CDEV 93 - Cultural Diversity in ECE - Stage 2 - Delores Eggers-Williams
Assessment
| Assessment Methods | - Analysis of exam, quiz, or homework items linked to specific SLOs
- Assignments based on rubrics (such as essays, projects, and performances)
- Direct observation of performances, practical exams, group work
- Student satisfaction surveys
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| Assessment Description | The SLOs have been incorporated into the course quizzes and surveys. |
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| Learning Outcomes | Upon completion of this course students:
1. Will be able to critique theories of multiple impacts on young children's social identity.
2. Will be able to analyze various aspects of children's experience as members of families who experience social bias and the role of education in reinforcing or contradicting such experiences |
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| Number of Sections | 2 |
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| Number of Instructors | 2 |
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| Number of Students | 70 |
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Data Analysis
| Data Shared With | - Instructors of the same course (at CCSF)
- Faculty and staff within our department
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| Data Sharing Methods | - Face-to-face meetings
- Email
- Phone
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| Data Summary | 85% of the students answered the questions correctly on the quizzes and exams. |
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| Analysis Summary | Analysis of the data is in progress. |
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| Next Steps Planned | I plan to revise the outcomes we targeted by October 2013. |
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| Learning Outcomes | Refer to previous answer. |
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Changes
| Details | I revised my quizzes to directly reflect all of the outcomes. I also incorporated small group discussions to focus on the outcomes. |
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| Learning Outcomes | Refer to previous answers. |
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Tentative Future Plans
| Term | Fall 2013 |
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| Activities | Revision of outcomes and assessment methods (measurements) |
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| More Details | I plan to continue to meet with instructors teaching Cdev. 93 and other SLO diversity coordinators to discuss, revise and develop a plan for assessment. |
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SLO Details Storage Location
- HARD COPY - In my personal filing system (my office)
- HARD COPY - In a department filing system (department office)
- ELECTRONIC COPY - In my electronic filing system (hard drive or web server)
Additional Highlights
I normally conduct an Ebonics debate with only eight students. However this semester all of the students wanted to participate in the debate. Instead of just 8 students volunteering to debate several questions regarding Ebonics as a legitimate language system and teaching tools; we divided the class into two teams of pro Ebonics and against Ebonics. It was my most success debate, the students were invested and thoroughly engaged, and I accomplished my goal, by having them take a closer look at the issue of language in the child's identity development .
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