Assessment: Course Four Column - Compton College€¦ · 14 (Spring 2014), 2014-15 (Spring 2015), 2015-16 (Spring 2016), 2016-17 (Spring 2017), 2017-18 (Spring 2018) Course SLO Status:

Compton: Course SLOs (Div 3) - English

SPRING 2015Assessment: Course Four Column

COM: ENGL 1A:Reading and Composition

Course SLO Assessment MethodDescription Assessment Data & Analysis Actions

SLO #1 - Complete a research-basedessay that has been written out ofclass and undergonerevision. It should demonstrate thestudent’s ability to thoughtfullysupport a single thesis using analysisand synthesis.

Course SLO Assessment Cycle: 2013-14 (Spring 2014), 2014-15 (Spring2015), 2015-16 (Spring 2016), 2016-17 (Spring 2017), 2017-18 (Spring2018)

Course SLO Status: Active

Input Date: 12/19/2013 Standard and Target for Success: Itis expected that 70% of studentsearn a passing grade of a C or better.All papers evaluated were randomlyselected, and student names wereremoved prior to grading in an effortto accurately gauge a variety ofstudent writing. All papers wereevaluated using the standard English1A Rubric. Please see the attachedrubric for details about grading.Related Documents:

Faculty Assessment Leader: AmberGillisFaculty Contributing to Assessment:Dalia Juarez, Dr. Ruth Roach,Christopher Halligan, DavidMaruyama, Jose Bernardo, NancyTorres-Guimares, Gabriel Gomez

null.courseAction: In an effort toachieve 100% success, instructorsteaching English 1A will meet todiscuss ideas to help studentsbetter meet this goal. Ideaexamples may include more one-on-one student conferences andparagraph developmentworkshops. (05/22/2015)

null.courseFollowUp: More one-on-one student conferences wereconducted and students felt thatthey were better aware of therequirements of the assignmentand overall expectations of thecourse. (08/27/2015)

Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard MetA total of 40 student papers were assessed. Of the 40papers assessed, 82.5% of students were successful inmeeting SLO#1. The target was met. Studentsdemonstrated strong thesis statements and evidence ofboth editing and revision were present. In total, 33/40, or82.5% papers assessed earning a passing grade of a C orbetter. 7/40, or 17.5%, of papers assessed did not earn apassing grade. Overall, the target rate for passing paperswas met. (09/18/2014)

Term/Research Paper - Theassessment method used was astandard research assignment thatwas created during the 1AConsistency Project last year (2013).Students were to select a topic andwrite an out-of-class research paperthat integrated outside, academicsources in a variety of formats (book,academic journal, etc.). This essayassignment underwent editing andrevision. Please see the attacheddocument for addition informationabout the assessment method used.

10/28/2015 Page 1 of 21Generated by TracDat® a product of Nuventive


1A_Rubric.pdf

Standard and Target for Success: Itis expected that 70% of studentsearn a passing grade of a C or better.All papers evaluated were randomlyselected, and student names wereremoved prior to grading in an effortto accurately gauge a variety ofstudent writing. All papers wereevaluated using the standard English1A Rubric. Please see the attachedrubric for details about grading.

Faculty Assessment Leader: AmberGillis and Jennifer K. HillFaculty Contributing to Assessment:Lauren Gras, Chris Halligan, DaliaJuarez, David Maruyama, Dr. RuthRoach, Nikki Williams, Dr. ValerieWoodwardReviewer's Comments:

null.courseAction: In an effort tohelp students meet the standard,we will work together to developa strategy that encourages betterstudent participation in the use ofanalysis and synthesis.(05/13/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetA total of 45 student papers were assessed. Of the 45papers assessed, 86.6% of students were successful inmeeting SLO#1. The target was met. Studentsdemonstrated strong thesis statements and evidence ofboth editing and revision were present. In total, 39/45, or86.6% papers assessed earning a passing grade of a C orbetter. 6/45, or 13.33%, of papers assessed did not earn apassing grade. Overall, the target rate for passing paperswas met. (05/15/2015)


SLO #2 - Integrate multiple sources,including a book-length work and avariety of academic databases, peer-reviewed journals, and scholarlywebsites. Citations must be in MLAformat and include a Works Citedpage.



null.courseAction: Instructors willneed to modify their lectures infuture courses to include morescaffolding or detailed activities tohelp students learn how tointegrate a variety of sources.Instructors will be encouraged toconference with students eitherformally or informally to ensurestudents are understanding therequirements of the essayassignment and are successful in

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not MetA total of 40 student papers were assessed. Of the 40papers assessed, 67.5% of students were successful inmeeting SLO#2. The target was not met. While most 1Astudents included the necessary amount of outside sources,several did not include the variety, or multiple, sourcesrequired to meet the SLO. Follow-up action will benecessary to improve student success in this area. In total,33/40, or 82.5% papers assessed earning a passing grade ofa C or better. 7/40, or 17.5%, of papers assessed did notearn a passing grade. Overall, the target rate for passing

Term/Research Paper - Theassessment method used was astandard research assignment thatwas created during the 1AConsistency Project last year (2013).Students were to select a topic andwrite an out-of-class research paperthat integrated outside, academicsources in a variety of formats (book,academic journal, etc.). This essayassignment underwent editing andrevision. Please see the attacheddocument for addition information


https://elcamino.tracdat.com:443/tracdat/viewDocument?y=d1I9HkESnUrn


Input Date: 12/19/2013Standard and Target for Success: Itis expected that 70% of studentsearn a passing grade of a C or better.All papers evaluated were randomlyselected, and student names wereremoved prior to grading in an effortto accurately gauge a variety ofstudent writing. All papers wereevaluated using the standard English1A Rubric. Please see the attachedrubric for details about grading.Related Documents:1A Research Assignment


future semesters. (05/22/2015)



papers was met. (09/18/2014)about the assessment method used.



null.courseAction: In an effort toachieve 100% student success inthe future, instructors will need tomodify their lectures in futurecourses to include morescaffolding or detailed activities tohelp students learn how tointegrate a variety of sources.Instructors will be encouraged toconference with students eitherformally or informally to ensurestudents are understanding therequirements of the essayassignment and are successful infuture semesters. (05/13/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetA total of 45 student papers were assessed. Of the 45papers assessed, 72.5% of students were successful inmeeting SLO#2. The target was met. A majority of 1Astudents included the necessary amount of outside sources,but struggling students did not include the variety, ormultiple, sources required to meet the SLO. This is arecurring trend, and a follow-up action will be necessary toimprove student success in this area. In total, 39/45, or86.66% papers assessed earning a passing grade of a C orbetter. 6/45, or 13.33%, of papers assessed did not earn apassing grade. Overall, the target rate for passing paperswas met. (05/15/2015)



https://elcamino.tracdat.com:443/tracdat/viewDocument?y=NszwTI2wzmh1


SLO #3 - Demonstrate logicalparagraph composition and sentencestructure. The essay should havecorrect grammar, spelling, and worduse.



Input Date: 12/19/2013

Standard and Target for Success: Itis expected that 70% of studentsearn a passing grade of a C or better.All papers evaluated were randomlyselected, and student names wereremoved prior to grading in an effortto accurately gauge a variety ofstudent writing. All papers wereevaluated using the standard English1A Rubric. Please see the attachedrubric for details about grading.Related Documents:1A Research Assignment


null.courseAction: In an effort toachieve a 100% success rate onthis SLO in the future, instructorsteaching English 1A will meet todiscuss and implement betterstrategies to help studentsimprove sentence structure,grammar, and diction. Activitiesmay include workshops onacademic writing, more grammarcrash courses, and possibleoutreach to the writing center formore focused and advancedgrammar/sentence structureworkshops. (05/22/2015)



Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard MetA total of 40 student papers were assessed. Of the 40papers assessed, 87.5% of students were successful inmeeting SLO#3. The target was met. Most English 1Apapers assessed demonstrated logical paragraph andsentence structure. Grammar, spelling, and diction wascollegiate level and did not impede reader understanding.Intotal, 33/40, or 82.5% papers assessed earning a passinggrade of a C or better. 7/40, or 17.5%, of papers assesseddid not earn a passing grade. Overall, the target rate forpassing papers was met. (09/18/2014)


null.courseAction: In an effort toachieve a 100% success rate onthis SLO in the future, instructorsteaching English 1A will meet todiscuss and implement betterstrategies to help studentsimprove sentence structure,grammar, and diction. Activitiesmay include workshops onacademic writing, more grammarcrash courses, and possibleoutreach to the writing center for

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetA total of 45 student papers were assessed. Of the 45papers assessed, 86.66% of students were successful inmeeting SLO#3. The target was met. Consistent with lastyear's data, a vast majority of English 1A papers assesseddemonstrated logical paragraph and sentence structure.Grammar, spelling, and diction was collegiate level and didnot impede reader understanding. In total, 39/45, or86.66% of papers assessed earning a passing grade of a C orbetter. 6/45, or 13.33%, of papers assessed did not earn a

Term/Research Paper - Theassessment method used was astandard research assignment thatwas created during the 1AConsistency Project last year (2013).Students were to select a topic andwrite an out-of-class research paperthat integrated outside, academicsources in a variety of formats (book,academic journal, etc.). This essayassignment underwent editing andrevision. Please see the attached


https://elcamino.tracdat.com:443/tracdat/viewDocument?y=NszwTI2wzmh1




more focused and advancedgrammar/sentence structureworkshops. (05/13/2016)Action Category: TeachingStrategies

passing grade. Overall, the target rate for passing paperswas met. (05/15/2015)

document for addition informationabout the assessment method used.


COM: ENGL 40B:American Literature


SLO #1 - Students will be able toidentify representative works ofAmerican literature from the post-Civil War period until the present.

Course SLO Assessment Cycle: 2014-15 (Spring 2015)



Standard and Target for Success:Based on the 15 students enrolled inthe class and the work that they hadpreviously completed, I expectedthat 90% of the students would dowell on this assignment.

Faculty Assessment Leader: MorganVoorhis

null.courseAction: Strong writingand analysis foundations shouldcontinue to be emphasized inEnglish 1A and 1C, including MLAstyle and format, coherent andlogical essay organization, and thedifference between analysis andsummary. (04/17/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetThe students came to class extremely prepared fromprevious English classes, English 1A and English 1C. Theyhad a strong grasp on writing mechanics, logical paperchronology and organization, and overall analysis versusmere summary. Having this foundational background inplace made teaching and learning the new literary andhistorical material much easier. Students were able toaccurately identify elements of the Realism and Naturalismmovement and analyze them in terms of the time periodand genre of work. (04/17/2015)

Essay/Written Assignment -Students were asked to compose apaper choosing a major author fromthe Realism and Naturalismmovement in American Literature.Based on the author and work theychose, students were to analyze thework and identify elements of theliterature that made the writer andliterature representative of theliterary movement. This paper wasexpected to meet MLA criteria inboth format and documentation.

SLO #2 - Students will be able toanalyze representative works ofAmerican literature from the post-Civil War period until the present.




Standard and Target for Success:Based on the 15 students enrolled inthe class and the work that they hadpreviously completed, I expected







that 90% of the students would dowell on this assignment.

SLO #3 - Students will be able torecognize social, historical, and ethnicinfluences in representative works ofAmerican literature from the post-Civil War period until the present.




Standard and Target for Success:Based on the 15 students enrolled inthe class and the work that they hadpreviously completed, I expectedthat 90% of the students would dowell on this assignment.






COM: ENGL 80:Basic Language Skills


SLO #1 - Demonstrate the ability torecognize context clues that assistwith vocabulary acquisition necessaryto comprehend paragraph-lengthnon-fiction texts written at the 5-7thgrade level.




Standard and Target for Success: Inorder to successfully achieve SLO #1,70% of the students will select thecorrectanswer for each of the questionsdesigned to assess SLO #1.

Faculty Assessment Leader:Shemiran I. lazarFaculty Contributing to Assessment:Shemiran I. Lazar, Stefan Bergman,Loreta Bailes

null.courseAction: 1. Establish areading committee that will havethe responsibility of examining theconcerns related to English 80.New teaching strategies,techniques, and perhapsteacher training to address thedifficulty of this course should alsobe considered.2. Meet periodically with English80 instructors for suggestions.3. Establish a system in whichstudents’ visits to the LearningCenter will be reported to theirrespective English 80 instructors.(English 80 students should visitthe Learning Center for tutoringand extra practice to increaseproficiency in reading).4. Create an 8-week modular forEnglish 80. This might address theattendance problem for studentswho have been out of school for along period of time and, as aresult, cannot endure staying inschool for 16 weeks.

(05/15/2016)Action Category: TeachingStrategiesnull.courseAction: 1. Establish areading committee that will havethe responsibility of examining theconcerns related to English 80, and thatwill consider new teachingstrategies, techniques, and

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetIt was administered to 26 students, English 80 # 9285,#9293, and # 9286. 58% of the students (15/26) passed theSLO. The percentage falls far short of the target standard70%. SLO #1 requires that students recognize context cluesto understand the meaning of unfamiliar words, which will,consequently, increase reading comprehension. Locatingcontext clues is a big challenge for English 80 students.Students are placed in this course because they are verylow-skilled readers, and most possibly the recognition ofcontext clues presents to them great cognitive difficulty.This seems to be the major factor in not meeting the targetstandard. Another factor is the level of the text. Low skilledstudents, with very limited vocabulary, might, yet, faceanother challenge-unfamiliarity with the conceptspresented in the text. Such unfamiliarity with the text mayhinder the cognitive processes of locating context clues forthe purpose of word definition. These two factors,however, might not be the only reasons in the failure tomeet this SLO. Other variables, related to students'personal attitudes, motivation, and low academiccompetencies, may play a role in this failure. English 80presents issues and concerns of great challenge toinstructors. Those issues and concerns need to be detectedand discussed at a departmental level. (04/30/2015)

Exam/Test/Quiz - The instrumentused to assess SLO #1 is titled 'ElCamino College's Combined Skills-Townsend Press Final Exam-EditionSp 09 for English 80'. It wasadministered to26 students, English 80 # 9285,#9293, and # 9286.



perhaps teacher training to address thedifficulty of this course2. Meet periodically with English80 instructors for suggestions.3. Establish a system in whichstudents’ visits to the LearningCenter will be reported to the English 80 instructors. (English80 students should visit theLearning Center for tutoring and extra practice to increaseproficiency in reading.4. Create an 8-week modular forEnglish 80, which might addressthe attendance problem for the students who have been outof school for a long while and, as aresult, cannot endure being in school for 16 weeks.

(05/15/2016)Action Category: TeachingStrategies

Faculty Assessment Leader:Shemiran I LazarFaculty Contributing to Assessment:Sunny Armstrong

null.courseAction: To increaseproficiency in SLO # 1 and meetthe target of 70% success rate onSLO # 1 additional exercises incontext clues will be includedindividually and in small groups;various examples will be used andmore exercised fromtownsendpress.bet will beincorporated; available supportfrom the Learning ResourceCenter will also be sought.(09/18/2014)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not MetOut of 21 students # 9298, 19 did not meet 70% successrate on SLO #3.Out of 18 students # 9290, 16 met the 70% success rate onSLO #3.In combined scoring of 39 student, 21 did not meet 70%success rate on SLO #3. (05/14/2014)



null.courseAction: To increaseproficiency in SLO #2 and meetthe target of 70% success rate,additional exercises to increaseability to employ fluencystrategies will beincluded individually and in smallgroups; various examples will beused andmore exercises fromtownsendpress.net will beincorporated;available support from theLearning Resource Center will alsobe sought. (06/03/2014)Action Category: TeachingStrategies

SLO #2 - Demonstrate the ability toemploy fluency strategies necessaryto comprehend paragraph-lengthnon-fiction texts written at the 5-7thgrade level.




Standard and Target for Success: Inorder to successfully achieve SLO #2,70% of the students will select thecorrect answer for each of thequestions designed to assess SLO #2.

Faculty Assessment Leader:Shemiran I. LazarFaculty Contributing to Assessment:Shemiran I. Lazar, Stefan Bergman,Loreta Bailes

null.courseAction: 1. Establish areading committee that will havethe responsibility of examining theconcerns related to English 80 andconsidering new teachingstrategies, techniques, andperhaps teacher training toaddress the challenges of this verydemanding course.2. Meet periodically with English80 instructors for suggestions.3. Establish a system in whichstudents’ visits to the LearningCenter will be reported to therelevant instructors. (English 80students should visit the LearningCenter periodically for tutoringand extra practice to increaseproficiency in reading).4. Collaborate with the LearningCenter to provide extra practice inthe application of fluency

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetAnalysis: 54% of the students (14/26) passed the SLO. Thepercentage falls far short of the target standard 70%. ThisSLO assesses students’ ability to employ fluency strategiesto understand the text. There are various fluency strategies,and students should be able to apply the strategies that areappropriate for specific assignments to increasecomprehension. Those strategies should be examined anddiscussed by the English 80 instructors. To increaseproficiency in SLO #2 and meet the target of 70% successrate, additional exercises on practicing fluency strategiesshould be included individually and in small groups.(04/30/2015)

Exam/Test/Quiz - The instrumentused to assess SLO #2 is titled 'ElCamino College's Combined Skills-Townsend Press Final Exam-EditionSp 09 for English 80'. It wasadministered to 26 students, English80 # 9285, #9293, and # 9286.



strategies.5. Create an 8-week modular forEnglish 80, which might addressthe attendance problem for thestudents who have been out ofschool for a long period of timeand, as a result, cannot endurestaying in school for 16 weeks.

(This course is described asdifficult, demanding, and aspresenting great challenges toinstructors because the coursepopulation may generally includestudents with various kinds ofacademic problems: attentiondeficit, limited academiccompetencies, or having been outof school for a considerable periodof time.

(05/14/2016)Action Category: TeachingStrategies

SLO #3 - Demonstrate the ability toapply study skills necessary tocomprehend paragraph-length non-fiction texts written at the 5-7thgrade level.




Standard and Target for Success: Inorder to successfully achieve SLO #3,70% of the students will select thecorrect answer for each of the 34questions designed to assess SLO #3.

Faculty Assessment Leader:Shemiran I. LazarFaculty Contributing to Assessment:Sunny Armstrong

null.courseAction: TO increaseproficiency in SLO # 3 and meetthe target of 70% success rate,additional exercises in study skillswill be included individually and insmall groups; various exampleswill be used and more exercisesfrom Townsendpress. net will beincorporated; available supportfrom the Learning Resourcecenter will also be sought.(01/20/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not MetOut of 21 students #9298, 19 did not meet 70% successrate on SLO # 3. Out of 18 students #9290, 16 met the 70%success rate on SLO # 3. In combined scoring of 39 students, 21 did not meet 70% success rate on SLO # 3 (05/14/2014)

Exam/Test/Quiz - The instrumentused to assess SLO #3 is titled 'ElCamino College's Combined Skils-Townsend Press Final Exam-EditionSp 09 for English 80'. It wasadministeredto 39 students, English 80 # 9289AND # 9290.



Standard and Target for Success: Inorder to successfully achieve SLO #3,70% of the students will select thecorrect answer for each of the 34questions designed to assess SLO #3.

Faculty Assessment Leader:Shemiran I. LazarFaculty Contributing to Assessment:Shemiran I. lazar, Stefan Bergman,Loreta Bailes

null.courseAction: 1. Establish areading committee that will havethe responsibility of examining theconcerns related to English 80 andconsidering new teachingstrategies, techniques, andperhaps teacher training toaddress the challenges of thisdifficult course.2. Meet periodically with English80 instructors for suggestions.3. Establish a system in whichstudents’ visits to the LearningCenter will be reported to therelevant instructors. (English 80students should visit the LearningCenter for tutoring and extrapractice to increase proficiency inreading).4. Collaborate with the LearningCenter to provide extra practice indeveloping the study skillsnecessary for reaching anappropriate level of readingcomprehension.5. Create an 8-week modular forEnglish 80, which might addressthe attendance problem forstudents who have been out ofschool for a long period of timeand, as a result, cannot endurestaying in school for 16 weeks.6. Research and apply variousstudy skills that can better helpstudents in developmentalcourses reach appropriate level ofreading comprehension.7. Train teachers to deal withdifferent students' problems thatexist specifically in English 80

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetAnalysis: 54% of the students (14/26) passed the SLO. Thepercentage falls far short of the target standard 70%. Theassessment used (the Townsend Combined Skills Test) testsstudents’ ability to recognize context clues for vocabularydefinitions and the other abilities of identifying the mainideas and supporting details. If these abilities are meant tobe the study skills included in SLO #3, then it seems that notenough practice was provided to the students. There mightbe other types of study skills that might help increasestudents’ comprehension. Those other types might nothave been explored, researched, or applied in theclassrooms yet. For example, the very important study skillof annotating a text is not given a full consideration in theclassroom. (04/30/2015)

Exam/Test/Quiz - The instrumentused to assess SLO #2 is titled 'ElCamino College's Combined Skills-Townsend Press Final Exam-EditionSp 09 for English 80'. It wasadministered to 26 students, English80 # 9285, #9293, and # 9286.



course: attention deficit, verylimited academic competencies,out of school for a long period oftime. (05/15/2016)Action Category: TeachingStrategies


COM: ENGL 84:Developmental Reading/Writing


SLO #1 - Demonstrate their ability torecognize context clues that assistwith vocabulary acquisition necessaryto comprehend and analyze non-fiction texts written at the 9-12thgrade level.




Standard and Target for Success: Itis expected that 70% of students willscore “acceptable” on this SLO. Anacceptable score (passing score) isthe scoring of 28 or better out of 40problems.

Faculty Assessment Leader: LaurenGrasFaculty Contributing to Assessment:Dalia Juarez, Judy Crozier, JoseBernaudo, Chris Halligan, SunnyArmstrong

null.courseAction: We plan onreviewing the SLOs alignment withthe PLOs. In addition, we willconsider offering a new form oftesting that align with the courseSLOs. (04/14/2016)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetOf the 80 students who were assessed, 52 students passedthe Townsend Reading Test Form D at a score of 70% orhigher. This is a total of a 65% success rate. (04/14/2015)

Faculty Assessment Leader: NikkiWilliamsFaculty Contributing to Assessment:Jose Bernaudo, Christopher Halligan,Mickey Harrison, Susan Magabo

null.courseAction: Reevaluate theassessment tool to ensure that itspecifically evaluates slo #1 andallows for different teachingstyles. (05/23/2015)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not Met222 total assessment exams were used in the assessment ofEnglish 84. The exams were assessed on three SLOs. 50% ofstudents achieved acceptable for SLO #1There are no observable patterns in the data as there is noother data to compare this assessment to.

The data shows that students were not successful in theirability to recognize context clues that assist with vocabularyacquisition necessary to comprehend and analyze non-fiction texts written at the 9-12th grade level according towhat was measured by the assessment exam. (05/23/2014)

Standardized/Licensing Exam - TheTownsend Press Test Form D wasused. This exam consists of 40multiple choice comprehensionquestions that test four majorcompetencies: author's message,structural relationships, language,and reasoning. The “author’smessage” competency includesrecognizing main ideas, identifyingsupporting details, and determiningan author’s purpose. Within the“structural relationships”competency are opportunities foridentifying organizational patterns,relationships within a sentence, andrelationships between sentences.The “language” competency involvesdetermining meanings of words orphrases in context, detecting bias,and recognizing tone. And finally,the “reasoning” competency meansdistinguishing between fact andopinion, drawing logical inferencesand conclusions, and evaluatingreasoning.

SLO #2 - Demonstrate their ability toemploy comprehension strategiesnecessary to comprehend non-fictiontexts written at the 9-12th grade

null.courseAction: It has beensuggested by a number of thecontributing faculty that thisparticular assessment is designed

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetIt is expected that 70% of students will score “acceptable”

Standardized/Licensing Exam - TheTownsend Press Test Form D wasused. This exam consists of 40multiple-choice comprehension



level.




Standard and Target for Success: Itis expected that 70% of students willscore “acceptable” on this SLO. Anacceptable score (passing score) isthe scoring of 28 or better out of 40problems

Faculty Assessment Leader: LaurenGrasFaculty Contributing to Assessment:Dalia Juarez, Judy Crozier, JoseBernaudo, Chris Halligan, SunnyArmstrong

to test students on all of the skillslearned throughout the semester.This assessment was given in theeleventh week which means thatseveral classes assessed had notyet reached one or two of thelater skills tested for in thisparticular assessment. This is onepotential reason why successnumbers are low. (04/14/2016)Action Category: SLO/PLOAssessment Process

on this SLO. An acceptable score (passing score) is thescoring of 28 or better out of 40 problems (04/14/2015)

Faculty Assessment Leader: NikkiWilliamsFaculty Contributing to Assessment:Jose Bernaudo, Amber Gillis,Christopher Halligan, MickeyHarrison, Susan Magabo


Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not Met222 total assessment exams were used in the assessment ofEnglish 84. 50% of students achieved acceptable for SLO #2There are no observable patterns in the data as there is noother data to compare this assessment to.The data shows that students were not successful in theirability to employ comprehension strategies necessary tocomprehend non-fiction texts written at the 9-12th gradelevel. (05/23/2014)

questions that test four majorcompetencies: author's message,structural relationships, language,and reasoning. The “author’smessage” competency includesrecognizing main ideas, identifyingsupporting details, and determiningan author’s purpose. Within the“structural relationships”competency are opportunities foridentifying organizational patterns,relationships within a sentence, andrelationships between sentences.The “language” competency involvesdetermining meanings of words orphrases in context, detecting bias,and recognizing tone. And finally,the “reasoning” competency meansdistinguishing between fact andopinion, drawing logical inferencesand conclusions, and evaluatingreasoning.

SLO #3 - Demonstrate their ability toanalyze non-fiction texts written atthe 9th -12th grade level.




Faculty Assessment Leader: LaurenGrasFaculty Contributing to Assessment:

null.courseAction: Contributingfaculty has suggested that SLO #3be rewritten with more clarity anddirection due to the fact that it isvague. There needs to bespecification in "ability to analyze"as well as more specification in"non-fiction texts written at the9th-12th grade level". Directions

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetOne potential reason for our missed target of success in thisparticular SLO might be due to the fact that the form ofassessment does not align neatly with SLO #3. Also, the SLOitself is vague and lacks direction for faculty. (04/14/2015)

Standardized/Licensing Exam - TheTownsend Press Test Form B wasused. This exam consists of 36multiple-choice comprehensionquestions that test four majorcompetencies: author's message,structural relationships, language,and reasoning. The “author’smessage” competency includesrecognizing main ideas, identifying



Standard and Target for Success: Itis expected that 70% of students willscore “acceptable” on this SLO. Anacceptable score is scoring 28 orbetter correct out of 40 problems or70% on the Townsend Press Exam.

Dalia Juarez, Jose Bernaudo, JudyCrozier, Chris Halligan, SunnyArmstrong

at to the length of text such asshort story, novel, newspaperarticle, and so forth is needed.(04/14/2016)Action Category: SLO/PLOAssessment Process

Faculty Assessment Leader: NikkiWilliamsFaculty Contributing to Assessment:Jose Bernaudo, Amber Gillis,Christopher Halligan, MickeyHarrison, Susan Magabo


Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not Met222 total assessment exams were used in the assessment ofEnglish 84. 50% of students achieved acceptable for SLO #3There are no observable patterns in the data as there is noother data to compare this assessment to.The data shows that students were not successful in theirability to analyze non-fiction texts written at the 9th -12thgrade level. (05/23/2014)

supporting details, and determiningan author’s purpose. Within the“structural relationships”competency are opportunities foridentifying organizational patterns,relationships within a sentence, andrelationships between sentences.The “language” competency involvesdetermining meanings of words orphrases in context, detecting bias,and recognizing tone. And finally,the “reasoning” competency meansdistinguishing between fact andopinion, drawing logical inferencesand conclusions, and evaluatingreasoning.


COM: ENGL A:Writing the College Essay


SLO #1 - Compose a coherent, unifiedmulti-paragraph expository essay thathas undergone revision and relates toa text discussed in class.



Input Date: 12/19/2013Standard and Target for Success:70% of students will provideevidence of the development of theessay as to introduction, thesis,major and minor supporting details,inclusive of three text quotes perparagraph, as well as a concludingparagraph to meet SLO # 1 criteria.

Faculty Assessment Leader: SherylThomasFaculty Contributing to Assessment:Sunny Armstrong

null.courseAction: To increaseproficiency of remaining 30% ofstudents to achieve SLO #1randomly during next semester,more one on one teachingthrough example will be provided,additional small group work andhighlighting essay parts such asmain idea, major and minorsupporting details, quotes fromtext, conclusion will be employed.(09/12/2014)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Met70% of students met criteria for SLO # 1. Students followeda five paragph outline of introductio, thesis statement,major and minor details inclusive of three quote examplesfrom text to prove thesis with a general conclusion.(05/02/2014)

Essay/Written Assignment -Students will develop a fiveparagraph essay supporting arevised thesis statement referencingand providing three supportingdetails per paragraph per the maincharacter, Charlie Gordon in"Flowers for Algernon," proving anincrease s intelligence followingbrain surgery.

Standard and Target for Success: Itwas estimated that 70% of theEnglish A student population wouldearn a 70% or better per course SLO.In total, 117 student essays wereevaluated. Thus, it was expectedthat 81 students would successfullymeet the course SLOs.

Faculty Assessment Leader: Dalia R.JuarezFaculty Contributing to Assessment:Amber Gillis, Jennifer Hill, BruceJacobs, Georgia Moten, Tom Norton,Natalie Ricci, Nikki Williams, ValerieWoodward

null.courseAction: Several of thefaculty participating in theassessment for English Asuggested that SLO 1 and 2 becombined to state " compose acoherent, unified multi-paragraphexpository essay with a thesis,body paragraphs with topicsentences, and a concludingparagraph". Essay revisionsshould be addressed in a separateSLO given that it is a significantfocus of the structure presentedin the Egnlish A Course Outline ofRecord. (05/12/2016)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetIn regards to SLO # 1 a total of 90 students successfullycomposed a coherent, unified, multi-paragraph expositoryessay that had undergone revision. Several of thecontributing faculty noted that they utilized all aspects ofthe writing process of pre-writing, drafting, revising, andediting which they feel contributed to the success of theirstudents. (05/05/2015)

Essay/Written Assignment - EnglishA instructors directed students tocompose an MLA style essay thatrequired the students to incorporatean outside source(s) into theirwriting. Each instructor was free toselect a topic for their particularclass. All instructors used the courseSLOs to guide them in theirevaluation of student essays.



SLO #2 - Compose introductoryparagraphs with a thesis, bodyparagraphs with topic sentences, andconcluding paragraphs



Input Date: 12/19/2013Standard and Target for Success:75% of students will achieve acorrect formation of essaydevelopment to meet SLO #2requirements.

Faculty Assessment Leader: SherylThomasFaculty Contributing to Assessment:sunny armstrong

null.courseAction: 25% ofstudents had minor problems withtransitions from onequote to thenext. More examples will bepresented, more one on oneteaching will be providedrandomly throughout newsemeste. (10/10/2014)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Met75% of students met SLO #2 criteria . Students overall hadno difficulties following outline formation of a fiveparagraph essay with introductory paragraph with thesis,body paragraphs of upport, inclusive of text quotes,concluding paragrph. (05/09/2014)

Essay/Written Assignment - Tomeet requirements of SLO#2students will develop a fiveparagraph essay on the topic of"kindness," inclusive of threepersonal experiences withsupporting examples proving thethesis statement and finishing with aconcluding paragraph.



null.courseAction: In an effort toincrease the number of studentsthat meet the SLO the coursefaculty have suggested a strictadherence to revising at eachstage of the assignment. Facultyshould utilize the lab and lecturehours to review thesis,introductions, have studentspresent their sources, provide anoutline of the essay, and lastlyguide students through therevising process. (05/12/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetA total of 84 students successfully met SLO # 2. Several ofthe faculty cited the use of conferencing, scaffolding, andguided peer reviews as factors that contributed to studentsdoing well. In regards to those students that did not meetthe SLO the contributing faculty noted that the worksubmitted lacked a conclusion and lacked a clear and directthesis. (05/05/2015)


SLO #3 - Demonstrate the ability toincorporate and document materialfrom outside sources.

Course SLO Assessment Cycle: 2013-14 (Spring 2014), 2014-15 (Spring


null.courseAction: 30% ofstudents will receive more one onone strategies for locationg anddocumenting outside sources tosupport thesis statements.(10/24/2014)

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Met70% os students net SLO # 3. Students were able toresearch in groups various quotes from text and internetthat supported their theses statement. (04/11/2014)

Essay/Written Assignment -Students will develop a fiveparagraph essay, inclusive ofintroduction, thesis, supportingdetailss to prove thesis statement,adding a concluding paragraph and



2015), 2015-16 (Spring 2016), 2016-17 (Spring 2017), 2017-18 (Spring2018)Input Date: 12/19/2013

Standard and Target for Success:70% of the students will meetrequirements of SLO #3.

Faculty Assessment Leader: SherylThomasFaculty Contributing to Assessment:Sunny Armstrong


cite work used inclusive of outsidesources.



null.courseAction: One facultymember noted that providingstudents with a template on howto use citations would bebeneficial. As well, facultysuggested taking students into thecomputer lab 3-5 timesthroughout the semester so thatthey may have "hands on"experience with documentationstrategies (05/12/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetA total of 81 students successfully met SLO 3. Faculty notedthat requiring students to present their potential sourceshelped students understand, not just the why of usingsources, but also how. Of those students who did not meetthe SLO the faculty noted that the students seemed tostruggle to correctly document sources in their work anddid not fully integrate the documentation as needed.(05/05/2015)


SLO #4 - Use basic rules of grammar,spelling, usage, and punctuation sothat the ideas are clear.




Standard and Target for Success:70% of students will achieve SLO #4. Faculty Contributing to Assessment:

Sunny Armstrong

null.courseAction: 30% ofstudents will receive additionalworksheets for homework, one onone instruction, student tutoring.(04/25/2014)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Met70% of students achieved SLO # 4 of correctly using basicrules f grammar, spelling, usage, and punctuation so ideasare clear. Students were successful in small and largegroups followed by individual assessments and periodicaltesting. (03/07/2014)

Homework Problems - Tool used toassess SLO #4 is class text,"Paragraphs and Essays withIntegrated Readings," Edition 12.Students will complete chapters 1, 2,3 and pages 537-551, 422-432, 553-554, 529-531, 475-485

null.courseAction: For thosestudents who did not successfullymeet SLO 4 faculty noted that thegrammar, spelling, word usage,and punctuation errors were

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetA total of 86 students successfully met SLO 4. Faculty notedthat the language used by students helped to clearly convey

Essay/Written Assignment - EnglishA instructors directed students tocompose an MLA style essay thatrequired the students to incorporatean outside source(s) into their





severe enough to interfere withthe readability of the student'swork. In an effort to helpstudents understand theimportance of using languagecorrectly faculty have suggestedthe use of "just in time"interventions to help studentsunderstand their errors. Anotherfaculty member has suggestedthat "specs" be used to determinewhether or not an essay is passingor not due to the grammaticalerrors made. "Specs" is the use ofan inventory form where theinstructor will note "if x amount ofgrammatical errors appear in yourwork you have earned a notpassing grade" These strategiesmay prove useful in helpingstudents "learn" grammar errorsand how, and why, to fix them.(05/05/2015)Action Category: TeachingStrategies

their ideas and that the work read in a fluid and coherentmanner. (05/05/2015)

writing. Each instructor was free toselect a topic for their particularclass. All instructors used the courseSLOs to guide them in theirevaluation of student essays.

SLO #5 - Utilize MLA style forformatting and documentation.




Standard and Target for Success: 70% of students will achieve SLO #5.

Faculty Assessment Leader: SherylThomasFaculty Contributing to Assessment:Sunny armstrong

null.courseAction: For theremaining 30% of students aprinted outline form will be useduntil not necessary. The form willtrain the student to follow MLAstyle successfully on submission offinal essays. (04/04/2014)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Met70 % of students met SLO # 5. Students revised essays, as toMLA style, intially, numerous time, average 3 times beforefinal correct submission of essay. As semester continued,the MLA style wasapparent on the initial submitted essay.(03/14/2014)

Essay/Written Assignment -Students will master MLA style anddocumentation on all revised finalessay submissions.

null.courseAction: Faculty haveSemester and Year Assessment Conducted: 2014-15(Spring 2015)

Essay/Written Assignment - EnglishA instructors directed students to





several suggestions that mayprove to be beneficial to theEnglish A student. First, it hasbeen suggested that students in awriting course be given time(during class lecture or lab) toutilize the campus computer lab(s)to help them get hands onpractice organizing their work inMLA format. As well, facultysuggest that SLOs 3 and 5 becombined to address redundancysince to "document a source" inan English course means to useMLA style. Finally, one of theSLOs should address the "ideas"presented in the essays (summaryversus analysis) since criticalthinking skills should be acomponent in a class designed toprepare students for English 1A.(05/12/2016)Action Category: CurriculumChanges

Standard Met? : Standard Met85 students successfully met SLO 5. Faculty noted thatthroughout the semester they were purposeful andconsistent, in stressing the importance of MLA style andform. (05/05/2015)

compose an MLA style essay thatrequired the students to incorporatean outside source(s) into theirwriting. Each instructor was free toselect a topic for their particularclass. All instructors used the courseSLOs to guide them in theirevaluation of student essays.
