Assessment Made Fun and Easy

Assessment Made Fun & Easy Ana Paula Lawrence Nancy Silvestro NJTESOL-NJBE Spring Conference May 24, 2011

Who Are We? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

PCCC ESL Sequence ESLG 001 – Class & Lab Beginning ESL Grammar I ESLR 001 – Class & Lab Beginning ESL Reading & Oral Communication I ESLW 001 – Class & Lab Beginning ESL Writing I ESLG 002 – Class & Lab Beginning ESL Grammar II ESLR 002 – Class & Lab Beginning ESL Reading & Oral Communication II ESLW 002 – Class & Lab Beginning ESL Writing II ESLS 002 – Class & Lab ESL Speaking & Pronunciation I ESLG 003 – Class & Lab Intermediate ESL Grammar ESLR 003 – Class & Lab Intermediate ESL Reading & Oral Communication ESLW 003 – Class & Lab Intermediate ESL Writing ESLS 003 – Class & Lab ESL Speaking & Pronunciation II ESLG 004 – Class & Lab Advanced ESL Grammar ESLR 004 – Class & Lab ESL Reading in American Culture ESLW 004 – Class & Lab Advanced ESL Writing I ENR 107 – Class & Lab Advanced Reading in American Studies ENW 107 – Class Advanced ESL Writing II

Our Goals ,[object Object],[object Object],[object Object]

Make It Fun ,[object Object],[object Object],[object Object],[object Object],[object Object]

Make it Efficient ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Make It Fast ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Workshop I: Assess Student Learning Outcomes: Identify Reasons for Non-passing Scores ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Use of Results ,[object Object],[object Object],[object Object],[object Object]

ESL DEPARTMENT ENW107 – Advanced ESL Writing II 5 COLUMN GRID Fall 2008 Cycle Number 1 Prepared by Ana Paula Lawrence Assessment Summary at a Glance How many students were included? 87 How many sections of the course were included? 9 What was the number of full-time faculty? 4 What was the number of adjunct faculty? 5 How many online sections were included? 0 On which campuses were the courses taught? Paterson EXPANDED STATEMENT OF INSTITUTIONAL PURPOSE COURSE INTENDED LEARNING OUTCOMES MEANS OF COURSE ASSESSMENT AND CRITERIA FOR SUCCESS SUMMARY OF DATA COLLECTED USE OF RESULTS Mission Statement: The Mission of Passaic County Community College is to provide academic, cultural and technological resources and experiences to the residents of Passaic County. Through education, we seek to help bring about more satisfying and productive personal lives, stronger community leadership, and a strengthened economic base. High quality college programs are at the heart of our mission. Additionally, we are committed to addressing community needs through English as a second language instruction, basic skills instruction, career training, cultural programming, and collaboration with other organizations and agencies. Institutional Goal Statement: Educate Students in high quality programs that respond to changing community needs. Program Description This is an academic program intended to facilitate college-level study for those with limited English proficiency who require the skills necessary for success in college. Course Description This course prepares advanced-level, non-native speakers of English for Composition I. Upon Completion of this course, students will be able to: A. Write a 5-paragraph argumentative essay that demonstrates correct usage of grammar and mechanics, standard essay organization, and well-developed ideas. A. 70% of students will score 7 or above on the ENW107 department exam. B. 70% of students will demonstrate correct English grammar usage , standard essay organization and well-developed ideas in their writing as defined in the ENW107 rubric A. In Fall 2008, 71 % of the 87 ENW107 students who took the department exam scored 7 or higher. B. A cohort of 15 non-passing (scored 6) ENW107 department exams were analyzed to identify common reasons for failure. 40 % was determined to have failed because of incorrect grammar usage. Further analysis revealed eight common grammar errors: Past participle Run-on sentence Count / non-count nouns Articles Prepositions Past form of modals Word form Adjective vs. adverbs ,[object Object],[object Object]

Workshop II: Revise Student Learning Outcomes & Course Content based on Workshop I Results Time Activity Leader 15 minutes EN101 requirements/syllabus Ana Paula Lawrence 13 minutes SLO’s vs. course content Ana Paula Lawrence 25 minutes ,[object Object],[object Object],[object Object],[object Object],[object Object],Level Leaders 60 minutes Presentation of SLO’s and content by level Discussion Adjustments Level Leaders 7 minutes Wrap up Next step? Nancy Silvestro

Where Are We Now? ,[object Object],[object Object],[object Object],[object Object]

Discussion ,[object Object],[object Object],[object Object],[object Object]

Thank You! ,[object Object],[object Object],[object Object]

Assessment Made Fun and Easy

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