PHIL 25C - Early Modern Philosophy - Stage 4 - Stephan Johnson
Assessment
| Assessment Methods | Analysis of exam, quiz, or homework items linked to specific SLOs |
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| Assessment Description | Major Learning Outcomes Assessment Philosophy 25c The following outcomes have been identified as major for this course. As a means of determining your proficiency in these outcomes, we are administering the following short quiz. This quiz is to be taken anonymously and will not count for or against your grade. It’s purely a means for us to determine how these outcomes are being taught. Outcomes Assessed: B. Demonstrate an ability to read critically: i.e., to actively engage a text, ferret out its arguments and assumptions and to be in a position to address those arguments either verbally or in writing. C. Demonstrate a grasp of the particular claims, theories, and arguments advanced by the philosophers studied. The following is from the philosopher David Hume: A miracle is a violation of the laws of nature; and as a firm and unalterable experience has established these laws, the proof against a miracle, from the very nature of the fact, is as entire as any argument from experience can possibly be imagined. Why is it more than probable, that all men must die; that lead cannot, of itself, remain suspended in the air; that fire consumes wood, and is extinguished by water; unless it be, that these events are found agreeable to the laws of nature, and there is required a violation of these laws, or in other words, a miracle to prevent them? Nothing is esteemed a miracle, if it ever happen in the common course of nature. It is no miracle that a man, seemingly in good health, should die on a sudden: because such a kind of death, though more unusual than any other, has yet been frequently observed to happen. But it is a miracle, that a dead man should come to life; because that has never been observed in any age or country. There must, therefore, be a uniform experience against every miraculous event, otherwise the event would not merit that appellation.... The plain consequence is (and it is a general maxim worthy of our attention), 'That no testimony is sufficient to establish a miracle, unless the testimony be of such a kind, that its falsehood would be more miraculous, than the fact, which it endeavours to establish....' When anyone tells me, that he saw a dead man restored to life, I immediately consider with myself, whether it be more probable, that this person should either deceive or be deceived, or that the fact, which he relates, should really have happened. I weigh the one miracle against the other; and according to the superiority, which I discover, I pronounce my decision, and always reject the greater miracle. If the falsehood of his testimony would be more miraculous, than the event which he relates; then, and not till then, can he pretend to command my belief or opinion. 1. The conclusion of this passage is: a. Miracles are impossible b. Miracles are possible, but we can prove they don't happen c. Miracles are less likely than false reports of them d. If Miracles did happen, then we wouldn't have heard of them 2. Which of the following, if true, would pose a serious threat to Hume's argument? a. People are generally reliable b. People are generally unreliable c. Miracles, are, by definition, rare d. The rarer something is, the more accurate people are about it |
| Learning Outcomes | B. Demonstrate an ability to read critically: i.e., to actively engage a text, ferret out its arguments and assumptions and to be in a position to address those arguments either verbally or in writing. C. Demonstrate a grasp of the particular claims, theories, and arguments advanced by the philosophers studied. |
| Number of Sections | 1 |
| Number of Instructors | 1 |
| Number of Students | 24 |
Data Analysis
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| Data Summary | On Question 1: 58% answered correctly On Question 2: 21% answered correctly |
| Analysis Summary | Students achieved good success on Question 1, but on Question 2, we now feel the question was too difficult and perhaps not phrased felicitously. |
| Next Steps Planned | We are planning on changing our assessment types to a pre and post test model. We feel that will more accurately measure student achievement during the semester. Also, we are planning on changing our questions to material that is more perspicuous and accessible to students. |
| Learning Outcomes | ALL |
Tentative Future Plans
| Term | Spring 2014 |
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| More Details | See prior question. |
SLO Details Storage Location
ELECTRONIC COPY - In my electronic filing system (hard drive or web server)