Spring 2013 Course SLO Review

ENGL 26 - Intensive Study and Use of English Grammar - Stage 5 - S. Erin Denney

Assessment

Assessment Methods	Analysis of exam, quiz, or homework items linked to specific SLOs
Assessment Description	We analyzed the various sentence level issues in paragraphs written by the students. We broke down the problem areas into the three general categories of grammar, fluency, and learning difference related problems, and then analyzed the individual grammatical errors specifically. Plus, we looked at students' placement levels in relation to our analysis.
Learning Outcomes	2. Eliminate grammar errors by applying rules. 6. Write and speak more skillfully. (We're addressing the writing portion.)
Number of Sections	1
Number of Instructors	2
Number of Students	31

Data Analysis

Data Shared With	Instructors of the same course (at CCSF)
Data Sharing Methods	Face-to-face meetings Email
Data Summary	Fluency problems appeared in 55% of the paragraphs, with severe lack of fluency in 13%. Another 13% of students appeared to have LD problems. For grammatical errors, by far the most common were prepositions (58%), sentence structure (65%), singular/plural problems (71%), and verb errors (87%). Approximately 16% of the students seemed to instructors to not be in a position to be helped by a grammar class (mostly because of severe fluency problems). Of the remaining students, instructors seemed to think half would benefit from a lower level grammar class which moves more slowly and offers more time for practice.
Analysis Summary	The data show that fluency issues are a large problem for English 26 students. We suspect these students have been told that they have “grammar problems” when, in truth, their issues are more fluency related. In addition, our students have definite problem areas in terms of grammar, such as sentence structure, singular/plural problems, and verb problems.
Next Steps Planned	Using the data gathered, we plan to spend more instructional time on the most common and critical grammatical errors such as sentence structure, singular/plural problems, and verb errors. IMMEDIATE IMPLEMENTATION As far as fluency goes, we plan to carefully discuss with students at the beginning of the semester the distinction between grammar and fluency, and make clear that this class is not a fluency-building class. We will also offer suggestions for how students might work to build their own fluency. IMMEDIATE IMPLEMENTATION We plan to look at the options for dividing the course into two, so we can offer a higher- and lower-level version. Currently, any student is allowed to take this class, and we noticed a huge difference in types and frequency of grammatical problems based on the students' current English sequence level. Students with learning differences who are struggling to edit their own work also may do better in a slower paced lower-level grammar course. FALL 2013-SPRING 2014
Learning Outcomes	Refer to previous answers.

Changes

Details	Two more instructors were assigned to handle SLO assessment in order to provide a more thorough and objective analysis of the data. In addition, a faculty survey was developed to gather evidence concerning our hypothesis that some faculty may be referring students with fluency problems to the grammar class. Finally, pass rate data from multiple semesters was analyzed to determine if there is a significant correlation between students' current level in the English sequence and success in English 26.
Learning Outcomes	Refer to previous answers.

Details

Two more instructors were assigned to handle SLO assessment in order to provide a more thorough and objective analysis of the data. In addition, a faculty survey was developed to gather evidence concerning our hypothesis that some faculty may be referring students with fluency problems to the grammar class. Finally, pass rate data from multiple semesters was analyzed to determine if there is a significant correlation between students' current level in the English sequence and success in English 26.

Learning Outcomes

Refer to previous answers.

Tentative Future Plans

Term	Fall 2013
Activities	Implementation of planned changes and reassessment
More Details	We will implement the following proposed changes: talking to students about the distinction between fluency and grammar, informing students of various methods to improve fluency, and increasing time on high-frequency grammar issues. We will continue to assess success data to determine whether splitting the course into two levels would be in the best interest of our students.

SLO Details Storage Location

HARD COPY - In my personal filing system (my office)

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