• Students should be able to decode and comprehend reading passages at the 1,000 -word vocabulary level.
  • Students should be able to deduce meanings of new words from context and reply to inference as well as basic recall questions on reading comprehension tests.

 

10/01/2009

GLENDALE COMMUNITY COLLEGE

COURSE ASSESSMENT REPORT

SEMESTER/YEAR: Fall 2009_________

DEPARTMENT: ______Credit ESL___________

COURSE TITLE: __________ESL 116_______________

PARTICIPANTS (min. 2):

Young Gee, Richard Seltzer

COURSE-LEVEL SLO(s) ASSESSED THIS SEMESTER:

1. Students should be able to decode and comprehend reading passages at the 1,000-word vocabulary level.

2. Students should be able to deduce meanings of new words from context and reply to inference as well as to recall questions on reading comprehension tests.

METHODS OF ASSESSMENT:

SLO 1 and SLO 2 were both assessed by reviewing the results of a division-wide final exam for the course. For each of the SLOs, a representative question was selected and the number of correct responses to those questions was tabulated from a total of five sets of exams from five different class sections. There were three day sections, two of which were taught by full-time faculty, and one of which was taught by an adjunct instructor. In addition, two sets of exams were taken from evening sections, both of which were taught by adjunct instructors. This was done to ensure a broadly representative sample. In all, 129 student exams were tabulated.

ANALYSIS OF ASSESSMENT: What do these results tell you about your students' achievements on the targeted SLO(s)?

SLO 1: The results show that almost all of the students were able to decode and comprehend meaning from their reading. We found that 95% (122) of the students sampled answered correctly, whereas only 5% (7) of the students sampled answered incorrectly. Two factors which possibly affected the final number of correct versus incorrect responses were noted during the tabulation of scores:

a. The questions may have been too easy.

b. In some cases, partial credit was given, which may have skewed scores in either direction.

SLO 2: The results show that there was a wide range of scores. We found that 67 % (86) of the students sampled answered correctly, whereas 33% (43) of the students sampled answered incorrectly. With close to 70% (over 2/3) of the students answering correctly, the data indicate that SLO 2 was achieved by most ESL 116 students by the end of the semester.

PLAN: Indicate if your assessment results reveal a need for course improvement in order to improve student achievement, and what plans your department will make to do so.

The following recommendation is made regarding future assessment of students at this level:

  • Avoid (or minimize the number of ) questions which leave room for the very subjective practice of giving partial credit.

WHAT COURSE(s) WILL YOU ASSESS IN THE FOLLOWING SEMESTER (___To Be Determined__X_)?

Last updated: 9/26/2011 2:26:16 PM