Course Outcomes Guide

Document technical information

Format pdf
Size 360.7 kB
First found May 22, 2018

Document content analysis

Category Also themed
Language
English
Type
not defined
Concepts
no text concepts found

Persons

Organizations

Places

Transcript

Course Outcome Guide
Course/Program Title: ESL-100
Date: Spring 2015
Course/Program Team: Sonjurae Cross
Expected Learning Outcomes
1. Increase reading fluency and comprehension
2. Demonstrate awareness of process writing and develop academic writing ability
3. Improve and advance sentence-level skills
4. Employ critical thinking skills to thoroughly develop and support ideas
Assessment
Throughout the semester, all ESL 100 Beginning Composition students are required to complete
the same number of writing assignments, summary and paraphrase, and skill drill activities. They
are also expected to complete differentiated instructional reading activities.
Additionally, each student completes common pre and post assessments to demonstrate final
achievement of student learning outcomes
Measurement
Post Reading Placement
Appraisal
Accuplacer WritePlacer
MWL Mastery Check
Outcome
being
measured
Direct or
indirect
1, 4
2, 3, 4
2, 3
Direct
Direct
Direct
Data Collection
Who
Where/When
All ESL-100 Students Embedded in course
All ESL-100 Students Embedded in course
All ESL-100 Students Embedded in course
Validation
 The Accuplacer WritePlacer exam is a nationally accepted academic placement standard
for Writing courses.
 100% of the ReadingPlus and MyWritingLab assessments serves as a measure of one or
more individual course content objectives and overall student learning outcomes,
specifically reading fluency and comprehension and sentence-level skills. Pre and post
performance data from these assessments is collected for analysis.
Results
ESL-100 SLOA Summary
Outcome
Desired Result
Actual
14/SU
Actual
14/FA
Actual
15/SP
70% of students will
increase Average Reading
Level
50.0%
(n=8)
64.7%
(n=17)
83.3%
(n=18)
70% of students will pass
the WritePlacer
55.5%
(n=9)
60.0%
(n=20)
84.2%
(n=19)
70% of students will
increase Average Reading
Level
70% of students will pass
the MWL Mastery Check
with a 70% or higher
50.0%
(n=8)
64.7%
(n=17)
83.3%
(n=18)
71.4%
(n=7)
83.3%
(n=18)
83.3%
(n=18)
70% of students will pass
the WritePlacer
55.5%
(n=9)
60.0%
(n=20)
84.2%
(n=19)
70% of students will
increase Average Reading
Level
50.0%
(n=8)
64.7%
(n=17)
83.3%
(n=18)
Assessment
Outcome 1:
Increase reading
fluency and
comprehension
Post Reading
Placement
Appraisal
Outcome 2:
Demonstrate
awareness of
process writing and WritePlacer
develop academic
writing ability
Post Reading
Placement
Appraisal
Outcome 3:
Improve and
advance sentencelevel skills
MWL Mastery
Check
WritePlacer
Outcome 4: Employ
critical thinking
Post Reading
skills to thoroughly Placement
develop and support Appraisal
ideas
AY 14 Grade Distribution
23
12
13
5
A
2
B
C
F
W, I, Other
Follow-up
A.
Grade Distribution
a. Of the 55 students registered for the course, less the 2 W, I, Other students, there
were 30 out of 53 successful completers (56.6%).
b. Fs
B.
i. 9 of the 53 (16.9%) students who received an F did not complete the
course activities
ii. 14 of the 53 students (26.4%) did complete the course with an “honest F.”
Assessment Results
a. Reading
i. The average score for the reading assessment improved by 1. 3 from a pretest
grade level of 7.6. to a post test level of 8.9.
ii. Of the 43 students who took the pre and post reading assessment, 30 students
(69.7%) did show improvement in their score.
iii. However, only 28/43 (65.1%) received an on-target score of 8.4+. While this
score is not abysmal as our goal is 70% success, at the start of the semester
there were 24 out of 50 (48%) students who were already at the target level.
iv. This suggests that there is not enough reading instruction going on in the class
to supplement use of the current reading program.
b. Sentence Level Skills
i. The average score for the sentence level skills assessment improved by 4.4%
from a pretest average of 73.1. to a post test average of 77.5.
ii. Of the 35 students who completed both the pre and post assessment, 27
students (77.1%) did show improvement in their score.
iii. At the beginning of the semester, 60.5% of students achieved a passing score
on the sentence skills pre-assessment (23/38). At the end of the semester,
81.2% (36/44) students achieved a passing score, exceeding our goal of 70%.
c. Writing- of the 44 students who took the Writing assessment at the end of the
semester, 23 (52.3%) placed into ENG-101 without qualifications. 10 (22.7%)
students were eligible for a conditional pass with 6 of these awarded (13.6%).
In general, the number of students achieving desired results has increased from one
semester to the next this academic year. The strongest area is clearly with the sentence level
mechanics and grammar. The assessments in this area show positive results and the goal is to
maintain these results. The weakest area is definitely reading. One reason for this may be the
use of reading speed to calculate an overall proficiency index, which is almost automatically
detrimental for non-native speakers of the language.
The Spring 2015 semester is the last semester that ESL students will use the
ReadingPlus program. Beginning in the Fall 2015, ESL 100 students will be using the
MySkillsLab Integrated (Reading/Writing) software that allows for better integration of reading
and writing instruction in homework, quiz, and test activities both in the classroom and off-site.
With more actual instruction on reading skills versus just reading comprehension practice, there
should be more noticeable increases in the Fall. In addition, relying on a mash of Lexile levels
and Flesch-Kincaid grade level scores throughout the semester and as final assessments of
reading level and text production complexity will 1) removed the perceived deficit of speed as
an assessment factor, and 2) make the pedagogy governing the tools of assessment, as well as
the assessments themselves, more readily available to students and instructors.
Budget Justification: No additional resources or funding necessary at this time.
Appendix A Writing Path Builder (Short Version)
Total Questions: 55
#
Question ID
1 W1.2 Diagnostic Q-1
2 W1.2 Diagnostic Q-2
3 W1.3 Recall Q-244
4 W1.4 Recall Q-212
5 W1.4 Recall Q-256
6 W1.7 Recall Q-72
7 W1.7 Recall Q-58
8 W1.8 Recall Q-25
9 W1.8 Recall Q-33
10 W1.10 Recall Q-210
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Objective
Identify the understood or implied "you" as a subject.
Identify complete verbs.
Identify the correct use of determiners with nouns.
Identify pronouns and their antecedents.
Identify demonstrative pronouns.
Identify the correct use of the present perfect tense.
Identify the correct use of the present progressive tense.
Differentiate between regular verbs and irregular verbs.
Differentiate between regular verbs and irregular verbs.
Use adjectives after linking verbs; use adverbs to modify verbs,
adjectives, and adverbs.
W1.10 Recall Q-148
Avoid double negatives.
W1.11 Recall Q-25
Identify the correct prepositions to use with certain words,
phrases, or expressions.
W2.2 Recall Q-206
Avoid dependent clause fragments.
W2.2 Diagnostic Q-2 Avoid relative clause or missing subject fragments.
W2.3 Recall Q-9
Identify two complete sentences joined with a comma and a
coordinating conjunction.
W2.3 Recall Q-12
Correct run-ons by turning one sentence into a dependent clause.
W2.4 Recall Q-204
Explain how singular and plural verbs agree with their subjects.
W2.4 Recall Q-72
Identify which singular and plural indefinite pronouns require
singular or plural verbs.
W2.4 Diagnostic Q-3 Maintain agreement when joining a compound subject with "or"
or "nor. "
W2.5 Recall Q-17
Use the past tense correctly.
W2.5 Diagnostic Q-3 Use the present tense correctly.
W2.6 Recall Q-202
Use the correct form of pronouns that function as subjects.
W2.6 Diagnostic Q-3 Use the correct form of pronouns that function as objects.
W2.7 Recall Q-83
Identify which pronouns must refer to a specific antecedent.
W2.7 Diagnostic Q-2 Maintain a consistent point of view with pronouns.
W2.8 Recall Q-201
Maintain agreement when using pronouns with singular and
plural antecedents.
W2.8 Diagnostic Q-2 Maintain agreement when using pronouns with singular and
plural antecedents.
W2.9 Recall Q-90
Avoid using misplaced modifiers.
W2.9 Diagnostic Q-3 Avoid using misplaced modifiers.
W2.10 Recall Q-89
Use the same grammatical form for all the elements in a series.
W2.10 Diagnostic Q-2 Express parallel or contrasting ideas presented as pairs using the
same grammatical form.
W2.1 Recall Q-244
Use subordinating conjunctions in complex and compoundcomplex sentences.
33 W3.1 Recall Q-205
34 W3.1 Recall Q-226
35 W3.1 Diagnostic Q-1
36 W3.2 Recall Q-65
37
38
39
40
41
42
43
44
45
46
47
W3.2 Recall Q-63
W3.3 Recall Q-84
W3.3 Diagnostic Q-4
W3.4 Recall Q-23
W3.4 Diagnostic Q-3
W3.5 Recall Q-217
W3.5 Recall Q-83
W3.7 Recall Q-218
W3.7 Diagnostic Q-3
W3.8 Recall Q-55
W3.8 Diagnostic Q-8
48 W4.1 Recall Q-42
49
50
51
52
W4.1 Recall Q-214
W4.2 Recall Q-74
W4.2 Recall Q-69
W4.3 Recall Q-205
53 W4.3 Recall Q-87
54 W4.4 Recall Q-201
55 W4.4 Recall Q-238
Use a comma before a coordinating conjunction that joins two
independent clauses.
Avoid unnecessary commas.
Use a comma between coordinate adjectives but not between
cumulative adjectives.
Use periods correctly in complete declarative sentences and
indirect questions.
Use a question mark at the end of a direct question.
Use other punctuation correctly with quotation marks.
Use other punctuation correctly with quotation marks.
Identify the correct use of semicolons.
Identify the correct use of semicolons.
Avoid using apostrophes with possessive pronouns.
Identify the correct use of apostrophes with contractions.
Identify the correct use of capitalization with geographic regions.
Identify the correct use of capitalization for proper nouns.
Identify the correct spelling of commonly misspelled words.
Identify correct spellings and common spelling rules (e.g.,
prefixes and suffixes).
Differentiate between standard and nonstandard English for
formal and informal writing.
Identify the rhetorical function and purpose of style and tone.
Identify the correct use of confusing word pairs.
Identify the correct use of homophones.
Combine sentences and use subordination for rhetorical
effectiveness.
Vary sentences by adding introductory words or phrases,
reordering words, or changing purpose.
Avoid redundancy.
Avoid redundancy.
Appendix B Writing Mastery Check (Short Version)
Total Questions: 55
#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Question ID
W5.2 Diagnostic Q-3
W5.2 Diagnostic Q-4
W5.3 Recall Q-245
W5.4 Recall Q-213
W5.4 Recall Q-241
W5.7 Recall Q-81
W5.7 Recall Q-59
W5.8 Recall Q-209
W5.8 Recall Q-29
W5.10 Recall Q-212
Objective
Identify simple subjects.
Identify complete verbs.
Identify the correct use of determiners with nouns.
Identify pronouns and their antecedents.
Identify reflexive pronouns.
Identify the correct use of the present perfect tense.
Identify the correct use of the present progressive tense.
Identify correct forms of "do."
Differentiate between regular verbs and irregular verbs.
Use adjectives after linking verbs; use adverbs to modify verbs, adjectives,
and adverbs.
W5.10 Recall Q-150 Avoid double negatives.
W5.11 Recall Q-26
Identify the correct prepositions to use with certain words, phrases, or
expressions.
W6.2 Recall Q-2
Avoid afterthought fragments.
W6.2 Diagnostic Q-4 Avoid relative clause or missing subject fragments.
W6.3 Recall Q-10
Identify two complete sentences joined with a comma and a coordinating
conjunction.
W6.3 Recall Q-13
Correct run-ons by turning one sentence into a dependent clause.
W6.4 Recall Q-1
Explain how singular and plural verbs agree with their subjects.
W6.4 Recall Q-65
Identify which singular and plural indefinite pronouns require singular or
plural verbs.
W6.4 Diagnostic Q-4 Explain that a verb agrees with the subject even when the verb comes
before the subject.
W6.5 Recall Q-41
Use the past tense correctly.
W6.5 Diagnostic Q-5 Use the active voice instead of the passive voice.
W6.6 Recall Q-204
Use the correct form of pronouns that function as subjects.
W6.6 Diagnostic Q-5 Use the correct form of pronouns that function as objects.
W6.7 Recall Q-88
Identify which pronouns must refer to a specific antecedent.
W6.7 Diagnostic Q-4 Maintain a consistent point of view with pronouns.
W6.8 Recall Q-204
Maintain agreement when using pronouns with singular and plural
antecedents.
W6.8 Diagnostic Q-3 Maintain agreement when using pronouns with singular and plural
antecedents.
W6.9 Recall Q-89
Avoid using misplaced modifiers.
W6.9 Diagnostic Q-4 Avoid using dangling modifiers.
W6.10 Recall Q-81
Use the same grammatical form for all the elements in a series.
W6.10 Diagnostic Q-5 Express parallel or contrasting ideas presented as pairs using the same
grammatical form.
32 W6.1 Recall Q-28
33 W7.1 Recall Q-206
34 W7.1 Recall Q-227
35 W7.1 Diagnostic Q-3
36 W7.2 Recall Q-66
37
38
39
40
41
42
43
44
45
W7.2 Recall Q-64
W7.3 Recall Q-88
W7.3 Diagnostic Q-3
W7.4 Recall Q-20
W7.4 Diagnostic Q-4
W7.5 Recall Q-215
W7.5 Recall Q-67
W7.7 Recall Q-219
W7.7 Diagnostic Q-5
46 W7.8 Recall Q-90
47 W7.8 Diagnostic Q-3
48 W8.1 Recall Q-1
49
50
51
52
53
W8.1 Recall Q-215
W8.2 Recall Q-73
W8.2 Recall Q-80
W8.3 Recall Q-206
W8.3 Recall Q-83
54 W8.4 Recall Q-235
55 W8.4 Recall Q-239
Use subordinating conjunctions in complex and compound-complex
sentences.
Use a comma before a coordinating conjunction that joins two independent
clauses.
Use commas to set off nonrestrictive clauses, phrases, and appositives.
Use commas between the items in a series as well as with city and state
names.
Use periods correctly in complete declarative sentences and indirect
questions.
Use a question mark at the end of a direct question.
Use other punctuation correctly with quotation marks.
Use other punctuation correctly with quotation marks.
Identify the correct use of semicolons.
Identify the correct use of dashes.
Avoid using apostrophes with possessive pronouns.
Identify the correct use of apostrophes with contractions.
Identify the correct use of capitalization with geographic regions.
Identify the correct use of capitalization with the titles of literary works and
songs.
Identify the correct spelling of commonly misspelled words.
Identify the correct spelling of commonly misspelled words.
Differentiate between Standard and Nonstandard English for formal and
informal writing.
Identify the rhetorical function and purpose of style and tone.
Identify the correct use of confusing word pairs.
Identify the correct use of homophones.
Combine sentences and use subordination for rhetorical effectiveness.
Vary sentences by adding introductory words or phrases, reordering words,
or changing purpose.
Avoid redundancy.
Avoid redundancy.
Appendix C Grade Distribution
Appendix D GD:Assessments Summaries
×

Report this document