO. (09/07/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met84.38% of those students who took the assessmentreceived a grade of 70% or higher. Much of the semester isspent comparing/contrasting myths from different cultures.Such comparisons/contrasts allow students the opportunityto assess the similarities and differences of the cultures thatproduces respective myths. (05/20/2015)


null.courseAction: Maintaincurrent course of action.(06/11/2015)Action Category: TeachingStrategies



SLO #4: Mythological Identification -Identify mythological allusions foundin diverse literatures and assessrepresentative myths in terms of theireffectiveness in expressing the


null.courseAction: Instructor willcreate an assignment whereinstudents will assess arepresentative myth from the

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met84.38% of students who took this assessment successfully




relationship of individuals to societyand humankind's understanding ofthe cosmos.




different perspectives of modernmythologists. The goal will be forstudents to better understandhow one's interpretation of amyth can alter the perceivedmeaning of the myth.(09/05/2015)Action Category: TeachingStrategies

met the standard for this SLO. To truly study myth is tostudy how humans in a particular culture view themselves,their relationship to the numinous, and their place in thecosmos. To not look at these larger themes would be adisservice to students and the myths they study.Consequently, much time is spent focusing on this theme.Students use contemporary criticism to better understandthe theme of what it means to be human. (05/20/2015)


null.courseAction: In future smallgroup discussions, the instructorwill include questions thatspecifically address this area.Students will then be betterprepared to correctly answerthese questions on the final exam.(06/11/2015)Action Category: TeachingStrategies



ECC: ENGL 32:Creative Writing: A Workshop in Fiction

No data found for the selected criteria.


ECC: ENGL 36:World Literature, 1650 CE to Present


SLO #1 - Demonstrate anunderstanding of literary elementssuch as plot, point of view, character,theme, symbolism, irony, and style inrepresentative works of African,Asian/Pacific Islander, European,Latin American, and Middle Easterncultures written since 1650 CE.





Faculty Assessment Leader: BrentIsaacsFaculty Contributing to Assessment:Brent IsaacsReviewer's Comments:

null.courseAction: Maintaincurrent teaching strategies.(06/09/2016)Action Category: TeachingStrategiesnull.courseAction: Maintaincurrent instruction. (06/11/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetOf the 14 students evaluated, 14 (100%) met the standard.Aside from World Literature's drawing a small but highlymotivated number of students annually (due to its Tier 1placement in the IGETC), the high success rate of this SLO isdue to the extensive preparation students have had, havingwritten a 500 word essay weekly in which they learned toand practiced analysis of literary elements so that by thetime of assessment (the course final), those students whocompleted the course had been well-prepared for theassignment. (09/10/2015)

Essay/Written Assignment - In-classfinal essay (a choice of severalprompts). Asking to compare and/orcontrast elements from differentliterary works.

SLO #2 - Analyze representative textsof African, Asian/Pacific Islander,European, Latin American, andMiddle Eastern cultures written since1650 CE in terms of literary elements,cultural contexts, genre, and/orauthors.






null.courseAction: Maintaincurrent teaching strategies.(06/09/2016)Action Category: TeachingStrategiesnull.courseAction: Maintaincurrent instruction. (06/11/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetOf the 14 students evaluated, 14 (100%) met the standard.Aside from World Literature's drawing a small but highlymotivated number of students annually (due to its Tier 1placement in the IGETC), the high success rate of this SLO isdue to the extensive preparation students have had, havingwritten a 500 word essay weekly in which they learned toand practiced analyzing literature in relation to its culturalcontext so that by the time of assessment (the course final),those students who completed the course had been well-prepared for the assignment. (09/10/2015)




SLO #3 - Develop a thesis regardingrepresentative texts of African,Asian/Pacific Islander, European,Latin American, or Middle Easterncultures written since 1650 CE byemploying organized, unified,coherent points that are supportedby appropriate quotations from andreferences to the texts, usingvocabulary appropriate to thesubject, exhibiting correct sentencestructure, and following MLA formatfor citations.






null.courseAction: Maintaincurrent teaching strategies.(09/24/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetOf the 14 students evaluated, 14 (100%) met the standard.Aside from World Literature's drawing a small but highlymotivated number of students annually (due to its Tier 1placement in the IGETC), the high success rate of this SLO isdue to the extensive preparation students have had, havingwritten a 500 word essay weekly in which they learned toand practiced developing their own literary analysis thesisso that by the time of assessment (the course final), thosestudents who completed the course had been well-prepared for the assignment. (09/23/2015)



ECC: ENGL 40B:American Literature


SLO #1 - Students will be able toidentify representative works ofAmerican literature from the post-Civil War period until the present.



Input Date: 11/12/2013Standard and Target for Success:70%

Faculty Assessment Leader: TomCodyReviewer's Comments: While all fiveexams passed and achieved SLOs,students still need help identifyingrepresentative works by Americanauthors. Even though we studiedonly eight different authors,students occasionally confuse onewith another, often because they failto read the texts closely.

null.courseAction: Encouragestudents to read texts in a timelymanner and to re-read textsbefore the end of the semester tolearn to distinguish the works ofdifferent authors. (06/01/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard MetRandomly selected five of twenty-one final exams (25%).The exam consisted of identification questions and twoshort essay answers. All five exams were passing andachieved the SLOs, although to varying degrees.(05/15/2014)

Essay/Written Assignment - As ameasure of success, students willcompose an essay that analyzes orevaluates one or morerepresentative works of Americanliterature, demonstrating areasonable understanding ofauthors, literary elements, orcultural contexts.

Faculty Assessment Leader: TomCodyFaculty Contributing to Assessment:Reviewer's Comments:

null.courseAction: The vastmajority of students are achievingthis objective. (05/14/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetTaking into account quizzes, the midterm, and final exams,84% (21 of 25) of students were able to identify passagesrepresentative of specific authors. (05/14/2015)

As a measure of students’ ability torecognize representative works ofAmerican literature, students willcomplete regular quizzes and answeridentification questions onexaminations.

SLO #2 - Students will be able toanalyze representative works ofAmerican literature from the post-Civil War period until the present.

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


Faculty Assessment Leader: Tom

null.courseAction: Studentsclearly meet the objective.(05/14/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetStudents completing the essays did a very good job. 92%(23 out of 25) of the students met the learning objective.(05/14/2015)

Essay/Written Assignment - As ameasure of success, students willcompose an essay that analyzes orevaluates one or morerepresentative works of Americanliterature, demonstrating areasonable understanding of



17 (Spring 2017), 2017-18 (Spring2018)Input Date: 11/12/2013 Standard and Target for Success:

70%

CodyFaculty Contributing to Assessment:Reviewer's Comments:

Faculty Assessment Leader: TomCody



authors, literary elements, orcultural contexts.

SLO #3 - Students will be able torecognize social, historical, and ethnicinfluences in representative works ofAmerican literature from the post-Civil War period until the present.





Faculty Assessment Leader: TomCodyFaculty Contributing to Assessment:Reviewer's Comments:

null.courseAction: Students aremeeting this learning objective.(05/14/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetAgain, student essays used as method of assessmentdemonstrate that the vast majority of students analyzerepresentative works. 92% (23 out of 25) of students metthis objective. (05/14/2015)

Faculty Assessment Leader: TomCody



Essay/Written Assignment - As ameasure of success, students willcompose an essay that analyzes orevaluates one or morerepresentative works of Americanliterature, demonstrating areasonable understanding ofauthors, literary elements, orcultural contexts.


ECC: ENGL 78:Creative Writing: Screenwriting


SLO #1 - Develop a film story with afirst, second, and third act, and thescenes written for that story willadhere to proper screenplay formatby including headings, scenedescriptions, and dialogue.





Faculty Assessment Leader: KimKrizan

null.courseAction: Continue tostress the importance offormatting, outlining over-allstory, and page count, as this hasbeen proven to work.

Continue to give the students anew "test," in which they arerequired to analyze a film in theclassroom in essay format. It helpsthe students to see the "bigpicture" of story. (05/15/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met19 out of 20 students (95%) were able to develop a filmstory and write properly formatted scenes.

Since Spring 2014, students have shown markedimprovement in all three SLOs. SLO 1 jumped from 81% to95%. Students were continually reminded of the importanceof proper formatting of scenes and outlining of the overallstory. (05/15/2015)


null.courseAction: Maintaininstruction methods as studentsare doing adequate work inachieving the SLO. (06/11/2015)Action Category: TeachingStrategies


Essay/Written Assignment -Students will write an outline for afull-length screenplay that containsclearly delineated first, second, andthird acts and will write twentypages of that screenplay.

SLO #2 - Demonstrate the ability tocreate a 3-act story that must includescenes from their story's first, second,and third acts.






null.courseAction: Continue tostress the importance offormatting, outlining over-allstory, and page count, as this hasbeen proven to work. Continue togive the students a new "test," inwhich they are required to analyzea film in the classroom in essayformat. It helps the students tosee the "big picture" of story. (05/15/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met19 out of 20 (95%) students turned in a packet of scenesand included an outline, demonstrating their ability toconceptualize a complete story.

Since spring 2014, students have shown markedimprovement in all three SLOs. SLO 2 improved by 2% (93%to 95%). Students were continually reminded of theimportance of proper formatting of scenes and outlining ofthe over-all story. (05/15/2015)





null.courseAction: Maintaininstruction methods as studentare doing excellent work inachieving SLO. (06/11/2015)Action Category: TeachingStrategies


SLO #3 - Demonstrate the ability todevelop a story for film that includesat least 20 pages of scenes written forhis/her film story.






null.courseAction: Continue tostress the importance offormatting, outlining over-allstory, and page count, as this hasbeen proven to work. Continue togive the students a new "test," inwhich they are required to analyzea film in the classroom in essayformat. It helps the students tosee the "big picture" of story.(05/15/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met17 of 20 (85%) wrote at least 20 pages of scenes for theirfilm story.

SLO 3 (the requirement that students turn in at least 20pages of scenes) improved by 22%, jumping from 63% to85%. Not only was the requirement repeated often, butstudents were also encouraged to work outside of theclassroom whenever possible. As a result, more studentsreached or exceeded the page requirement and twostudents wrote full (100+ page) screenplays. (05/15/2015)


null.courseAction: The instructorwill continue to encouragestudents to work outside of theclassroom in addition to doing in-class work. (06/11/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not MetOf the 33 students evaluated, 21 (64%) met the standard.(09/12/2014)



ECC: ENGL 80:Basic Language Skills


SLO #1 - Students will demonstratetheir ability to recognize context cluesthat assist with vocabulary acquisitionnecessary to comprehend paragraph-length non-fiction texts written at the5th-8th grade level (a Lexile range of800-960).

Course SLO Assessment Cycle: 2013-14 (Spring 2014), 2014-15 (Fall 2014),2014-15 (Spring 2015), 2015-16(Spring 2016), 2016-17 (Spring 2017),2017-18 (Spring 2018)




Faculty Assessment Leader: KarenLugo, Bob Puglisi, Judy Crozier

null.courseAction: Continue withcurrent methods of instructionand perhaps recommend thatEnglish 80 students concurrentlyenroll in English 100 and/orAcademic Strategies courses.(06/11/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not MetOf the 36 students evaluated, 24 (67%) met the standard.While this number does not meet our goal of 70%, it is notunusual for the lowest level developmental class to see lowsuccess rates. (09/19/2014)

Exam/Test/Quiz - TownsendCombined Skills Test

Standard and Target for Success:70% of students will pass the SLO.

null.courseAction: This semesterthe ECC reading program hasestablished a reading advisorycommittee charged withconsidering issues, concerns, andpedagogical trends that mayaffect our students. SLO concernsare paramount, and anyimportant reading issues affectinginstructors and students are sureto relate to student outcomes.However, English 80 is aparticularly difficult course toaddress. Changing SLO assessmentmethods is one option, but theadvisory committee also needs toaddress best practices, instructortraining, the few appropriate textchoices, and other difficultiesinherent in the course. In terms ofan action plan, three action itemsmay help focus the advisorycommittee's discussion:1. Determine the context cluesmost helpful to comprehendingnonfiction paragraphs at 800-960Lexile (this may be accomplishedeither through study of extant

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Not Met62% of students (73/118) did pass this SLO. This specificSLO requires that students recognize and utilize contextclues during reading. The percentage of students passingthis SLO falls far short of our target percentage. Dataanalysis for this SLO is difficult; instructors are given threepossible assessments, and may choose one. Yet, there areno data on which of the three assessments were used byinstructors, and the assessments cover both qualitative andquantitative assessment, further complicating analysis. Anadditional factor is the cognitive difficulty of context cluerecognition. Low-skilled readers have a difficult timelocating context clues and using those clues to define aword as it is used in a sentence or passage. Empiricalresearch indicates that low-skilled readers often experiencecognitive overload if using context clues during reading, andinstead should define vocabulary either before or afterreading. Yet, we do not know if English 80 instructors teachthe reading process and when to utilize skills rather thandiscrete skills out of context. The result is that we know thestandard was not met, but we cannot analyze why. Mostlikely the failure to meet the SLO standard is a result ofseveral factors: varying assessment types; reporting ofassessment results, but not which assessment was used;students' possible difficulties with test-taking strategies;and knowledge of empirical research directing the teaching

Multiple Assessments - At the endof the semester, instructors maychoose one of three assessmenttools. Each of these tools assessesthe stated learning outcomes:

1. Townsend Combined SkillsTest given at end of semester:passing score is 70%2. Degrees of Reading PowerJ-6 (grades 5-7) given at end ofsemester: passing score is 56

3. Students will highlight andannotate a paragraph-length text,demonstrating comprehension ofthe text.



Faculty Assessment Leader: SuzanneGates

research or through a facultyresearch project), and addressthose context clues within theCourse Outline of Record;2. Choose one commonassessment used by all English 80instructors and students;3. Discuss with English 80instructors their concerns andsuggestions for the course.Our concerns for English 80 areongoing, and although the abovelist may be accomplished duringthe Spring, 2015, semester, it'sunlikely that all course issues willbe resolved so quickly.(05/15/2015)Action Category: CurriculumChanges

of context clues to low-skilled readers. One additional factorbears mentioning: Faculty recently revised SLOs to includeLexile level (a scale indicating text complexity) of textsstudents should be able to comprehend at the end of thesemester. When English 80 SLOs were assessed during Fall,2014, SLOs still indicated a grade level that should be met,but not a Lexile range. The variety of assessments used mayalso have a variety of Lexiles, and varying text complexitycould account for students' difficulty with this SLO. It isentirely possible that other factors, such as brain-basedlearning difficulties, play a role in the failure to meet thisSLO standard. However, variables such as Lexile, assessmenttype, and research-based best practices need to beaddressed before other causes can be assessed.(02/04/2015)

SLO #2 - Students will demonstratetheir ability to employ fluencystrategies necessary to comprehendparagraph-length non-fiction textswritten at the 5th-8th grade level (aLexile range of 800-960).








Exam/Test/Quiz - Cloze Test given atthe end of the semester.

null.courseAction: This semesterthe ECC reading program hasestablished a reading advisorycommittee charged withconsidering issues, concerns, andpedagogical trends that mayaffect our students. SLO concernsare paramount, and anyimportant reading issues affectinginstructors and students are sure

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Not Met63% of students (74/118) did pass this SLO. This specific SLOrequires that students recognize and utilize context cluesduring reading. The percentage of students passing this SLOfalls far short of our target percentage. Data analysis for thisSLO is difficult; instructors are given three possibleassessments, and may choose one. Yet, there are no dataon which of the three assessments were used by


1. Townsend Combined SkillsTest given at end of semester:passing score is 70%2. Degrees of Reading Power





to relate to student outcomes.However, English 80 is aparticularly difficult course toaddress. Two action items mayhelp to focus the committee'sdiscussion concerning SLO #2:1. Choose one commonassessment used by all English 80instructors and students;2. Discuss with English 80instructors their concerns andsuggestions for the course.Our concerns for English 80 areongoing, and although the abovelist may be accomplished duringthe Spring, 2015, semester, it'sunlikely that all course issues willbe resolved so quickly. (05/15/2015)Action Category: CurriculumChanges

instructors, and the assessments cover both qualitative andquantitative assessment, further complicating analysis. TheSLO targets students' ability to employ fluency strategies;yet, many fluency strategies exist, and "fluency" refers tostudents' ability to choose and apply strategies that areappropriate given a specific discipline, text genre, andassignment. The range of possible assessments rendersimpossible any attempt to describe the flexibility studentswould need with particular strategies or texts. Oneadditional factor bears mentioning: Faculty recently revisedSLOs to include Lexile level (a scale indicating textcomplexity) of texts students should be able to comprehendat the end of the semester. When English 80 SLOs wereassessed during Fall, 2014, SLOs still indicated a grade levelthat should be met, but not a Lexile range. The variety ofassessments used may also have a variety of Lexiles, andvarying text complexity could account for students'difficulty with this SLO. (02/04/2015)

J-6 (grades 5-7) given at end ofsemester: passing score is 56


SLO #3 - Students will demonstratetheir ability to apply study skillsnecessary to comprehend paragraph-length non-fiction texts written at the5th-8th grade level (a Lexile range of800-960).








Exam/Test/Quiz - Students willhighlight and annotate a paragraph-length, demonstratingcomprehension of the text.

null.courseAction: This semesterthe ECC reading program hasestablished a reading advisorycommittee charged withconsidering issues, concerns, andpedagogical trends that mayaffect our students. SLO concernsare paramount, and any

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Not Met64% of students (75/118) did pass for this SLO. Thepercentage of students passing for this SLO falls short of our70% standard. As with the other two SLOs, data analysis isdifficult. instructors are given three possible assessments,and may choose one. Yet, there are no data on which of the


1. Townsend Combined SkillsTest given at end of semester:





important reading issues affectinginstructors and students are sureto relate to student outcomes.However, English 80 is aparticularly difficult course toaddress. One action item mayhelp to focus the committee'sdiscussion concerning SLO #3:

1. Choose one commonassessment used by all English 80instructors and students.

Specifically, the committee andEnglish 80 instructors may want toconsider a "Think Aloud"assessment. The "Think Aloud" is acommon K-12 assessment thatcalls for students to make vocaltheir thoughts as they read. Aninstructor sits with a student ashe/she reads, and the studenttalks through the decisions, studyskills, and comprehensionstrategies used before, during,and after reading. The "ThinkAloud" could be used to assess allthree English 80 SLOs, but SLO 3 inparticular calls for an assessmentmethod that makes visible (oraudible) students' use of studyskills (rather than their ability todefine what study skills are).Results of the "Think Aloud"would be assessed by instructorsusing a rubric.

The "Think Aloud" protocol will bepresented to English 80instructors this semester for their

three assessments were used by instructors, and theassessments cover both qualitative and quantitativeassessment, further complicating analysis. Further, two ofthe three assessments carry an assumption that if studentsscore highly, they must be employing some type of studyskills. Yet, these assessments do not test specific studyskills. Instead, they test students' ability to employ contextclues for vocabulary definition (Degrees of Reading Power)and students' ability to apply discrete reading skills such asfinding main ideas and supporting details (the TownsendCombined Skills Test). The only assessment that maydirectly test for students' use of study skills is the authentichighlighting and annotating of a paragraph-length text, butthe study skills used would depend upon test instructions,which may vary from instructor to instructor. Therefore, notonly is it difficult to analyze the reasons for students' notpassing for this SLO, the assessments themselves may notreasonably assess the SLO. (02/04/2015)

passing score is 70%2. Degrees of Reading PowerJ-6 (grades 5-7) given at end ofsemester: passing score is 56




discussion, leading to a pilotproject during Fall, 2015, whenEnglish 80 SLOs again will beassessed. (05/15/2015)Action Category: SLO/PLOAssessment Process


ECC: ENGL 84:Developmental Reading and Writing


SLO #1 - Students will demonstratetheir ability to recognize context cluesthat assist with vocabulary acquisitionnecessary to comprehend andanalyze non-fiction texts written atthe college freshman level.




Standard and Target for Success:75% of all students in each sectionshould pass the SLO.

null.courseAction: The ReadingAdvisory Committee met at theend of the Spring, 2015, semesterand discussed early data fromEnglish 84 SLO assessment. At thattime data collection wasapproximately 90% complete, andit was clear that our studentswould not pass our three courseSLOs. Although we did not planinterventions directly targetingour vocabulary acquisition SLO,we have committed to twoprojects that will give us moredirection on how to proceed.1. Qualitative research:Faculty Reflection. Our firstproject, to be conducted duringSummer, 2015, involves askingEnglish 84 faculty to reflect ontheir own sections’ SLOassessment results. This projectwill be conducted through email,and faculty will be asked to reflecton their course data in any waythey feel will be helpful. We hopeto gather “authentic” reflectionrather than direct reflectionthrough guiding questions.

Reading coordinator SuzanneGates will use qualitative researchmethods to categorize andanalyze data. Results will bepresented to English 84 faculty ata consistency project meeting tobe held at the beginning of the

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not Met73.95% of students (474/641) did pass this SLO; however,the standard of 75% was not met. During Spring, 2015, theReading Advisory Committee worked with the examcoordinator at Townsend Press to construct an English 84test that met the needs of our assessment process. The testwas used for the first time at the end of the semester, andalthough the standard for SLO 1 was not met, we havegathered significant data. Previously, instructors couldchoose between three assessment types, and a passingscore on that assessment was considered a passing scorefor all three SLOs. We had no way to test individual SLOs.The new test is 40 questions, with eight questions directlyassessing our SLO 1 (vocabulary acquisition at the collegelevel).

The resulting 73.95% is the most accurate figure we havereceived since we began assessing SLOs in English 84. TheSLO targets vocabulary acquisition, specifically the ability forstudents to consider contextual clues when determining aword's meaning within a given text. Our previous standardfor this SLO was 70%, and had we kept that standard, wewould have met our target for success. However, severalyears ago our reading faculty voted that a passingpercentage should be 75%, and we have updated theTracDat standard to reflect the correct target number. Ourresults indicate that overall, students are not yet at areading skill level where multiple contextual clues areconsidered, regardless of a text's topic. The ability to locateand assimilate multiple contextual clues is necessary forcollege reading success.

Our new assessment measure does not parse which type ofcontext clue may be difficult for students. For example,context clues can include locating synonyms and antonyms;

Exam/Test/Quiz - At the end of thesemester, all English 84 studentstake a 40-question multiple-choicetest, with each question assigned toone of three SLOs. The question/SLObreakdown is as follows:SLO 1 (vocabulary acquisition): 8questions (passing is 6 correctanswers)SLO 2 (comprehension): 16questions (passing is 12 correctanswers)SLO 3 (analysis): 16 questions(passing is 12 correct answers)Results are aggregated by class,using the ParScore system.



Faculty Assessment Leader: SuzanneGatesFaculty Contributing to Assessment:Sara Blake, Matt Cheung, SusanCorbin, Judy Crozier, Robin ArehartRelated Documents:spring 2015 84 slo results copy.xlsx

Fall, 2015 semester.

2. Consistency projectmeeting. This meeting will beheld immediately preceding thestart of our Fall, 2015, semester.All activities for the meeting haveyet to be planned, although twoactivities are already planned. Ourfirst activity involves discussion ofreflection results, mentionedabove. Our second activity is togroup instructors whose coursesections scored highly on one ofour three SLOs with instructorswho self-select to join that group(we will suggest that instructorsconsult their class data to seewhich group will be mostbeneficial to them). The high-scoring instructors in each groupwill lead a discussion on what ledto their high SLO scores, includingprojects, classroom activities,pedagogies, texts, scaffoldingassignments, and othercontributing factors.

One other project has just beenintroduced to the ReadingAdvisory Committee, although notyet thoroughly discussed andplanned. We will haveInstitutional Research help usparse data to indicate correlationbetween ethnic groups and SLOscores, so we can discuss and planinterventions that will lead tostudent equity in our readingclasses. Our reading program has

considering syntax and parts of speech; connecting wordswith comprehension of text before and after the words; andconsidering how a word is used when choosing from aword's multiple definitions (a particularly difficult skill fordevelopmental students).

However, we do not need information on specificcontextual clues. Instead, contextual vocabulary acquisitionmeans students must have the flexibility necessary to locateand incorporate multiple clues. The inability to meet thisSLO standard is not only indicative of students' low skill withindividual context clues, but also students' lack of necessaryflexibility. Research strongly suggests that students'flexibility with their reading process (including negotiatingmultiple context clues and adapting reading processstrategies to a discipline's expectations) is necessary forknowledge transfer and college reading success.

Any action plans will need to address practice with contextclues, exposure to texts in multiple disciplines, andstudents' flexibility with vocabulary acquisition strategies.(05/29/2015)


https://elcamino.tracdat.com:443/tracdat/viewDocument?y=DWH2Y4P3hiOf


adopted the theoreticalframework of sociocognitivism,which holds that comprehensionis the result of a student’sinteraction with a text—includingcultural and ethnic history andexperiences brought to anyreading situation. When we aregiven a clear correlation betweenstudents’ ethnic history andvocabulary acquisition,comprehension of texts, andanalysis of texts, we will have theopportunity for insight into howour Torrance campus students“build” their own mental modelsof texts, and how we mightintervene to strengthen theircollege reading skills. (05/30/2015)Action Category: TeachingStrategies

null.courseAction: Reading facultymet on Tuesday, September 23,2014, to discuss the English 84SLO assessment results for spring,2014. We discussed the barriers tomeaningful analysis that currentlyexist, and then reviewed types ofassessment tools. Our goal is tochoose one SLO assessment toolfor each reading course, to ensureconsistency and rich data. Facultywere most interested in theAlverno College assessment type:students read a text and thenanswer prompts designed togauge depth of engagement withspecific reading strategies. At our

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Met73% of students (129/177) did pass this SLO. It is difficult toanalyze these data in any meaningful way. The readingprogram did surpass its standard of 70%; however,instructors may choose between three assessment types,and data are not collected that would allow us to comparepercentage of passing students for each assessment type. Inaddition, the ability to recognize and use contextual clues invocabulary acquisition is directly affected by text type andcomplexity, and multiple assessments allow for a variety oftexts to be used. Consistency is at issue here. Readinginstructors currently are reviewing and discussing both therequired level of mastery (currently the SLO targets 9th-12th grade level mastery) and the importance ofassessments using texts of the same level and complexity.We will be choosing one common assessment with which to




next meeting we will review acopy of the Alverno readingassessment, and decide how wecan assess our students' outcomesusing this measure. We also willbe changing our SLO to reflect thecollege-level reading abilitystudents should attain by the endof English 84. (10/28/2014)Action Category: SLO/PLOAssessment Process

gauge our students' mastery with context clues. The chosenassessment will be used in our next scheduled English 84SLO assessment scheduled for Spring, 2015, and we willcompare the results with results generated from Spring,2014. We expect that a shared assessment will give us richdata, telling us not only percentage of students meeting thestandard, but also which types of context clues have beenmastered. These data will be invaluable in subsequentprogram reviews and in pedagogical training for instructors.(09/22/2014)

SLO #2 - Students will demonstratetheir ability to employcomprehension strategies necessaryto comprehend non-fiction textswritten at the college freshman level.




Standard and Target for Success:75% of all students in each courseshould pass the SLO.

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not Met60.37% of all English 84 students (387/641) passed this SLO.The standard of 75% was not met. During Spring, 2015, theReading Advisory Committee worked with the examcoordinator at Townsend Press to construct an English 84test that met the needs of our assessment process. The testwas used for the first time at the end of the semester, andalthough the standard for SLO 2 was not met, we havegathered significant data. Previously, instructors couldchoose between three assessment types, and a passingscore on that assessment was considered a passing scorefor all three SLOs. We had no way to test individual SLOs.The new test is 40 questions, with 16 questions directlyassessing our SLO 2 (text comprehension at the collegelevel). The resulting 60.37% is the most accurate figure wehave received since we began assessing SLOs in English 84.Our previous standard for this SLO was 70%. However,several years ago our reading faculty voted that a passingpercentage should be 75%, and we have updated theTracDat standard to reflect the correct target number. Ourresults indicate that overall, students are not yet at areading skill level where textual comprehension reflectsstudents' college-level understanding of an author'spurpose and support. The ability to accurately comprehendan author's use of rhetoric (tone, purpose, audience) as well




Faculty Assessment Leader: SuzanneGatesFaculty Contributing to Assessment:Sara Blake, Matt Cheung, SusanCorbin, Judy Crozier, Robin Arehart

as comprehend and analyze strength of support for ideas isnecessary for college reading success. Textualcomprehension can be directed and affected by multiplefactors. For example, students' prior knowledge of a topicoften directs students' reading of a text. When students aregiven a text on an unfamiliar topic, as is the case with ournew test, students may not rely on topical knowledge andinstead must rely on their knowledge and practice withcomprehension strategies. At a college level, this means theability to connect parts of text in order to constructmeaning. The reading process is flexible, and strategies aredependent upon a discipline's expectations or the goals of aparticular assignment. Factors for this SLO's low passingpercentage may include students' inflexibility in shiftingbetween topical knowledge and strategicknowledge/practice. (05/30/2015)

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Met73% of students (129/177) did pass this SLO. We areconfident that the majority of students successfully chooseand apply general comprehension strategies (such aslocating main ideas and supporting details) while readingtexts. However, best practices indicate that students shouldpractice facility with four groups of comprehensionstrategies (question generation; organization; studentelaboration; and text summarization). Further, strategiesare discipline-specific and often taught in the context of aparticular discipline or reading purpose. Our currentassessment methods do not allow us to distinguish betweentypes of strategies used, nor gauge students' metacognitivedecision-making while reading. Reading instructorscurrently are reviewing and discussing both the requiredlevel of mastery (currently the SLO targets 9th-12th gradelevel mastery) and the importance of assessments requiring




four general strategy groups and metacognitive reflection.We will be choosing one common assessment with which togauge our students' engagement with comprehensionstrategies. The chosen assessment will be used in our nextscheduled English 84 SLO assessment scheduled for Spring,2015, and we will compare the results with resultsgenerated from Spring, 2014. We expect that a sharedassessment will give us rich data, telling us not onlypercentage of students meeting the standard, but alsowhich categories of strategies have been mastered. Thesedata will be invaluable in subsequent program reviews andin pedagogical training for instructors. (09/22/2014)

SLO #3 - Students will demonstratetheir ability to analyze nonfictiontexts written at the college freshmanlevel.




Standard and Target for Success:75% of all students in each courseshould pass the SLO.

null.courseAction: Our readingprogram needs a comprehensiveand ongoing funding commitmentfrom the Humanities Division. Weask that funding for any readingprojects be coordinated with theReading Advisory Committee sothat we may align funded projectswith the program’s mostimmediate needs.The Reading Advisory Committeemet at the end of the Spring,2015, semester and discussedearly data from the English 84 SLOassessment. At that time datacollection was approximately 90%complete, and it was clear thatour students would not pass ourthree course SLOs. Although wedid not plan interventions directlytargeting our vocabularyacquisition SLO, we committed totwo projects that will give us moredirection on how to proceed: afaculty reflection/qualitative

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not Met44.15% of all English 84 students (283/641) passed this SLO.The standard of 75% was not met. During Spring, 2015, theReading Advisory Committee worked with the examcoordinator at Townsend Press to construct an English 84test that met the needs of our assessment process. The testwas used for the first time at the end of the semester, andalthough the standard for SLO 3 was not met, we havegathered significant data. Previously, instructors couldchoose between three assessment types, and a passingscore on that assessment was considered a passing scorefor all three SLOs. We had no way to test individual SLOs.The new test is 40 questions, with 16 questions directlyassessing our SLO 3 (text analysis at the college level). Theresulting 44.15% is the most accurate figure we havereceived since we began assessing SLOs in English 84. Ourprevious standard for this SLO was 70%. However, severalyears ago our reading faculty voted that a passingpercentage should be 75%, and we have updated theTracDat standard to reflect the correct target number.The ability to analyze text is an essential college skill. Briefly,textual analysis occurs along a continuum from literalunderstanding of a text to inferential connections between




Faculty Assessment Leader: SuzanneGatesFaculty Contributing to Assessment:Department-wide AssessmentReviewer's Comments:

analysis project, and a beginning-of-semester in-depth facultymeeting, with the most successfulinstructors (that is, thoseinstructors whose students scoredmost highly on a particular SLO)leading discussions and presentingtheir assignments and overallcourse approach.We are constrained by lack ofcoordinated funding within ourdivision. Although we had planneda qualitative assessment andasked for summer funding tocomplete the faculty reflectionproject (an important step towardunderstanding the connectionbetween what happens in theclassroom and students' SLOresults), we were not able toreceive funding. Our concern wasthat interim months betweenspring and fall semesters wouldlessen the immediacy of facultyreflections; we had hoped forfaculty to reflect while theirmemories and emotions werefresh.We also feel that any interventionneeds to take place immediatelypreceding the next semester.However, again we areconstrained by lack of funding--toplan such a meeting, to providehonoraria or compensation forour adjunct instructors, to includerudimentary refreshments forwhat will surely be an emotionallywrought process.Without funding, we cannot plan

text and reader, text and other texts, and text and outsideworld. Our SLO results indicate that most English 84students experience severe difficulties in analyzing text.The assessment questions that target analysis areconcerned with connecting parts of text (that is, taking oneidea and connecting it with an idea occurring elsewhere in atext) and are located mid-range in the continuum of simpleto advanced analysis.Analysis at the English 84 level consists mostly of the abilityto infer. Readers actively and continuously infer whilereading, from small inferences that affect comprehension(for example, correctly relating pronouns to theirantecedents) to larger, global inferences that connect textto current issues or themes. Analysis often is a corollary forcritical thinking. The very low passing percentage of this SLOis alarming, and indicates that although students may passEnglish 84, their ability to think critically is not at collegelevel. Given the number of courses across the curriculumthat list English 84 as required or recommended, we viewthis particular SLO assessment result as a wake-up call. (09/22/2015)



and implement any intensive andeffective intervention. We arerelegated to providing brown bagpresentations during thesemester, which are sparselyattended, particularly by adjunctinstructors. We do record ourbrown bag presentations and postthem on our shared Dropbox site,but even if instructors view thesepresentations, the very act ofwatching a video means they aredisconnected from colleaguesappearing within the video. Ourreading program already isfragmented, and coordinatedwork between the ReadingAdvisory Committee, theHumanities Division, and the BasicSkills Coordinator is necessary toaddress the possible causes forour SLO assessment results.(09/22/2016)Action Category: Program/CollegeSupport

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Met70% of students (124/177) did pass this SLO. However,currently three assessment types may be used to assessSLOs, with each type differing in its coverage of textualanalysis. In addition, some disagreement exists betweeninstructors on the breadth of analysis coverage in eachassessment type. Our current assessment methods do notallow us to distinguish between types of analysis strategiesused (for example, we cannot distinguish betweeninferential strategies and text connection strategies).Reading instructors currently are reviewing and discussingboth the required level of mastery (currently the SLOtargets 9th-12th grade level mastery) and the importance of




assessments containing broad coverage of analysis. We willbe choosing one common assessment with which to gaugeour students' engagement with analysis strategies. Thechosen assessment will be used in our next scheduledEnglish 84 SLO assessment scheduled for Spring, 2015, andwe will compare the results with results generated fromSpring, 2014. We expect that a shared assessment will giveus rich data, telling us not only percentage of studentsmeeting the standard, but also which strategies studentschoose when analyzing college-level texts. These data willbe invaluable in subsequent program reviews and inpedagogical training for instructors. (09/22/2014)


ECC: ENGL 98abcd:College Literary Magazine Editing and Publishing


SLO #1 - Employ effective methodsfor publicizing, collecting andorganizing submissions for literaryjournals




Standard and Target for Success:Advertisement, social media andGoogle drive accounts.Related Documents:LITERARY ANALYSIS RUBRIC.docx

Faculty Assessment Leader: PeterMarcouxFaculty Contributing to Assessment:Peter MarcouxReviewer's Comments:

null.courseAction: The collegeneeds to continue subscribing toJotform, the service that allowsstudents to submit poems, shortstories, and art work via theMyriad web page. (05/14/2015)Action Category: Program/CollegeSupport

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met3/3 or 100% of the students performed well in this SLO.Students created half-sheet, paper flyers and handed themout in class and throughout campus. They also postedvarious calls for submission on social media like Facebookand Twitter. Finally, students used Jot form and GoogleDrive to organize submissions. (05/14/2015)

Faculty Assessment Leader: PeterMarcouxFaculty Contributing to Assessment:Peter Marcoux

null.courseAction: While studentsdemonstrated an acceptable levelof publicizing, collecting, andorganizing submissions, somestudents needed help with usingMicrosoft Word or other desktoppublishing programs to createadvertisements. Because of this,perhaps the syllabus can include arecommendation for studentswho are not comfortable usingMicrosoft Word or other desktoppublishing software to enroll aCIS-13 class. (06/01/2015)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard MetAll students in the class demonstrated an acceptable levelfor publicizing, collecting, and organizing submissions forthe literary journal. (05/07/2014)

Multiple Assessments - Students willcreate an advertisement, utilizesocial media, and use Google Driveto organize submissions.

SLO #2 - Fairly evaluate creativeworks for inclusion in a literaryjournal.

Course SLO Assessment Cycle: 2013-Course SLO Status: Active

null.courseAction: Not muchneeds to change here. I will tweakthe assignment a bit to make surestudents post in a timely mannerand follow certain formattingstandards. (05/14/2015)

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met3/3 or 100% of students excelled in this SLO. This was thefirst semester I had students post their literary journalanalysis to a blog. (05/14/2015)

Essay/Written Assignment -Students will write a 250 word bloganalyzing a literary journal. Focus onelements like design, graphics, fonts,size, paper quality, submissions,table of contents, etc (you don't




14 (Spring 2014), 2014-15 (Spring2015), 2015-16 (Spring 2016), 2016-17 (Spring 2017)Input Date: 11/12/2013

Standard and Target for Success:Literary Analysis Rubric (See RelatedDocuments)


Action Category: TeachingStrategies


null.courseAction: Although allstudents scored at the acceptablelevel, some students need morehelp with the elements of fictionand poetry. Therefore, studentswill be given more instruction onthese elements. (06/01/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard MetAll students scored at the acceptable level for fairlyevaluating the creative works for the literary journal.(05/07/2014)

have to focus on all of these- justthose that stood out in your journal).

SLO #3 - Use computer software tocompose the layout and publish aliterary journal in a manner consistentwith other college literary journals.




Standard and Target for Success:Literary Analysis Rubric (See RelatedDocuments)


null.courseAction: I need torewrite the course description, thecourse objectives, and this SLO tobetter reflect current practice.(05/14/2015)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not Met0/3 or 0% of students met this SLO as they are no longerresponsible for the layout and design. Instead, they workwith Art 143 students who work on the design of themagazine. (05/14/2015)


null.courseAction: This SLO needsto be revised to better meet theactivity in the class. In addition,the course description needs to bechanged to more accurately alignwith the activities in theclassroom. (06/01/2015)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard MetAll students scored at the acceptable level for this SLO.(05/07/2014)

Multiple Assessments - Students willcompose the layout and design of aliterary journal.


ECC: ENGL A:Writing the College Essay


SLO #1: Thesis-Driven Essay -Compose a coherent, unified, thesis-driven, multi-body paragraphexpository essay that has undergonerevision and relates to a textdiscussed in class.




Standard and Target for Success:70% of students in all sectionsshould pass on each SLO.

Faculty Assessment Leader: DebraBreckheimerReviewer's Comments:

null.courseAction: Facultyteaching this course will beadvised to assign fewerassignments requiring personalexperience. This course will bereevaluated in Fall 2015(06/02/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met86% (480/561) of the students passed this SLO.The number of students who passed is impressive andshows students' strength in essay structure. However, aftera review of faculty syllabi for this course, it has beendetermined that fewer assignments should be based onpersonal experience in order to strengthen students'academic writing skills. (06/02/2015)

Faculty Assessment Leader: DebraBreckheimerFaculty Contributing to Assessment:Department-wide assessment

null.courseAction: Discuss withfaculty a need to emphasize essayorganization and methods forusing sources. (03/27/2015)Action Category: TeachingStrategiesnull.courseAction: Necessaryadjustments will be made to thecourse outline. Meetings will takeplace to discuss and agree uponnecessary, if any, changes to thecourse outline. (01/10/2015)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Met75% of students (194/260) did pass for this SLO. While thedata indicates students passed this SLO, further review ofthe course is needed to ensure consistency and appropriaterigor of curriculum. (09/10/2014)

Essay/Written Assignment - Write a3-4 page (750-1000 words) multi-paragraph expository essay that hasundergone revision and relates to atext discussed in class. The essayshould include an introductoryparagraph with a thesis, bodyparagraphs with topic sentences andsupporting details, and a concludingparagraph. Supporting details shouldinclude direct quotations from atleast two sources. The essay shoulduse basic rules of grammar, spelling,usage, and punctuation so that thewriter’s ideas are clear. Essaysshould be typed and follow the rulesof MLA style for heading, title,running header, indentation, in-textcitation, and Works Cited page.

SLO #2: Use of Support -Demonstrate the ability toincorporate relevant support andquote from outside sources.




null.courseAction: Facultyteaching this course will beadvised that the skill of integratingquotes should be required in moreassignments and theseassignments should start early inthe semester. (06/02/2015)Action Category: Teaching

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met76% (429/561) students passed this SLO. This shows a 7%increase from the Spring 2014 assessment.The increase of 7% is noted but after a review of the typesand timing of assignments given the overall indicates andreinforces the need to spend more time on this skill. Again,fewer personal experience essays should be assigned.

Essay/Written Assignment - Write a3-4 page (750-1000 words) multi-paragraph expository essay that hasundergone revision and relates to atext discussed in class. The essayshould include an introductoryparagraph with a thesis, bodyparagraphs with topic sentences andsupporting details, and a concluding



Standard and Target for Success:70% of students will pass/succeedon each SLO.


Strategies(06/02/2015)


null.courseAction: Necessarychanges in the types ofassignments required will bemade to the course outline.Meetings will take place to discussand agree upon the necessarychanges to the course curriculum.(01/10/2014)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not Met69% of students (179/260) pass for this SLO. The dataindicates that more assignments must require students toincorporate and document materials from outside sourcesso that students are given the opportunity to practice thisskill throughout the semester. Adjustments to thecurriculum will ensure consistency and student success.(09/10/2014)

paragraph. Supporting details shouldinclude direct quotations from atleast two sources. The essay shoulduse basic rules of grammar, spelling,usage, and punctuation so that thewriter’s ideas are clear. Essaysshould be typed and follow the rulesof MLA style for heading, title,running header, indentation, in-textcitation, and Works Cited page.

SLO #3: Grammar - Use basic rules ofgrammar, spelling, usage, andpunctuation so that the ideas areclear.




Standard and Target for Success:70% of students will pass/succeed


null.courseAction: It will besuggested that more grammaticalelements should be coveredthroughout the semester.(06/02/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met75% (420/561) of the students passed this SLO. This revealsa 6% increase from Spring 2014.Although the stand and target for success have been metfor this SLO, after reviewing the syllabi for this course, it isdetermined that more grammatical elements should betaught. (06/02/2015)

Faculty Assessment Leader: DebraBreckheimer

null.courseAction: Meetings willto take place to discuss the typesof errors occurring, so thatchanges can be made to thecourse outline to ensureconsistency and student success.(09/10/2014)Action Category: Curriculum

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not Met69% of students (180/260) pass for this SLO. The dataindicates that more time needs to be spent on teaching thebasic rules of grammar, spelling, usage, and punctuation toensure consistency and student success. (09/10/2014)




on each SLO. Faculty Contributing to Assessment:Department-wide assessment

Changes

SLO #4: MLA Use - Use correct MLAstyle for formatting anddocumentation.




Standard and Target for Success:70% of students will pass/succeedon each SLO.


null.courseAction: Faculty will beapprised that only 69% of thestudents passed this SLO. Theywill, therefore, be advised torequire more assign more papersrequiring the integration oftextual support. (06/02/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not Met69% (388/561) of the students passed this SLO. This revealsa 5% increase, but it is still below the standard and targetfor success.The fact that students did not meet the standard and targetpass rate for this SLO further supports the supposition thatmore assignments should require quote integration. Theseassignments should begin early in the semester. This willallow students more time to practice in-text documentationand a works cited page and therefore should help morestudents be more successful at formatting and documentingMLA style. (06/02/2015)


null.courseAction: Necessaryadjustments will be made to thecourse outline. Meetings will takeplace to discuss and agree uponnecessary changes to the courseoutline. (01/10/2015)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not Met64% of students (166/260) pass for this SLO. The dataindicates that more assignments must require students touse MLA for formatting and documentation allowingstudents more time to practice and become successfulusing MLA style properly. The data also indicates thatmore time during the semester must be spent teaching theaforementioned skills. (09/10/2014)

