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 CalendarProgram Name: Eng A005 / PR-2010-2011 / 2011-2012 / 2012-2013 / 2013-2014
COURSES / Prior Assessment
Year / Fall 2011 / Spring 2012 / Fall 2012 / Spring 2013 / Fall 2013 / Spring 2014
1. Apply reading rate flexibility 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. / X
2. Distinguish between a topic, main idea and supporting detail. / X
3. Distinguish between a topic, main idea and supporting detail. / X
CSLO Assessment Calendar
Program Name: Eng A050 / PR-2010-2011 / 2011-2012 / 2012-2013 / 2013-2014
COURSES / Prior Assessment
Year / Fall 2011 / Spring 2012 / Fall 2012 / Spring 2013 / Fall 2013 / Spring 2014
1. Reading rate flexibility / X
2 Metacognitive reading / X
3. Apply the use of context clues in the improvement of learning new vocabulary. / X
CSLO Assessment Calendar
Program Name: Eng A057 / PR-2010-2011 / 2011-2012 / 2012-2013 / 2013-2014
COURSES / Prior Assessment
Year / Fall 2011 / Spring 2012 / Fall 2012 / Spring 2013 / Fall 2013 / Spring 2014
1. Recognize phonetic sounds and patterns and apply this knowledge, coupled with memory techniques, to master spelling lists. / NOT CURRENTLY OFFERED
2
CSLO Assessment Calendar
Program Name: 060 / PR-2010-2011 / 2011-2012 / 2012-2013 / 2013-2014
Certificate of / Prior Assessment
Year / Fall 2010 / Spring 2011 / Fall 2011 / Spring 2012 / Fall 2012 / Spring 2013
1. Compose and edit papers using
standard English usage and mechanics. / X
2. / NOT OFFERED
DURING LAST
CYLE
3.
Program Name: Eng A061 / PR-2010-2011 / 2011-2012 / 2012-2013 / 2013-2014
COURSES / Prior Assessment
Year / Fall 2011 / Spring 2012 / Fall 2012 / Spring 2013 / Fall 2013 / Spring 2014
1. Identify parts of speech.
2. Recognize components of sentence structure. / NOT CURRENTLY 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 / 2012-2013 / 2013-2014
COURSES / Prior Assessment
Year / Fall 2011 / Spring 2012 / Fall 2012 / Spring 2013 / Fall 2013 / Spring 2014
1. Writing Outcomes: Apply various types of writing conventions on the sentence and paragraph levels and avoid common errors in grammar and punctuation. / 2009/10 / X
2. Writing Outcomes: Compose a paragraph that demonstrates an effective topic sentence; coherent, unified, and well-developed support; and employs an appropriate rhetorical mode for its subject / 2009/10 / X
3. Reading Outcome: Identify implied or directly stated controlling ideas in paragraphs and full-length texts, recognize support and demonstrate an understanding of new vocabulary from the texts. / 2009/10 / X
4. Study Skills Outcomes: Develop the behaviors and attitudes conducive to success in a college course. / 2009/10 / X
CSLO Assessment Calendar
Program Name: Eng 099 / PR-2010-2011 / 2011-2012 / 2012-2013 / 2013-2014
COURSES / Prior Assessment
Year / Fall 2011 / Spring 2012 / Fall 2012 / Spring 2013 / Fall 2013 / Spring 2014
1. Apply the fundamentals of grammar, sentence structure, and pre-compositional techniques. / 2009/10 / X
2. Read and analyze text using critical thinking skills. / 2009/10 / X
3. Write structurally varied and grammatically correct sentences, paragraphs, and essays. / 2009/10 / X
NOTE: Cut and paste grid for each course in your department.
PSLO Assessment CalendarProgram Name: Basic Skills / PR-2010-2011 / 2011-2012 / 2012-2013 / 2013-2014
Certificate of / Prior Assessment
Year / Fall 2010 / Spring 2011 / Fall 2011 / Spring 2012 / Fall 2012 / Spring 2013
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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.
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 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.
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 Statement / Intended OutcomesList all SLOs/PSLOs / Means of Assessment & Criteria for Success / Analysis of Data Collected
(To be completed after assessment of SLOs) / Use of Results
Include any resources on Doc. V
(To be completed after assessment of SLOs)
The Program’s mission is to foster academic literacy by enabling students to increase their abilities as writers, readers, and academic learners—ultimately preparing them to communicate and have the skills to be successful students in all their college classes across the curriculum. / What will be able to think, know, do, or feel because of a given educational experience in a course or a program?
Which ISLO is outcome linked to? / What are the specific assessment tools that will establish the degree & extent of what is to be achieved?
What is the criterion for success? / Summarize findings vis-à-vis outcomes, means of assessment, & criteria for success. Include your process for determining who participated in the assessment and the sample size.
What do the data tell us about your process in terms of goals, outcomes, and means of assessment, defined criteria for success, implementation process, and data collection? / What do the data tell us about program improvement:
· What, if anything, do we need to do at the program or course level to improve student learning or service?
· What resources are necessary?