Assessment Made Fun and Easy


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Assessment Made Fun and Easy

  1. 1. Assessment Made Fun & Easy Ana Paula Lawrence Nancy Silvestro NJTESOL-NJBE Spring Conference May 24, 2011
  2. 2. Who Are We? <ul><li>Nancy: ESL Dept. Chairperson </li></ul><ul><li>Ana Paula: ESL Instructor </li></ul><ul><li>Elected members of College-wide Assessment Committee </li></ul><ul><li>- worked on Middle States Periodic Report Review and PCCC’s Institutional Assessment Plan </li></ul><ul><li>- hands on knowledge </li></ul><ul><li>Coordinated ESL program and course-level assessment activities </li></ul>
  3. 3. 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
  4. 4. Our Goals <ul><li>Demonstrate that assessment can be meaningful and valuable tool for improving student performance and teaching </li></ul><ul><li>Break faculty resistance </li></ul><ul><li>Engage faculty in FUN, EFFICIENT and FAST activities </li></ul>
  5. 5. Make It Fun <ul><li>Group work: We are good listeners and better talkers. </li></ul><ul><li>Bring in the adjuncts. </li></ul><ul><li>Feed ‘em all. </li></ul><ul><li>Provide a classroom setting. </li></ul><ul><li>Create a sense of community. </li></ul>
  6. 6. Make it Efficient <ul><ul><li>Identify the focus: We chose our five writing courses </li></ul></ul><ul><ul><li>Get everyone involved </li></ul></ul><ul><ul><li>Clarify the workshop goals: </li></ul></ul><ul><ul><li> Overarching: initiate positive change </li></ul></ul><ul><ul><li> Immediate: i.e. Establish SLOs </li></ul></ul><ul><ul><li>Promote the benefits of a group activity: everyone has input and the project can be completed in hours (not weeks)! </li></ul></ul><ul><ul><li>Make it visual: We used a large sheet of paper for each course and hung it on the wall </li></ul></ul><ul><ul><li>Provide the tools (data, lists, syllabi, etc.) </li></ul></ul>
  7. 7. Make It Fast <ul><li>Be task-oriented: Each of our groups was clear about what to do and why </li></ul><ul><li>Set time limits for each activity </li></ul><ul><li>Get everyone involved : 100% attendance </li></ul><ul><ul><li>Caveat </li></ul></ul><ul><ul><ul><li>- Adjuncts: $ for professional development </li></ul></ul></ul><ul><ul><ul><li>- Full-time: Rewarded by the group accomplishment </li></ul></ul></ul>
  8. 8. Workshop I: Assess Student Learning Outcomes: Identify Reasons for Non-passing Scores <ul><li>1:00-1:30 Level Leaders will present workshop </li></ul><ul><li>objectives, rubrics and workshop format </li></ul><ul><li>1:30-2:30 Groups (by level) will norm their rubric </li></ul><ul><li>2:30-2:45 Break with refreshments </li></ul><ul><li>2:45-3:45 Evaluation of essays in level groups </li></ul><ul><li>3:35-4:00 Wrap up </li></ul>
  9. 9. Use of Results <ul><li>Revised SLOs for all writing course </li></ul><ul><li>Revised content of writing courses </li></ul><ul><li>Adjusted continuity among levels </li></ul><ul><li>Integrated additional grammar instruction in writing courses based on identified common errors </li></ul>
  10. 10. 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 <ul><li>The department will investigate the possibility of offering an advanced-level grammar course designed to incorporate grammar (including the eight common errors identified) and writing instruction. </li></ul><ul><li>The department will re-evaluate the writing exit criteria and scoring rubric. </li></ul>
  11. 11. 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 <ul><li>Revise SLOs and course content; write on poster paper </li></ul><ul><li>Working groups: </li></ul><ul><li>107 </li></ul><ul><li>003 & 004 </li></ul><ul><li>002 & 001 </li></ul>Level Leaders 60 minutes Presentation of SLO’s and content by level Discussion Adjustments Level Leaders 7 minutes Wrap up Next step? Nancy Silvestro
  12. 12. Where Are We Now? <ul><li>Reviewing writing rubrics </li></ul><ul><li>Developing an advanced level writing/editing course </li></ul><ul><li>Planning for the next cycle based on results </li></ul><ul><li>Completing assessment of grammar courses </li></ul>
  13. 13. The Assessment Loop
  14. 14. Discussion <ul><li>Questions </li></ul><ul><li>Ideas </li></ul><ul><li>Suggestions </li></ul><ul><li>Comparisons: How does your department/institution conduct course-level assessment? </li></ul>
  15. 15. Thank You! <ul><li>Ana Paula Lawrence [email_address] </li></ul><ul><li>Nancy Silvestro [email_address] </li></ul><ul><li>“ Assessment doesn’t prove anything, but it improves everything.” </li></ul>