SLO Spring 2020 Report
Assessment Data & Analysis
Combined Raw Data:
With data taken from 6 instructors and 11 English 1C sections, the 2020 English 1C SLO data can be broken down in the following:
SLO 1 (Compose an argumentative essay that shows an ability to support a claim using analysis, elements of argumentation, and integration of primary and secondary sources):
179 successes at 86.06% and 29 failures at 13.94%.
SLO 2 (Identify and assess bias, credibility, and relevance in their own arguments and in the arguments of others, including primary and secondary outside sources):
177 successes at 85.10% and 31 failures at 14.90%.
SLO 3 (Write an essay that is correct in MLA format, paragraph composition, sentence structure, grammar, spelling, and usage):
182 successes at 87.50% and 26 failures at 12.50%.
Analysis of the Data (what helped students succeed and what challenges affected failures?):
Areas of Success:
Most English 1C students showed a baseline acquisition of grammar and mechanics because that baseline was emphasized adequately in their English 1A classes.
Some instructors found that being flexible in essay due dates helped students who needed extra time developing and polishing their essays, and that the flexibility did not encourage most students to turn in their essays late.
Another instructor found that having mandatory rewrites for essays that scored below a C grade helped students improve their SLO requirements. Additionally, poorly cited essays had mandatory revisions to make sure citing and integrating sources met the SLOs 1 and 2.
One instructor observed that the dual-enrollment class with North High School afforded students the opportunity to get help with their planning and revision with their high school teacher and that encouraging students to work with their essay with an outside helper was both a source of great encouragement and confidence-building.
Areas That Prove Challenging:
The Spring 2020 Semester proved stressful for the students due to the unusual circumstances, so some instructors, myself included, were more flexible than ever with assignment due dates.
One instructor observed that teaching students how to assess bias, a component of SLO 2, needs more practice. This is a good point because assessing bias in an age of social media, dubious “news” sources, and weaponized misinformation needs more emphasis in these times more than it ever has.
There are also new websites that allow students to type in a highly customized essay prompt and for a fee get a writing response to that prompt. As we have discussed in previous meetings, there are also websites that use sophisticated algorithms to reconfigure words and phrases in order to “trick” plagiarism-detection software.
In sum, our three biggest challenges as instructors are addressing plagiarism, assessing bias in sources, and integrating and citing sources.
Action Plan for Each SLO:
Follow-Up on Actions from Previous Report:
Here is Nuventive Link for 1C SLOs. (Herc8julia or 0000605)
Here are training links for what was called TracDat.
Your two downloads are under downloads.
Hi Jeff!
I hope all is well with you and your family. I remember you saying you'd prefer to work on the SLO report for English 1C over the summer instead of during the fall semester, so I am sending you the data and instructions (however, if your plans have changed, you still have until Friday, September 11, 2020 to enter the report). I would have sent everything sooner, but the data collection process was understandably delayed, and I had to send out reminder emails.
There are two documents attached: The Excel sheet features the numerical data, and the Word doc features all comments that were received from faculty. (Many of the sections were taught by part-time faculty, who are not required to provide comments or analysis.) A few sections are missing, but I told Scott that I think eleven sections will give us enough data, given the unusual circumstances of the semester. If we do eventually receive data for the missing sections, you and/or I can update the report at a later date, if necessary.
Below is the form letter with instructions (I'm sure you will recognize it from previous semesters).
Thank you so much! Take care and stay well.
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The data and comments are attached as separate documents for your reference.
When drafting your report, please complete the following for each SLO:
- In the “Assessment Data & Analysis” section for each SLO, enter:
- The combined raw data for your course: You can find this information in the above chart in the rows at the bottom of the chart labeled “TOTALS” and “% RATE”.
- An analysis of the data. This part of the report is especially important. What do you think was helpful in supporting the students who succeeded on this SLO? What factors may have influenced the students who scored low on this SLO? Please be as articulate as possible.
- Add an action plan for each SLO that reflects what you’ve written in the data & analysis sections. Please be specific – exactly which practices should be continued or changed?
- Follow up on any actions from last year’s report. Have a look at the actions from the previous cycle of assessment and add follow-ups to the actions entered there. The main thing to do is say whether or not the action happened, how it went, and if the action seems to have had an impact.
If you need assistance using Nuventive (formerly TracDat), you can find training videos for the current version at http://www.elcamino.edu/academics/slo/tracdattraining.aspx There is also usually a workshop offered early in the semester for entering reports so faculty can receive flex credit for their work. Stay tuned for an announcement regarding any workshops/webinars that might be offered.
Of course, please let me know if you have any questions about the report or the process in general.
Thank you for your time and your work!
Mora
Mora L. Mattern
Assistant Professor, English Department
SLO Co-Facilitator, Humanities Division
Office: HUM 221H
310-660-3593 ext. 3190
Spring 2019 SLO Report and Data Analysis
Compiling data from 8 sections of English 1C from Spring 2019 Semester, the El Camino English Department is analyzing 186 student essays for success at achieving our three SLOs. Here is the breakdown:
SLO #1, the Essay Concept, had 168 successes for a 90% success rate.
SLO#2, the Argument Evaluation, had 158 successes for an 85% success rate.
SLO#3, Essay Mechanics, had 156 successes for an 84% success rate.
Highlighted Comments for the successes and failures of the SLOs in 2019
The good news is that students are performing well in areas of sustaining an argument and organizing an essay. Further, students show a high competence with the writing process of a typical critical thinking class, which includes making a claim and using warrants and analysis. Moreover, students prove to be skilled at identifying logical fallacies.
The students do have their challenges, however.
One instructor voiced a common concern in observing that “students’ papers had grammar and sentence structure errors far below 1C expectations.” Another instructor had a similar comment. Both instructors pointed out that a lot of these grammar problems were ESL-related, a problem beyond a critical thinking instructor’s control. Regarding the SLOs themselves, one instructor is concerned that numbers 1 and 2 have too much overlap, especially with the component of analysis. She wrote, “I had a difficult time distinguishing between the first and second SLOs for English 1C. Critical thinking involves analysis, which is part of the first SLO, but the second SLO specifies particular critical thinking concepts that also involve analysis.”
One instructor made the astute observation that the students who are challenged grammatically are the same students who are deficient in assessing bias, credibility, and relevant sources. With 18 of 24 students meeting SLO#2, one instructor wanted to see improvement in this area. He wrote, “This is the class’ weakest area of performance. I think students sometimes lack confidence in critiquing the assertions of assumed experts, which is definitely something I need to address more energetically in a class focused on critical thinking.” Another instructor noted that errors in Works Cited format would be alleviated by assigning an annotated Works Cited, due well before the essay, so that students don’t procrastinate and make errors on this final page.
Perhaps we might want to change SLO #2 so that the emphasis is to integrate credible, relevant sources appropriate for a college-level critical thinking essay.
Highlighted Comments from SLO Report 2020
Due to the stressful time we're living in, I know a number of students were unable to give their full attention to their studies. I also think we had to rush through a number of units/drop one that might have helped students get a better handle on issues of logic. These students had already passed 1A, so they were all decent writers and had their mechanics under control. Also, the large attrition rate in the class due to Covid-19 probably left more students IN the class that were NOT having to deal with work/sick family members/financial burdens and so they were more likely to succeed as a demographic.
Well, this was an unusual and really difficult semester. I am happy that so many students were able to hang in there and complete the course successfully. I think two things I did helped students meet the SLOs in this class this semester. 1. Any time a student missed an assignment, I messaged them the next day. I indicated that I noticed they missed an assignment, I encouraged them to turn it in, and I offered help. I often do this, but this semester I was much more intentional about it. 2. I accepted late work with no penalty. I usually have a late penalty and close certain assignments so they cannot be submitted late. Once COVID-19 disrupted things, I stopped doing that. Surprisingly (to me, anyway), most students continued to meet due dates. Those who submitted work late, were only late by a day or two, maybe a week here and there. They mostly kept up and SO many of them were very appreciative of a little grace on my part and a little extra time. Only one student fell way behind and was submitting work really late. It has really changed how I view "late" work. But, really the credit for their success goes to them.
I wrote a long response to this question on my previous submission for English 1C 4629. Pretty much the same holds true here--having flexibility with accepting late work and contacting students when they missed assignments helped to keep a high level of participation. One additional practice I failed to mention on my other submission is that when students scored below a C on essays, I suggested they revise and resubmit them. I did not make it mandatory, but most did resubmit and the work was much improved. In a couple of cases I did require them to resubmit before I would grade the essay. This was primarily in cases where students did a poor job of citing sources (as in they just didn't cite sources at all) or if they really did not address the assignment appropriately. One additional element that contributed to their success was the help of their high school teacher. This is a dual-enrollment class of all North High Students. Their teacher at North was with them in the fall and had built a relationship with them. This semester I was their online teacher, but he was also there--in person at the beginning, and virtually after school closed. He messaged them, too. I gave optional credit and a little bit of extra credit to have him read over drafts of essays after I had initially given feedback, but before they submitted their final draft. Having another person checking in with them really helped, I think. I'm impressed that these high school seniors really hung in there despite it all.
This is the second dual-enrollment class comprised of North High students. Everything I wrote for my English 1C 4629 class applies as well as what I wrote for my other dual enrollment section (English 1C 4639) This class had 100% success in meeting the SLOs. Though it is a smaller group, skills-wise and in terms of motivation this group entered English 1C much better equipped to be successful. I think this has to do with the fact that this class was a hybrid course in the fall. Students met with the teacher twice a week. That isn't necessarily why they performed so well, but rather because they CHOSE the hybrid option. These students wanted an efficient learning experience, flexibility in their schedules, and they were confident in their ability to be self-motivated and self-disciplined. It turns out they knew themselves pretty well. They were an outstanding group and I'm so proud of them!
By the end of the semester, most students' overall essay organization and grammar skills were at least acceptable. Demonstrating the ability to create and analyze a theoretical framework, such as in assessing bias in sources, was definitely the most difficult in each assignment. This likely would have been the case without the pandemic as well, though that certainly may have had an influence. More practice is likely needed.
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