ࡱ> JLI 27bjbj .Rhh.EBB8\0AA"ccc>>>OQQQQQQ~\Q>>QccfccOOcб^l/;j;|0j,>>|,$>>>QQ>>>>>>>>>>>>B K: ڶ Fall 2007 English 101 Assessment Breakdown and Evaluation Submitted by Darren DeFrain, Director of the Writing Program ________________________________________________________________________ OBJECTIVES: The goal of this assessment was to test students enrolled in sections of English 101 for proficiency on a representative cross-section of skills appropriate to academic discourse at this level. This year we are also conducting a survey to help determine student perception of course goals effectiveness, faculty effectiveness, and overall curriculum effectiveness. The test (included here) asked students to identify proper word usage in section one, identify common sentence errors in section two, and to insert proper punctuation, capital letters, and appropriate underlining in section three. There were twenty possible points for section one, ten possible points for section two, and ten points for section three. The students were given this same test twice during the fall semester and the final results of each were peer graded. The expectations were based on a passing grade for the quiz in each section. For students to meet expectations in section one, they would need to score between 14 and 16 points, or roughly between the low C to low B range. Students falling below 14 points would fail to meet expectations, and students scoring above 16 would exceed expectations. For section two, students scoring between 7 and 8 would meet expectations, students scoring 8 and above would exceed expectations, and students scoring less than 7 would fail to meet expectations. For section three, students scoring between 7 and 8 would meet expectations, students scoring higher than 8 would exceed expectations, and students scoring less than 7 would fail to meet expectations. The anonymous survey, also included, asks students a series of questions regarding their satisfaction with the way their class met prescribed course goals, the specific effectiveness of their instructor, and the curriculums effectiveness in helping them to learn appropriate writing skills. Each question asked students to rate their answers on a three point scale reflecting dissatisfaction, satisfaction, or exceeding expectations. There was also room for additional commentary at the end of the survey. This survey was conducted near the end of the semester. The expectations for the survey were that the course, instructor, and curriculum would average out at least meeting student perceptions for success. Given that there are 6 questions in Section 1, a score of <1 under the Disagree responses would indicate overall satisfaction with the course meeting goals. The same would be true of Section 2 under the Poor response. For Section 3, a slightly higher score might be anticipated given that there are 8 questions and that students might be more inclined to voice dissatisfaction with the anonymous curriculum than with the instructor or course. But an overall satisfactory score would again be <1. OUTCOMES: While the test was administered twice during the fall, 2007 semester, not every section complied/was able to comply. The responses are broken down below with the total points for each section represented and the average score for each section provided in the parentheses. Based on previous assessments, it would be prudent to expect that students entering English 101 would continue to struggle to meet expectations in all three categories, but upon completion of English 101 students should show improvement in all three areas. English 101 again included a two week refresher on grammar and punctuation skills near the start of the semester. This intensive focus on these skills seems to have shown a modest improvement in all areas, but at this point does not indicate the kind of success wed like to see. While students did improve in all three areas over the course of the semester, they continue to struggle most, on average, in their ability to identify common sentence errors. RECOMMENDATIONS: Given that these tests were peer-graded, a modest improvement like the one represented below would be expected. This low level of improvement over the course of the semester in basic writing skills is an improvement on last year, but still not enough. Based on many hours of discussion with the English 101 instructors and faculty, it appears that we should continue to use the grammar journal, and still should allow instructors time to devote to basic sentence fundamentals before they turn their attention to essay writing. After seeing these scores remain relatively static over three years, I am recommending that while we continue to emphasize the importance of grammar and punctuation instruction in our English 101 course, we should turn our attention to assessing other facets of English 101. Along these lines, the surveys, as anticipated, indicate strong overall satisfaction with our English 101 curriculum. The instructors fared exceptionally well. While I know we would like to take credit for their success based on our current practices and oversight, much of that success should go to our GTAs, who teach most of the surveyed sections. The course also met with fairly high satisfaction. The curriculum shows an initial need for some improvement, with a higher than expected number (1.3) disagreement concerning student perceptions concerning how the curriculum prepared them to be college writers. Overall, though, students still agreed that the curriculum satisfied their needs. I recommend we continue the survey, but that beginning next year we use a Scan-tron format for closer analysis of individual concerns and issues. BASIC SKILLS ASSESSMENT SCORING TOTALS FOR FIRST ADMINISTRATION Course # # of Participating Students Sec. 1 Total Sec. 2 Total Sec. 3 Total (Out of 20) (Out of 10) (Out of 10) 10970 22 340 (15.45) 97 (4.4) 100 (4.54) 11025 19 295 (15.52) 72 (3.78) 105 (5.52) 11028 22 349 (15.86) 74 (3.36) 93 (4.22) 11030 14 229 (16.35) 59 (4.21) 76 (5.42) 11032 10 134 (13.4) 32 (3.2) 48 (4.8) 11034 25 398 (15.92) 73 (2.92) 119 (4.76) 11036 22 336 (15.27) 69 (3.13) 108 (4.9) 11040 20 319 (15.95) 76 (3.8) 104 (5.2) 11041 25 405 (16.2) 87 (3.48) 127 (5.08) 11044 23 302 (13.13) 77 (3.34) 89 (3.86) 11047 24 390 (16.25) 76 (3.16) 133 (5.54) 11051 25 386 (15.44) 92 (3.68) 122 (4.88) 11055 21 242 (11.52) 62 (2.95) 106 (5.04) 11056 22 331 (15.04) 60 (2.72) 114 (5.18) 11061 25 389 (15.56) 95 (3.8) 128 (5.12) 11067 25 381 (15.24) 84 (3.5) 116 (4.64) 11068 21 334 (15.9) 92 (4.38) 108 (5.14) 11070 23 354 (15.39) 79 (3.43) 119 (5.17) 11071 24 395 (16.4) 65 (2.70) 128 (5.33) 11072 12 172 (14.33) 50 (4.16) 55 (4.58) _______________________________________________________________________ Totals 424 6,481 (15.2) 1,471 (3.5) 2,098 (4.94) SECOND ADMINISTRATION Course # # of Participating Students Sec. 1 Total Sec. 2 Total Sec. 3 Total (Out of 20) (Out of 10) (Out of 10) 10970 21 344 (16.38) 100 (4.76) 116 (5.52) 11025 20 298 (14.9) 78 (3.9) 112 (5.6) 11028 16 256 (16) 58 (3.62) 92 (6.13) 11030 15 234 (15.6) 65 (4.33) 101 (6.73) 11032 9 115 (12.77) 29 (3.22) 53 (5.88) 11034 14 209 (14.9) 96 (6.85) 113 (8.07) 11036 17 258 (15.17) 72 (4.23) 105 (6.17) 11040 15 240 (16) 70 (4.66) 98 (6.53) 11041 19 305 (16.05) 76 (4) 124 (6.52) 11044 19 307 (16.15) 80 (4.21) 118 (6.21) 11047 16 271 (16.93) 75 (4.68) 87 (5.43) 11048 18 282 (15.66) 68 (3.77) 99 (5.5) 11051 18 296 (16.44) 86 (4.77) 124 (6.88) 11055 16 268 (16.75) 76 (4.75) 98 (6.12) 11056 19 292 (15.36) 79 (4.15) 124 (6.52) 11061 21 336 (16) 97 (4.61) 137 (6.52) 11064 21 329 (15.66) 77 (3.66) 129 (6.14) 11067 24 372 (15.5) 102 (4.25) 137 (5.7) 11070 20 331 (16.5) 101 (5.05) 120 (6) 11072 7 108 (15.42) 39 (5.57) 34 (4.85) 13760* 78 1248 (16) 468 (6) 546 (7) ________________________________________________________________________ Totals 423 6,702 (15.8) 1,992 (4.7) 2,667 (6.3) *concurrent section FIRST ADMINISTRATION BREAKDOWN Section One (Section Number followed by (Number of Students)) Doesnt Meet Expectations Meets Expectations Exceeds Expectations 11032 (10) 10970 (22) 11030 (14) 11044 (23) 11025 (19) 11041 (25) 11055 (21) 11028 (22) 11071 (24) 11034 (25) 11036 (22) 11040 (20) 11051 (25) 11056 (22) 11061 (25) 11067 (25) 11068 (21) 11070 (23) 11072 (12) ______________________________________________________________________ Totals 54 307 63 FIRST ADMINISTRATION BREAKDOWN Section Two (Section Number followed by (Number of Students)) Doesnt Meet Expectations Meets Expectations Exceeds Expectations No sections met expectations Totals 424 FIRST ADMINISTRATION BREAKDOWN Section Three (Section Number followed by (Number of Students)) Doesnt Meet Expectations Meets Expectations Exceeds Expectations No sections met expectations Totals 424 SECOND ADMINISTRATION BREAKDOWN Section One (Section Number followed by (Number of Students)) Doesnt Meet Expectations Meets Expectations Exceeds Expectations 11032 (9) 110225 (20) 10970 (21) 11028 (16) 11041 (19) 11030 (15) 11044 (19) 11034 (14) 11047 (16) 11036 (17) 11051 (18) 11040 (15) 11055 (16) 11048 (18) 11070 (20) 11056 (19) 11061 (21) 11064 (21) 11067 (24) 11072 (7) 13760 (78) Totals 9 285 129 SECOND ADMINISTRATION BREAKDOWN Section Two (Section Number followed by (Number of Students)) Doesnt Meet Expectations Meets Expectations Exceeds Expectations No sections met expectations Totals 423 SECOND ADMINISTRATION BREAKDOWN Section Three (Section Number followed by (Number of Students)) Doesnt Meet Expectations Meets Expectations Exceeds Expectations 13760 (78) 11034 (14) All others (331) Totals 331 78 14 SURVEY ADMINISTRATION Section 1 Disagree Agree Strongly Agree Course # # of Students 10970 15 16 54 19 11025 21 6 90 30 11028 16 23 50 23 11030 10 9 44 7 11032 8 10 23 15 11034 16 17 45 34 11036 17 4 67 29 11040 22 3 70 41 11041 15 10 58 22 11044 15 4 56 36 11047 19 2 73 33 11048 18 9 74 25 11051 19 8 42 64 11055 22 9 70 35 11056 17 16 68 18 11061 21 22 84 19 11064 21 9 87 31 11067 23 16 78 44 11068 15 3 50 37 11070 20 17 62 40 11071 15 46 39 5 11072 7 3 24 15 13760* 74 13 253 169 Totals 446 275 (.6) 1,561 (3.5) 791 (1.8) Section 2 Disagree Agree Strongly Agree Course # # of Students 10970 15 8 34 48 11025 21 0 47 79 11028 16 5 29 62 11030 10 2 19 39 11032 8 1 21 26 11034 16 3 25 68 11036 17 2 26 74 11040 22 0 41 73 11041 15 2 31 57 11044 15 0 25 81 11047 19 5 44 59 11048 18 4 42 62 11051 19 0 14 100 11055 22 0 37 77 11056 17 8 49 38 11061 21 0 49 79 11064 21 1 31 92 11067 23 0 36 102 11068 15 0 20 70 11070 20 3 28 84 11071 15 30 43 16 11072 7 0 5 37 13760* 74 1 72 365 Totals 446 75 (.16) 768 (1.72) 1,788 (4.01) Section 3 Disagree Agree Strongly Agree Course # # of Students 10970 15 23 78 21 11025 21 19 103 43 11028 16 27 64 38 11030 10 11 58 11 11032 8 4 46 16 11034 16 22 62 43 11036 17 13 72 50 11040 22 6 93 53 11041 15 14 81 25 11044 15 20 70 49 11047 19 8 93 46 11048 18 15 104 23 11051 19 10 61 81 11055 22 7 97 47 11056 17 22 77 34 11061 21 22 107 40 11064 21 18 106 43 11067 23 14 105 65 11068 15 5 55 59 11070 20 21 87 57 11071 15 48 61 10 11072 7 1 27 28 13760* 74 12 358 231 Totals 446 560 (1.3) 2,065 ( 4.6) 1,113 (2.5) * Concurrent section     PAGE  PAGE 8 Fall 2007 English 101 Assessment "cz{!#6#7#'(()*(****+++----V.{..M/b/d//66666666666667777 7 7ÿÿÿÿhht hht0Jjhht0JUh<jh<Uhx h/Iht$^h+]ht$^5haAht$^5hiht$^5ht$^ ht$^5h(ht$^5?SU V / 0 ST XYZ &d P gdt$^gdt$^Z[\]^`abc{Gu' T !6!d!!gdt$^ &d P gdt$^!!!"G"t""" #!#7#8####$2$_$$$$%<%j%%%%&L&w&gdt$^w&&&&)'Q''''''((B((((())()8)H)X)h)x)))))gdt$^))))*[*********)+m++++++++++++ &d P gdt$^^gdt$^gdt$^+=,c,,,,,,-!-1-A-Q-`-p-q-x-y------.J.Q.R.V.W.gdt$^ &d P gdt$^W.X.Y.Z.[.\.|..//.///8/9/J/K/L/M/c/d////////0 &d P gdt$^gdt$^00/0E0[0r00000001$1;1Q1h1~11111111 2 2!2 &d P gdt$^gdt$^!2"282N2d2z22222223)3@3V3l3333333444M4N4 &d P gdt$^gdt$^N4O4{4|44444445545J5a5x5555556626H6_6v66gdt$^666666666666667777/7071727 $h]ha$gdhth]hgdht &`#$gdhtgdt$^ &d P gdt$^ 7 7 77071727hxh<hht hht0Jjhht0JUhZ<0JmHnHu,1h/ =!"#$% j 666666666vvvvvvvvv66666>666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ OJPJQJ_HmH nH sH tH L`L t$^Normal$CJOJPJQJ_HaJmH sH tH DA`D Default Paragraph FontRiR 0 Table Normal4 l4a (k ( 0No List 4@4 t$^Header  !FF t$^ Header CharCJOJPJQJ^JaJ.)@. t$^ Page NumberPK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!Ptheme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! 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