HLTH 65 - Youth Development & Leadership - Stage 4 - Carol Badran
Assessment
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| Assessment Description | Used a variety of methods to assess the three SLOs that were not assessed during the Fall semester 2012: conducted a student self-assessment survey and calculated percentages of those feeling they “understand completely” versus “do not understand at all;” used department Excel rubric to determine effectiveness of assignments measuring SLOs; used direct observation of group work as students were required to do two group presentations in class; assessed results of comprehensive week-by-week student assessment of course. |
| Learning Outcomes | A. Analyze the relationship between the health of a community and the health of the young person. C. Examine cultural assumptions and stereotypes about young people and youth culture. G. Assess local services and resources available in the community to promote positive well-being. |
| Number of Sections | 1 |
| Number of Instructors | 1 |
| Number of Students | 14 |
Data Analysis
| Data Shared With | Faculty and staff within our department |
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| Data Sharing Methods |
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| Data Summary | The goal was to have 80% or more of students indicate a self-assessment of a 6 or 7 on the three SLOs being assessed. 84% of students responded with a 6 or 7 that they understood completely the relationship between the health of a community and the health of a young person. 100% of students responded with a 6 or 7 that they understood completely and were able to examine cultural assumptions and stereotypes about young people and youth culture. 77% of students responded with a 6 or 7 that they could assess local services and resources available in the community to promote positive well-being. |
| Analysis Summary | Students met and exceeded the goal of 80% on SLOs A & C. However, they fell short with SLO G. (The remaining 23% of students indicated a 5 on this measure. |
| Next Steps Planned | For SLO G, I plan to involve students more by offering Extra Credit points to students for compiling the information obtained by all students about local youth agencies which we can then distribute to the class. In the past, students have learned in-depth about the two agencies they personally investigated, but felt they lacked information about other agencies and services available for youth. |
| Learning Outcomes | A, C, D, E, G |
Changes
| Details | When giving out an assignment I also gave students the rubric that would be used to grade the assignment. This helped them to know what I considered to be the most important concepts and aspects of the assignments and how they would be graded, as well as the kinds of things that were most important to focus on. Doing this seemed to help as fewer students neglected to include certain components of an assignment than in past semesters. |
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| Learning Outcomes | All |
Tentative Future Plans
| Term | Fall 2013 |
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| Activities |
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| More Details | I will continue to measure SLOs as in past semesters. I was evaluated this semester and based on feedback from that, I plan to revise my course syllabus and to use a revised method of managing classroom discussions. |
SLO Details Storage Location
- HARD COPY - In my personal filing system (my office)
- ELECTRONIC COPY - In my electronic filing system (hard drive or web server)