WOMN 54 - The Politics of Sexual Violence - Stage 5 - Leslie Simon
Assessment
| Assessment Methods |
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|---|---|
| Assessment Description | I administered a pop-up quiz on SLO #6 (see below). I administered a pre- and post-semester self-assessment survey on SLOS #5 and #6 (see below). |
| Learning Outcomes | SLO #5 Identify the two major legal forms of sexual harassment and describe successful intervention strategies. SLO #6 Describe how amnesia may play a role in post-traumatic stress disease, focusing on its presence in histories of child sexual abuse and questioning the premise behind "false memory syndrome." |
| Number of Sections | one |
| Number of Instructors | one |
| Number of Students | 30+ |
Data Analysis
| Data Shared With |
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|---|---|
| Data Sharing Methods | Face-to-face meetings |
| Data Summary | 90% of students answered question #1 successfully: the role that amnesia plays in post-traumatic stress disease . 40% of students answered question #2 successfully: the dubious premise behind "false memory syndrome." In the student self-assessments, on a scale of 1 to 5, 100% demonstrated movement of at least 1 point, and nearly half demonstrated movement of 3 points. 20% demonstrated movement of 4 or 5 points. Movement was slightly higher on SLO #6, but not significantly so. |
| Analysis Summary | Students have achieved outcome for SLO #6 if they answered one out of two of these questions on the quiz correctly. I am pleased that 90% achieved this outcome; nevertheless, I was disappointed that only 40% of the students answered question 2 correctly. Students have achieved outcome for both SLOS #5 and #6 if 100% scored 4 or better on a scale of 1-5. Virtually, all students assessed themselves as a 4 or 5 on both SLOS, which I consider a great success. I believe the difference between the quiz and the self-assessment for SLO #6 is that students are basing their self-assessment on their correct response to Q1 on the quiz. That is the more important aspect of this outcome, though I do want to find a way to get better results for Q2. |
| Next Steps Planned | I am going to include an "each one teach one" buzz group where students will be put into dyads. If both partners answered question 2 on the quiz correctly, they can develop their ideas by formulating how they would teach the correct answer to someone who needed more information. If one answered Q2 correctly, that person can facilitate learning of the other. If each one didn't answer Q2 correctly, they will be encouraged to return to the readings for an explanation of the preferred response. After the buzz groups, we will process its success in large-group discussion. |
| Learning Outcomes | Refer to previous answers. |
Changes
| Details | I instituted the pop-up quiz. |
|---|---|
| Learning Outcomes | SLO #6 |
Tentative Future Plans
| Term | Fall 2013 |
|---|---|
| Activities | Revision of outcomes and assessment methods (measurements) |
| More Details | I plan on updating the course outline and reducing the number of SLOs so that assessment analysis and revisions are even more conducive to student success. |
SLO Details Storage Location
HARD COPY - In my personal filing system (my office)