IV. Slos/Pslos PR Assessment Planning

Section IV/Instruction 1

Orange Coast College Program Review 2010 – 2011 Department: Wing/Division:

IV. SLOs/PSLOs – PR Assessment Planning

Use the grids below to calendar when your assessment activities for all CSLOs and PSLOs will be completed. Please indicate the year and semester in the “Prior Assessment Year” column for when you began your assessment cycle. If you have not completed documenting your department’s prior assessment results, use your original Doc IV SLO grid and complete the last two columns by October 4, 2010. Please forward to the SLO & Assessment Coordinator, Vinta Oviatt.

CSLO Assessment Calendar Program Name: Eng A005 PR-2010-2011 2011-2012 2013-2014 COURSES Prior Assessment Fall 2011 S Fall 2012 Spring Fall 2013 Spring 2014 Year pr 2013 in g 20 12 1. Apply reading rate flexibility X techniques in varied readings. 2. Apply the use of context clues/cues in the improvement of learning new vocabulary. 3. Distinguish between a topic, main idea and supporting detail.

2. Distinguish between a topic, X main idea and supporting detail.

3. Distinguish between a topic, X main idea and supporting detail. Section IV/Instruction 2

CSLO Assessment Calendar Program Name: Eng A050 PR-2010-2011 2011-2012 2012-2013 2013-2014 COURSES Prior Assessment Fall 2011 Spring 2012 Fall 2012 Spring Fall 2013 Spring 2014 Year 2013 1. Reading rate flexibility X 2 Metacognitive reading X 3. Apply the use of context clues in X the improvement of learning new vocabulary.

CSLO Assessment Calendar Program Name: Eng A057 PR-2010-2011 2011-2012 2013-2014 COURSES Prior Fall Sprin Fall 2012 Spring 2013 Fall 2013 Spring Assessment 2011 g 2014 Year 2012 1. Recognize phonetic sounds and NOT patterns and apply this knowledge, CUR coupled with memory techniques, REN to master spelling lists. TLY OFFE RED 2

CSLO Assessment Calendar Program Name: 060 PR-2010-2011 2012-2013 2013-2014 Certificate of Prior Assessment Spring 2011 F Spring 2012 Fall Spring 2013 Year a 2012 l l 2 Section IV/Instruction 3

0 1 1 1. Compose and edit papers using X standard English usage and mechanics. 2. NOT OFFERED DURING LAST CYLE 3.

Program Name: Eng A061 PR-2010-2011 2012-2013 2013-2014 COURSES Prior Spring 2012 Fall 2012 Spring 2013 Fall Spring Assessment 2013 2014 Year 1. Identify parts of speech. 2. Recognize components of NOT sentence structure. CURRENTL Y OFFERED 3. Evaluate sentences for structural errors. 4. Analyze elements sentences

5. Identify punctuation and mechanical devices.

6. Discriminate between homonyms.

CSLO Assessment Calendar Program Name: Eng A098 PR-2010-2011 2011-2012 2013-2014 COURSES Prior Assessment Fall 2011 S Fall 2012 Spring 2013 Fall Spring 2014 Year p 2013 Section IV/Instruction 4

r i n g

2 0 1 2 1. Writing Outcomes: Apply 2009/10 X various types of writing conventions on the sentence and paragraph levels and avoid common errors in grammar and punctuation. 2. Writing Outcomes: Compose a X paragraph that demonstrates an 2009/10 effective topic sentence; coherent, unified, and well-developed support; and employs an appropriate rhetorical mode for its subject 3. Reading Outcome: Identify 2009/10 X implied or directly stated controlling ideas in paragraphs and full-length texts, recognize support and demonstrate an understanding of new vocabulary from the texts. 4. Study Skills Outcomes: Develop 2009/10 X the behaviors and attitudes conducive to success in a college course.

CSLO Assessment Calendar Program Name: Eng 099 PR-2010-2011 2011-2012 2013-2014 Section IV/Instruction 5

COURSES Prior Assessment Fall 2011 S Fall 2012 Spring 2013 Fall Spring 2014 Year p 2013 r i n g

2 0 1 2 1. Apply the fundamentals of 2009/10 X grammar, sentence structure, and pre-compositional techniques. 2. Read and analyze text using 2009/10 X critical thinking skills. 3. Write structurally varied and 2009/10 X grammatically correct sentences, paragraphs, and essays.

NOTE: Cut and paste grid for each course in your department.

PSLO Assessment Calendar Program Name: Basic Skills PR-2010-2011 2011-2012 2013-2014 Certificate of Prior Assessment Fall 2010 S Fall 2011 Spring 2012 Fall Spring 2013 Year p 2012 r i n g

2 0 Section IV/Instruction 6

1 1 1. ? 2. 3. 4. Add more rows as needed

Orange Coast College Program Review 2010 – 2011 Department: Wing/Division:

IV. Learning Results from Assessment Please recap all of your program’s SLO activities, including courses/programs assessed and those not assessed.

a. How well are they learning? (& Analysis of the data & department dialogue)

1. Summarize the results of Student Learning Outcomes assessment:

As a whole, students in Basic Skills classes surpassed expectation, scoring10-20 percent higher than estimated. Reading was one area in English 098 and 099 that was slightly lower than the other areas of assessment.

2. Based on the results from all the criteria used, did your program achieve its standards for success? Yes/No

3. What did your findings show you/your faculty as well as the significance of these findings for your program? Though The Program surpassed expectation in success, English 098 and 099 scored lower in reading than they did in the Writing and Grammar SLOs. Instructors felt that this reflected something already suspected about students in these classes: most of them struggle with reading at the college level. While 098 and 099 aggressively address reading in the curriculum, it is not a reading class and students may lack the skills needed as they progress in their education. The Basic Skills Program has two reading classes, but student’s in 098 and 099 are not required and, therefore, often don’t take these courses. Also, reading is also an area that many ESL students struggle with because they don’t understand cultural references or idioms but, because they have not taken the ESL test, get improperly placed in English 098 or 099. Section IV/Instruction 7

Through discussion, we identified areas where students in 098 and 099 were struggling to understand and implement specific concepts in the Writing and Reading SLOs. Assessment tool results in these areas helped us understand that many of the students are in the very beginning state of understanding concepts even if they are passing the assessment. These findings further supported the curriculum change for 098 and 099 of mandatory hours in the Writing and Reading Center. This additional reinforcement of the curriculum has the potential of reinforcing key concepts and helping the student become more successful in his or her next class.

b. Now What? (PLAN TO IMPROVE OUR PROGRAM) Describe each change proposed or in progress to improve your program. Include specifically how the change ties to the results/is based on the results from the assessment & how it will contribute to the improvement of the program. Include completion/effective dates.

 The placement exam needs to be maintained with institutional funds so that we can better identify and meet the learning needs of students. Also, a two-pronged or “Y” test would make it possible to identify students as either needing Basic Skills classes or ESL classes and would more specifically help place students into the class that would best help them. (On-going)

 The Writing Reading Center opened this year and Basic Skills instructors continue to help support it by writing DLAs and recommending students. (Complete Spring 2009)

 In order to take advantage of the Writing Reading Center, the faculty has changed the curriculum for English 098 and 099 so that five hours of Writing Reading Center sessions are required. This will give students extra support in grammar and writing, but it also directly addresses the issue of reading: students can bring in essays from classes or use DLAs designed around reading comprehension and writing summaries of readings. (Complete Fall 2010)

 In order to help the Writing Reading Center be that “leg up” that is curtail for our basic skill students, the center will need to grow. In the next couple of years, we plan on increasing sustainability and look to build the center with increased institutional funding. (Fall 2013)

 We also plan on discussing if the department could make reading classes mandatory for some students. This process will take a while and may not be feasible in this economy. (Effective 2012)

 Reading workshops for instructors of 098 and 099 are also planned and will help us address Basic Skills reading issues and learn better ways to teach reading.

 During our discussion of Basic Skills SLOs, we concluded that there was a need for periodic meetings. This way we can continue to assess the job we are doing and learn from others. We had a Basic Skills meeting at the beginning of the Fall 2010 semester that discussed issues, such as Section IV/Instruction 8

creating a successful learning environment and teaching with a topic. The SLOs helped show us that talking as a group about Basic Skills can help us practically address issues. (Complete and on-going)

C. REFLECTION ON ASSESSMENT PROCESS 1. List strengths of assessment process. a. Instructors were able to work well together to create assessment tools and, for the most part, had little trouble implementing them. 2. List what you would like to see improved in your existing assessment process. b. There were a few assessment tools and SLOs that needed slight modification. 1) English 098 SLO # 1 worked well but needs to be articulated on the rubric as two different part. Also, SLO #3 works well but the word “attitude” needs to be omitted for clarity. 2) English 099: SLO #1 needs to be narrowed and not repeat outcomes from SLO # 3. And SLO # 3 was found to be too varied and bit hard to measure. Also, some of the material that instructors used to gather information for the SLOs was a bit varied. In the next cycle, we will look to make what we test students on a bit more uniform. Section IV/Instruction 9

Note: Please use your partially filled-in form (first three columns) to complete the final two columns before beginning a new cycle. Orange Coast College Program Review 2010 – 2011 Department: Wing/Division:

Program Name: Basic Skills

Program Lead: _____Loretta Obstfeld______Type of Outcome: CSLO ______PSLO X (please check type of outcome) (Identify Course) (Identify Program) Institutional Student Learning Outcomes: Communication; Thinking Skills; Global Awareness; Personal Development & Responsibility

Program Mission Intended Outcomes Means of Analysis of Data Collected Use of Results Statement List all SLOs/PSLOs Assessment (To be completed after assessment of SLOs) Include any resources on Doc. V (To be completed after assessment of & Criteria SLOs) for Success

The Program’s mission What will be able to think, know, do, What are the Summarize findings vis-à-vis outcomes, means of assessment, What do the data tell us about program is to foster academic or feel because of a given educational specific & criteria for success. Include your process for determining improvement: experience in a course or a program? assessment tools who participated in the assessment and the sample size. What, if anything, do we need to do literacy by enabling that will establish  students to increase the degree & What do the data tell us about your process in terms of goals, at the program or course level to Which ISLO is outcome linked to? extent of what is outcomes, and means of assessment, defined criteria for success, improve student learning or their abilities as service? writers, readers, and to be achieved? implementation process, and data collection? What is the  What resources are necessary? academic learners— criterion for ultimately preparing success? them to communicate and have the skills to be successful students in all their college classes across the curriculum.