ESL 120 - Low-Intermediate Academic ESL - Stage 5 - Keech
Assessment
| Assessment Methods | Analysis of exam, quiz, or homework items linked to specific SLOs |
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| Assessment Description | Common final exam in Reading and Grammar |
| Learning Outcomes | A. Reading 1. Demonstrate understanding of new information from simple, multi-paragraph academic and literary texts 2. Demonstrate knowledge of the organization of various types of texts 3. Show global comprehension of various types of texts in independent andextensive reading tasks to develop fluency 4. Demonstrate a beginning ability to read critically, make inferences and distinguish fact from opinion 5. Demonstrate a developing ability to read with increasing speed and efficiency by applying prereading strategies and other strategies focusing on global understanding and location of specific information in various types of texts 6. Demonstrate a developing ability to read closely for textual clues to meaning C. Grammar 1. Demonstrate comprehension and production of a variety of noun phrases 2. Demonstrate a developing ability to comprehend and produce the English verb system at low intermediate English level |
| Number of Sections | 8 |
| Number of Instructors | 8 |
| Number of Students | 174 |
Data Analysis
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| Data Sharing Methods | Face-to-face meetings |
| Data Summary | Test Statistics: Overall Statistic Value Number of Tests Graded 160 Number of Graded Items 80 Total Points Possible 80.00 Maximum Score 72.00 Minimum Score 22.00 Median Score 49.00 Range of Scores 50.00 Percentile (25) 44.00 Percentile (75) 53.50 Inter Quartile Range 9.50 Mean Score 48.51 Variance 71.36 Standard Deviation 8.45 Confidence Interval (1%) 46.79 Confidence Interval (5%) 47.20 Confidence Interval (95%) 49.82 Confidence Interval (99%) 50.23 Kuder-Richardson Formula 20 0.77 Coefficient (Cronbach) Alpha 0.77 Mean Percent Score 60.63 Test Statistics: READING Statistic Value Number of Tests Graded 160 Number of Graded Items 30 Total Points Possible 30.00 Maximum Score 25.00 Minimum Score 6.00 Median Score 15.00 Range of Scores 19.00 Percentile (25) 13.00 Percentile (75) 17.50 Inter Quartile Range 4.50 Mean Score 15.05 Variance 15.88 Standard Deviation 3.99 Confidence Interval (1%) 14.24 Confidence Interval (5%) 14.43 Confidence Interval (95%) 15.67 Confidence Interval (99%) 15.86 Kuder-Richardson Formula 20 0.60 Coefficient (Cronbach) Alpha 0.60 Mean Percent Score 50.17 Test Statistics: GRAMMAR Statistic Value Number of Tests Graded 160 Number of Graded Items 50 Total Points Possible 50.00 Maximum Score 47.00 Minimum Score 12.00 Median Score 34.00 Range of Scores 35.00 Percentile (25) 29.00 Percentile (75) 37.00 Inter Quartile Range 8.00 Mean Score 33.46 Variance 40.30 Standard Deviation 6.35 Confidence Interval (1%) 32.16 Confidence Interval (5%) 32.47 Confidence Interval (95%) 34.44 Confidence Interval (99%) 34.75 Kuder-Richardson Formula 20 0.76 Coefficient (Cronbach) Alpha 0.76 Mean Percent Score 66.91 |
| Analysis Summary | CCSF Credit ESL Program Spring 2013 Report on Final Examinations (Reflecting on Student Learning Outcomes) Laura Walsh, Credit ESL SLO Coordinator ESL 120 Reading A few years ago this test was revised with the goals of improving items and making the test a little easier, but, unfortunately, the latter goal hasn’t been reached. The mean score of only 15.05 out of 30 should be higher for a final exam. Testing data indicate that the reading proficiency of ESL 120 students constitutes a weakness in our student learning outcomes. An examination of high-quality items helps to illuminate some areas of difficulty for ESL 120 students in reading: The students had difficulty with making inferences. For example, one reading states that people can get the flu from touching doorknobs or shaking hands, but the majority of students were unable to infer that washing hands could help prevent the flu. In the most noticeable pattern of error, many students chose any distracter that contained a string of words copied verbatim from the reading, even when the words clearly provided false information or failed to respond to the question in the item. The weaker students are searching for answers that repeat words from the reading rather than attempting reading comprehension. ESL 120 students also demonstrate two patterns of difficulty in finding the main idea of a reading: • In one reading passage, weaker students were unable to recognize a paraphrase of the main idea and instead chose some unrelated words from the reading, as explained above. • In another passage, students chose an idea from the first paragraph, even though the main idea of the passage wasn’t stated until the final paragraph. Could this be a negative carry-over from writing instruction? One other problem may be a matter of terminology. When presented with three facts and one opinion about the ideas in a reading passage, most students were unable to identify the opinion. It may be helpful to teach the words (and concepts) fact and opinion. ESL 120 Grammar The ESL 120 students are performing much better on the grammar than on the reading test, with a mean score of 33.46 out of 50. Only a few high-quality items demonstrate areas of difficulty, and these areas may be developmentally appropriate for low-intermediate ESL: • Common count/non-count nouns and associated structures have not yet been mastered. Words like homework, vocabulary, and time caused errors in noun forms, quantifiers, and subject-verb agreement. Should this be more of a focus in ESL 120? • Students are doing well with selecting the correct verb forms and tenses in clear statements and most questions. Two verb items were difficult: 1. The use of present tense in a dependent clause about the future, e.g. If the weather is/will be nice tomorrow, we will go swimming. 2. Present perfect in a question beginning with How long…? e.g. How long have you lived/do you live/ in San Francisco? |
| Next Steps Planned | No answer |
| Learning Outcomes | No answer |
Changes
| Details | Course outline revised, approved by College Curriculum Committee March 2013 |
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| Learning Outcomes | ALL |
Tentative Future Plans
| Term | Fall 2013 |
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| Activities |
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| More Details | Common final in Reading and Grammar results will be reported and discussed in ESL Credit Curriculum Committee. |
SLO Details Storage Location
HARD COPY - In a department filing system (department office)