ESL 160 - High-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 of a variety of genres of authentic texts ofconceptual and/or linguistic complexity b. Demonstrate skills needed for comprehension of textbooks commonly assigned in introductory community college general education and career and technical education courses c. Demonstrate a high degree of sophistication in reading critically to recognize and evaluate concepts, viewpoints, evidence and reasoning d. Demonstrate the ability to read at high speed and efficiency by applying appropriate reading strategies e. Demonstrate the ability to read high-level texts closely for textual clues to meaning C. Grammar a. Demonstrate comprehension and production of a variety of complex noun phrases and an expanding range of uses of noun clauses b. Demonstrate comprehension and of the English verb system at a high level in various forms of discourse c. Demonstrate comprehension and production of a variety of compound and complex sentences, including conditionals used to predict, persuade or hypothesize C. Grammar a. Demonstrate comprehension and production of a variety of complex noun phrases and an expanding range of uses of noun clauses b. Demonstrate comprehension and of the English verb system at a high level in various forms of discourse c. Demonstrate comprehension and production of a variety of compound and complex sentences, including conditionals used to predict, persuade or hypothesize |
| Number of Sections | 17 |
| Number of Instructors | 17 |
| Number of Students | 416 |
Data Analysis
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| Data Summary | Test Statistics: Overall Statistic Value Number of Tests Graded 383 Number of Graded Items 80 Total Points Possible 80.00 Maximum Score 74.00 Minimum Score 27.00 Median Score 49.00 Range of Scores 47.00 Percentile (25) 42.00 Percentile (75) 56.00 Inter Quartile Range 14.00 Mean Score 49.13 Variance 90.43 Standard Deviation 9.51 Confidence Interval (1%) 47.88 Confidence Interval (5%) 48.18 Confidence Interval (95%) 50.08 Confidence Interval (99%) 50.38 Kuder-Richardson Formula 20 0.83 Coefficient (Cronbach) Alpha 0.83 Mean Percent Score 61.41 Test Statistics: READING Statistic Value Number of Tests Graded 383 Number of Graded Items 30 Total Points Possible 30.00 Maximum Score 27.00 Minimum Score 6.00 Median Score 18.00 Range of Scores 21.00 Percentile (25) 16.00 Percentile (75) 21.00 Inter Quartile Range 5.00 Mean Score 18.22 Variance 15.47 Standard Deviation 3.93 Confidence Interval (1%) 17.70 Confidence Interval (5%) 17.82 Confidence Interval (95%) 18.61 Confidence Interval (99%) 18.73 Kuder-Richardson Formula 20 0.61 Coefficient (Cronbach) Alpha 0.61 Mean Percent Score 60.72 Test Statistics: GRAMMAR Statistic Value Number of Tests Graded 383 Number of Graded Items 50 Total Points Possible 50.00 Maximum Score 48.00 Minimum Score 14.00 Median Score 31.00 Range of Scores 34.00 Percentile (25) 26.00 Percentile (75) 36.00 Inter Quartile Range 10.00 Mean Score 30.91 Variance 49.40 Standard Deviation 7.03 Confidence Interval (1%) 29.99 Confidence Interval (5%) 30.21 Confidence Interval (95%) 31.62 Confidence Interval (99%) 31.84 Kuder-Richardson Formula 20 0.82 Coefficient (Cronbach) Alpha 0.82 Mean Percent Score 61.83 |
| Analysis Summary | CCSF Credit ESL Program Spring 2013 Report on Final Examinations (Reflecting on Student Learning Outcomes) Laura Walsh, Credit ESL SLO Coordinator ESL 160 Grammar Since its recent revision, this test has produced excellent results. The reliability index is high (.82), meaning that it contains a high percentage of good-quality items. The mean score is 30.91/60, and the range of scores is 14-48, with several students almost topping out at 48/50. Most of the grammar points that proved difficult for this group are quite advanced. The weaker ESL 160 students are having trouble with several areas of grammar: • Reduced relative clauses: Several items revealed difficulties e.g., Difficulties with clause formation, revealed/which revealed/were revealed in several items, brought down the scores of many students. Students also had trouble reducing clauses with active verbs: We need to teach participle forms, a grammar point causing/caused/had caused too many errors. • Relative clauses with quantifier + of + relative pronoun • Missing plural –s following one of • Variations in negation, e.g., we need not concern ourselves • Subject noun clauses beginning with that • Various items that are at least partially dependent on lexical knowledge, e.g., to tell + indirect object and forms of medium-frequency words • Our highest-quality item in any of our grammar tests (.51 point biserial) reveals that our good students know the difference between compared/comparing in an introductory phrase. ESL 160 Reading Our reading results are not quite as reliable as our grammar results, but we have a good mean score of 18.22/30 and a wide range of scores, from 6-27. • The ESL 160 students who are weak in reading have the most difficulty with items that ask, in various ways, about the main ideas of the readings. In a few instances they picked out lines from the reading rather than locating the main idea. In two instances they chose supporting information from the reading rather than the overall main idea, which is generally an interpretation of the information. • Weaker ESL 160 students were also unable to determine the rhetorical organization of a reading passage, e.g., cause/effect, chronological order. Does everyone teach this aspect of reading? Do you agree that we should test for it? • The majority of students were unable to characterize the tone of a piece of writing. Again, do we all teach and should we test for that? It is on the course outline. • Students had difficulty with figurative vs. literal meanings of phrases, with the weaker students selecting a literal meaning that doesn’t fit the context. |
| Next Steps Planned | No answer |
| Learning Outcomes | No answer |
Changes
| Details | Course outline revised, approved by College Curriculum Committee in February 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)