IDST 80F - Diversity and Social Justice: Class and Classism - Stage 4 - Deborah Goldsmith
Assessment
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| Assessment Description | Pre and post survey; homework assignment; final paper assignment; class participation |
| Learning Outcomes | B. Explain key concepts and definitions commonly used in the study of classism, such as class, classism, class mobility, income distribution, etc. F. Explain how prejudice, stereotypes, and discrimination limit class mobility. J. Demonstrate an increased awareness and understanding of the destructiveness of classism. |
| Number of Sections | 1 |
| Number of Instructors | 1 |
| Number of Students | 24 |
Data Analysis
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| Data Summary | SLO B. Explain key concepts and definitions commonly used in the study of classism, such as class, classism, class mobility, income distribution, etc. The following results are from pre and post surveys. While all 20 students completing the surveys showed some awareness of the sociological definition of class in the pre survey, the number also presenting the radical definition rose by 50%, from 6 to 9 students (from 30% to 45% of students). For the sociological definition the average score of knowledge rose from 2.05 to 2.25 points (on a 3-point scale), a 10% improvement, while the percentage scoring 2-3 points (on a 3-point scale) rose from 80% to 95%. For the radical definition the average score rose from 1.67 to 2.0, indicating 20% improvement, while the percentage scoring 2-3 points rose from 67% to 89%. SLO F. Explain how prejudice, stereotypes, and discrimination limit class mobility. Students had an average grade of 86% on part 1 of the final paper examining effects of class stereotypes, and 83% of students scored at least 70% of possible points, evaluated using a rubric. SLO J. Demonstrate an increased awareness and understanding of the destructiveness of classism. Students had average grade of 80% on part 2 of paper examining awareness of destructiveness of class and classism, and 75% of students scored at least 70% of the possible points, measured using rubric. The following results are from pre and post surveys. The number of students demonstrating awareness of social effects of class and classism rose from 17 to all 20, an 18% increase. Their average score rose by 20%, from 2.0 to 2.4, and the share of those responding scoring 2-3 points rose from 53% to 85%. The number demonstrating personal concern or expressing values regarding class and classism rose by 125%, from 8 to 18 students. The average score for personal concern rose by 33%, from 1.5 to 2.0, and the share of those responding scoring 2-3 points rose from 38% to 72%. |
| Analysis Summary | SLO B. The first criterion was all students demonstrating awareness and at least 75% demonstrating significant understanding (scores of 2-3 points) of the sociological definition. This criterion was met, with all students aware of the concept and the percentage scoring 2-3 points rising from 80% to 95%. The second set of criteria was increasing percentages of students demonstrating awareness and significant understanding (scores of 2-3 points) of the radical definition. This was met, with an increase from 30% to 45% of students applying this definition and an increase in the average score to 2.0. SLO F. The criterion was at least 70% of students scoring at least 75% of possible points on paper. This result was attained. SLO J. The first criterion was at least 70% of students scoring at least 75% of possible points on paper. This result was attained. The second set of criteria was increasing percentages of students demonstrating both awareness of and concern about the destructiveness of class and classism, with at least 75% demonstrating a significant level of both (scores of 2-3 points). These criteria were all attained except for the percentage demonstrating significant level of concern in the post survey, which was 72%. |
| Next Steps Planned | SLO B. I plan to increase emphasis on the contrast between the two definitions of class, highlight the radical definition of class, and apply them in contrasting ways in other sections of the class. SLO F. Plans for the future include revision of the wording of this SLO and related assessment. A major course outline revision is planned by 2015. SLO J. I plan to increase class or small-group discussion regarding the personal relevance of class in students’ lives. |
| Learning Outcomes | In the next class session, SLOs B and J. By 2015, SLO F. |
Changes
| Details | All existing written assessment methods (pre and post survey, homework, and final paper) were rewritten to better match specific SLOs and were evaluated using new rubrics and calculations. An assessment of individual class participation was added. New readings on the concept of class mobility were added to support SLOs B, C, and D |
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| Learning Outcomes | All, with focus on SLOs B, C, D, F, and J. |
Tentative Future Plans
| Term | Spring 2014 |
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| More Details | See above plans for revisions related to SLOs B and J. |
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)