ENGL L - Foundation for College Reading and Studying - Stage 5 - Lisa King
Assessment
Assessment Methods |
|
---|---|
Assessment Description | As 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 Outcomes | 1. 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 Sections | 5 |
Number of Instructors | 4 |
Number of Students | 73 |
Data Analysis
Data Shared With |
|
---|---|
Data Sharing Methods |
|
Data Summary | 1. 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 Summary | We 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 Planned | We 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 Outcomes | All outcomes listed above. |
Tentative Future Plans
Term | Spring 2014 |
---|---|
Activities | Revision of outcomes and assessment methods (measurements) |
More Details | We 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
- HARD COPY - In my personal filing system (my office)
- ELECTRONIC COPY - In my electronic filing system (hard drive or web server)
- ELECTRONIC COPY - On a department web server or shared document system