Archived Assessment Report
| Program | ESOL Communication & Culture Cert |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 4. Demonstrate awareness of how beliefs, values, and ethics can influence interactions and expectations among clients, colleagues, and supervisors. | What percentage of students can demonstrate awareness of how beliefs, values, and ethics can influence interactions and expectations among clients, colleagues, and supervisors? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 4. Demonstrate awareness of how beliefs, values, and ethics can influence interactions and expectations among clients, colleagues, and supervisors. | Assignment 3: After reading the 13 American values that Robert Kohl has identified, write a strong paragraph of 10-12 sentences in which you reflect on the content of this analysis. | ESOL 1030 Communication & Culture Cert | 80% |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 4. Demonstrate awareness of how beliefs, values, and ethics can influence interactions and expectations among clients, colleagues, and supervisors. | For ESOL 1030 classes combined (22 students): -5 out of the 22 students did not turn in the assignment -16 out of 17 (94%) meet or exceeded proficiency in the area of content -17 out of 17 (100%) meet or exceeded proficiency in the area of formatting and organization -17 out of 17 (100%) meet or exceeded proficiency in the area of grammar and spelling | The results support the original focus area and show that students are demonstrating through reading and writing an awareness of how beliefs, values, and ethics can influence interactions and expectations among clients, colleagues, and supervisors. | This shows us that the assignments and assessments are well chosen to achieve the desired learning outcome. As well as strong alignment between the course objectives, instructional methods, and assessment practices. Faculty are able to effectively support and provide guidance throughout the course. There are moderate levels of engagement and effort by the students, with the exception of the 5 students who did not turn in the assignment. However, while all students were demonstrating a passing score, there may still be room for growth in moving students closer to excellence (outstanding). |
| 4. Demonstrate awareness of how beliefs, values, and ethics can influence interactions and expectations among clients, colleagues, and supervisors. | |
|---|---|
| Describe the change that was implemented. | Based on previous revisions, faculty can continue to emphasize the importance of reviewing and analyzing rubric criteria with students. As each rubric for assignments/assessments are unique and details specifically what the instructor is looking for. It also supports collaboration and communication amongst faculty in terms of calibrating on rubric criteria. Specifically, for ESOL 1030 reviewing the rubric components that students did not score in the outstanding/meets expectation range. |
| Type of Change | |
| Change in Assessment Approach or Tools? | No major changes are needed to the scoring rubric. However, refinements may include criteria analysis to provide more granular feedback on areas needing improvement. Also, incorporating a self-assessment or peer review component to enhance student reflection and accountability. |
| What data motivated the change? | The results show that while 100% of students demonstrated proficiency (meets expectations/outstanding), further analysis may reveal areas within the rubric where performance could be elevated (e.g., achieving higher proficiency scores closer to outstanding). Additionally, achieving consistent outcomes across course sections and identifying strategies for continuous improvement are motivating factors. |
| Hypothesis about the effect the change will have? | Planned changes will provide students with targeted support and enhanced learning opportunities, which will help them deepen their competencies. Faculty can strategically and intentionally review the grading systems and rubric components for assessments/assignments to ensure student clarity. These efforts are expected to improve students' ability to achieve higher-level scores on the rubric (e.g., outstanding). Lastly, focusing on maintaining high levels of proficiency while pushing for excellence and continuing to ensure consistency in outcomes across faculty and sections of the course. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 4. Demonstrate awareness of how beliefs, values, and ethics can influence interactions and expectations among clients, colleagues, and supervisors. | The assignment rubric evaluates reading and writing through the following components: content, organization/formatting, and spelling/grammar. Averaging to provide one overall score out of 100%. A passing score is 80%, which is equivalent to a "B." Scores are categorized into ranges: needs work, meets expectations and outstanding | ESOL 1030 or other ESOL courses |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|---|---|---|
| 4. Demonstrate awareness of how beliefs, values, and ethics can influence interactions and expectations among clients, colleagues, and supervisors. | N/A | N/A |
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
No
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
No
What did you learn about the teaching and learning of "Practicing Community" in your programs?
I learned that our ESOL class is well designed.
Describe any external factors affecting the program or affecting assessment of the program.
N/A