DSPS 4023 - Job Search Skills, Disabled Lab - Stage 5 - Malaika Finkelstein

Assessment

Assessment Methods
  • Assignments based on rubrics (such as essays, projects, and performances)
  • Direct observation of performances, practical exams, group work
  • Student self-assessments (such as reflective journals and surveys)
Assessment DescriptionStudents completed self-assessments and used those assessments to make personal statements about their interests, aptitudes, and experiences. Then they engaged in role-plays of job interviews, using their personal statements. Through direct observation, assessed their abilities to explain their interests, aptitudes, and experiences, and also to relate those to specific jobs. We were looking specifically for students to complete these tasks independently. This assessment was done at least twice over the course of the semester, to capture student improvement.

At the end of the semester, we conducted verbal and written reviews of course material.

We asked open-ended questions such as "what are some of the topics you've worked on this semester," questions about specific course material, such as, "what are three things you should say or do in a job interview," and personal questions, such as "to get a job, what is one thing you need to work on or improve?"
Learning OutcomesCourse outline objectives

#5:

"Identify behaviors that enhance or hinder ability to retain employment."

#6:

"Demonstrate job specific skills required for career objective which have been acquired either in classroom or outside facility."
Number of Sections2
Number of Instructors2
Number of Students35

Data Analysis

Data Shared With
  • Instructors of the same course (at CCSF)
  • Faculty and staff within our department
Data Sharing Methods
  • Face-to-face meetings
  • Email
  • Phone
Data SummarySLO #1: Explain 1-3 interests, aptitudes, or experiences.

Of 35 students who completed both assessments, 15, or 43%, showed a one-point improvement in their ability to explain their experiences.

Although this percentage is lower than last semester, overall scores and starting scores were higher than last semester. This is especially striking with a few students who continued through both semesters of the class, and improved both semesters.

SLO #2: Relate their interests, aptitudes, or experiences to job responsibilities.

Of 35 students who completed both assessments, fourteen, or 40%, gained one point in their ability to relate their experiences to a job. Two, or 6%, gained two points in their ability to relate their experiences to a specific job. This is slightly higher than last semester.

Overall scores and starting scores were higher than last semester. This is especially striking with a few students who continued through both semesters of the class, and improved both semesters.

SLO #3: Remember and articulate course activities and assess job readiness.

The first four questions dealt with remembering and identifying class activities. 70% in the Arc class and 65% at JAD gave reasonable answers.

The fifth question was a student self-assessment. 52% in the Arc class and 40% in the JAD class gave reasonable answers.
Analysis SummarySlo #1 & 2:

Because some students are repeating this class, this SLO allows us to see improvement over multiple semesters. We may need a more nuanced rubric to better account for small changes, continual improvement, and differences between students.

SLO #3:

The Arc class includes more students who are higher-functioning and work independently. The difference in percentages between classes is not surprising. These numbers as whole are satisfying given the student population.
Next Steps PlannedNo answer
Learning OutcomesNo answer

Tentative Future Plans

TermFall 2013
Activities
  • Revision of outcomes and assessment methods (measurements)
  • Assessment (measurement) of outcomes
  • Analysis and discussion of assessment data and next steps
More DetailsWe have seen improvement in some students that we are not accurately measuring with this SLO. We'd like to find a way to measure improvement in soft skills such as eye contact, voice level, and body language, which relates to job readiness.

For the self-assessment, the numbers we have for Spring 2013 are a baseline that we will use as a basis for comparison with next semester's results.

In addition, we will add a question asking students to name steps involved in getting a job.

SLO Details Storage Location

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