assessment: course four column - compton college · the main assessments for this course are weekly...

Compton: Course SLOs (Div 3) - Academic Strategies

SPRING 2015Assessment: Course Four Column

COM: AS 20:Prewriting Workshop

Course SLO Assessment MethodDescription Assessment Data & Analysis Actions

SLO #1 - Given an in-class essayassignment, students will use variouspre-writing strategies togenerate ideas for writing a college-level essay

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:70% success

null.courseAction: Continue workwith pre-writing as a means toinclude a full essay as a finalproject. (05/15/2017)Action Category: TeachingStrategiesnull.courseAction: Continue withessay and create variousstrategies for differentiating theprewriting strategies in the writingprocess. (05/15/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetOut of my final roster of 9 people, all of my students wereat least marginally successful in putting together a 5-Paragraph Essay with a thesis, an introductory paragraph,and a concluding paragraph. All of the essays had a clearthesis that answered the question presented in the promptand expressed a clear point of view/opinion. They alsowere able to put together a complete, basic five-paragraphessay, and they all used prewriting strategies, includingfree-writing, listing, and outlining in order to lay out andorganize their ideas in preparation for the final essay. Withthese elements at least, which fulfill the requirements forSLO’s #1 and #2, I was fairly successful. In terms of the bodyof support for the essays (SLO #3), things tended to be moreof a mixed bag. About 7 of the students were able toprovide fairly clear and cohesive support for their theses,being able to transition clearly and distinctly from subtopicto subtopic; in contrast to this, about 2 of the students weresomewhat less successful in being able to provide distinctand cohesive subtopics within and between their bodyparagraphs to fully support their theses. This latter groupcould by no means be described as any sort of failure, butthey could certainly use more practice in developingsupporting details for their central point(s). Overall, I wouldsay that most of the students were able to put together a

Reviewer's Comments:Keeping this in mind, I stuck withwhat was required of the currentSLO’s for thePrewriting Workshop course, but Itook it a step further in order toallow students to put their skills touse in the most practical mannerpossible for an 8-week workshop.Using an essay project allowed me toevaluate the extent to whichstudents were successful inaccomplishing what was expected ofthem (in regards to the SLO’s for theAS-20 course), and as it turns out,the students were able toaccomplish this successfully. Istrongly suggest having some sort ofessay project (either in-class or take-

Essay/Written Assignment -Analytical five-paragraph essaycreated from various prewritingstrategies - listing, mapping, Big Sixquestions - and outlining, allcompleted in class.

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


Faculty Assessment Leader:Christopher M HalliganFaculty Contributing to Assessment:James LopezReviewer's Comments: SLO isadequate for meeting the needs ofthe students.

basic essay without any major issues. (05/15/2015)home, with at least 3 paragraphs) asthe ultimate goal and evaluation toolfor the AS-20 Prewriting Workshopcourse. It is ultimately the tool that Iused, and I think it can yield verypositive results from the students.

SLO #2 - Given an in-class essayassignment, students will write athesis statement that includes a topicand an opinion or point about thetopic.




Standard and Target for Success:70%

Faculty Assessment Leader:Christopher M HalliganFaculty Contributing to Assessment:James LopezReviewer's Comments: SLO meetsneeds of students.

null.courseAction: Continue usingprewriting strategies for arequired five-paragraph essay as afinal project. (05/15/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met. All of the essays had a clear thesis that answered thequestion presented in the prompt and expressed a clearpoint of view/opinion. (05/15/2015)

Reviewer's Comments: Studentsmet the requirement of the SLO

Essay/Written Assignment -Analytical five-paragraph essaycreated from various prewritingstrategies - listing, mapping, Big Sixquestions - and outlining, allcompleted in class

SLO #3 - Given an in-class essayassignment, students will provideprimary supporting ideas to supportthe thesis.




Standard and Target for Success:California State Rubrik 1-5 for AP/IPcourse writing analysis - as this is aremedial course designed to helpstudents matriculate to a transfer

Faculty Assessment Leader:Christopher HalliganFaculty Contributing to Assessment:James LopezReviewer's Comments: None

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Met70% of the students demonstrated that they had retainedthe SLO target for success. (04/11/2014)

Essay/Written Assignment - A 5-paragraph essay, with pre-writingstarted in class, then finished athome. The essay's focus isexpanding on previous pre-writingand draft outline assignments thatanswers a directed prompt whichwill be provided to the students in ageneral form at the beginning of thecourse, developed throughprewriting, and executed in essayform for this final assessmentexercise.



level:

1 - F Does not understand or haveability.2 - D Demonstrates a lack ofunderstanding or ability.3 - C Demonstrates an averageunderstanding and ability.4 - B Demonstrates an above-average understanding and ability.5 - A Demonstrates an excellentunderstanding and ability.

Target success rate - 70%Reviewer's Comments: Out of 13final students in the assessed course(section 9249), 12 demonstrated atleast a 3 in their final assessment -"At least marginally successful inputting together a five-paragraphessay with a thesis, an introductoryparagraph, and a concludingparagraph. All of the essays hadsome central reasoning/argumentthat answered the prompt."

Final analysis -

7 students received a 45 students received a 2-31 student received a 1-2


Faculty Assessment Leader:Christopher M HalliganFaculty Contributing to Assessment:James LopezReviewer's Comments: Keep up the

null.courseAction: Continue todiversify the issues used asprompts and topics for all theessays - keep varying strategiesfor each form of prewriting.(05/15/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met100% success (05/15/2015)

Reviewer's Comments: Students byand large did well on the project

Essay/Written Assignment - Fiveparagraph essay project usingprewriting as a final project in theclass



good work. SLO meets requirementsof course and needs of students.


COM: AS 22:Vocab Bldg College Studnt


SLO #1 - Given worksheets and in-class tests the students willdemonstrate the appropriate use of athesaurus in identifying and correctlyusing denotations, connotations andeuphemisms.





Faculty Assessment Leader:Christopher M HalliganFaculty Contributing to Assessment:Peggy RepogleReviewer's Comments: I wouldintegrate more writing into thiscourse. I wouldn’t change any of theSLO’s for this class, however, while itis very beneficial for students to beintroduced to academic vocabulary, Ifeel as though students would gain amuch stronger meaning of the wordsif they were to use them in theirwriting. The writing assignments thatthe students did in class were veryengaging, and as a small class, eachstudent felt comfortable sharingtheir writing.

null.courseAction: Continuequizzing with a diversification inwords (05/15/2016)Action Category: TeachingStrategiesnull.courseAction: Diversify wordsand linguistic strategies for eachsucceeding semester.(05/15/2016)Action Category: TeachingStrategiesnull.courseAction: I wouldintegrate more writing into thiscourse. I wouldn’t change any ofthe SLO’s for this class, however,while it is very beneficial forstudents to be introduced toacademic vocabulary, I feel asthough students would gain amuch stronger meaning of thewords if they were to use them intheir writing. The writingassignments that the students didin class were very engaging, andas a small class, each student feltcomfortable sharing their writing.(05/15/2016)Action Category: TeachingStrategies


Reviewer's Comments: The mainassessments for this course areweekly vocabulary tests that focuson the words from the chapters weare covering during the week.Students are also required to make aflashcard for each vocabulary word,write the definition(s) in their ownwords, adding alternate wordchoices from their thesaurus, andusing the word in a sentence thatthey create themselves. As a class,we read each chapter together,discuss each vocabulary word, howto pronounce the word, decipher theroots and affixes, connotations,denotations, and euphemisms.Students often use literary devices(i.e. connotations, denotations,personification) in the stories,poems and other writings discussedabove.

Exam/Test/Quiz - Given worksheetsand in-class tests the students willdemonstrate the appropriate use ofa thesaurus in identifying andcorrectly using denotations,connotations and euphemisms

SLO #2 - Given worksheets and in-class tests the students willdemonstrate the appropriate use of adictionary as it relates to multiplemeanings and the etymology ofwords.

Standard and Target for Success: Itis expected that 70% of students willearn 70% or higher on their exam.

null.courseAction: In order toachieve 100% success in thefuture, instructors will createdictionary-specific lesson at thebeginning of the course, outlineusage, and then incorporate its

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetThe main assessments for this course are weekly vocabularytests that focus on the words from the chapters we arecovering during the week. Students are also required to

Exam/Test/Quiz - Vocabulary Quiz






Faculty Assessment Leader:Christopher HalliganFaculty Contributing to Assessment:Peggy RepogleReviewer's Comments:

use into the vocabulary lessons.(05/31/2016)Action Category: TeachingStrategies

make a flashcard for each vocabulary word, write thedefinition(s) in their own words, adding alternate wordchoices from their dictionary, and using the word in asentence that they create themselves. As a class, we readeach chapter together, discuss each vocabulary word, howto pronounce the word, decipher the roots and affixes,connotations, denotations, and euphemisms.While we do cover the elements of dictionary use in thechapters, an actual dictionary is not used in the process,which might make the process less challenging for thestudent. It might be more beneficial for us to create anactual dictionary lesson - complete with various forms andfunctions, including the use of device-based dictionaryprograms.

90% of students completed their exam with a grade of 70%or higher. The standard was met. (04/13/2015)

SLO #3 - Given worksheets and in-class tests the students will recall anduse major roots and affixes todecipher and define unfamiliar words.




Standard and Target for Success:70% or above success rate achievedfor this assessment.

null.courseAction: In order toachieve 100% success in thefuture, instructors will createdictionary-specific lesson at thebeginning of the course, outliningusage, incorporate a lesson onlocating and using roots andaffixes to find meaning.(05/31/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetThe main assessments for this course are weekly vocabularytests that focus on the words from the chapters we arecovering during the week. As a class, we read each chaptertogether, discuss each vocabulary word, how to pronouncethe word, decipher the roots and affixes, connotations,denotations, and euphemisms.

Lessons focus on roots and affixes does help the studentsunderstand the unknown words more broadly, but manyhad issues incorporating the lessons into real-timeassimilation - it was just something to learn, not a tool forfuture use in college.

Reviewer's Comments: Goal is tochange assessment to better reflectthe SLO by creating a worksheet andaccompanying test component.

Essay/Written Assignment - Thestudents are to write a cohesivestory, essay, poem, or song using atleast ten of twenty new vocabularywords learned from a directed textor story.



Faculty Assessment Leader:Christopher HalliganFaculty Contributing to Assessment:Peggy RepogleReviewer's Comments:

90% of students completed the exam with a 70% or greater.The standard was met. (04/16/2015)


COM: AS 30:Test-Taking Strategies


SLO # 1 - Students will demonstratean ability to employ strategies foranswering true/false questions.

Course SLO Assessment Cycle: 2014-15 (Spring 2015), 2015-16 (Spring2016), 2016-17 (Spring 2017), 2017-18 (Spring 2018)




Faculty Assessment Leader:Christopher M HalliganFaculty Contributing to Assessment:Sara LeinartReviewer's Comments: Anyinstructor teaching this course mustconsider incorporating studentsuccess strategies (On Coursestrategies perhaps). Self-efficacyissues were evident in the group as awhole and it was made moretransparent by their insights thatthey were enrolled in the classbecause they needed help to be“college ready”. As well, thereshould be a focus on some grammarand MLA review to help studentsmaster SLO 3 (Teaching Strategies)

null.courseAction: Continueworking of techniques that willhelp connect critical thinking skillswith test-taking strategies.(05/15/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met8/10 students successfully met the SLOs (80% success rate)(05/15/2015)

Reviewer's Comments: None

Exam/Test/Quiz - Discussed theimportance of recognizing languagein a test question. Content was alsoused as an anchor to assess whatwas done right, what needs to beimproved. “Random” questions onCivil Liberties were used to helpstudents build their critical thinkingskills and to use a logical approachthat aided in answering T/Fquestions correctly

SLO #2 - Students will exhibit anability to employ strategies foranswering multiple choice questions.





Faculty Assessment Leader:Christopher M HalliganFaculty Contributing to Assessment:Sara LeinartReviewer's Comments: Anyinstructor teaching this course mustconsider incorporating studentsuccess strategies (On Coursestrategies perhaps). Self-efficacyissues were evident in the group as a

null.courseAction: Concentrate ondiversification of test takingstrategies into include multiplechoice strategies. (05/15/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met70% success rate (05/15/2015)

Reviewer's Comments: none

Exam/Test/Quiz - Use of pop quizzeshelped with the content. Discussedthe process of elimination. The ideathat there is a “more right” or “morebetter” option when it comes tomultiple choice questions.



whole and it was made moretransparent by their insights thatthey were enrolled in the classbecause they needed help to be“college ready”. As well, thereshould be a focus on some grammarand MLA review to help studentsmaster SLO 3 (Teaching Strategies)

SLO #3 - Students will be able tocorrelate an application of acquiredknowledge on subjective testquestions with linguistically andstructurally appropriate answers.




Standard and Target for Success:70% success Faculty Assessment Leader:

Christopher M HalliganFaculty Contributing to Assessment:Sara LeinartReviewer's Comments: Studentswho did not meet the SLO hadlinguistic problems that preventedthem from meeting the SLO. As wellthey had errors in structure of aparagraph and using MLA formcorrectly

null.courseAction: Continueworking with the required SLOassessment with slight changes toaccommodate any fluctuations inthe classroom dynamic.(05/15/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met70 success rate - 7/10 (05/15/2015)

Reviewer's Comments: Studentswho did not meet the SLO hadlinguistic problems that preventedthem from meeting the SLO. As wellthey had errors in structure of aparagraph and using MLA formcorrectly

Essay/Written Assignment - Popquizzes on material chosen to beread in class.


COM: AS 36:Sentence Errors/Punctuatn


SLO #1 - Demonstrate competentwriting that is reasonably proficient incorrect grammar skills.




Standard and Target for Success:70% Faculty Assessment Leader:

Christopher M HalliganFaculty Contributing to Assessment:James LopezReviewer's Comments: None

null.courseAction: Continue withthis method, changing onlycontent as times permit.(05/15/2016)Action Category: TeachingStrategies


Reviewer's Comments: SLOs seemreasonable to me

Essay/Written Assignment -Response Paragraph - 8-10sentences

SLO #2 - Demonstrate competentwriting that is reasonably proficient incorrect sentence structure.





Faculty Assessment Leader:Christopher M HalliganFaculty Contributing to Assessment:James LopezReviewer's Comments: None

null.courseAction: Continue withthe diversification of sentencestructure concepts to improvedevelopment of critical thoughtinto proficient college-levelsentences. (05/15/2016)Action Category: TeachingStrategies



Essay/Written Assignment -Paragraph assignment

SLO #3 - Demonstrate writing that isreasonably proficient in correct use ofpunctuation.





Faculty Assessment Leader:Christopher M HalliganFaculty Contributing to Assessment:James LopezReviewer's Comments: None

null.courseAction: Continueworking on varying the topics(05/15/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met100% success rate (05/15/2016)


Essay/Written Assignment -Paragraph


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