Student Learning Outcome (SLO) Assessment Template
Course Alpha and Number: ASAN 203 Course Title: Philippine Cultural History Name(s) of Instructor(s): Raymund Liongson Division: Arts and Humanities Date: Fall 2005
What Student Learning Outcome was assessed? SLO #1: At least 70% of the students will be able to describe the geographical and historical context of Philippine culture.
Phase 1 A. Describe the assessment tool (test, survey, rubric, etc.) used. Cut and paste your tool below if possible. A comprehensive test was administered toward the end of the Spring 2005 to assess how much students learned about the geographical and historical context of Philippine culture.
The goal was to have at least seventy percent (70%) of the students enrolled in the course successfully score at least seventy percent (70%) of the total items (100) in the comprehensive exam.
The test included both objective and subjective (essay) items. A copy of the instructor-prepared comprehensive exam is herein appended.
B. Who was the data collected from? How many were collected? The data herein reported were gathered from 45 students in two ASAN 203 courses during the final week of Spring 2005.
C. What were the results of the assessment? Following is a summary of the results of the assessment.
Percentage Level of Performance Alpha Equivalence of students 7 % 90-100 % A 39% 80-89 % B 36% 70-79% C 12% 60-69% D 6% Below 60% F
These data are graphically presented in the Figure 1. As can be derived from the table above, 82% of the students who took the comprehensive test scored at least 70% of the total items, thus meeting the set goal.
The results of the assessment indicate a considerable variance in scores obtained in the subjective (essay) portion of the test.
Percentage of Students by Level of Performance
Below 60% 90-100% 6% 7% 60-69% 12%
80-89% 39%
70-79% 36%
Figure 1
It must be noted that the above distribution of assessment results does exactly reflect grade distribution as other grading criteria were taken into consideration (e.g., class performance, quizzes, papers, projects, etc.)
D. What changes are needed based on your assessment? Analysis of the assessment results indicates the need to make the following efforts: 1. Review the assessment tool (i.e., comprehensive test) to improve its reliability. 2. Devise a rubric to score the essay portion of the comprehensive test to improve scoring accuracy. 3. Examine instructional strategies and techniques used in teaching the lessons related to items where students scored the lowest, and make improvements deemed necessary.
Phase 2 E. What changes were implemented as a result of your initial assessment? 1. The assessment tool (comprehensive test) is in the process of review for improved validity and reliability. To address validity, the test items are compared against the course outline. To improve the reliability of this comprehensive test, the objective portion of the test will be administered by midterm of Fall 2005 to 10 randomly selected students. An equivalent test will be given to the same sample of students two weeks after, and a Pearson (r) correlation test will be administered. Items that will yield a correlation coefficient at .05 level of significance will be considered reliable. 2. Essay items in the test are being reviewed for clarity and relevance to the course. A rubric to score the essay portion of the test is in the process of development. 3. “Teach-Assess-Re-teach” is being done to improve comprehension of students on lessons where there was an earlier indication of student challenge and difficulty. Teaching strategies and techniques to heighten student interest are being tried out this semester. For instance, this Fall 2005, students in ASAN 203 are translating what they learn in the course into a “puppet show” which will be presented in a nearby elementary school (August Ahrens Elementary School, in Waipahu, Hawaii ) after school on November 18, 2005. Students create and construct puppet characters, write dialogues, develop the plot, build the puppet show stage, remix sound and music scores, animate the puppets, etc. This activity will teach the students other skills such as writing, creative thinking, leadership skills, even as they learn and share their knowledge of Philippine cultural history.
This activity has the potential of becoming an unconventional way of assessing student learning on all three areas – cognitive, affective, and kinesthetic.
F. What were the results of those changes? The results will be collected, evaluated and reported after Fall 2005.
G. What will be done for the next assessment of this course? The improved Comprehensive Test, with the developed rubric for the essay items, will be administered for the next assessment of this course. It is hoped that at least 75% of the students (i.e., 5% increase from the previous goal) will score at least 70% of the total number of items in the comprehensive test. Student Learning Outcome (SLO) Assessment Template
Course Alpha and Number: ASAN 203 Course Title: Philippine Cultural History Name(s) of Instructor(s): Raymund Liongson Division: Arts and Humanities Date: Fall 2005
What Student Learning Outcome was assessed?
SLO #2: At least 70% of the students will be able to outline the cultural history of the Filipinos.
Phase 1 A. Describe the assessment tool (test, survey, rubric, etc.) used. Cut and paste your tool below if possible. Timeline Construction. The assessment of this SLO was done as a class activity, allowing for collaborative learning. The instructor prepared 25 sets of 2-card pieces containing 1) dates and 2) events and descriptions. On the board was a strip upon which students were asked to stick 50 scrambled cards to present 25 significant historico-cultural events. Students, working collaboratively, paired up the cards and visually presented them in chronological order.
B. Who was the data collected from? How many were collected? The data herein reported were gathered from students enrolled in ASAN 203 courses during the final week of Spring 2005.
C. What were the results of the assessment?
Forty-eight of the 50 ASAN 203 students construct a timeline demonstrating their ability to outline the cultural history of the Filipinos. cards (96%) were put together in accurate chronological order. This way exceeded the achievement goal of 70%.
Not only was the activity an effective assessment tool to measure the achieve- ment of this SLO. The students found it to be fun and non- threatening.
Corollary to this outcome, student leadership emerged and ability to work together as a group was very well demonstrated. Students showed high interest and peer collaboration in this learning/assessment activity.
D. What changes are needed based on your assessment? Considering the positive response of the students, this learning and assessment activity will be continued, expanded and enhanced. Expansion and enhancement of the activity will include the incorporation of other significant historico-cultural events and the inclusion of culture-related graphics.
Students will also be asked to write a one-page, single spaced reflection paper on the activity.
Phase 2 E. What changes were implemented as a result of your initial assessment? Other significant historico-cultural events are being identified for inclusion in the activity. Graphics that portray cultural history are likewise being identified and collected. F. What were the results of those changes? The results will be evaluated and reported after Fall 2005.
G. What will be done for the next assessment of this course? For the next assessment of this course, SLO #3 will be looked into. This student learning outcome focuses on the “social political and economic factors that have shaped Filipino culture.”