ESL 150 - Advanced 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 a. Demonstrate comprehension ofa variety of authentic texts in a variety of genres of moderate conceptual and/or linguistic complexity b. Show comprehension in independent and extensive reading tasks c. Demonstrate greater sophistication in reading critically to recognize andevaluate concepts, viewpoints, and methods ofpresentation d. Demonstrate the ability to read with even greaterspeed and efficiency as a result ofapplying previously acquired reading strategies e. Demonstrate a continued ability to read closely for textual clues to meaning C. Grammar a. Demonstrate comprehension and production ofcomplex noun phrases, including noun clauses serving a variety of functions b. Demonstrate comprehension and production of the English verb system at an advanced level c. Demonstrate comprehension and production of a variety of compound and complex sentences, including the use of full and reduced adverb and adjective clauses |
| Number of Sections | 19 |
| Number of Instructors | 19 |
| Number of Students | 415 |
Data Analysis
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| Data Sharing Methods | Face-to-face meetings |
| Data Summary | Test Statistics: Overall Statistic Value Number of Tests Graded 362 Number of Graded Items 80 Total Points Possible 80.00 Maximum Score 74.00 Minimum Score 25.00 Median Score 51.00 Range of Scores 49.00 Percentile (25) 45.00 Percentile (75) 58.00 Inter Quartile Range 13.00 Mean Score 51.02 Variance 89.16 Standard Deviation 9.44 Confidence Interval (1%) 49.74 Confidence Interval (5%) 50.04 Confidence Interval (95%) 51.99 Confidence Interval (99%) 52.29 Kuder-Richardson Formula 20 0.83 Coefficient (Cronbach) Alpha 0.83 Mean Percent Score 63.77 Test Statistics: READING Statistic Value Number of Tests Graded 362 Number of Graded Items 30 Total Points Possible 30.00 Maximum Score 28.00 Minimum Score 7.00 Median Score 18.00 Range of Scores 21.00 Percentile (25) 15.00 Percentile (75) 21.00 Inter Quartile Range 6.00 Mean Score 17.93 Variance 21.69 Standard Deviation 4.66 Confidence Interval (1%) 17.30 Confidence Interval (5%) 17.45 Confidence Interval (95%) 18.41 Confidence Interval (99%) 18.56 Kuder-Richardson Formula 20 0.72 Coefficient (Cronbach) Alpha 0.72 Mean Percent Score 59.77 Test Statistics: GRAMMAR Statistic Value Number of Tests Graded 362 Number of Graded Items 50 Total Points Possible 50.00 Maximum Score 47.00 Minimum Score 13.00 Median Score 33.00 Range of Scores 34.00 Percentile (25) 29.00 Percentile (75) 38.00 Inter Quartile Range 9.00 Mean Score 33.09 Variance 38.15 Standard Deviation 6.18 Confidence Interval (1%) 32.25 Confidence Interval (5%) 32.45 Confidence Interval (95%) 33.72 Confidence Interval (99%) 33.92 Kuder-Richardson Formula 20 0.77 Coefficient (Cronbach) Alpha 0.77 Mean Percent Score 66.17 |
| Analysis Summary | CCSF Credit ESL Program Spring 2013 Report on Final Examinations (Reflecting on Student Learning Outcomes) Laura Walsh, Credit ESL SLO Coordinator ESL 150 Grammar This test is well within the skill level of ESL 150 students, with a mean score of 33.09/50 and a mean percent score of 66.17%. We have a good range of scores, from 13 to 47, with quite a few students scoring on the high end. Overall, ESL 150 students are performing well on the grammar final. The weaker students are not performing well in the following areas: • Formation of the passive voice: In two items, weak students are not discerning the absence of a “to be” verb in the passive verb phrase. • Past modals • Verb + preposition, e.g., agree with • Use of the subjunctive in a noun clause, e.g., It is necessary that she check her grammar. • Dangling modifier: While presenting a unit on verbal phrases, a cell phone rang. • Sentence structure: The painting is of the Golden Gate Bridge is beautiful. 46% of students marked the second verb as incorrect. Interestingly, even the best students are unable to navigate the fine points of articles and count nouns. In my own section of ESL 150 this semester, I intend to spend more time on most of these points, but I’m not sure that we need to test the subjunctive or dangling modifiers in this level. I’d be interested to know what other 150 teachers think of this. ESL 150 Reading This test is almost precisely the right level of difficulty for the students, with a mean score of 17.93/30 or 59.77%. The scores range from 7 to 28. ESL 150 students are doing fairly well with questions about the main ideas and organization of a reading. They also do significantly better than ESL 140 students with understanding inferences. The weaker students are having trouble with various forms of close reading: • One passage contains several percentages expressed as numerals, but, for one percentage, “roughly equal.” Students were unable to select “approximately 50%” as meaning “roughly equal,” instead selecting the numerals that were in the passage in other contexts. • Students had trouble with two items containing not in the stem, e.g., Which information is not in the last paragraph? In these cases, students needed to rule out three answers to find the one correct one, a heavier cognitive load. Since we are trying to test reading skills, not test-taking stamina, in the future I don’t think we should use these test items. • In one item, weaker students had difficulty understanding qualification, as we express it with modal auxiliaries and phrases like at least. This may be the biggest elephant we’ve found, at least in terms of height was interpreted as This is definitely the biggest elephant in the world. • When different results of a study appeared in the first and second paragraphs, weaker students chose the results from the first paragraph without the information from the second. Could it be that they are not reading the entire passage? |
| 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. Revised course outline implemented. |
SLO Details Storage Location
HARD COPY - In a department filing system (department office)