IDST 10D - Prejudice - Stage 3 - Nicole Wise/ Muller

Assessment

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific SLOs
  • Assignments based on rubrics (such as essays, projects, and performances)
  • Direct observation of performances, practical exams, group work
  • Student self-assessments (such as reflective journals and surveys)
Assessment DescriptionSLO #1:

Students Personal Reflective Journal

Final Exam

Direct Observation of use of terms in class discussions

SLO#2:

Oral Presentation

Brief Written Essays on Topic (Sports, TV, Music, Business)



SLO 3:

Direct Observation of Class Discussion

Journals
Learning OutcomesSLO#1

Discuss and Define common terms that relate to the topic of prejudice such as racism, sexism, prejudice, misogyny and epithet etc.)

SLO #2 Identify and analyze prejudice behaviors found in the media

SLO #3 SLO#3

Analyze and discuss their own personal and emotional defensiveness as it relates to issues of prejudice
Number of Sections1
Number of Instructors1
Number of Students20

Data Analysis

Data Shared With

Instructors of the same course (at CCSF)

Data Sharing Methods

Email

Data SummarySLO #1

All the students completed this assignment as a part of their journal writing on the first few days of class. Only 60% of the students were able to identify half of the terms for the course. By completion of the course 82% of the students (14/17) were able to identify 80% of the course terminology (27 terms) as analyzed from the post-test.

All students used the course terms during class discussions and showed a proficient level of understanding how to apply the various terms correctly. They also used them through their journal writings as they analyzed themselves and society at large.

SLO #2:

After spending the first few classes reviewing the definitions and talking about the terminology for the course the all the students were able to identify terms like sexism, misogyny and discrimination in their oral presentations and class conversations. (100%)

Only 50% of the students were able to consistently over the semester able to articulate and analyze the prejudicial behaviors they identified in their written papers.

SLO #3:

The students were very open to discussion about prejudice and discrimination. They shared many personal stories and reflections regarding where they were in their journey to improve their prejudice and to their emotional defensiveness in relating to the issue. There were times when it was a struggle to be open to our barriers and realities of personal prejudices but they struggled with the work necessary to begin to shed the light on their personal challenges with racial prejudices.
Analysis SummarySLO #1

80% of the students should be capable of defining 70% of the terms.

Pre Test- writing the definitions

Post Test- a multiple choice test

Journal should reflect the students understanding an application of the terms through writings on various topics

SLO # 2:

100% of students should be able to identify (verbally) prejudice behaviors in the media and of the total population 70% should be able to articulate and analysis the prejudice they identify in the media

75% of the written papers should identify, analyze and comprehensively explain the prejudicial attitudes and behaviors found in the 4 areas- Sports, TV, Music and Business

SLO #3:

Students will discuss various topics and share their personal experiences around prejudice.
Next Steps PlannedSLO #1:

For future teaching the plan is to give a pre-test that is multiple choice after the student write out there definitions of the terms and compare the two early in the semester. Then to give the same test a t the end to see the improvement. This way the pre and post testing are consistent.

I will also model in written and oral form how to analyze more effectively the terms, the students fully grasped identifying them but struggle some in analyzing and communicating how they saw the prejudice in society at large

SLO #2:

Future plan for the 4 written essays on the media topics would be to provide specific questions to help the students further analyze the racial and prejudicial bias in the areas.

Create a rubric for the 4 topics to identify the various levels of proficiency in their writing and oral presentations

SLO #3

Future class the goal is to show more films that further discuss the prejudicial issues in America.

Also to find possible biographies in which student can read and relate to that shows the individuals personal and emotional defensiveness.

Last more group and partner work where students can discuss their challenges and defensiveness regarding their personal prejudice.
Learning OutcomesALL

Tentative Future Plans

TermFall 2013
Activities
  • Revision of outcomes and assessment methods (measurements)
  • Assessment (measurement) of outcomes
  • Analysis and discussion of assessment data and next steps
More DetailsThe course outline will be updated to make it more current and relevant, and articulating with GE requirements in social science and diversity

SLO Details Storage Location

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