Archived Assessment Report
| Program | English AA Degree |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Final Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 4. Analyze texts from a variety of cultural and historical contexts using rhetorical and literary theories. | How well does the student demonstrate proficiency in analyzing texts from a variety of contexts and theories? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 4. Analyze texts from a variety of cultural and historical contexts using rhetorical and literary theories. | Research based literary analysis essay | ENGL 2510 | The majority of students should be able to succeed on this outcome as this paper is the culmination of work in this course, but we will use this tool to measure the rate of success and the degree to which students have met the goal. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 4. Analyze texts from a variety of cultural and historical contexts using rhetorical and literary theories. | 3a. Students in this Sp24 Analysis of Literature class showed an advanced proficiency in intercultural reasoning as it pertains to writing compelling researched arguments about literary texts. 3c. Students in this Sp24 Analysis of Literature class showed an advanced proficiency in ethical reasoning as it pertains to writing compelling researched arguments about literary texts. 3d. Students in this Sp 24 Analysis of Literature class largely showed an advanced proficiency in collaboration skills as they pertain to writing compelling researched arguments about literary texts, which includes collaboration at the prewriting stage and through the peer review process. This area showed the greatest room for improvement of these assessment measures. | The results support the original focus hypothesis. | Outcomes were already very strong with 82%-90% scoring a level 4 in this area, and the other 10% scoring a level 3. |
| 4. Analyze texts from a variety of cultural and historical contexts using rhetorical and literary theories. | |
|---|---|
| Describe the change that was implemented. | The department will further emphasize ethical responsibility in curriculum selection, discussion, and support materials for the final literature research essay. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | No. |
| What data motivated the change? | Outcomes were already very strong with 82%-90% scoring a level 4 in this area, and the other 10% scoring a level 3. |
| Hypothesis about the effect the change will have? | Further emphasis will maintain high levels in this area and improvement in the room left for improvement. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 4. Analyze texts from a variety of cultural and historical contexts using rhetorical and literary theories. | Assessors used the final essay in 2510 (Analysis of Lit) to assess Humanities Gen Ed area 3 a, c, d, of community skills: intercultural reasoning, ethical reasoning, collaboration and teamwork. | Spring 2025 (only one section that is taught each spring). |
| 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. Analyze texts from a variety of cultural and historical contexts using rhetorical and literary theories. | 3a. Students in Analysis of Literature show an advanced proficiency in intercultural reasoning, perhaps in large part because the wide range of literature used in the course encourages this kind of reasoning. Further emphasis as planned between round 1 and round 2 of assessment proved effective at improving results in this area. 3c. Students in Analysis of Literature show an advanced proficiency in ethical reasoning, perhaps in large part because literature itself often encourages this very kind of reasoning. Further emphasis as planned between round 1 and round 2 of assessment proved effective at improving results in this area. 3d. Students in Analysis of Literature show an advanced proficiency in collaboration and teamwork, perhaps in part because readers and lovers of literature possess higher than average social intelligence. Further emphasis as planned between round 1 and round 2 of assessment proved effective at improving results in this area. | N/A |
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Yes, we saw marked improvement in all three assessed areas, despite students scoring very highly already in them. Our further emphases in curriculum, discussions, and pedagogy likely improved outcomes in these areas.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
We have further emphasized practicing community skills in curriculum, discussions, and pedagogy regarding the writing process.
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Assessment learned that our English majors demonstrate advanced proficiency in practicing community skills, including intercultural reasoning, ethical reasoning, collaboration and teamwork, perhaps in part because literature itself promotes pro-social thinking and values.
Describe any external factors affecting the program or affecting assessment of the program.
Assessment was able to run smoothly across the two-term cycle for this assessment area.