ESL 130 - 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 | pon completion ofthis course a student will be able to: A. Reading a. Demonstrate understanding ofsimple, authentic, multi-paragraph academic and literary texts b. Show comprehension in independent and extensive reading tasksto build fluency c. Demonstrate a continuing ability to read critically to recognize presuppositions and points ofview d. Demonstrate the ability to apply appropriate reading skills and strategies designed to increase speed, efficiency and fluency e. Demonstrate the ability to read closely for textual cluesto meaning C. Grammar a. Demonstrate comprehension and production ofan expanding variety of noun phrases and clauses b. Demonstrate comprehension and production ofthe English verb system at an intermediate level c. Demonstrate comprehension and production ofcompound and complex sentences, including conditionals and comparisons |
| Number of Sections | 11 |
| Number of Instructors | 11 |
| Number of Students | 209 |
Data Analysis
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| Data Sharing Methods | Face-to-face meetings |
| Data Summary | Test Statistics: Overall Statistic Value Number of Tests Graded 167 Number of Graded Items 80 Total Points Possible 80.00 Maximum Score 69.00 Minimum Score 20.00 Median Score 48.00 Range of Scores 49.00 Percentile (25) 43.00 Percentile (75) 55.00 Inter Quartile Range 12.00 Mean Score 48.43 Variance 78.25 Standard Deviation 8.85 Confidence Interval (1%) 46.67 Confidence Interval (5%) 47.09 Confidence Interval (95%) 49.77 Confidence Interval (99%) 50.19 Kuder-Richardson Formula 20 0.80 Coefficient (Cronbach) Alpha 0.80 Mean Percent Score 60.54 Test Statistics: READING Statistic Value Number of Tests Graded 167 Number of Graded Items 30 Total Points Possible 30.00 Maximum Score 27.00 Minimum Score 8.00 Median Score 17.00 Range of Scores 19.00 Percentile (25) 14.00 Percentile (75) 20.00 Inter Quartile Range 6.00 Mean Score 16.86 Variance 14.79 Standard Deviation 3.85 Confidence Interval (1%) 16.09 Confidence Interval (5%) 16.27 Confidence Interval (95%) 17.44 Confidence Interval (99%) 17.62 Kuder-Richardson Formula 20 0.58 Coefficient (Cronbach) Alpha 0.58 Mean Percent Score 56.19 Test Statistics: GRAMMAR Statistic Value Number of Tests Graded 167 Number of Graded Items 50 Total Points Possible 50.00 Maximum Score 45.00 Minimum Score 12.00 Median Score 32.00 Range of Scores 33.00 Percentile (25) 28.00 Percentile (75) 36.00 Inter Quartile Range 8.00 Mean Score 31.57 Variance 37.73 Standard Deviation 6.14 Confidence Interval (1%) 30.35 Confidence Interval (5%) 30.64 Confidence Interval (95%) 32.51 Confidence Interval (99%) 32.80 Kuder-Richardson Formula 20 0.75 Coefficient (Cronbach) Alpha 0.75 Mean Percent Score 63.15 |
| Analysis Summary | CCSF Credit ESL Program Spring 2013 Report on Final Examinations (Reflecting on Student Learning Outcomes) Laura Walsh, Credit ESL SLO Coordinator ESL 130 Grammar The test is functioning well, with a mean score of 31.57/50 and an acceptable reliability index of .75. The highest score last semester was 45, a little low, so no students are “topping out” on this test. High-quality test items revealed several areas of weakness: • Verb complements: Only 19% of students knew the correct form (gerund) to use after consider, while 42% identified a gerund as the wrong form to follow discuss. Verb complements are on the course outline, but instructors may not be selecting the same lexical items for lessons. Would it be helpful for all instructors to work with the same list of verbs to be learned in ESL 130? Would consider and discuss be on this list? • It passives: In the past, it was believed/had believed/believed that the earth was flat. The majority of students identified it as the agent of the verb by selecting had believed/believed. Is this grammar point too difficult for ESL 130? • Unreal conditionals: Fewer than half the students correctly selected the past tense form for the condition clause of an unreal conditional sentence. • During/when/while: 28% of students selected during as a subordinator. • Sentence pattern with easy/difficult/hard, etc. In both the items that tested this pattern, the majority of students answered incorrectly. 39% identified “She is very hard to study English” as a correct sentence. • Missing subjects, Spanish translation: I love English because is easy. This error tends to persist into more advanced levels of ESL. • Active/passive verbs: I have worked/have been worked as a teacher for many years. This may be a developmental error as students learn the correct formation of the present perfect and the passive voice. ESL 130 Reading This test contains one weak reading that is compromising its effectiveness and should be replaced. If anyone is interested in contributing one reading and five items, please let me know and we will revise the test. Overall, the ESL 130 students are performing a little better than the 120 students, with a mean score of 16.86/30. The test produces a wide range of scores, with some students scoring 27. Aside from the one problematic reading, a few patterns of error emerged in 130 reading: • Pronoun reference: Students at this level are identifying the nearest noun, rather than the correct noun or noun phrase, as the antecedent of a pronoun. Should pronoun reference be more of a focus of reading instruction? • Guessing vocabulary from context: Research has shown that this is often an ineffective technique, but it is still included in the textbooks and on this test, with poor results. Should we continue to spend a lot of instructional time on this skill? |
| Next Steps Planned | No answer |
| Learning Outcomes | No answer |
Changes
| Details | Course outline revised, approved by College Curriculum Committee in 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)