ENGL L - Foundation for College Reading and Studying - Stage 5 - Lisa King

Assessment

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific SLOs
  • Assignments based on rubrics (such as essays, projects, and performances)
Assessment DescriptionAs part of a common midterm assessment, students read an informational paragraph to distinguish between main idea and supporting details. They also had to identify transitions that signaled the structural components of the paragraph. Finally, they had to create a graphic organizer that demonstated their understanding of the relationship between main idea and support in expository writing.
Learning Outcomes1. Comprehend informational paragraphs and simple expository essays, articles, or textbook selections.

2. Recognize the structural elements of academic writing including main ideas and details as well as generalizations and specific support.
Number of Sections5
Number of Instructors4
Number of Students73

Data Analysis

Data Shared With
  • Instructors of the same course (at CCSF)
  • Faculty and staff within our department
  • Faculty and staff from other colleges
Data Sharing Methods
  • Face-to-face meetings
  • Website review and commentary
  • NorCal College Reading Association Annual Conference
Data Summary1. 58% of students earned a total score of 72% or higher.

2. 59% of students correctly identified the main idea of a passage

3. 85% of students could distinguish between general and specific ideas.

4. 81% of students could identify transitions effectively.

5. 34% of students could adequately reflect on their thinking process.
Analysis SummaryWe assigned a point value to student responses based on a descriptive rubric. The rubric contained 4 categories of assessment: main ideas, outlining or mapping, clue words, and metacognitive reflection. Total scores ranged from 0-18. We considered a score of 13 (72%) or higher an outcome achievement. However, we feel the rubric put too much emphasis on identifying clue words and that shifting the point value for this category downward would result in a higher achievement rate.
Next Steps PlannedWe have not decided on any major curricular changes based on the data. However, we would like to develop more explicit instruction about the difference between general ideas and the "main idea" in a passage.
Learning OutcomesAll outcomes listed above.

Tentative Future Plans

TermSpring 2014
Activities

Revision of outcomes and assessment methods (measurements)

More DetailsWe would like to clarify and focus the outcomes based on other courses in the English sequence. From there, we can work on developing a new reading assessment.

SLO Details Storage Location

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