SLOs by General Education Student Learning Outcomes

Relationships and Assessment: SLOs byGeneral Education Student LearningOutcomes

Reporting - General Education Outcomes

General Education - Communication - Students should be able to communicate effectively in diverse situations using various forms ofcommunication. They will be able to create, express, and interpret meaning in oral, visual, and written forms. They will also be able to demonstratequantitative literacy and the ability to use graphical, symbolic, and numerical methods to analyze, organize, and interpret data.

Program - General Education Outcomes

AML-1: American Sign Language 1

Assessment Methods Assessment Results Action Plans

Expected Goal: 70% of the studentwork assessed will indicatecompetency in this SLO.

Action Plan: To improve studentlearning, unit quizzes will be giventhroughout the semester that willinclude short stories for receptivepractice to further support thecomprehension of the material.(09/15/2016)

Semester Assessed: 2016 - 2017 (Summer 2016)Expected Goal Met: No67% of the students assessed passed the receptive portion of the Final exam with 70% orbetter. (07/28/2016)

Action Plan: To further improvestudent learning, additionalexposure to short stories topractice receptive skills will bepresented in class throughout thesemester. (09/15/2016)

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yes72% of the students assessed passed the receptive portion of the Final exam with a 70% orbetter. (06/08/2016)

Direct: Exam/Quiz - In Course -Students will observe a story signedin ASL and be required to answerquestions based on the story.

SLO Status: Active

SLO 1: Demonstrate receptive comprehension of basic everyday communications related to oneself, family, and immediate surroundings. These may include, but are notlimited to, advertisements, time tables, short personal letters or stories, dialogues, readings, conversations, and video recordings.

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Action Plan: To improve studentlearning, additional exposure toshort stories will be presented inclass throughout the semester.(12/16/2015)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: Yes70% of the students assessed met the target performance. (12/16/2015)

SLO 1: Demonstrate receptive comprehension of basic everyday communications related to oneself, family, and immediate surroundings. These may include, but are notlimited to, advertisements, time tables, short personal letters or stories, dialogues, readings, conversations, and video recordings.

When do you plan to assess?: 2015 - 2016 (Fall 2015)

ART-17: Beginning Drawing


Expected Goal: The Pencil, Charcoal,Ink, and Conte Crayon warm-upswere very effective in introducingthe students to each new mediumthat is introduced. The goal was touse a complete range of value for

Semester Assessed: 2017 - 2018 (Winter 2018)Expected Goal Met: Yes100% completion! (02/28/2018)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesOver 80% of the students were successful in experimenting with and exploring the materialswhile maintaining goo proportions, craftsmanship, and thorough development of the lines,values, and textures with each medium. (11/02/2015)

Action Plan: I will continueteaching students how to use avariety of media. (10/22/2014)Follow-Up: Warm-ups for materialswent well, with 95% successfulparticipation. (04/30/2015)

Action Plan: Warm-ups will beoffered again next semester to helpfacilitate an understanding of each

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesGoals of properly using a variety of drawing materials were met. Students explored the thevarious media in warm-ups and more formal exercises. (10/22/2014)

Direct: Presentation/Performance -Several assignments for eachmaterial address the uses,limitations, and possibilities ofpencil, charcoal, ink, conte crayon,and mixed media. I assessed eachstudent based on the completion ofthe “warm-up” portion of eachmaterial that is introduced as well assuccessful completion of the projectsassociated with each medium.

SLO Status: Active

SLO 1: Identify and employ proper use of a variety of drawing materials.





each medium in the subsequentprojects. The goal was to experimentwith and understand the formalqualities of each new mediumbefore commencing with creativeexploration.

material. (10/22/2014)

Notes: I added an extra technique tothe Ink warm-up, using toothbrushesto “explode” the lines. I introducedanother way to lift, in a subtractivemanner, shapes from the charcoalusing various paper towel types.Students who completed the warm-up portions of the media were morelikely to approach the material withconfidence. I have the studentscomplete "motor skills" exercises inthe beginning of most classes duringthe beginning of the term in order tohelp them loosen up and gainconfidence with their ability tocontrol the tools.

Action Plan: After presentationsand demonstrations during classtime, the students are assignedrelevant projects to support topic.They are give one or two classperiods to complete, after-whichwe will have forum critique toexpressive ways to improve andqualify. (11/30/2017)

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: YesAfter presentations and demonstrations during class time, the students are assigned relevantprojects to support topic. They are give one or two class periods to complete, after-which wewill have forum critique to expressive ways to improve and qualify. (11/30/2017)

Direct: Presentation/Performance -Students are required to use pencils,charcoal, ink, and conte crayon inthis class. I introduce each materialwith a warmup followed by severalprojects that "celebrate" themedium. Students are expected tobe thorough, accurate, andexpressive in these assignments.






Expected Goal: I expect 80% of theclass to successfully utilize thevarious materials and tools in theseexercises.

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: Yes24 out of 27 students completed these tasks successfully. (11/02/2015)

Expected Goal: 85%.Related Documents:still life assignment.pdf

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: YesStudents utilized charcoal, creating a range of value, along with shapes, observed from life,with the thought of light logic (highlight, form shadow, core shadow, reflected light, castshadow) to create a composition with the illusion of dimension and space. (12/08/2016)

Action Plan: I will continue to dowarmup exercises for eachmaterial. (03/17/2016)Follow-Up: I am pleased with theresults and will continue theseexercises. (03/17/2016)

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesAll bu t 2 students seemed to master the variety of materials. (03/17/2016)

Direct: Portfolio Review - We usepencils, charcoal, and ink in a varietyof projects throughout the semester.





Semester Assessed: 2015 - 2016 (Summer 2015)Expected Goal Met: YesStudents were required to use their visual vocabulary to describe their own, and others,works. They referred to line quality, value range, volume, and surface texture in both writtenand oral critique. (09/14/2015)

Action Plan: Critiques are a normalpart of a Studio Art course, andthey will be continued.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesStudents participated enthusiastically in the critique. Only two students needed more

Direct: Presentation/Performance -Upon completion of their ShoeCompositions in charcoal, studentsdisplay their work in front of theclassroom. Sitting in groups, theydiscuss and critique the artwork, andwrite down their feedback. Next,the groups present their findings to

SLO Status: ActiveSLO 2: Identify, define, and properly use art terminology.


https://mvc.tracdat.com:443/tracdat/viewDocument?y=PPMOxqdlgOEP




Expected Goal: Students need todevelop a visual vocabulary so thatthey are able to critique their ownand others' works. The Critiqueformat provides an opportunity forstudents to employ the languagethey are learning. Students need topractice using words to objectivelydescribe what it is they are lookingat regardless of their feelingsrelating to taste. Discussion of thepoetics of visual art are a necessity.

(10/22/2014)Follow-Up: All critiques have gonewell. (04/30/2015)

encouragement to participate in a more vocal manner within the groups. (10/22/2014)the class and discussion ensuesregarding Composition, Value,Texture, Line Quality, and Volumefor each drawing.As a group, once a week I introducea contemporary or recent visualartist who utilizes techniques and/orconcepts relevant to the current taskThroughout the presentation, Iintroduce vocabulary terms andinteract with the students to coaxtheir usage of the new terms. Forexample, when talking aboutsilhouettes, we might look at anartist such as Kara Walker who usesthe silhouette in her practice. Suchwork often is shocking and/orinteresting to the students onmultiple levels. We take the time todiscuss what it is we are seeing.

Action Plan: The thumbnailsSemester Assessed: 2015 - 2016 (Winter 2016)Direct: Presentation/Performance -

SLO 2: Identify, define, and properly use art terminology.





Expected Goal: 80%.

provide a great opportunity forstudents to talk about variousdesign problems and solutions, inaddition to therendering/proportion of theirdrawings. i will continue to use thisexercise in the future. (02/18/2016)Follow-Up: I am recommendingthis assignment to my part-timefaculty as well. (02/18/2016)

Expected Goal Met: Yes90%. (02/18/2016)

Students are required to verballydiscuss formal design principles asthey create, and then select, one ofthe four thumbnails for the largerepetition drawing.

Expected Goal: I will provide artisticdemonstrations during lecture andaddress class questions/concerns. Iwill seek out students who arestruggling and assist them inunderstanding art terminology andappropriately applying them to theirart work. During critiques, studentsare expected to demonstrate theirknowledge on all completedassignments.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yes80% successful. (04/28/2016)

Notes: N/A

Direct: Presentation/Performance -Students will be given a hand-out ofthe Elements and Principles ofDesign and asked to bring theirhand-outs to each class. Every classsession, students will incorporate 1-3 methods in their class exercises.Students will additionally utilizeproper art terminology during classcritiques.






Expected Goal: As a class, studentswill work together on projects. I willcreate alongside them, and ask andanswer questions throughout oursessions. We will have dailycritiques.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesStudents have achieved my performance target of effectively understanding the elements &principles of art. Student portfolios for the most part are very strong. Although somestudents' skill level is better than others, all students have mastered art terminology and caneffectively create an artwork demonstrating their artistic knowledge and work ethic.(05/10/2016)

Notes: N/A

Direct: Portfolio Review - variousprojects and class exercises willutilize dry media in order to solveissues and create solutions in directrelation to the elements & principlesof art. students will understand andmaster linear, textural, and valuedrawings. Students will additionallybe prompted to place their art in aconceptual context.


ART-18: Intermediate Drawing


Action Plan: I will continue tointroduce a variety of color mediaand systems to assist students inleaning the appropriateterminology. (10/27/2014)Follow-Up: I will keep assigningprojects to push the possibilities ofcolor. (04/30/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesStudents discuss their experience and learn the language of art during and upon completionof various projects involving color. (10/27/2014)

Direct: Presentation/Performance -Upon completion of theirMonochromatic Pastel Still LifeProject, students display their workin front of the classroom. Sitting ingroups, they discuss and critique theartwork, and write down theirfeedback. Next, the groups presenttheir findings to the class anddiscussion ensues regarding how the

SLO Status: ActiveSLO 2: Identify, define, and properly use additional art terminology particularly related to drawing with color mediums.





Expected Goal: Students need todevelop a visual vocabulary so thatthey are able to critique their ownand others' works. The Critiqueformat provides an opportunity forstudents to employ the languagethey are learning.

Value, Line, and Texture techniquescontribute to the finished pieces,with a particular emphasis on ColorSystems and other Colorconsiderations.

Expected Goal: 90%

Action Plan: I will continue usingthis warmup as an introduction tothe monochromatic color systemand the pastel medium.(09/26/2016)

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: Yes90% success. (09/26/2016)

Direct: Presentation/Performance -For the monochromatic pastel stilllife study, students complete a"warm up," labelled tints, shades,tones, and achromatic grays, thatthey used in combination with onehue from the wheel. They arerequired to write the terms on theirpapers as well as discuss these colorcomponents and their role in theirstill life studies.

SLO 2: Identify, define, and properly use additional art terminology particularly related to drawing with color mediums.



Action Plan: I will continue torequire critique as part of the

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes

Students review their own andothers' works in the critique

SLO Status: ActiveSLO 5: Participate in critical discussions and reviews, assessing artworks using appropriate terminology.





Expected Goal: Students should beable to describe the form andcontent of their work, how theyimplemented the elements of art,and whether their techniques wereeffective or need improvement.

course; this is an essential piece inthe development of a visualvocabulary. (05/06/2015)Follow-Up: Critique will becontinued. (04/30/2015)

Students enthusiastically participated in the critique, using the appropriate vocabulary andwere able to assess their own and others' works. (12/01/2014)

following completing of eachproject, using the appropriatevocabulary.

SLO 5: Participate in critical discussions and reviews, assessing artworks using appropriate terminology.

When do you plan to assess?: 2013 - 2014 (Spring 2014), 2014 - 2015 (Fall 2014), 2014 - 2015 (Spring 2015), 2015 - 2016 (Fall 2015), 2015 - 2016 (Spring 2016)

ART-22: Basic Design


Expected Goal: Most of the classwas successful in creating apresentable portfolio of works thatdemonstrated knowledge of designconcepts and their implementation.

Action Plan: I will continue to offerstudents opportunities to build apresentable design portfolio.(10/27/2014)Follow-Up: Most of the class wassuccessful in creating a presentableportfolio of works thatdemonstrated knowledge of designconcepts and their implementation.(04/30/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes85% of the students were successful in creating a presentable portfolio. (10/27/2014)

Action Plan: I will order more graypaper so students can experiment

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesEach project addresses the problem-solving nature of design and the implementation of

Direct: Portfolio Review - Studentsare required to complete a series ofdesigns addressing various designelements and principles. Eachproject is formally assessed, andstudents must explain the process,problem-solving techniques, trialand error, and use of color, balance,movement, and spatial relationships.

SLO Status: Inactive/Historical

SLO 5: INACTIVE/DO NOT USE THIS ONE ANYMOREReview the basics of color theory (additive and subtractive).





with more temperatures.(03/21/2015)Follow-Up: Gun Metal paper isbetter than moonstone.(04/30/2015)

elements and principles. Students were for the most part successful. (10/27/2014)

Expected Goal: Student work mustreflect an understanding of the ColorSystems and repetition of shape.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: Yesongoing (04/30/2015)

Direct: Presentation/Performance -In the Split-Complementary Patternproject, students must use color andshape to create a balancedcomposition.

SLO 5: INACTIVE/DO NOT USE THIS ONE ANYMOREReview the basics of color theory (additive and subtractive).




Expected Goal: Students listen to alecture and take a quiz to

Action Plan: I will continuepresenting a lecture on color, whichis the final element addressed inthis course. (10/30/2014)Follow-Up: Visual aids are helpful

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes90% of the students got a 100 on the quiz. (10/30/2014)

Direct: Test/Retest - Quiz #4addresses color systems, and thelecture on color includes a discussionof additive versus subtractive color.


SLO 6: INACTIVE/DO NOT USE THIS ONE ANYMOREParticipate in critical discussions and reviews, assessing artworksusing appropriate terminology.





demonstrate their knowledge ofcolor theory.

in this lecture. (04/30/2015)

Expected Goal: I want at least 80%to answer this question correctly.


Direct: Exam/Quiz - In Course -Students must distinguish betweenAdditive and Subtractive color in aquiz 4 question.





Expected Goal: Students areexpected to participate in the groupcritique process, incorporatingvocabulary that they acquiredthroughout the course.

Action Plan: I will continue toinclude critiques as part of thecourse. (10/28/2014)Follow-Up: The Pros and Cons arebuilt into the critique sheet.(04/30/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesMost of the students actively participated in the critiques, with a success rate of 90%.(10/28/2014)

Direct: Presentation/Performance -Students present their work to theclass and discuss the pros and consof each piece. Each major project isfollowed by a critique.

Semester Assessed: 2015 - 2016 (Spring 2016)Direct: Presentation/Performance -







Expected Goal: 90%.

Expected Goal Met: YesAll students participated, describing techniques for creating deep and shallow space thatwork (such as overlap or lack thereof), and they enjoyed the format of this critique.(05/11/2016)

When students completed theirDeep/Shallow projects, I conducteda good cop/bad cop critiques, wherethey pointed out what designaspects worked well, and whichcould be improved.


ART-25A: Watercolor - Beginning


Expected Goal: All students mustcomplete both a project relating toeach technique plus complete eachsquare in the technique summary.

Action Plan: I will continue to usethe technique sheet to explore andsummarize the various watercolortechniques. (12/09/2015)Follow-Up: I will use the techniquesheet Fall 2015 when I offer Art 25.(04/30/2015)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesEach students completes the summary sheet and applies the various techniques to theirprojects. (12/09/2015)

Direct: Presentation/Performance -Students complete a TechniqueSummary sheet throughout thesemester as they learn newWatercolor techniques such asworking with wax, salt, rubbingalcohol, masking fluid, paper towel,sponge, ink, etc.

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesAll but one student completed the entire technique sheet by filling in each square with an

Direct: Presentation/Performance -Watercolor has so very manytechniques and special experimental

Start Date: 10/22/2014Inactive Date: 10/22/2029

SLO Status: Active1: Identify and employ a variety of basic techniques common to watercolor.





Expected Goal: I expect 80% success.

example of that method after completing each project utilizing that approach. (11/02/2015)methods that I require students tocreate a "technique sheet" that theyfill in as we approach each techniqueand tool.

Expected Goal: 80%

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: Yes84% success. All but 2 students completed the projects successfully. (03/08/2018)

So far, we have covered theAquarelle techniques of even wash,wet in wet blending, glazing, and wetin wet underpainting in a series ofprojects. Students must completethese projects successfully to showthat they understand theterminology and techniques.

Expected Goal: 85%

Semester Assessed: 2018 - 2019 (Fall 2018)Expected Goal Met: Yes100% (11/05/2018)

I introduce a variety of methods andmaterials to achieve both actual andimplied texture on the papersurface.

1: Identify and employ a variety of basic techniques common to watercolor.



Action Plan: I will continue to assiststudents as they research, plan,and execute their compositions.(12/09/2015)Follow-Up: Both realistic and

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesStudents plan and research as well as develop a successful series of paintings. Subject matteris carefully chosen and color systems are selected, or local color is used. (12/09/2015)

In a cohesive body of work, studentsare expected to display both formaland abstract, realistic and expressiveapproaches to their work. Projectssuch as wash-off and shifted


SLO Status: Active4: Review and practice the procedures associated with the research, planning, and development of watercolor composition.





Expected Goal: Students use varioustechniques throughout the semesterto capture the subject and also toinvent and reinterpret the subject,using creative ideas and approachesas well as visual references andthumbnails.

Abstract techniques are used.(04/30/2015)

underpainting allow opportunitiesfor expressive works, while localcolor still life studies and portraitsallow for more lifelike reproductions.

Expected Goal: 90%


Direct: Presentation/Performance -In a two-step process, studentscreate layers on the paper's surface,using the still life as a reference forlocal color mass gesture, and whilethat dries, they carefully render thesubject larger and shifted, on tracingpaper. This combines both loosewet-in-wet expressive elements andaccurate rendering of all abstractshapes on and behind the subject.Merging the two is a systematicbuilding process that requiresstudy/research of the subject andanalysis of the placement as well asaccurate color matching, followed bya layered, formal approach. Thisproject involves a great deal ofplanning, timing, observation, andongoing consideration of the overallcomposition.

4: Review and practice the procedures associated with the research, planning, and development of watercolor composition.



ART-25A: Watercolor - Beginning4: Review and practice the procedures associated with the research, planning, and development of watercolor composition.

ART-25B: Watercolor - Intermediate


Expected Goal: Students identify thetechniques used during critique andas they develop the series.

Action Plan: I will continue toexpect students to present theirwork while describing thetechniques employed.(12/09/2015)Follow-Up: The series will becontinued. (04/30/2015)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesStudents must verbally describe which techniques are used in their paintings. (12/09/2015)

Direct: Presentation/Performance -Intermediate Watercolor Studentsare expected to incorporatecommon yet advanced forms andtechniques in their longer studies.Techniques such as Glazing, BrushPainting, Stippling, and Wash-off areincluded in several projects.

Expected Goal: 100%.

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesHe ended up with a nice body of work that reflected these advanced techniques.(11/02/2015)

Direct: Presentation/Performance -I only had one student enrolled inthis course, since it is cross-listedwith three other courses. I gave thisstudent more difficult projects thatreiterated the work he had done inBeginning Watercolor.

Expected Goal: 100%

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: Yes100% (03/16/2017)

Direct: Presentation/Performance -Students enrolled in this upper levelcourse must identify the techniquesthey are using in their first series ofthree paintings and incorporatethem into their work using specifictools and applications.


SLO Status: Active1: Identify and employ a variety of advanced techniques common to watercolor.





Expected Goal: 100%


I only have one student enrolled inthis cross-listed course thissemester. on his first sky painting inthe series, he is expected todemonstrate various skills andtechniques that he learned inBeginning Watercolor, such as evenwash, frisket use, and wet in wetblending.

Expected Goal: 90%


In Intermediate Watercolor, I pushthe students further to incorporateink, frisket, and specific colorschemes into their longer projects.

1: Identify and employ a variety of advanced techniques common to watercolor.

ART-26: Beginning Painting


Action Plan: I will continue to usethe critique format where studentsexpress their feedback and acceptfeedback as well. (10/28/2014)Follow-Up: Discussion andFeedback are essential, always.(04/30/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesStudents successfully described and defended the meaning behind their work and providedample feedback to their fellow students, employing the appropriate terminology.(10/29/2014)

Direct: Presentation/Performance -After the first long series iscomplete, all works are displayed onthe critique wall at the front of theclassroom. Students line up in chairsfacing the paintings. Groups of fourgather to discuss the four pieces infront of them, taking notes andmaking observations. They are askedto comment on the strengths andweaknesses of the composition and

SLO Status: ActiveSLO 4: Participate in critique and discussion using appropriate vocabulary.





Expected Goal: Students areexpected to use their visualvocabulary to express feedbackduring the critiques.

balance of the image. Also identifiedare the techniques utilized, and Ialso offer feedback to each artist asthe works are examined, one by one.

SLO 4: Participate in critique and discussion using appropriate vocabulary.

ART-27: Intermediate Painting


Action Plan: Students must be ableto speak and write about theirwork, as well as make it.(04/30/2015)Action Plan: I will continue torequire the critique as part of thecourse. (10/29/2014)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesStudents are articulate as they describe the artwork before them. Implementing their visualvocabulary, they assess and review works. (10/29/2014)

Direct: Presentation/Performance -In additional to creating works of art,it is essential that students develop avisual vocabulary and providefeedback to other students usingappropriate terminology regardingdrawing/painting and design/colortechniques.The critique is an importantculmination of each Paintingassignment, where students gatherto formally review, interpret, andevaluate one another’s artwork.Students in Intermediate Paintinghave had more experience withformal critique, so they are expectedto be even more actively engaged inthe process.

SLO Status: ActiveSLO 4: More confidently participate in critical discussions and reviews, assessing artworks using appropriate terminology.





Expected Goal: After the firstPainting is complete, all works aredisplayed on the critique wall at thefront of the classroom. Students lineup in chairs facing the drawings.Groups of four gather to discuss thefour pieces in front of them, takingnotes and making observations.Techniques and strategies areidentified using appropriateterminology. Each group presentstheir findings to the entire class, andI also offer feedback to each artist asthe works are examined, one by one.All of the students were activelyengaged in the process, includingeach person’s comments in both thewritten and oral presentations. Mygoal was to get every single studentto dynamically contribute to thedialogue and presentation.

Notes: All of the students wereactively engaged in the process,including each person’s comments inboth the written and oralpresentations. My goal was to getevery single student to dynamicallycontribute to the dialogue andpresentation.I arranged the groups so thatstudents were not facing their ownwork directly. I also mixed more

SLO 4: More confidently participate in critical discussions and reviews, assessing artworks using appropriate terminology.





outgoing students with shy studentsto help motivate the quieterstudents to offer just as muchfeedback, and to feel at ease doingso.Written comments were verythorough, and it was obvious thatnearly all of the students wereactively engaged in the process. Imade a point to sit among andengage with the groups when Inoticed any silence or confusion, orany lack of participation.

Expected Goal: 100% at this level.There are only 3 students enrolled atthis level.

Action Plan: I will continue usingthis critique process. (05/11/2016)

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yes100%. All 3 students spoke openly and eloquently about their work, and the work of others.(05/11/2016)

Direct: Presentation/Performance -Students were encouraged to talkopenly about their process, thought,and use of techniques in theirpaintings in our mid-term critique.

SLO 4: More confidently participate in critical discussions and reviews, assessing artworks using appropriate terminology.

ART-28A: Studio Painting-Portfolio Preparation


Action Plan: Critique will becontinued in future semesters.


Direct: Presentation/Performance -Students gather together to offer


SLO Status: Active4: More confidently participate in critical discussions and reviews, assessing artworks using appropriate terminology.





Expected Goal: Students areexpected to formulate views andformally assess artwork.

(12/10/2014)Follow-Up: Critique is ongoing.(04/30/2015)

Students successfully verbalized their feedback in critique. (12/10/2014)feedback and suggestions for theartists. Pros and cons are examined,and techniques are identified in aprofessional manner.

4: More confidently participate in critical discussions and reviews, assessing artworks using appropriate terminology.


ART-36A: Computer Art-Introduction


Expected Goal: 80% success rate

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: NoStudents achieved 78% efficiency rate (12/08/2016)

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: NoStudents are able to define and apply elements of art and principles of design to create fineart.At the time of this report, student success rate for module quizzes is 78%. (05/12/2016)

Action Plan: To spend more timeon the toolbar assessments,thereby raising the success rate ofthat tool. (10/19/2015)Action Plan: Have adjusted lengthof module lecture and lab time toreflect greater need forunderstanding and assimilation.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: NoCurrently achieving 72% success rate.Have adjusted amount of lecture time and lab time for each module. (12/22/2014)

Direct: Exam/Quiz - Pre-Post - Quizgiven at beginning of each module,and at the ending of each module.


SLO Status: Active1: List, define, and apply the elements of art and the principles of design and composition relative to the creation of fine art.





(11/19/2014)Follow-Up: follow up (05/13/2015)

1: List, define, and apply the elements of art and the principles of design and composition relative to the creation of fine art.




Expected Goal: 80% success rate

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesStudents learned the proper critique methodollogy, while demonstrating the articulation ofrequired vocabulary (05/12/2016)


Direct: Exam/Quiz - Pre-Post -Manage critiques initially as studentslearn the proper techniques forcritical assessment. Students arerequired to preform a criticalanalysis of student work at end ofcourse


SLO Status: Active4: Participate in the critical assessment of creative works of digital artwork using appropriate vocabulary.


ART-36B: Computer Art-Intermediate


Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesStudents actively participated in critiques of fellow classmates, demonstrating the required

Direct: Presentation/Performance -Students are required to conduct acritical assessment (critique)


SLO Status: Active4: More confidently discuss, review, defend, present, and critique creative works of digital artwork using appropriate vocabulary, and aesthetic standards of assessment





Expected Goal: 80% or greater

vocabulary and methodology needed for constructive critiques. (05/12/2016)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: Yes76%. (10/19/2015)

based on art and graphic rules andpostulates

4: More confidently discuss, review, defend, present, and critique creative works of digital artwork using appropriate vocabulary, and aesthetic standards of assessment

When do you plan to assess?: 2015 - 2016 (Spring 2016)

ART-40A: Figure Drawing-Introduction


Expected Goal: In order to receivefull credit for the project, studentsare expected to give thoughtful andthorough feedback to theircolleagues using vocabulary learnedin class. They are also expected tobe able to explain how they met thecriteria of the project in their ownwork.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesDuring the semester we had several critiques involving the entire class. Students were giventhoughtful and thorough feed back from the instructor and from their colleagues on theirartwork. When evaluating each others work, students used vocabulary learned in class andexplained how they met the criteria of the project in their own work. These critiquescontributed to the students' ability to respond intelligently to artwork and generated a senseof community in the classroom. Students were also able to apply the feedback they receivedto improve their own artwork. (05/13/2015)

Direct: Presentation/Performance -Each homework project is presentedto the class for a critique thatinvolves the entire class. Studentsare required to evaluate oneanother's work and present theirown work for discussion.


SLO Status: Active4: Participate in critical discussions and reviews, assessing artworks using appropriate terminology as it relates to the human figure.

ART-40B: Figure Drawing-Intermediate3: Participate in critical discussions and reviews, assessing artworks using appropriate terminology in relation to the human figure.




ART-40B: Figure Drawing-Intermediate


Expected Goal: In order to receivefull credit for the project, studentsare expected to give thoughtful andthorough feedback to theircolleagues using vocabulary learnedin class. They are also expected to beable to explain how they met thecriteria of the project in their ownwork.

Action Plan: In the future, I amgoing to minimize my commentsand have the students take more ofa role in the discussion.(11/21/2014)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesBy requiring each student to critique another's work in the class, the students improved theirability to assess artwork using proper terminology. (11/21/2014)

Direct: Presentation/Performance -Each homework project is presentedto the class for a critique thatinvolves the entire class. Studentsare required to evaluate oneanother's work and present theirown work for discussion.


SLO Status: Active3: Participate in critical discussions and reviews, assessing artworks using appropriate terminology in relation to the human figure.

ART-48A: Studio Drawing-Portfolio Preparation


Action Plan: I will continue torequire students to present anddefend the meaning behind theirwork. The portfolio must beprepared in a timely manner.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents successfully create and describe their work in the critique format. (05/27/2015)

Direct: Presentation/Performance -Upon completion of each project,students will discuss with the classthe intent and meaning behind theirwork, and the techniques employed


SLO Status: Active4: Identify the process, defend the intent and meaning, and present a prepared body of work for critique





Expected Goal: Students verballyand in written form discuss theprocess, intent, and overall technicalapplication of the media.

(05/27/2015)Action Plan: From the initialworksheet and throughout thesemester, students explore but staytrue to their commitments.(04/30/2015)

to that end.

4: Identify the process, defend the intent and meaning, and present a prepared body of work for critique

ART-48B: Studio Drawing-Portfolio Presentation


Expected Goal: Subject matter,form, and meaning are addressed ineach drawing throughout thesemester. The Critique formatallows students at this level to utilizeappropriate vocabulary to self-assesstheir work and accept feedback fromothers in reference to the meaning,subject, and intent brought forth.

Action Plan: I will continue toexpect students to speak abouttheir work, using sophisticated artterminology. (05/27/2015)Follow-Up: The portfolio ispresented on the last day.(04/30/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents will display their finished work before the class. Works must be thoroughlydeveloped and finished. Language used to describe and defend the work must be consistentwith traditional art terminology. (05/27/2015)

Direct: Presentation/Performance -Particularly in the critique setting,students at this level are expected tospeak confidently using their visuallanguage to describe the intent,meaning, and process of their work.


SLO Status: Active2: Evidence enriched vocabulary and confidence when identifying the process, defending the intent and meaning, or describing the content.

AST-1A: Introduction to the Solar SystemSLO 4: Distinguish the primary similarities and differences in physical



AST-1A: Introduction to the Solar System


Expected Goal: 80 percent ofstudent have been able to identifydifferent objects in the solar system,explain their origin and formation.

Semester Assessed: 2016 - 2017 (Multiple Semesters)Expected Goal Met: Yes80 percent of student have been able to identify different objects in the solar system, explaintheir origin and formation. (03/12/2018)

Direct: Writing Assignment -Students learn about the differenttypes of objects in the solar systemand current theories about theirformation. In recent years, due todiscovery of many new planetsoutside of the solar system, newquestions have been risen. I try toshow the most recent videos fromNASA and other scientific institutesto update students.The assessment is based on shortessay writing. Students, after readingthe course materials and otherreliable online sources, write a shortessay describing the formation ofvarious objects in the solar system.

SLO Status: Active

properties between the planets and outline the currently acceptedtheory for the formation of solar systems.


BIO-18 (formerly BIO-34): Human Genetics


Start Date: 05/01/2015

SLO Status: Active

SLO 2 :2015: Identify specific events or environmental factors that occur during the processes of mitosis, DNA replication, transcription, translation, gamete formation andembryonic development that can lead to DNA mutations or influence gene expression.





Expected Goal: 70% of students willget questions pertaining to this SLOcorrect on weekly quizzes and unitexams.

Action Plan: Recent publicationsdiscussing this issue will be broughtto class and discussed. Thefollowing lecture practices will beintroduced: turn to your partnerand explain the discussed concepts,and immediate mastery quiz in thelast few minutes of the lecture.(06/27/2016)Follow-Up: Students watchedNOVA presentation that clearlyexplains the concept of DNAmutations and gene expression.(02/20/2017)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesA total of 30 questions were asked throughout the semester in quizzes and unit exams. Thenumber of students getting each question correct was counted and the percentage ofstudents getting each question correct was calculated. In addition, the percentage ofstudents getting each question correct was averaged for all 30 questions.

The percentage of students getting each question correct ranged between 28% and 100% andvaried between each individual question. Exam 2 seemed to have the lowest overallpercentage of students with correct answers to each question (ranging between 28% and56%) while the other exams and quizzes had a higher percentage of students getting eachquestion correct (between 77% and 100%).

The number of students getting the question correct was averaged for all 30 questions andthe overall average was 73.3%.

Perhaps the reason there was a much lower percentage of students with correct answers onquestions pertaining to this SLO on exam 2 is because that unit involves intensive studentwork with inheritance problems. Students generally focus on these problems as they arerequired to work through these problems on the exam. Unfortunately the other contentoften gets less attention since the inheritance problems require more time allocation.

(12/11/2015)

Notes: This course is a biologycourse with no prerequisite. Moststudents in this course have not hada previous college level biologycourse and therefore often have adifficult time adjusting to the studyrequirements and difficult content.Therefore a goal of 70% of studentswith correct responses is actuallymuch higher then the historicaloverall success rate of students inthis course.

Direct: Exam/Quiz - In Course -Students were given weekly quizzesas well as unit exams which includedquestions pertaining to this SLO.

Action Plan: Exposing students toscenario-based information will becontinued. (02/20/2017)

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: YesWatching NOVA presentation was a good tool to introduce the concept of DNA mutation andgene expression, since 80% of students showed on the test that they understood howeveryday actions can affect their DNA and gene expression. (02/20/2017)

Direct: Scenario-Based Test -Students watch NOVA presentationrelated to DNA mutations and geneexpression. The examples from thevideo are than presented in the test.Students need to demonstrate theunderstanding of the concept andprovide examples how this relates totheir lives.






Expected Goal: 75% of students willcomprehend how their everydayactions affect their genes and geneexpression.


BIO-55 (formerly MIC-1): Microbiology


Expected Goal: An average of 65% orhigher competency on all Post - Testquestions.

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: YesSLO 5 was assessed using a comprehensive multiple choice final exam given at the end ofSpring 2017 semester. SLO 5 was assessed with questions 13-15 of the exam and thepercentage of correct student responses for each question was itemized. 74% of studentsresponded correctly to these questions, exceeding the set target of 65%. Theses results werenot significantly different from the previously performed assessment. (09/14/2017)

Related Documents:SLO Assessment Plan for 2015.docx

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesSLO 5 was assessed using a comprehensive multiple choice final exam given at the end ofSpring 2015 semester. SLO 5 was assessed with questions 13-15 of the exam and thepercentage of correct student responses for each question was itemized. 72% of studentsresponded correctly to these questions, exceeding the set target of 65%. (09/14/2015)

Direct: Common, embeddedquestions within a test - All sixlecture SLOs were assessed using aPost - Test exam administered inlecture at the end of the Springsemester. The Post - Test was timedand included 3 embedded questionspertinent to each of the six lectureSLOs.

SLO Status: Active

SLO 5: Compare innate (non-specific) with adaptive (specific) immunity. Explain immunological tests and procedures. Evaluate the beneficial and detrimental aspects of theimmune system.

BIO-60 (formerly BIO-11): Introduction to Molecular and Cellular Biology

SLO Status: Active

SLO 2: Describe the molecular and cellular basis of life by differentiating the roles and functions of nucleic acids, proteins, lipids and carbohydrates and explaining how thesemolecules are responsible for maintaining cellular homeostasis.


https://mvc.tracdat.com:443/tracdat/viewDocument?y=BQcqsK6Q9tdo




Expected Goal: About 75 % ofstudents will gain full understandingof the project.

Action Plan: The following lecturepractices will be introduced: turn toyour partner and explain thediscussed concepts, and immediatemastery quiz in the last fewminutes of the lecture. In addition,handouts for any case study/research conducted during thelabs will be improved, so there is noconfusion about the steps studentsneed to take. (06/27/2016)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: Yes100 % of students were excited about the project and performed well throughout all thesteps of the labs and on the quizzes, except the last step that required usage of thebioinformatic tools. Therefore, the conclusion was reached that the handouts for this part ofthe case study have to be rewritten and simplified. However, the case study of insect DNABarcoding as a whole is a very efficient tool to teach basic molecular biology concepts.(07/29/2015)

Direct: Case-Based Study - The CaseStudy students were involved withwas DNA Barcoding of insectspresent on the Moreno ValleyCollege campus. Each studentcollected a bug that wasphotograph, DNA was isolated,amplified and sequenced. At theend of the project each student hadto analyzed the DNA sequence usingGene Database and link thesequence to the collected bug. Thiscase study besides biologicalknowledge about nucleic acids andproteins defining phenotype, testedstudent's commitment, persistenceand precision. At each step of theprocedure, students were subjectedto quizzes; at the end of the projectstudents had to submit their finalreport.

Action Plan: Continue theexperiment (08/24/2017)

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesOver 90 % of students were able to finish the project and provide the correct name of theinsect as well as assess the link between the genotype and phenotype. (08/24/2017)

Direct: Problem-Based Learning -Students were provided with thesample of an insect prepared fromthe stomachs of swallows. They hadto isolate DNA, amplify it and sendfor DNA sequencing. The insect wasidentified by searching databaseswith the received sequence.






Expected Goal: 90 % of students willbe able to identify the insect.

Students were required to drawconclusions from the DNA sequence(genotype) about the appearance ofthe insect (phenotype).

Expected Goal: 75% of students willmake the connection between basicbiology concepts and human bodyperformance.

Action Plan: Continue with scenariointroductions (06/13/2018)

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: YesIntroduction of a Marathon Run scenario helped students to understand the addressedbiological concepts. Our class discussions and number of questions asked by studentsindicated their engagement in the course. (06/13/2018)

Direct: Scenario-Based Test -Students were introduced to aMarathon Run scenario that wasused as a platform to studyhomeostasis, cellular respirationand genetic predispositions.


BIO-60H (formerly BIO-11H): Honors Introduction to Molecular and Cellular Biology


Action Plan: During lecturesstudents will analyze results fromexperiments described in recentlypublished papers. Introduce finalexam in the form of a writingassignment where students readand answer questions derived from

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents were excited about this project, and about working with their “own” bug. Thehandouts for the bioinformatics part will have to be improved, so there is no confusion aboutthe steps students need to take in order to conduct the analysis. (02/26/2016)

Direct: Case-Based Study - Studentsconduct an insect DNA barcodingproject over the course of four labs.DNA from insects captured on theMVC campus is isolated and thegenetic variation of various species iscompared using bioinformatic tools.

SLO Status: Active

SLO 1: Analyze experimental results clearly and effectively in speech and in writing in an accepted style of presentation; demonstrate an understanding of experimentspresented in scientific papers





Expected Goal: Each student will beable to identify the insect he/shecollects using molecular tools.

a recently published researchpaper. (06/27/2016)

The project relates evolutionaryadaptations to molecular changes inthe mitochondrial DNA.

Expected Goal: 100 % of studentswill conduct literature searches andcontact the researches.

Action Plan: Support student'semails with the email from theinstructor to increase the replyrate. (08/24/2017)

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: Yes100 % of students found researchers that conduct research related to their insect of choice.Not all researchers reply to the emails sent by our students. (08/24/2017)

Direct: Presentation/Performance -Students were asked to contactresearchers in the DNA barcodingand Entomology disciplines thatwork on the insect of their choice,and establish correspondence askingfor help in the development of thespecific primers needed to amplifythe insect specific DNA.

Expected Goal: 100% of students willparticipate in networking with

Action Plan: Sending emails withscientific questions to scientistshelps students to see the value oftheir work. This assignment will becontinued. (06/13/2018)

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: Yes100% of students participated in networking with scientists. Five students needed help informulating the emails. Only one student has not received a reply from the selected scientist.(06/13/2018)

Direct: Problem-Based Learning -Students selected a research topic(within the scope of the course)related to cliff swallows nesting onour campus. They identifiedquestions and had to reach out tothe scientific community for help inaddressing the problem. The reachout included searching scientificliterature and networking withscientists working in a similar area.






scientists.




Expected Goal: 90 % of students willbe able to solve the geneticproblems similar to those discussedin class.

Action Plan: The following lecturepractices will be introduced: turn toyour partner and explain thediscussed concepts, and immediatemastery quiz in the last fewminutes of the lecture. In addition,handouts for fruit fly geneticexperiment conducted during thelabs will be improved, so there is noconfusion about the steps studentsneed to take. Introduce Mendaliangenetics to the research conductedin collaboration with UCR.(06/27/2016)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesThe grades indicated that about 95 % of students were fluent with solving the problems.(02/27/2016)

One of the assignments is theGenetic Problem Homework wherestudents need to apply their geneticknowledge to solve five geneticproblems. The problems representvarious genetic modes ofinheritance, analysis of a pedigreeand a construction of a familypedigree.

SLO Status: Active

SLO 3: Explain the genetic basis of life by describing the role of nucleic acids as informational molecules and relating this role to the basic laws of Mendelian inheritance;integrate the genetic and molecular basis of cellular and organismal reproduction.

EAR-20: Child Growth and Development


SLO Status: ActiveSLO4: Apply developmental theory to child observations, surveys, and/or interviews using investigative research methodologies.





Expected Goal: 75% student workassessed will indicate competency inthe SLO being assessed.

Semester Assessed: 2014 - 2015 (Winter 2015)Expected Goal Met: YesDo the data measure what they were intended to measure? YesHow do the results compare to previous data (if available)? SameDid you reach your performance target(s)? Yes Why Students are required to develop theirown research study (01/20/2016)

Direct: Exam/Quiz - Pre-Post - 5exam items- matched 5 items on preand post exam to SLO 4

Expected Goal: 1. This is a baselineassessment, but it is anticipated thatstudents will average 75% or higheron all exams and assignments.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesStudents were required to complete an observation and analysis the biosocial, psychosocialand cognitive development of a child, by comparing this child’s development with childdevelopment concepts from the text. Students were required to give examples of the child’sbehavior compared with at least one comparison from their text and another childdevelopment resource within five years. Students were also asked to decide whether or notthey think the child they observed is developing typically or atypically while differentiatingcharacteristics.

A grading rubric will be used to assess the observation with specific points allocated for theSLO. (03/15/2017)

Direct: Exam/Quiz - Pre-Post -Embedded Questions Tied to SLOs -Students will complete a total of 4exams. Each test will have 25multiple choice questions. Specificquestions on each test will beidentified as aligning to SLO 1 andscores on these questions will becalculated to show an average levelof performance by the class on theseembedded questions. The same willbe done for SLO 2, 3, 4, & 5.

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesStudents were required to complete an observation and analysis the biosocial, psychosocialand cognitive development of a child, by comparing this child’s development with childdevelopment concepts from the text. Students were required to give examples of the child’sbehavior compared with at least one comparison from their text and another childdevelopment resource within five years. Students were also asked to decide whether or notthey think the child they observed is developing typically or atypically while differentiatingcharacteristics.

Direct: Exam/Quiz - In Course -Embedded Questions Tied to SLOs -Students will complete a total of 16weekly quizzes. Each quiz will have15 multiple choice questions.Specific questions on each quiz willbe identified as aligning to SLO 1 andscores on these questions will becalculated to show an average level

SLO4: Apply developmental theory to child observations, surveys, and/or interviews using investigative research methodologies.





Expected Goal: This is a baselineassessment, but it is anticipated thatstudents will average 75% or higheron all exams and assignments.

A grading rubric will be used to assess the observation with specific points allocated for theSLO. (09/15/2017)

of performance by the class on theseembedded questions. The same willbe done for SLO 2, 3, 4, & 5.

SLO4: Apply developmental theory to child observations, surveys, and/or interviews using investigative research methodologies.

When do you plan to assess?: 2017 - 2018 (Fall 2017), 2018 - 2019 (Fall 2018), 2019 -2020 (Fall 2019)

ECO-4: Intro Economics


Expected Goal: Improvement,meaning higher scores, onassessment scores compared toprior assessments during course.

Related Documents:2013 Fall Eco-4 SLO Report.pdf

Action Plan: In future, to furtherimprove student achievement ofSLOs, more active/group learningactivities are planned. (05/15/2015)

Semester Assessed: 2013 - 2014 (Fall 2013)Expected Goal Met: YesGrades improved on assessments. In future, to further improve student achievement ofSLOs, more active/group learning activities are planned. (12/31/2013)

Notes: Submitting on behalf ofAdjunct Professor BharatiBandyopadhyay

Direct: Test/Retest - Performanceon assessments throughout termwhere questions corresponded tothe SLO.

Action Plan: In the future we mayassign a pre and post Tests (use thesame Test) to our students. Thismay help us to compare our resultsmore effectively to gauge our

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: YesAll three SLOs for this course were assesses during Fall Term of 2017. The SLOs were assessedusing 15 questions randomly picked throughout the course materials that was administered(online) during the last two weeks of the semester. The online Test was was timed. Anaverage of 69% or higher was noted in the test results. An average of 69% or higher grades in

Direct: Exam/Quiz - In Course - TheSLOs were assessed using 15questions randomly pickedthroughout the course materials thatwas administered (online) during thelast two weeks of the semester.

SLO Status: ActiveSLO 1: Explain, apply and analyze basic economic concepts and issues.


https://mvc.tracdat.com:443/tracdat/viewDocument?y=TsCGEkHoZf8l




Expected Goal: At least 60% of thestudents will correctly answer eachof the related SLO (s) assessed.

student's performance.(02/27/2018)

the responses to all 15 questions suggests that students know more when they are towardsthe completion of the course as compared to the District wide average which is 62%(combined face to face, internet based and web enhanced). (02/27/2018)

Notes: In the future we may assign apre and post Tests (use the sameTest) to our students. This may helpus to compare our results moreeffectively to gauge our student'sperformance.

SLO 1: Explain, apply and analyze basic economic concepts and issues.

When do you plan to assess?: 2017 - 2018 (Fall 2017), 2018 - 2019 (Fall 2018)

ECO-7: Macroeconomics


Expected Goal: Average score of 11or better

Action Plan: Re-focus courseactivities on SLOs. (05/15/2015)

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: YesAverage: 13.00, with 4.13 standard deviation (10/31/2014)


Direct: Exam/Quiz - Standardized -27 items from a nationally normedtest for learning in collegemacroeconomics courses

Action Plan: In the future we mayassign a pre and post Tests (use thesame Test) to our students. Thismay help us to compare our resultsmore effectively to gauge ourstudent's performance.(10/31/2019)

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: YesAn average of 69% or higher grades in the responses to all 15 questions suggests thatstudents know more when they are towards the completion of the course as compared to theDistrict wide average which is 62% (combined face to face, internet based and webenhanced). (02/27/2018)

Direct: Exam/Quiz - Standardized -Two SLOs (SLO 1 & SLO 3) for thiscourse were assesses during FallTerm of 2017. The SLOs wereassessed using 15 questionsrandomly picked throughout thecourse materials that wasadministered (online) during the last

SLO Status: ActiveSLO 1: Describe, analyze and evaluate economic concepts, paradigms, and theories of the macro-economy.






Follow-Up: Fall Term of 2018 andFall Term of 2019 (10/31/2019)


two weeks of the semester. Theonline Test was was timed.

SLO 1: Describe, analyze and evaluate economic concepts, paradigms, and theories of the macro-economy.

ECO-8: Microeconomics


Expected Goal: • Average score of12 or better on 30 item set and 1 orbetter on 3 item set


Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: Yes12.80, with 3.54 standard deviation on 30 item set and average of 1.61 with 0.77 standarddeviation on 3 item set (10/31/2014)


Direct: Exam/Quiz - Standardized -30 items set from a nationallynormed test for learning in collegemicroeconomics courses and a 3item set from a nationally normedtest for learning in collegemacroeconomics on internationaltopics

SLO Status: Active

SLO 1: Describe, analyze and evaluate economic concepts, paradigms, and theories of the micro-economy. Examples of the concepts are economic trade-offs, opportunitycosts, rationale behavior, elasticity, and costs of production.

ENG-11: Creative Writing

SLO Status: Inactive/HistoricalSLO 3: Apply, analyze, and synthesize elements of short fiction and poetry writing in the context of original writing assignments






Expected Goal: 100% of studentsdemonstrate they can provide theirpeers constructive oral feedbackspecific to the elements of fictionand the writing/revision process,during workshop reviews of theirshort stories.

Action Plan: I am satisfied with theassessment results and the way thisactivity offers students low-stakespractice in several different writerlymoves, but next time I mightformalize the assessment a bit byincorporating it into students'portfolio via a letter reflecting onthe strategies they sought tomaster. (09/16/2018)

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesThe result of this assessment is that students 23/23, or 100 percent, of students met the SLO,largely because they were credited for doing the exercise; this means that students whosubmitted their homework had the opportunity to practice the features of a work they'd readmultiple times over the semester, so the activity let students practice different writingmoves, but did not require that they master each and every move. (09/16/2018)

Semester Assessed: 2012 - 2013 (Fall 2012)Expected Goal Met: Yes100% of the students demonstrated their skills to apply, analyze, and synthesize variouselements of fiction, including Characterization, setting, point of view, plot structure,tone/style, irony, symbol, and theme. (11/24/2015)

Notes: This is a process ofdeveloping skills over severalworkshops

Direct: Writing Assignment -Supervise writing workshops andstudent evaluation of each others'creative writings (short stories)


SLO 3: Apply, analyze, and synthesize elements of short fiction and poetry writing in the context of original writing assignments




Expected Goal: 100% of studentsdemonstrate they can provide their

Semester Assessed: 2012 - 2013 (Fall 2012)Expected Goal Met: YesThe assessment process includes oral reports at week 3, week 6, week 9, and finally week 12for each student in the class. The rubric requires critics to include specific elements:characterization, setting, descriptive/vivid details, point of view, plot structure (exposition,complications, climax, resolution), tone/style, irony, symbol, and theme. (11/30/2012)




SLO 4: Assess and advise peers on works in progress based upon understanding of the elements, the processes of creative writing, and the application of creative writingtheory





peers constructive oral feedbackspecific to the elements of fictionand the writing/revision process,during workshop reviews of theirshort stories.Notes: This is a process ofdeveloping skills over severalworkshops

Expected Goal: 80 percent

Action Plan: Next time, I mightformalize the assessment of thisSLO by asking students to submittheir written feedback to theirpeers and perhaps to reflect onwhat they learned about their ownwriting by engaging in feedback totheir peers. (09/16/2018)

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesThe result of this assessment is that 100 percent or 23/23 students assessed and advisedpeers on works in progress. While all students provided feedback on their peers' work, I didnot formally assess the quality of that feedback, though I did guide students prior to theirreading and responding on how to offer productive and motivating feedback. (09/16/2018)

Direct: Writing Assignment - Toassess students' ability to "Assessand advise peers on works inprogress based upon understandingof the elements, the processes ofcreative writing, and the applicationof creative writing theory," Iassigned students the task of readingtheir peers writing as homework andthen offering productive feedback insmall groups.

SLO 4: Assess and advise peers on works in progress based upon understanding of the elements, the processes of creative writing, and the application of creative writingtheory


ENG-1BH: Hon Critical Think/Writ


Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yes24 of 25 students received a score of "4" at least once during the semester, indicating that

Direct: Presentation/Performance -I evaluate student participation on adaily basis. I will tabulate student

SLO Status: Active

SLO 2 - 2014: Read and discuss literary works from a variety of genres (fiction, poetry drama, and non-fiction prose), as well as from diverse authorial voices and culturalcontexts, with understanding and insight





Expected Goal: At least 70% ofstudents should demonstrate regularparticipation with understanding andinsight.

they contributed insightfully to continue and develop the class discussion about a literary textwithout needing to be called upon. 22 of 25 regularly received at least a score of "3"indicating they participated at least with understand and were able to contribute to ongoingclass discussion if they did not advance the discussion themselves.

(07/25/2016)

participation, primarily theirdiscussion of literature withunderstanding and insight.





Expected Goal: A minimum of 70%of students will show evidence ofengagement with interpretivealternatives.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yes24 of the 25 students submitted Essay 5. All 24 engaged a theoretical framework, from formalresearch, to interpret the novel that was the basis of the assignment. 20 of 24 (83%)synthesized diverse interpretative alternatives to advance their arguments. (07/25/2016)

Direct: Writing Assignment -Students write 6 formal essaysthroughout the semester. In essay 5,students have to research atheoretical lens through which theywill interpret a novel. I will evaluateessay 5 for evidence of synthesis ofdiverse interpretive alternatives.

SLO Status: Active

SLO 4 - 2014: Synthesize diverse interpretive alternatives gained through formal and informal research activities, and demonstrate an ability to assess those alternatives, bothin writing and orally



SLO Status: ActiveSLO 6 - 2014: Plan, write, and revise formal essays totaling 10,000 words -- using analytic, interpretive, and persuasive strategies to present and support a considered position





Expected Goal: A minimum of 70%of students will fulfill this SLO.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesAll six formal essays require analytic, interpretive, and persuasive strategies to support aconsidered position. All students revised a draft at least once for each of the three takehome essays. All students showed evidence of preparing ahead of time (turning in notes,outlines, etc.) for at least one of the three in-class, timed formal essays. (07/25/2016)

Direct: Writing Assignment -Students write 6 formal essays, andthey also write reflective metacommentaries on their own learning.I will evaluate students' self-reflections for evidence of theirplanning and revision of essays andtheir essays for evidence of totalword count and use of strategies tosupport their positions.

SLO 6 - 2014: Plan, write, and revise formal essays totaling 10,000 words -- using analytic, interpretive, and persuasive strategies to present and support a considered position

ENG-20: Survey African Amer Literature


Semester Assessed: 2011 - 2012 (Spring 2012)Expected Goal Met: YesI gave a written exam to students, where they were asked to perform “close readings” of two

Direct: Exam/Quiz - In Course - Igave a written exam to students,where they were asked to use sound

Inactive Date: 04/14/2016SLO Status: Inactive/Historical

SLO 4 - Inactive: Demonstrate critical thinking and writing skills through the process of constructing responses to, interpretations of, and arguments about African Americanliterature.

4a. Synthesize diverse points of view in the classroom and listen to the ideas of others while taking literature as a focus for discussion and analysis.

4b. Provide valid logical premises in supports of an interpretation, analysis, or argument about literary works, and support premises with effectively sufficient evidence drawn(as appropriate) from literary texts and the writer's prior experience and knowledge.

4c. Demonstrate an ability to apply principles of sound critical thinking to their own interpretive arguments by composing unified and coherent written analyses of literaryworks.

4d. Think creatively within and beyond literary studies, making some connections between the literary work and intellectual and cultural forces that shape individuals' lives.



ENG-20: Survey African Amer Literature


Expected Goal: 70% of studentsdemonstrating competency in thisSLO

different poems. In the weeks preceding this exam, students spent ample amounts of classtime practicing “close readings” (a term I use to refer to locating and explicating a poem’sformal elements, while also trying to understand and explain how those elements mightrelate to or reinforce its theme(s)), so the idea here was to assess their progress indeveloping competence with this skill (this incorporates the critical thinking, interpretive, andwriting elements of the targeted SLO). We also spent time in the week preceding this examgoing over a rubric constructed as an assessment instrument for evaluating a “close reading.”I’ve attached this rubric. Out of 22 students present for this assessment, 3 received As, 5received Bs, 7 received Cs, 5 received Ds, and 2 received Fs.

When I re-tested a full four weeks later (same format, different poems), there was notableimprovement: 3 As, 6 Bs, 11Cs, and 2 Ds; the overall pass rate rose from 68% to 90%.(04/01/2015)

critical thinking to construct originalinterpretive arguments aboutAfrican American literature.

SLO 4 - Inactive: Demonstrate critical thinking and writing skills through the process of constructing responses to, interpretations of, and arguments about African Americanliterature.

4a. Synthesize diverse points of view in the classroom and listen to the ideas of others while taking literature as a focus for discussion and analysis.

4b. Provide valid logical premises in supports of an interpretation, analysis, or argument about literary works, and support premises with effectively sufficient evidence drawn(as appropriate) from literary texts and the writer's prior experience and knowledge.

4c. Demonstrate an ability to apply principles of sound critical thinking to their own interpretive arguments by composing unified and coherent written analyses of literaryworks.

4d. Think creatively within and beyond literary studies, making some connections between the literary work and intellectual and cultural forces that shape individuals' lives.


ENG-23 (Same as HUM-23): The Bible As Literature



SLO Status: Active

6: Demonstrate critical thinking and writing skills through the process of constructing unified, coherent, and stylistically fluent written responses to, analyses of, andarguments about biblical literature.





Expected Goal: At least 75% ofstudents achieve satisfactorycompetence on their essays.Related Documents:Essay 2 Assignment.pdfEssay 3 Assignment.pdfEssay One Assignment.pdfGeneral characteristics,revised.pdf

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: Yes1005 of students achieved satisfactory competence on their essays overall (C average orhigher). See attached general characteristics of University Level papers for my general rubricin evaluating essays. (01/07/2016)

Direct: Writing Assignment - Essays1, 2, and 3, principally. (With a lot ofsupport from the posts.)

6: Demonstrate critical thinking and writing skills through the process of constructing unified, coherent, and stylistically fluent written responses to, analyses of, andarguments about biblical literature.

When do you plan to assess?: 2015 - 2016 (Fall 2015), 2017 - 2018 (Spring 2018)

ENG-7: British Literature II


Related Documents:

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesThe target was met. At least 70% of the students presented their positions on the issuerelated to the texts and used support from the texts. They also identified points ofconcession and refutation, citing specific examples.

At least 70% of the students composed and communicated a personal summary of apiece ofone of the novels we read. They communicated a clear stance towards the scene or text withsome creative freedom. (01/06/2016)

Direct: Presentation/Performance -Students prepare a debate about 1to 2 issues found in two of the textsread in class. The debate ispresented in class. The assessmentwas completed 3 weeks before finalexams and was assessed in classusing a grade rubric.

Students prepare interpretive


SLO Status: Active

5: Effectively communicate analytical arguments and comprehension of course content through responses to, interpretations of, and arguments about British literature inessays, written exams, class discussion, and other methods of evaluation using appropriate citation form.


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Expected Goal: 70% of students willpresent their positions on the issuerelated to the texts and use supportfrom the texts. They will also identifypoints of concession and refutationciting specific examples.

70% of the students will composeand communicate a personalsummary of a piece of one of thenovels we read. They willcommunicate a clear stance towardsthe scene or text with some creativefreedom. Multiple modes/media areencouraged.

Related Documents:Eng 7 Interpretive Summary.docxEng 7 Prepared Critical Debate orDiscussion.docxEng7 Grading Rubric forInterpretive Summary.docx

Eng 7 Interpretive Summary.docxEng 7 Prepared Critical Debate or Discussion.docxEng7 Grading Rubric for Interpretive Summary.docx

summaries communicating theirpersonal interpretation of scenesand/or characters in one of the 3novels assigned.

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: Yes96% passed (08/07/2018)

Direct: Presentation/Performance -Leading Class DiscussionDiscussion Leading AssignmentInformation:Each student will be required to



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Expected Goal: 90%

create discussion questions and leadthe discussion of a reading for oneclass period. This assignment can beaccomplished in several ways. Astudent can choose to pose aquestion to the class, stating theirown opinion to get the ball rolling.You might choose to set up a debateabout an issue in the story and askthe class to pick sides and defendtheir position. It is up to you howyou handle this assignment. A skilleddiscussion leader with a well-planned approach might have to dovery little talking, as the class willwant to engage and participate.Ultimately, the discussion leader isresponsible for their preparation andto have a plan in place. Submit yourwritten discussion questions andyour discussion leading notes to thecourse website.



ENG-9: Intro to Shakespeare


SLO Status: Active

4: Effectively communicate analytical arguments and comprehension of course content through responses to, interpretations of, and arguments about Shakespeare’s worksin essays, written exams, class discussion, and other methods of evaluation using appropriate citation form.





Related Documents:English 9 Essay 1.docxEnglish 9 Essay 2.docxEnglish 9 Responses.docxEnglish 9 SLO.docx

Action Plan: (Based on the oldSLOs) These are some generalthoughts on improving SLOevaluation for this class in thefuture. First, some of the SLO'sseem to overlap with each other,such as 3, 3b, and 4. It would behelpful to clarify the distinctionsbetween them. Second, some ofthe specific concepts within theSLO's, such as in 3a, could bemeasured more precisely in thefuture. Third, the essay prompts,response prompts, and exam couldbe adjusted to better measure theSLO's. Fourth, the SLO evaluationprocess wound up being rathercomplicated. In the future, I wouldwant to streamline it. (01/06/2016)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesBased on old SLO subcategories. See "Eng 9 SLO"4a. Assessment Result: Target was met. 15 out of 17 students (88%) demonstratedsatisfactory competence.4b. Assessment Result: Target was met. 14 out of 17 students (82%) demonstratedsatisfactory competence.4c. Assessment Result: Target was met. 15 out of 17 students (88%) demonstratedsatisfactory competence. (01/06/2016)

Direct: Writing Assignment - Essaysand Reading Responses. Breakdownbased on old SLO Categories (andsee "Eng 9 SLO"):

4a. Synthesize diverse points of viewin the classroom and listen to theideas of others while takingShakespeare's plays and poetry as afocus for discussion and analysis.Assessment Methods: In-classdiscussions. Students offeredquestions and answers respondingto the texts, to me, and to eachother.

4b. Provide valid logical premises insupport of an interpretation, analysisof, or argument about Shakespeare'sworks and support premises withsufficient evidence drawn (asappropriate) from the literary texts.Assessment Methods: Two out-of-class essays. See attachments,“Essay 1” and “Essay 2.”

4c. Demonstrate an ability to applyprinciples of sound critical thinkingto their own interpretive argumentsby composing unified and coherentwritten analyses of Shakespeare'sworks.Assessment Methods: Two out-of-



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Expected Goal: 70% satisfactorycompetence.Related Documents:English 9 Essay 1.docxEnglish 9 Essay 2.docxEnglish 9 Responses.docxEnglish 9 SLO.docx

class essays. See attachments,“Essay 1” and “Essay 2.”



GEG-1L: Physical Geography Lab


Expected Goal: The discipline would

Action Plan: Continue to encouragestudents to use critical thinking andanalysis while completing theirlabs, with a focus on scientificmethod and analysis. (04/26/2018)

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yes88.8% of students were able to accurately hypothesize, then very results of their climographinterpretations. This is a more challenging lab because students are responsible fora highdegree of critical thinking and analysis, not just simple calculations. (03/09/2016)

Direct: Scenario-Based Test -Students were given climographs fora variety of climates with varyingprecipitation and temperaturepatterns. Students were asked tocompare 2 climographs at a time andhypothesize reasons for the varyingclimate characteristics, then refer toa world map to test/verify the majorcauses for particular climates incertain geographic areas.


SLO Status: ActiveSLO 4: Follow instructions, rules, and guidelines in the implementation of scientific analysis




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like at least 70% of students tosuccessfully complete theclimograph analysis with at least70% accuracy.

SLO 4: Follow instructions, rules, and guidelines in the implementation of scientific analysis


HIS-12: Military Hist Since 1900


Expected Goal: At least 70% ofstudents will complete the

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesThrough a final essay, students illustrate their critical thinking skills in regard to Americanmilitary institutions and practices. The overall success rate for students completing thisassessment is 85% receiving a C grade or higher. (10/12/2015)

Direct: Writing Assignment -Students are asked to write an essaythat illustrates their ability to thinkcritically. Students are asked tochoose any military leaders from thewar we have studied and discusstheir training. How this trainingeither failed or supported them intheir particular military campaignand how the technology of the dayeither aided or abetted theirsuccess. Also they must articulatehow and why the nation (thegovernment) aided or interferedwith this war. In this way they areapplying the ideas about strategyand tactics and using Clausewitz’stheories from On War.


SLO Status: Active

SLO 7: Develop and express greater critical thinking ability in regard to American military institutions and practices during the twentieth century through the analysis andevaluation of data, the anticipation of alternative explanations and the forming of conclusions from the data presented.



HIS-12: Military Hist Since 1900


assignment with a grade of C orhigher.

SLO 7: Develop and express greater critical thinking ability in regard to American military institutions and practices during the twentieth century through the analysis andevaluation of data, the anticipation of alternative explanations and the forming of conclusions from the data presented.


HIS-15: African American History II


Expected Goal: At least 70% ofstudents will successfully completethe assignments with a grade of C orhigher.

Action Plan: Consider changing theassessment tool for this SLO.Studies show that African Americanstudents (who make up themajority of this class), tend to bemore successful in illustrating theirknowledge orally. One mightconsider an oral presentation orgraded discussion for a moreaccurate assessment. (09/30/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: NoOf the 44 students that completed the exam, 28 students received a grade of C or higher.Nearly 37% of students who completed the essay exam did not pass (1 student did notcomplete the assignment). Historically, students writing ability in this course is not strong -especially prior to midterm when this exam was taken. (09/30/2015)

Direct: Exam/Quiz - In Course -Students will explain, analyze andinterpret laws created andimplemented to enslave Africanpeople through essay examquestions that examine the laws andthe legacy of those laws the AfricanAmerican experience and Americansociety in general fromReconstruction to the present.

SLO Status: Active

SLO 4: Explain, analyze, and interpret the laws created and implemented to enslave African people and the subsequent legacy of those laws on the status and identity ofAfrican Americans and the implications of those laws for all of American society.


HIS-34: Hist American Women


SLO Status: ActiveSLO 5: Describe the origin, development and influence of the political, economic, and social movements and ideas of women in American from the 1600s to the present.





Expected Goal: At least 70% ofstudents will complete the examwith a grade of C or higher.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesEighty percent of students completed the assignment (midterm exam) with a grade of C orhigher. By the end of the course, students' abilities to write about American women's historyand describe the political, economic, and social movements in which they were involved haveimproved. (10/06/2015)

Direct: Exam/Quiz - In Course -Students will compose in class essays(historical analysis) that illustratetheir ability to describe the origin,development, and influence of thepolitical, economic, and socialmovements of women in Americanwomen's history from the 1600s tothe present.

SLO 5: Describe the origin, development and influence of the political, economic, and social movements and ideas of women in American from the 1600s to the present.


HIS-6H: Honors Pol Soc Hist of US


Expected Goal: 100% of students willcomplete the assignment with agrade of C or higher.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesOne third of students (6) completed the assignment with a grade of B or lower. The majorityof the class (12) successfully completed the assignment with an A. (09/24/2015)

Direct: Writing Assignment -Students will write an historicalanalysis of some of the major socialand cultural developments in the USprior to the Civil War, their causesand effects, as well as the historicalsignificance.


SLO Status: ActiveSLO 6: Explain the major social and cultural developments, their causes and effects, and their historical significance.

HIS-7H: Honors Pol Soc Hist of USSLO 4: Demonstrate the ability to interpret primary and secondary sources and to compose an argument which uses them, as appropriate for support.







Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesThrough the use of a collection of primary and secondary sources (in this case compiled in theBedford Series in History and Culture), students demonstrate their understanding of thehistorical era and use those sources to compose an argument. Students were successful incompleting this assignment. Nine of the 14 students completed with an A, and 5 completedthe assignment with a B. (09/29/2015)

Direct: Writing Assignment -Students will write a 4-6 pagehistorical analysis, includingreferences to primary and secondarysources, that examines majoreras/events in US history since theReconstruction.

SLO Status: ActiveSLO 4: Demonstrate the ability to interpret primary and secondary sources and to compose an argument which uses them, as appropriate for support.


HMS-13 (Same as SOC-13): Employment Support Strat


Expected Goal: All students willprepare a case study report.

Action Plan: Performance targetmet. Future students will continueto write case studies for thiscourse. (09/04/2015)Follow-Up: Since this course isoffered only once per year studentswill be assessed each fall.(09/04/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesStudents prepared a report regarding their case studies. (09/04/2015)

Direct: Case-Based Study - Studentswill examine the role of theemployment based specialist.

SLO Status: ActiveSLO2: Explain the role of the employment support specialist.


SLO Status: ActiveSLO5: Discuss a variety of vocational assessment instruments.





Expected Goal: ll students in thecourse should be able to identify anduse vocational instruments.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesAll students were able to use vocational instruments (09/14/2015)

Direct: Problem-Based Learning -Students will be exposed to a varietyof vocational instruments for review.

SLO5: Discuss a variety of vocational assessment instruments.



Expected Goal: All students shouldbe able to identify one vocationalinstrument.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesStudents were able to describe one or more vocational instruments. (09/15/2015)

Direct: Writing Assignment -Students will describe one or morevocational instruments.

SLO Status: ActiveSLO6: Discuss a variety of vocational assessment instruments.

HMS-14: Job Development


Expected Goal: Students will begraded on the presentation.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesStudents were able to successfully complete their in class presentations. (09/21/2015)

Direct: Presentation/Performance -Students will be required to give anin class presentation regardingmarketing.

SLO Status: ActiveSLO4: Demonstrate a basic understanding of contemporary marketing principles and the development of a marketing plan.






Expected Goal: Students will beevaluated in a pass/fail system.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesStudents were able to examine a multitude of employer and employee communicationissues. (09/21/2015)

Direct: Scenario-Based Test -Students will be evaluated in mockinterviews.

SLO Status: ActiveSLO5: Communicate effectively with employers and assess employer needs.


HMS-16: Public Assistance/Benefits


Expected Goal: Students willdemonstrate knowledge of theseprograms by passing an exam with70% or better.

Semester Assessed: 2014 - 2015 (Winter 2015)Expected Goal Met: YesStudents demonstrated sufficient knowledge of public policies and laws. (04/01/2015)

Direct: Exam/Quiz - In Course -Students will be expected to displayknowledge of the laws and programsregarding public assistance programs


SLO Status: ActiveSLO1: Identify and decribe the various benefits available through local, state and federal public asistance programs.



Expected Goal: Students complete a

Semester Assessed: 2015 - 2016 (Summer 2015)Expected Goal Met: YesStudents completed a research paper on recipient benefit programs. (09/23/2015)

Direct: Writing Assignment -Students must complete a researchpaper on on benefit programs.

SLO Status: ActiveSLO7: Explain the fiscal impact of benefit programs on federal, state and local economies.





scholarly research paper.

SLO7: Explain the fiscal impact of benefit programs on federal, state and local economies.

HMS-17 (Same as SOC-17): Intro to Public Mental Health


Expected Goal: All students whosuccessfully pass this course mustsatisfactorily complete this learningmodule.

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: YesStudents were able to complete a wellness research report that examined issues of recoveryin inpatient and outpatient mental health facilities. (09/28/2015)

Direct: Writing Assignment -Students must write a researchbased report on client and personalwellness that includes the conceptsof recovery and resiliency as itapplies to mental health.

SLO Status: ActiveSLO3: Discuss the concept of wellness, recovery, and resiliency and formulate a plan to maintain personal wellness.



Expected Goal: All students mustpass this learning module in order topass the course.

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: YesStudents were able to use critical thinking skills in a series of psychodramas regarding clientand practitioner morals and ethics. (09/28/2015)

Direct: Scenario-Based Test -Students must examine possibleethical and professional issues asthey apply to mental healthprofessionals

SLO Status: ActiveSLO6: Discuss and formulate conclusions on the basic ethical and professional responsibilities of individuals working in a public mental health setting.



HMS-17 (Same as SOC-17): Intro to Public Mental HealthSLO6: Discuss and formulate conclusions on the basic ethical and professional responsibilities of individuals working in a public mental health setting.

HMS-18: Introduction to Social Work


Expected Goal: All students will berequired to successfully pass thislearning module.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents examined case studies regarding specific familial issue for clients. (09/23/2015)

Direct: Problem-Based Learning -Students will examine specific casestudies involving client assessmentand specific micro issues.

SLO Status: ActiveSLO2: Engage in problem identification and assessment, as well as case analysis across the micro-macro continuum.



Expected Goal: All students mustsuccessfully pass the exam.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesAll successful students completed the exam on social work values and ethics. (09/23/2015)

Direct: Exam/Quiz - In Course -Students will take an exam tomeasure their knowledge of socialwork values and ethics.

SLO Status: ActiveSLO4: Identify the core values and ethics of the social work profession.

HMS-19: Generalist Practices Soc Work


Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesStudents prepared a series of questions used to determine appropriate communication skills

Direct: Scenario-Based Test -Students will have to demonstrateappropriate communication based

SLO Status: ActiveSLO4: Demonstrate an understanding of the characteristics of a helping relationship and basic methods of practice in systems of various sizes.





Expected Goal: All students mustsuccessfully demonstrate anunderstanding of positve social workinteractions with clients.

using a social work rating scale. (09/26/2015)skills in practice scenarios with bothindividual and group clients.

SLO4: Demonstrate an understanding of the characteristics of a helping relationship and basic methods of practice in systems of various sizes.



Expected Goal: All students mustdemonstrate an posiItveunderstanding of the GIM.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesStudents were given a practitioner based scenario and were asked to give positive basedreinforcements to distressed clients. (09/26/2015)

Direct: Scenario-Based Test -Students are being exposed to thegeneralist model of social workpractice through the development ofa specialized skill set that will allowthem to pursue entry level workpositions or transfer to a four yearinstitution. Students be assessed onboth a cognitive and practitioner skillset.

SLO Status: Active

SLO5: Demonstrate an understanding of the 7 steps of the Generalist Intervention Model (engagement, assessment, planning implementation, evaluation termination andfollow-up) and be able to apply to a case example.



SLO Status: ActiveSLO7: Demonstrate knowledge of crisis intervention concepts, suicide assessment and child abuse assessment.





Expected Goal: All students mustsuccessfully complete this learningmodule.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesAll students successfully delivered a practice based scenario using a social work rating scale toassess client based competency levels regarding stress in three distinct categories.(09/26/2015)

Direct: Problem-Based Learning -Students will examine a client's levelof stress in three distinct areas usinga specific rating scale to determinethe students competence levels

SLO7: Demonstrate knowledge of crisis intervention concepts, suicide assessment and child abuse assessment.


HMS-5: Intro Eval & Counsel


Expected Goal: Students must showcompetence in the areas of activelistening and appropriatecomunication skills. Students mustscoer in the 70% area todemonstrate competency.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents engaged in an interactive based excercise designed to monitor their active listeningskills. (05/08/2015)

Direct: Presentation/Performance -Students will demonstrate anunderstanding of active listeningthrough a performance basedexcercise.

SLO Status: ActiveSLO1: Demonstrate proficiency in the techniques of active listening.

HMS-6: Case Management


SLO Status: ActiveSLO4: Formulate goals, objectives, priorities and action plans with clients.





Expected Goal: All successfulstudents must pass the test ofabilities in the design of objectives,goals and action plans for socialwork clients.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents were able to pass the test of clinical abilities. (09/26/2015)

Direct: Scenario-Based Test -Students must successfullydemonstrate an ability to formulateaction plans for their clients.

SLO4: Formulate goals, objectives, priorities and action plans with clients.



Expected Goal: All successfulstudents must show an appropriateunderstanding of mandatedreporting laws.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesSuccessful students were able to demonstrate an understanding of mandated reporting lawsfor children and adults. (09/26/2015)

Direct: Exam/Quiz - In Course -Students must show anunderstanding od mandatedreporting laws.

SLO Status: ActiveSLO5: Evaluate and address situations covered by mandated reporting laws.


HMS-7: Intro Psychosocial Rehab



Direct: Exam/Quiz - In Course -Students will demonstrate a

SLO Status: ActiveSLO1: Discuss the theory, values and principles of psychosocial rehabilitation.





Expected Goal: Students mustdemonstrate proficiency at 70% ontheir exams.

Students demonstrated basic knowledge of the psychosocial processes. (04/01/2015)thorough understanding of thetheories of psychosocialrehabilitation.

SLO1: Discuss the theory, values and principles of psychosocial rehabilitation.



Expected Goal: All successfulstudents must pass the basic skillsexam

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents passed the basic skills exam were also successful in the course. (09/26/2015)

Direct: Exam/Quiz - In Course -Students will be given an exam onthe basic skill level of psychosocialrehabilitation workers.

SLO Status: ActiveSLO7: Demonstrate knowledge of the basic skills and competencies required of psychosocial reabilitation workers.

HMS-8: Intro Group Process


Expected Goal: All students arerequired to complete theassignment.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents were able to produce a quality paper on the issue of ethics (09/26/2015)

Direct: Writing Assignment -Research paper on ethics inncounseling.

SLO Status: ActiveSLO7: Discuss ethical and professional issues in group leadership.





Expected Goal: All successful mustcomplete this learning module.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents worked on this module throughout the course and successfully demonstrated thefoundation techniques near the end of the semester. (09/26/2015)

Direct: Problem-Based Learning -Students display an understanding offoundation counseling techniques.

SLO Status: ActiveSLO10: Apply multiple group techniques of communication and counseling.

HUM-10: World Religions


Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: Yes75% of students met the SLO (10/02/2015)

Direct: Writing Assignment - 5 pagewriting assignment to asses original,analytic evaluation of religioustradition.

SLO Status: Active

SLO 5: Demonstrate, apply and synthesize understanding of the world’s religious traditions through the writing of original analytical and evaluative essays totaling a minimumof 12 pages (3000 words).


HUM-4: Arts & Ideas: Ancient-Medieval


Expected Goal: At least 75% ofstudents earn a grade of C or better.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes22 of 24 students successfully met the criteria (01/20/2016)

Direct: Writing Assignment - Fivepage essay designed to assessstudent ability to critically assess thewestern cultural tradition

SLO Status: ActiveSLO 5: Describe how the Western philosophical and cultural heritage acts as a continuing influence on the arts and ideas of the present

MAT-1A: Calculus I




MAT-1A: Calculus I


Expected Goal: At least 70% ofresponses mapped to SLO 1 will becorrect.

Related Documents:1A_SLO questions_Fall16.PDF

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: Yes46 students were given a multiple choice question about finding the limit of a function. 95%of the students answered the question correctly. (02/10/2017)

Related Documents:Mat1A_SLO.pdf

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesThe students were given a multiple choice question about finding the limit of a function. 32out of the 33 students answered the question correctly. (02/07/2015)

Direct: Common, embeddedquestions within a test - MAT 1Astudents will be given a multiplechoice question related to SLO 1

SLO Status: Active

SLO 1: Compute the limit of a function.


MAT-1A: Calculus I


Expected Goal: At least 70% ofresponses mapped to SLO 5 will becorrect. Related Documents:

1A_SLO questions_Fall16.PDF

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: YesThe students were given a multiple choice question about finding the tangent line to afunction. 38 students (83%) answered the question correctly(C). All students were able to findthe correct slope of the tangent line using differentiation. One student did not answer thequestion. (02/10/2017)

Semester Assessed: 2014 - 2015 (Fall 2014)


SLO Status: ActiveSLO 5: Find the equation of the tangent line to a function.


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MAT-1A: Calculus I



Expected Goal Met: YesThe students were given a multiple choice question about finding the tangent line to afunction. 27 students (81%) answered the question correctly(C). All students were able to findthe correct slope of the tangent line using differentiation. Six made various arithmeticmistakes when finding the y intercept of the required tangent line. Five chose answer "B" andone student answered "A". (02/07/2015)

SLO 5: Find the equation of the tangent line to a function.

MAT-2: Differential Equations


Expected Goal: I would like to see atlease 60% of students did it withoutmaking any mistake and less studentcommitted fundamental errors orleft it blank.Related Documents:Mat 2 2014 Assessment.odt

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesThis slo is assessed in spring 2017. Out of 13 students who participated 12 had the rightanswer which is about 92%. It is a pass. (08/30/2017)

Related Documents:Math 2 Assessments problems.docx

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: YesAt the final 13(45%) students did the problem without making any mistake and5(17%)students made calculation errors only. Total is 62% which was better that Ianticipated. (08/29/2014)

Direct: Exam/Quiz - In Course - Igave in class tests

SLO Status: Active

SLO 5: Find power series solutions to differential equations about ordinary and singular points.

MAT-2: Differential EquationsSLO 6: Find the Laplace Transform and inverse Laplace Transform of functions.



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Expected Goal: At least 60% did itcorrectly or just made calculationerror.

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesThis slo is assessed in spring 2017. Out of 13 students who participated all 13 had the rightanswer which is about 100%. It is a pass. (08/30/2017)


Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: YesAt the final 5(17%) students did the problem without making any mistake and 13(45)students made calculation errors only. Total is 62% which was better that I anticipated.(08/29/2014)

Direct: Exam/Quiz - In Course - inclass tests.

SLO Status: Active

SLO 6: Find the Laplace Transform and inverse Laplace Transform of functions.



Expected Goal: At least 60% did itcorrectly or just made calculationerror.

Action Plan: we will assess this sloagain in fall 2017 (08/30/2017)

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: NoThis slo is assessed in spring 2017. Out of 13 students who participated 7 had the rightanswer which is about 54%. 6 students make mistakes. This slo did not pass. (08/30/2017)


Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: YesAt the final 5(17%) students did the problem without making any mistake and 13(45)students made calculation errors only. Total is 62% which was better that I anticipated.(08/29/2014)

Direct: Exam/Quiz - In Course - tests

SLO Status: ActiveSLO 7: Solve systems of linear first-order differential equations.






MAT-35: Intermediate Algebra


Expected Goal: The math depart ofMVC determined that a 70% successrate will be the benchmark for asuccessful achievement level of thelearning outcome as described underSLO 4.

Related Documents:MAT35 SLO Assessment test.pdf

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: Yes421 students completed assessment question #4. 75% of the students answered correctly bychoosing "B". 10% of the students who selected "A" may have failed to apply the correctsign. 10% of the students who selected "C" showed they may have failed to apply the correctsign and entered in the wrong coordinates. 5% of the students who selected "D" failed toenter in the correct coordinates. (02/10/2017)

Related Documents:Math 35 SLO Assessment Test

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes552 students completed the SLO assessment question 4. 73% of the students answeredcorrectly. (02/24/2015)

Notes: This assessment method willbe given to students towards theend of the semester.

Direct: Common, embeddedquestions within a test - A multiple-choice test that contains a particularproblem which requires students tograph equations of lines.


SLO Status: Active

SLO 4: Graph equations of lines and linear inequalities; graph basic functions; identify conic sections.




Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: Yes77% of the students answered correctly by choosing "B". The remaining students gave thewrong answer due to arithmetic errors or not understanding the how to evaluate terms of a

Direct: Common, embeddedquestions within a test - A multiple-choice test that contains a particularproblem, which requires students to


SLO Status: ActiveSLO 6: Calculate terms of sequences. Calculate sums of series.


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Expected Goal: The math depart ofMVC determined that a 70% successrate will be the benchmark for asuccessful achievement level of thelearning outcome listed as SLO 6.


sequence. Of these students, 7% answered "A", 8% answered "C", and 8% answered "D".(02/10/2017)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: Yes13 out of 24 Math 35 classes took the assessment test which contained the same questionassessed in the fall 2014, corresponding to SLO 6. Students were asked to write out the firstfive terms of a given general sequence. A total of 333 students completed the assessment.261 (78%) students answered correctly. (12/01/2015)


Action Plan: The result of this SLOassessment will be shared with theMath Faculty in departmentmeetings, and teaching strategiesthat help students to betterunderstand this topic will bediscussed, as well. (03/17/2015)Follow-Up: 2015-2016 (Fall 2015)We re-assessed SLO 6 in the fall2015. Students were asked towrite out the first five terms of asequence. A total of 333 studentscompleted the assessment. 261(78%) students answered correctly.This was a good improvement.(02/21/2016)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: No546 students completed the SLO assessment question 6. 69% of the students answeredcorrectly. (02/24/2015)


calculate terms of a sequesnce.

SLO 6: Calculate terms of sequences. Calculate sums of series.


MAT-36: Trigonometry

SLO Status: ActiveSLO 10: Solve trigonometric equations, triangles and applications.







Expected Goal: At least 70% correct. Related Documents:Math 36 SLO Assessment.docx

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: Yes72.0% answered correctly (02/10/2017)

Related Documents:Math 36 SLO Assessment.docx

Action Plan: The result of this SLOassessment will be shared with theMath Faculty in departmentmeeting and teaching strategiesthat help students to betterunderstand this topic will bediscussed as well. (03/22/2016)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: No51 out of 75 answered correctly (68%). (02/25/2016)



Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: No32 out of 51 answered correctly. (63%) (01/29/2015)

Direct: Common, embeddedquestions within a test - Multiplechoice exam question.

SLO 10: Solve trigonometric equations, triangles and applications.

When do you plan to assess?: 2013 - 2014 (Spring 2014), 2015 - 2016 (Spring 2016)

MUS-23: History of Rock and Roll


Action Plan: This SLO will becontinued when the course isoffered again (09/06/2015)

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: YesThe course lecture component deals largely with identifying and discussing historical causalrealtionships ie. history explored as a dynamic set of streams all contributing in unique ways

Direct: Exam/Quiz - In Course -Students had to demonstrate anunderstanding of significant eventswhich contributed to define and


SLO Status: ActiveSLO 3_F2015: Discuss the interaction of society and culture with rock and roll music in America and Britain.


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Expected Goal: 80%

to an eventual uncertain outcome. A major theme of the course is the concept ofunderstanding "Music as a Mirror" of society. Students are encouraged and invited to engagein discussions of how to draw meaning through examing the cause and effect relationships ofhistory. An example of this is the role that important political decisions and their respectiveimpact on the arts and vice versa. Take for example the supreme court case of Plessy vs.Ferguson leading to 60 years of federally mandated segregation in America, which not onlyset the stage for Jazz to occur but indirectly led to the rise of Rock in the 50's as an indicatorof the the breaking down of racial barriers. Evidence of an understanding of these conceptscomprise a large component of the exams.

This SLO seems to be particularly important and therefore it is gratifying to see that theperformance target was met. (09/05/2014)

shape both American and Britishculture.

Expected Goal: 80%

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesA grading rubric was used and the students scored right at the target goal (80.95%) Ingeneral, most students met the highest level of the grading scale, there were a few 0's whichbrought down the class average. Even still, the average met the performance target goal.(08/14/2016)

Direct: Writing Assignment -Students were required to answerquestions which demonstrated anunderstanding of the chronologicaltrends in Rock History in addition todemonstrating knowledge of causalrelationships between variousmusical styles.

SLO 3_F2015: Discuss the interaction of society and culture with rock and roll music in America and Britain.

MUS-26: Film Music Appreciation


Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes84% of students were able to compare and contrast film music styles with other styles ofmusic (10/15/2015)

Direct: Exam/Quiz - Pre-Post - A pre-test is/was given on the first day ofclass. After the above elements arere-tested, results are compared andreported.

SLO Status: ActiveSLO 3_F2015: Compare and contrast film music styles with other styles of music.





Expected Goal: 70% of respondentswill have a successful outcome.

Expected Goal: I will be using amultiple choice test to assesswhether they could correctly identifythe styles of music that were presentduring that time period.

Action Plan: I want 100 percent ofthe students to reach the goal. Ihope to add more to the lecture--more examples-- so that they willbe more familiar with the differentstyles of music. (02/28/2019)

Semester Assessed: 2018 - 2019 (Fall 2018)Expected Goal Met: YesOut of the 19 students that were enrolled in the class, 15 of them properly identified thetarget goal. (02/28/2019)

Direct: Exam/Quiz - In Course - Theassessment tool is a direct quiz thatis related to their reading along witha video lecture that specificallycorrelates the different types ofmusic that reflect the addition ofpopular music to the scores of filmsin the mid 1960s.

SLO 3_F2015: Compare and contrast film music styles with other styles of music.

MUS-29: Concert Choir


Expected Goal: 80% of studentsenrolled will complete thisperformance analysis with accuracy.

Semester Assessed: 2018 - 2019 (Fall 2018)Expected Goal Met: YesAll students showed a steady improvement in their abilities assess intonation, discern correctpitches, and blend within their section. (03/09/2019)

Action Plan: Continue to provideinstruction in sight singing, properbreathing and other good practicesin tone production to increaseawareness of accurate intonation.(03/28/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesTarget number of students exceeded the intended assessment outcome. Groups discussionand performance, including self and group critique both in class and through video ofperformance, provided strong evidence of individual and group understanding. (03/28/2015)

Direct: Presentation/Performance -Summative assessment of learnedskills in the form of a concert/majorperformance followed by groupdiscussion of performance skills,including correct balance, blend,diction, tone production, and pitchaccuracy.

SLO Status: ActiveSLO 2_F2014: Play (sing) in time using correct pitches, accurate intonation and proper articulation, dynamics, phrasing, and expression as directed.





Expected Goal: 100% of students willprovide feedback to fellowclassmates regarding expressivesinging.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesDuring sectional rehearsals students provided peer mentoring and feedback to their peers oncorrect pitches, accurate intonation and articulation along with expressive qualities in theirperformances. (09/10/2015)

Direct: Test/Retest - Students willprovide feedback to classmatesthrough immediate discussionregarding level of expressive singing.

SLO 2_F2014: Play (sing) in time using correct pitches, accurate intonation and proper articulation, dynamics, phrasing, and expression as directed.

MUS-3: Music Fundamentals


Expected Goal: 75% of respondentswill pass the final exam, thereforeexceeding this SLO.

Semester Assessed: 2018 - 2019 (Fall 2018)Expected Goal Met: Yes80% of students assessed were able to sing diatonic melodies at sight using solfege syllables(12/31/2018)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes96% of students assessed were able to sing diatonic melodies at sight using solfege syllables(10/15/2015)

Direct: Exam/Quiz - In Course - Aone-on-one exam (known as aSightSinging Test) is performed byinstructor.

SLO Status: ActiveSLO 5: Sing diatonic melodies at sight using solfege syllables.

MUS-32A: Class Piano I


Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: No78% of students were successful in performing a duet or other ensemble piece (section24010) (09/10/2015)

Direct: Presentation/Performance -Students read music in treble or bassclef from an open score. Studentspractice their individual part alone.

SLO Status: ActiveSLO 7: Perform a duet or other ensemble piece from open score demonstrating a steady beat and musical expression within the context of collaborative learning.





Expected Goal: 80% of students willperform successfully from openscore in an ensemble.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: No66% of students were successful in performing a duet or other ensemble piece (section24011) (06/05/2015)

Action Plan: I will spend more timestressing this goal in the classes. Iwill create more group activities toimprove this skill. I will also testmore times throughout thesemester. (03/19/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: No65% in both sections.

(03/19/2015)

Notes: Students may exceed therequirements of this SLO byperforming more than one part in anensemble, performing in additionalensembles, accompanying anotherstudent on a solo, or performing in achamber ensemble.

Students join others to practice theirdifferent parts together. Countingthe rhythm and keeping a steadybeat while concentrating on theirsingle part, listening to the otherparts, and blending in is essential totheir success. Instructor evaluatestheir performance on the basis ofcoordination of the ensemble,correct pitches, correct rhythms, andmusical expression.

SLO 7: Perform a duet or other ensemble piece from open score demonstrating a steady beat and musical expression within the context of collaborative learning.

MUS-32B: Class Piano II


Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: Yes100% of the students were able to perform this SLO. Assessment was carried out throughoutthe semester in a variety of ways. Students would perform rhythms together, read 2 staffpieces as an ensemble by having some students play the right hand and others the left andfinally by having them perform a piece with 4 to 6 parts. Many of the students exceeded this

Direct: Presentation/Performance -Students read music in treble and/orbass clef from an open score.Students practice their individualparts alone and then join otherstudents to practice their parts

SLO Status: ActiveSLO 7: Perform a simple, two-part score as part of an ensemble for two or more pianos within the context of collaborative learning.





Expected Goal: 80% of students willperform successfully from openscore in an ensemble.

SLO by performing in choirs, instrumental ensembles or voice and piano or ensemblecombinations. (09/17/2018)

Action Plan: Students need accessto the piano lab for individualpractice of their part and grouppractice in assigned ensembles (2or more students playing at two ormore pianos) in order to attainthese skills. College-fundedresources are needed for qualifiedstudent lab monitors to keep thePSC-4 piano lab open when it is notbeing used for a classroom and tomentor students practicing piano inthe lab. (03/28/2015)

Semester Assessed: 2012 - 2013 (Spring 2013)Expected Goal Met: NoAn average of 14% of students performed an ensemble successfully from open score.(06/13/2013)

Notes: Students may exceed therequirements of this SLO byperforming in additional ensembles,accompanying another student on asolo, or performing in a chamberensemble.

together. Counting the rhythm andkeeping a steady beat whileconcentrating on their parts,listening to the other parts, andblending in is essential to theirsuccess. Instructor evaluates theirperformance on the basis ofcoordination of the ensemble,correct pitches, correct rhythms, andmusical expression.

SLO 7: Perform a simple, two-part score as part of an ensemble for two or more pianos within the context of collaborative learning.

MUS-32C: Class Piano III


Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: NoWith only one student enrolled, this outcome could not be assessed at the level required.(09/24/2015)

Direct: Presentation/Performance -Students read music in treble andbass clef from an open scorecontaining three or more individualparts. Students practice theirindividual parts alone and then joinother students to practice their parts

SLO Status: Active

SLO 7: Perform an ensemble piece from an open score, playing any one of the parts at a time within the context of collaborative learning.





Expected Goal: 80% of students willperform successfully from openscore with three or more parts in anensemble.Notes: Students may exceed therequirements of this SLO byperforming in additional ensembles,accompanying another student on asolo, or performing in a chamberensemble.

together. Counting the rhythm andkeeping a steady beat whileconcentrating on their parts,listening to the other parts, andblending in is essential to theirsuccess. Instructor evaluates theirperformance on the basis ofcoordination of the ensemble,correct pitches, correct rhythms, andmusical expression.

SLO 7: Perform an ensemble piece from an open score, playing any one of the parts at a time within the context of collaborative learning.

MUS-32D: Class Piano IV


Action Plan: Review previous skillsevaluations for all students whomay have satisfied the prerequisiterequirements in MUS 32C.(09/25/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: NoThe single student enrolled in the course as unable to perform as an accompanist for a soloand to perform two parts of an ensemble from open score. (09/25/2015)

Direct: Presentation/Performance -Instructor will assign students togroups for the purpose ofperforming ensembles and/oraccompaniments to soloists.

SLO Status: Active

SLO 7: Perform as an accompanist for an instrumental or vocal solo and perform at least two parts of an ensemble arrangement from open score within the context of acollaborative performance experience.





Expected Goal: 80% of students willperform successfully from openscore containing more than fourparts in an ensemble, accompanyinga soloist, or performing in a chambergroup.Notes: This is a new, "leveled"course for the college. It resultedfrom changes in State regulationsregarding repeatability forperformance courses. It will bephased in as students successfullycomplete the prerequisite skillsclasses, MUS 32A, B, and C. It will beassessed the first time it is offered.

Students will rehearse with theirgroup or soloist with coaching fromthe instructor throughout thesemester. Students may meet therequirements of this SLO byperforming at least two parts in anensemble, accompanying anotherstudent on a solo, or performing in achamber ensemble. Instructor willevaluate the final performancebased on a rubric.

SLO 7: Perform as an accompanist for an instrumental or vocal solo and perform at least two parts of an ensemble arrangement from open score within the context of acollaborative performance experience.

MUS-38: Begin Applied Music Training


SLO Status: ActiveSLO 3_F2015: Evaluate performances of others in a studio class, recital, or concert.





Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: Yes9/10 students attended and submitted concert reports critically analyzing the performanceswhich they attended. (01/22/2018)

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yes19/20 guitar students who completed Mus 38 successfully submitted writing assignmentsevaluating the performances of others (08/14/2016)

Related Documents:Concert Evaluation Report

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: Yes100% of students who completed the course submitted writing assignments evaluating theperformances of others. (06/05/2015)

Direct: Writing Assignment -Students will submit writingassignments to their applied musicinstructors evaluating performancesof others.

SLO 3_F2015: Evaluate performances of others in a studio class, recital, or concert.

MUS-4: Music Theory I


Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: YesStudents were given a mostly diatonic melody with some chromatic passing tones to preparefor the final aural examination. They were required to sing this melody using the correctsolfeg syllables and were additionally graded on intonation and rhythmic accuracy. The 13students who successfully completed the course had an average of 91.54% accuracy for thisassignment. (09/06/2018)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes100% of students were able to sing complex diatonic melodies using solfege syllables. Similarmelodies and rhythms were studied in the lab portion of the class, and students wereencouraged to play the melodies on the piano and practice individually outside of class.

Direct: Presentation/Performance -Students are required to learn thesolfeggio syllables (do, re, mi, fa, sol,la, ti, do and the chromaticvariations on these syllables) and toapply them to singing (on pitch usingcorrect rhythm) diatonic melodiesfrom music notation in treble, bass,and C clefs in major and minor.Instructor will assess studentsindividually for their singing ofcomplex diatonic melodies on pitch

SLO Status: ActiveSLO 5: Sing complex diatonic melodies at sight using solfège syllables.


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Expected Goal: 70% of students willcomplete diatonic sight singingsuccessfully. Students may chooseeither fixed "do" or moveable "do,"depending on their previousexperience with solfeggio or theirpersonal choice, but instruction willuse moveable "do" with chromaticalterations as needed for minor.

When appropriate, students were allowed sing with another student or a small group to savetime in the evaluation. (12/16/2014)

Notes: Students are required toapply their sightsinging skills to themusic they study.

using correct rhythm and on theiruse of solfege syllables.

SLO 5: Sing complex diatonic melodies at sight using solfège syllables.

MUS-5: Music Theory II


Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: YesStudents were assigned 4 sight singing quizzes throughout the semester each of whichconstituted 2.5% of their overall grade. These quizzes involved examples which were similarto weekly homework assignments. Students were assessed individually by the instructor andwere asked to sing using solfeggio while conducting. Melodies involved some chromaticinflections outlining second dominants (mainly focused on the use of "Fi" in the context of ora V/V) and both chromatic neighboring and passing tones.

The quiz results were as follows:1. 68%2. 80%3. 78%

Direct: Presentation/Performance -Students are required to learn thesolfeggio syllables (do, re, mi, fa, sol,la, ti, do and the chromaticvariations on these syllables) and toapply them to singing (on pitch usingcorrect rhythm) chromatic melodiesfrom music notation in treble, bass,and C clefs in major and minor.Instructor will assess studentsindividually for their singing ofchromatic melodies on pitch usingcorrect rhythm and on their use of

SLO Status: ActiveSLO 5: Sing chromatic melodies at sight using solfeggio syllables.





Expected Goal: 70% of students willcomplete chromatic sightsingingsuccessfully. Students can chooseeither fixed "do" or moveable "do,"depending on their previousexperience with solfeggio or theirpersonal choice, but instruction willuse moveable "do" with chromaticalterations as needed for minor andfor chromatic alterations.

4. 88%

The combined average for this assignment, 78.5% surpassed the performance target by 8.5%.(09/16/2018)

Action Plan: Use apps and othersoftware available for iPads toincrease students' individual skillsin reading and singing chromaticmelodies. (03/20/2015)Action Plan: Purchase sight singingbooks, such as a classroom set ofthe Ottman, for classroom use insigning at sight. (03/20/2015)Action Plan: Develop an MVC"method" for teaching sight singingthat is consistent beginning in MUS3 and continuing through MUS 4, 5,and 6. All instructors will agreeupon the method and the materialsto be used. Based on currentpractices, that method wouldinclude teaching "moveable do"and singing solfeggio syllables asmodifications of the major scalewhen singing in minor, orintroducing minor at first using "la-based" minor and then convertingto the chromatic alterationsmethods based on the major scale.(Example: minor = do, re, me, fa,sol, fe, se, do) (12/12/2013)

Semester Assessed: 2013 - 2014 (Fall 2013)Expected Goal Met: YesIn fall 2013, students completed their sightsinging requirements throughout the semester forfinal success rates ranging from 80% to 99%. Most students are singers, so the success ratesare somewhat higher than a class with students whose primary instrument is not voice.(12/12/2013)

Notes: Students are required toapply their sightsinging skills to themusic they study.

solfege syllables.

SLO 5: Sing chromatic melodies at sight using solfeggio syllables.



MUS-58: Gospel Choir


Expected Goal: 70% of students willbe able to perform this style ofmusic with accuracy and sensitivity.

Action Plan: Increase rigor studentthrough complex solo and groupperformance mastery duringrehearsal and with performanceaccompanist. (02/28/2019)

Semester Assessed: 2018 - 2019 (Fall 2018)Expected Goal Met: YesBased on the singer's ability, the student will sing an improvised solo along with the choir fora diverse audience; conductor will debrief with the student after the performance andprovide an assessment of ability and performance-based a rubric. (02/28/2019)

Action Plan: Increase rigor-studentsolo and group performancemastery would be increased ifthere were a regular rehearsal andperformance accompanist. Thisstyle of music requires consistentlive music for a rigorous learningenvironment. (03/28/2015)Action Plan: Continue to providesolo opportunities to students.(03/23/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesTarget students performed solos both in class and at performance with accuracy andsensitivity. (12/04/2014)

Direct: Problem-Based Learning -Based on the singer's ability, studentwill sing an improvised solo alongwith the choir for a diverseaudience; conductor will debriefwith student after performance andprovide assessment of ability andperformance based a rubric.

SLO Status: Active

SLO 2: Evaluate choral music of the African-American gospel traditions and styles and be able to perform this literature with sensitivity, accuracy and artistry.

MUS-6: Music Theory III


Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesStudents were given three separate sight reading examinations consisting of modulating andpost-tonal examples throughout the semester. Students were allowed to practice theseexamples prior to the exam process. They were graded on their ability to accurately performpitches and rhythms in time using proper solfeggio syllables. All 5 students completed these

Direct: Presentation/Performance -Students are required to learn thesolfeggio syllables (do, re, mi, fa, sol,la, ti, do and the chromaticvariations on these syllables) and toapply them to singing (on pitch using

Start Date: 08/26/2013SLO Status: ActiveSLO 5: Sing modulating and post-tonal melodies at sight using solfeggio syllables.





Expected Goal: 70% of students willcomplete modulating and post-tonalsight singing successfully.

exams with a 100% success rate. (03/01/2019)

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: Yes77% of students were able to accurately sing modulating and post-tonal melodies. Moststudents opted not to use solfeggio syllables for this assessment. Instead they sang themelodies either as intervals, or with neutral syllables or by using pitch names. (09/18/2015)

correct rhythm) modulating andpost-tonal melodies from musicnotation in treble, bass, and C clefsin major and minor. Instructor willassess students individually for theirsinging of modulating and part-tonalmelodies on pitch using correctrhythm and on their use of solfegesyllables.

SLO 5: Sing modulating and post-tonal melodies at sight using solfeggio syllables.



Expected Goal: 70% of students in aclass will achieve the minimum levelin aural skills dictation of melodiesand chord progressions required for

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesFour separate melodic dictation exams involving modulation and post-tonal melodies wereadministered throughout the semester. The collective score for the first exam was 58%.However, in the subsequent examinations the students completed the examinations withclose to 100% accuracy. This resulted in a final success rate of about 90%. (03/01/2019)

Action Plan: Implement apps foriPads or software on computersthat would allow students to drillindividually and to keep a record oftheir progressive achievements inthis most difficult area of auralskills development. (09/18/2015)

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: No67% of students were able to successfully notate difficult modulating and post-tonal melodiesand chord progressions accurately from aural examples. (09/18/2015)

Direct: Exam/Quiz - In Course -Instructor plays modulating andpost-tonal melodies on theelectronic keyboard or fromcomputer-generated sources.Students notate the sounds theyhear as musical symbols that arecorrect for pitch class and rhythmicvalues. Instructor will assessstudents individually on accuracy forpitch and rhythm taken as dictation.

SLO Status: ActiveSLO 6: Notate modulating and post-tonal melodies and chord progressions from aural examples.





this course.Notes: This SLO requires thatstudents drill individually at theirown level to improve their skills toachieve the expected outcome forMUS 6. If the instructor is the onlysource for dictation of melodies,then some students will be behindthe expected level and somestudents will be ahead. The programneeds to provide technology thatwould address the need for studentsto drill individually using iPads andapps appropriate for this type of eartraining instruction.

SLO 6: Notate modulating and post-tonal melodies and chord progressions from aural examples.

MUS-87: Applied Music Training


Expected Goal: 80% of students willattend three hours of performancesby others related to their instrumentor voice.

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: Yes13/14 students submitted concert reports detailing 3 hours of performance observation.(01/22/2018)

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: Yes10 out of 10 guitar students completed 3 hours of concert reports by the end of thesemester. These concert reports included critiques of performance classes in addition tostudent and professional recitals held on campus. (07/13/2017)

Action Plan: The Music @MoValconcert series is essential for the


Direct: Writing Assignment -Students will complete three hoursof observation of performances ofvoice or guitar performances byothers and write a report evaluatingthe experience.

SLO Status: ActiveSLO 3_F2015: Evaluate performances of others in a studio class, recital, or concert.





Related Documents:[email protected]

musical growth of the students.Concert series in the future will beplanned to offer a wide variety ofmusical acts to enhance thelistening opportunities of thestudents and larger campus as awhole. (02/04/2015)

3 Students in Dr. Natalie Mann's studio took MUS 87. One student had to withdraw from thecourse due to personal reasons. The other 2 students attended on campus concerts, whichwere part of the Music @MoVal concert series. Both students completed observationreports, using expanded music vocabulary and drawing insights developed while studyingperformance. (02/04/2015)

SLO 3_F2015: Evaluate performances of others in a studio class, recital, or concert.


PHI-10: Intro to Philosophy


Expected Goal: A 70% success rate

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: Yes29/39 student essays assessed at C-level or better for conceptual knowledge on thisassignment, for a 74% success rate. Students continue to struggle with giving a completeexposition of Plato's thoughts on justice, too often focusing solely on his conception of socialjustice, without noting the parallels with his theory of individual morality, as the promptrequires. Revisions to the general writing guide distributed to students stressing theimportance of a complete response to the prompt seem warranted. (04/01/2015)

Direct: Rubric - Full-time facultycreated the attached analytic rubricin 2008 and have been revising ityearly since then. The rubric ismeant to be applicable to anyphilosophy essay assignments inPhilosophy 10, 10H, 12 and 35.Various aspects of a philosophyessay can be assessed individuallyusing this tool. For this round ofassessment, conceptual knowledgeconcerning Plato's politicalphilosophy and its relationship to histheory of individual morality asexpressed in Republic was assessedthrough the rubric.


SLO Status: ActiveSLO 3: Compare, contrast and assess these arguments in writing and speech within the context of the texts and traditions that inform them.


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(C level or above) in the column forconceptual knowledge was deemedan appropriate performance target.

SLO 3: Compare, contrast and assess these arguments in writing and speech within the context of the texts and traditions that inform them.


PHI-10H: Honors Intro Philosophy


Expected Goal: A 70% success rate(C level or above) in the column forconceptual knowledge was deemedan appropriate performance target.

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: Yes14/15 student essays assessed at C-level or better for conceptual knowledge on thisassignment, for a 93% success rate. Students showed a strong grasp of Plato's theory oferoticism vis a vis sexuality and education. (09/18/2016)

Direct: Writing Assignment - Full-time faculty created the attachedanalytic rubric in 2008 and havebeen revising it yearly since then.The rubric is meant to be applicableto any philosophy essay assignmentsin Philosophy 10, 10H, 12 and 35.Various aspects of a philosophyessay can be assessed individuallyusing this tool. For this round ofassessment, conceptual knowledgeconcerning Plato's theory oferoticism and its connection to histheory of education was assessedthrough the rubric.


SLO Status: Active


(Note: Following the consensus among district Honors Programs that methods of instruction, not course content, distinguish Honors courses from non-Honors courses, thePhilosophy 10H COR is in the process of being revised so that the SLOs are identical to the SLOs for Philosophy 10. The above SLO description anticipates this change.)








PHI-12: Ethics: Contemp Moral Issues


Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesThe groups averaged 2.3 points, with only one group earning a 1 and no groups earning a 0.Some students seemed surprised when I asked them questions as individuals, and wereapparently planning to rely exclusively on their group-mates to answer any questions posedby the instructor. Better performance might be elicited in the future by letting studentsknow they will be individually questioned by the instructor. (09/18/2016)

Direct: Presentation/Performance -After two lectures on Mill's OnLiberty and associated homework,students were arranged in groups of4-5 and presented with a set ofcards, each card detailing a situationraising issues related to free speech.Students were first asked to put intotheir own words arguments theyimagine Mill (a liberal utilitarian) andPlato (a quasi-utilitarian paternalist)might make regarding eachsituation. Then they asked toformulate their own arguments onthe scenario they found mostinteresting and orally report thesearguments when their group wasvisited by the instructor. Eachgroups performance was ranked ona 3 point scale: 0 points: littleattempt to formulate and defend aposition made by anyone in the


SLO Status: ActiveSLO 5: Formulate and defend one’s own ethical positions in both oral and written work.





Expected Goal: A 2.5 point averageamong the groups was deemed anappropriate performance target.

group; 1 point: some attempt madeto formulate a position made bymost members of the group, but noadequate defense offered; 2 points:some members of the group able toformulate and adequately defend aposition, other group membersrelatively quiet when queried by theinstructor; 3 points: each groupmember able to formulate a positionand address instructor's criticalqueries with some sophistication.

SLO 5: Formulate and defend one’s own ethical positions in both oral and written work.




Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yes24/28 student essays assessed at C-level in both columns, for an 85% success rate. The groupshowed a strong awareness of the need to substantiate, not merely state, a clear thesis. Allstudents but one stated a clear thesis in response to the specifics of the prompt, and all butfour made an adequate effort to address potential objections to their stated views. Thisseemed like a particularly strong class, and it will be interesting to compare with futureclasses' performance on similar assignments. (09/18/2016)

Full-time faculty created theattached analytic rubric in 2008 andhave been revising it yearly sincethen. The rubric is meant to beapplicable to any philosophy essayassignments in Philosophy 10, 10H,12 and 35. Various aspects of aphilosophy essay can be assessedindividually using this tool. For thisround of assessment, ability to


SLO Status: ActiveSLO 6: Plan, organize, and write an essay that argues for a specific moral position.





Expected Goal: A 70% success rate(C level or above) in both columns"Thesis or Evaluative Claim" and"Support for Claim and Applicationof Theory" was deemed anappropriate performance target.

formulate and defend a thesis on themorality of abortion was assessed.

SLO 6: Plan, organize, and write an essay that argues for a specific moral position.


PHI-32 (Same as MAT-32): Intro Symbolic Logic


Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: NoStudents averaged 2.9 / 5 correct translations on the quiz (58%) and 5.8 / 9 correcttranslations on the exam (74%), indicating students gained skill in the interim, but not enoughto meet performance targets. It should be noted that the standard deviation on examperformance was quite high: 8 students performed perfectly, while 11 students missed fiveor more translations. The class went on to have a particularly high attrition rate, and moremust be done to reach struggling students earlier in the semester. (09/18/2016)

Direct: Exam/Quiz - In Course - As acomponent of their first exam,students were asked in ninedifferent places to translate ordinarystatements in English into the formof a categorical proposition. Skill insuch translations is foundational incategorical logic if it is to be useful ina real-world context, and the classput in a good deal of practice in thethree weeks prior to the exam.Results from the exam werecontrasted with performance on asmall quiz on five of thesetranslations given two weeks earlier.Translation on this quiz and on theexam were of similar difficulty.


SLO Status: ActiveSLO 2: Translate English sentences into symbolic ones, and vice versa.





Expected Goal: An average of 8/9was deemed an appropriateperformance target for thisoutcome.

SLO 2: Translate English sentences into symbolic ones, and vice versa.


PHI-35 (Same as HUM-35): Philosophy of Religion


Expected Goal: A 70% success rate(C level or above) in both columns"Thesis or Evaluative Claim" and"Support for Claim and Application

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: Yes12/14 student essays assessed at C-level or better in both columns, for an 86% success rate.The group showed a strong awareness of the need to substantiate, not merely state, a clearthesis. Whether they sided with Lewis's argument or not, almost all made an adequate effortto address potential objections to their stated views. 2 of the 14 essays showed so littleunderstanding of Lewis's argument that their evaluation of it was incoherent. This was anatypically small class, and many of the students had prior coursework in philosophy (as thecourse advisory recommends). The two students who did not assess at C-level or better inboth columns had no prior experience in philosophy. For a course this difficult, it may beworth turning the advisory into a prerequisite, though that may hinder enrollment tooseverely. (09/18/2016)

Direct: Writing Assignment - Full-time faculty created the attachedanalytic rubric in 2008 and havebeen revising it yearly since then.The rubric is meant to be applicableto any philosophy essay assignmentsin Philosophy 10, 10H, 12 and 35.Various aspects of a philosophyessay can be assessed individuallyusing this tool. For this round ofassessment, ability to evaluate C.S.Lewis moral argument for theismwas assessed by noting studentperformance in the "Thesis orEvaluative Claim" and "Support forClaim and Application of Theory"columns of the rubric.


SLO Status: ActiveSLO 4: Apply advanced skills of critical analysis when writing and reading about faith claims and their relationship to rational thought.





of Theory" was deemed anappropriate performance target.

SLO 4: Apply advanced skills of critical analysis when writing and reading about faith claims and their relationship to rational thought.


PSY-1: General Psych


Expected Goal: At least 70% of thestudents should answer thequestions correctly

Action Plan: The performance goalwas partially met, but there is roomfor improvement. Elaborate moreon the specific topics studentsstruggled with next semester, andreassess this SLO. (05/19/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesTo assess this SLO, six multiple-choice questions from the cumulative final exam wereutilized. Four of the questions pertained to the psychodynamic perspective and twoquestions covered the humanistic perspective.For the question that asked students to identify the psychodynamic perspective based on abrief case, 8 out of 12 students (67%) gave the correct answer.For the question that asked psychodynamic perspective’s explanation to structure ofpersonality, 8 out of 12 (67%) students gave the correct answer.For the question that asked students to explain the purpose of projective tests, 9 out of 12students (75%) gave the correct answer.For the question that asked students psychosexual stages of personality development, 8 outof 12 (67%) students gave the correct answer.For the question that asked students to explain the concept of self-actualization from thehumanistic perspective, 11 out of 12 (92%) students gave the correct answer.For the question that asked students about humanistic therapy, 12 out of 12 (100%) studentsgave the correct answer.More than 70% of the students answered 3 out of the 6 questions correctly, and 67% of thestudents gave the correct answer to the other 3 questions, which was very close to my 70%target. The performance goal was partially met, but there is room for improvement. (05/19/2015)

Direct: Exam/Quiz - In Course - Inclass quiz and exam questions

Action Plan: Q3) relative to theSemester Assessed: 2015 - 2016 (Spring 2016)Direct: Exam/Quiz - In Course -


SLO Status: ActiveSLO-1: Explain and compare major theoretical perspectives of psychology





Expected Goal: A performancetarget of 70% success rate on theSLOs being assessed.

cognitive model, students wereasked how irrational thought wouldor would not hinder progress.

With the exception of the spring2016 Weds. night class, efforts toimprove student performancebetween semesters did not work.

The plan is to focus on the role ofirrationality and how it can hindertherapeutic outcomes and to re-measure in the fall of 2016. Isuspect that students were notfocusing on the hindering part andthat’s the area I’ll give additionalemphasis. (09/14/2016)

Expected Goal Met: YesRelative to the different perspectives in the treatment of abnormalities, the followingquestions were analyzed:

1) regarding the medical model, students were asked to identify the physical problemsassociated with a sniper in 1966 (who was later found to have a tumor).2) relative to the medical, psychoanalytic, and behavioral models as an example, studentswere asked to identify which models were about personal responsibility and which were not.3) relative to the cognitive model, students were asked how irrational thought would orwould not hinder progress.4) relative to the sociocultural model, students were asked to identify how disorders can berelated to economic status.

Fall 2015 MW code 29319 (N=37) Wed night code 29325 (N=32) TuTh code 29323 (N=35)Q1: 73% correct Q1: 81% correct Q1: 63% correctQ2: 89% correct Q2: 97% correct Q2: 83% correctQ3: 57% correct Q3: 50% correct Q3: 63% correctQ4: 95% correct Q4: 84% correct Q4: 91% correct

Spring 2016 MW code 24874 (N=31) Wed night code 24867 (N=36) TuTh code 24866 (N=33)Q1: 74% correct Q1: 72% correct Q1: 76% correctQ2: 87% correct Q2: 94% correct Q2: 85% correctQ3: 42% correct Q3: 78% correct Q3: 52% correctQ4: 90% correct Q4: 94% correct Q4: 88% correct

Conclusion: Across the board between sections as well as between semesters, students areNOT meeting the performance target via the question about the cognitive model and the roleof irrational thought (Q3) concerning one facet of SLO #1 with the exception of the spring,2016 Weds. night section. All other questions revealed success with the exception of TuTh infall of 2015 in dealing with the role of the medical model and biological issues. (09/14/2016)

Assessment Tool: ComprehensiveFinal Exam in a multiple choiceformatA between-sections analysis for the3 psych 1 sections in fall 2015 for the3 SLOs listed above; the sameanalysis for 3 sections of psych 1 inspring 2016; a between-semestersanalysis for fall 2015 vs. spring 2016.All data was calculated based on anitem analysis of the comprehensivefinal exam.

Action Plan: Students continue tosucceed, but the fall 2017 class

Semester Assessed: 2016 - 2017 (Multiple Semesters)Expected Goal Met: Yes

Direct: Exam/Quiz - In Course -Comprehensive Final Exam in a

SLO-1: Explain and compare major theoretical perspectives of psychology






improved by 7%. The action planwas to emphasis that noteverything is about consciouspsychological processes accordingto many models, thoughpsychology can play a role.Students like this and continue toget it, so the plan going forward isto continue with the emphasis.(02/27/2018)

Relative to the different perspectives in the treatment of abnormalities, the followingquestion was analyzed (the question combined 3 perspectives):

The medical, psychoanalytic, and behavioral models all agree that: The answer is thatabnormal behavior is associated with factors that are beyond he person’s conscious control.Spring 2016, Psy 1TuTh code 29323 (N=35) 83% correctFall 2017, Psy 1 TuTh code 28432 (N=39) 90% correct (02/27/2018)

multiple choice format betweenspring 2016 and fall 2017. All datawas calculated based on an itemanalysis of the comprehensive finalexam. The TuTh psych 1 sectionswere chosen because of overall lowsuccess rates, though all sections ofpsych 1 struggle with those rates.

Expected Goal: Students whoreceived at least a 70% correctresponse score of the

Related Documents:Psych 1 Assessment Materials Used for SLO MeasurementSpring 2018 (Zeeb).docx

Action Plan: The results of theassessment of this particular SLOdemonstrate that students needmore support in terms ofthe related concepts. Moreemphasis should be placed on thisSLO in lecture, in terms of givingstudentsaccess to appropriate informationand developing assignments morecatered to these concepts.

(06/15/2018)

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: NoThe assessment tool I used was a final exam that has been used for several semesters in thepast and requires the students to demonstrate mastery of the psychological theory conceptsbased on the information in the class. Students were also asked to specifically identifyimportant features of the theory and compare and contrast different theories discussed inthe course. In analyzing the SLO data, 13 out of 21 students assessed received a score of 70%or higher, which equates to 61% of the students. I believe this assignment and data doadequately measure the SLO as the student would demonstrate this mastery based on theirperformance on the final exam. I believe that the 61% of the sample did not reach aperformance target but does show that over half of the students were able to master theSLO. I think part of the reason for this result is that there was not a specific assignment tothis particular topic and not enough emphasis was placed on it in class. To address theseissues in assessing this particular SLO and to help students master this in the future, moreemphasis will be placed in lecture and in assignments, which will provide adescription/explanation of the different theories as to how students can effectively identifyimportant features of the psychological theories. In future semesters, I plan to assess adifferent SLO to address other SLOs put forward by the department. This SLO will be SLO #3which is; Identify the research methods used in psychological science. (08/28/2018)

Direct: Exam/Quiz - In Course -Students were given a final exam,which has been modified overprevious semesters to address thisparticular SLO. Students respondedto several questions, includingmultiple choice and essay formats toassess this particular SLO. Thisassessment required students torespond to several questions inconnection to the different theoriesof psychology covered in the course.This demonstrated whether studentscould understand the importantaspects of theory and if they couldidentify relevant information orrespond in an open-ended mannerto reflect understanding of theconcepts.



https://mvc.tracdat.com:443/tracdat/viewDocument?y=Hk9xg9v5rN32





questions/items found in the examwould demonstrate satisfactorymastery of the SLO measured.






Action Plan: Elaborate more on thetopic of cognitive therapy, andreassess this SLO in the upcomingsemesters. (05/19/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: Yes5 questions from the final exam that focused on application of psychological therapies wereutilized for this assessment project.For the question that asked about the techniques used in psychoanalysis, 11 out of 12 (92%)students gave the correct answer.For the question that asked about the application of aversive conditioning in treatment ofnicotine addiction, 10 out of 12 (83%) students gave the correct answer.For the question that asked about the application of cognitive therapy, 8 out of 12 (67%)students gave the correct answer.For the question on the use of family therapy, 11 out of 12 (92%) students gave the correctanswer.For the question on the general nature of psychotherapy, 11 out of 12 (92%) students gavethe correct answer.More than 70% of the students gave the correct answer to most questions aboutpsychotherapy, and only struggled with one question regarding psychotherapy. Moreemphasis will be given to this topic in the upcoming semesters. (05/19/2015)


Action Plan: A question regardingthe impact on psychology ofmulticulturalism was examined.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: NoA question regarding the impact on psychology of multiculturalism was examined.

Direct: Exam/Quiz - In Course -Assessment Tool: ComprehensiveFinal Exam in a multiple choiceformat


SLO Status: ActiveSLO-2: Describe and demonstrate an understanding of applied areas of psychology






Naturally, I’m picking areas thatneed improvement and this onecertainly does. I’m not sure whymulticulturalism seems to bedifficult to grasp. In all sections inboth semesters, I held a studysession prior to the finalexamination and emphasized viafact, concept, and application whymulticulturalism is so important.Frankly I’m surprised by the resultsand the lack of improvement. Ishall do some more cogitating, butwill assesses this particularquestion in the fall of 2016. (09/14/2016)

Fall 2015 MW code 29319 (N=37) Wed night code 29325 (N=32) TuTh code 29323 (N=35)Q1: 49% correct Q1: 31% correct Q1: 26% correct

Spring 2016 MW code 24874 (N=31) Wed night code 24867 (N=36) TuTh code 24866 (N=33)Q1: 58% correct Q1: 58% correct Q1: 36% correct

Conclusion: Both between sections as well as between semesters showed miserableoutcomes despite a marked improvement between semesters. (09/14/2016)

A between-sections analysis for the3 psych 1 sections in fall 2015 for the3 SLOs listed above; the sameanalysis for 3 sections of psych 1 inspring 2016; a between-semestersanalysis for fall 2015 vs. spring 2016.All data was calculated based on anitem analysis of the comprehensivefinal exam.


Action Plan: SLO 2: weirdly,students chose, besides the correctanswer, that psychologists wouldrepresent a narrower range ofethnic identities, or to a lesserextent, that behavioral universalsthat apply to everyone will beemphasized. The plan was toemphasize the role of cultural byengaging students about their ownculture—which actually wasentirely a new approach. While thesuccess rate went up 23%, it wasstill 21% below the target. I’veasked classes about this and theremay be a bias about psychologists

Semester Assessed: 2016 - 2017 (Multiple Semesters)Expected Goal Met: NoA question regarding the impact on psychology of multiculturalism was examined: Which ofthe following is most implied by psychology’s trend toward multiculturalism? The answer isfewer principles will be presumed to apply widely to populations.

Spring 2016 26% correctFall 2017 49% correct (02/27/2018)

Direct: Exam/Quiz - In Course -Comprehensive Final Exam in amultiple choice format betweenspring 2016 and fall 2017. All datawas calculated based on an itemanalysis of the comprehensive finalexam. The TuTh psych 1 sectionswere chosen because of overall lowsuccess rates, though all sections ofpsych 1 struggle with those rate

SLO-2: Describe and demonstrate an understanding of applied areas of psychology





in play or in some cases about howcultures are ignored. Suspectingthat immigration bias may be afoot,the plan is to provide a basis forpositive contributions by variouscultures, while not ignoringnegative contributions as well asnoting that all cultures have bothelements. This has been theemphasis and it may be working,but it seems clearly necessary totease out any imprints that may behindering learning in this area.(02/27/2018)





Action Plan: Elaborate more on thetopics of experiment and meta-analysis in the upcomingsemesters, and reassess this SLO.(05/19/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes-The pre-test scores were low. For the eight descriptions they had to identify one studentanswered 6 correctly, two answered 5 correctly, two answered 4 correctly, and the remainingstudents answered less than 4 questions correctly ()% to 50% correct). This pre-test helped todemonstrate the improvement of student understanding of SLO #3.

-On the final exam when calculating the average number of correct responses for thequestions pertaining to this SLO, the combined average was 81% correct. The questions oncorrelational research, surveys, and case histories has the highest averages (94%, 91%, and85% correct respectively, while the questions on experimental research and meta-analysis

Direct: Exam/Quiz - Pre-Post - SLO#3: Two questions were targetedregarding visual development andresearch on cats.Spring 2014 results (N=31):Fall 2014 Results (N=26):Q#1: 68% accurately answeredQ#1: 71% accurately answeredQ#2: 65% accurately answeredQ#2: 67% accurately answered


SLO Status: ActiveSLO-3: Identify the research methods used in psychological science





Expected Goal: The goal was toimprove the percentage of studentscorrectly answering the selectedmultiple-choice questions listedabove.

has 73% and 61% correct, respectively.

(02/21/2015)Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesThe final exam that was given at the end of the semester included multiple-choice questionson various topic pertaining to the research methods used in psychology.One question asked the students to identify the placebo effect. 85% of the studentsanswered this question correctly. Another question asked the students to identify a double-blind experiment, and 82.5% of the students gave the correct answer to this question. To thequestion that asked the students to identify the difference between experimental and controlgroups, 95% of the students gave the correct answer. Lastly, 97.5% of the studentssuccessfully identify the survey method in a different question.70% of the students correctlyidentified a negative correlation,whereas only 62.5% of the students gave the correct answerto the question where they were asked to identify the independent variable of anexperiment. The results of this assessment clearly states that the students have mostlyachieve this learning outcome. However, more emphasis should be given to the lecturecoverage of the independent and dependent variables in the upcoming semesters to increasestudent's success on this particular topic. (02/05/2015)

Expected Goal: A performance

Action Plan: 2 questions regardingresearch methods and health wereaddressed:

Q1 the widely reported relationshipbetween Type A behavior and heartriskQ2 the relationship betweenpsychological therapy and cancersurvival

The Q1 and Q2 and the results areabout as fuzzy as the results for SLO

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yes2 questions regarding research methods and health were addressed:

Q1 the widely reported relationship between Type A behavior and heart riskQ2 the relationship between psychological therapy and cancer survival

Fall 2015 MW code 29319 (N=37) Wed night code 29325 (N=32) TuTh code 29323 (N=35)Q1: 78% correct Q1: 59% correct Q1: 51% correctQ2: 84% correct Q2: 59% correct Q2: 89% correct

Overall:Retention: 84% Retention: 77% Retention: 75%Success: 71% Success: 57% Success: 70%

Direct: Exam/Quiz - In Course -Assessment Tool: ComprehensiveFinal Exam in a multiple choiceformatA between-sections analysis for the3 psych 1 sections in fall 2015 for the3 SLOs listed above; the sameanalysis for 3 sections of psych 1 inspring 2016; a between-semestersanalysis for fall 2015 vs. spring 2016.All data was calculated based on anitem analysis of the comprehensivefinal exam.

SLO-3: Identify the research methods used in psychological science





target of 70% success rate on theSLOs being assessed.

2: While I’m not at all clear aboutthe why of the results betweensections as well as betweensemesters, I will focus in this areaand reassess in the fall of 2016. (09/14/2016)

Spring 2016 MW code 24874 (N=31) Wed night code 24867 (N=36) TuTh code 24866 (N=33)Q1: 80% correct Q1: 72% correct Q1: 94% correctQ2: 38% correct Q2: 94% correct Q2: 79% correct


Conclusion: Weird differences between fall 2015 sections on both questions, with the Weds.night class showing the greatest problem. Spring 2016 sections showed markedimprovement with the exception of the MW class in understanding the relationship betweenpsychological therapy and cancer survival.

(09/14/2016)

Expected Goal: A performancetarget of 70% success rate on the

Action Plan: SLO 3: it is notconclusive, but emphasis onhostility and how it raises bloodpressure (asking students to thinkabout deep frustrations insituations not easily avoidable),may be making in-roads. That willbe the plan going forward to see ifit indeed works. Why somestudents continue to incorrectlychoose that Type A persons inhibittheir arousal to stress is interesting.Therefore examples to illustratewhat that is incorrect will be done.(02/27/2018)

Semester Assessed: 2016 - 2017 (Multiple Semesters)Expected Goal Met: YesA question about the widely reported relationship between Type A behavior and heart riskwas asked: the answer is that it applies particularly to the emotions of hostility and anger.

Spring 2016 51% correctFall 2017 82% correct

Overall success rate: Spring 2016 = 59% Fall 2017 = 54%

Overall retention rate: Spring 2016 = 74% Fall 2017 = 68% (02/27/2018)

Direct: Exam/Quiz - In Course -Comprehensive Final Exam in amultiple choice format betweenspring 2016 and fall 2017 a between-sections analysis for the TuTh psych1 section in spring 2016 comparedwith the TuTh psych 1 in fall 2017(spring 2016 had been previousassessed). All data was calculatedbased on an item analysisof the comprehensive final exam.The TuTh psych 1 sections werechosen because of overall lowsuccess rates, though all sections ofpsych 1 struggle with those rates.






SLOs being assessed.



PSY-50: Research Methods in Psychology


Action Plan: 1. In future classes, Iwould spend more time (at the verybeginning of the semester) onstatistics, to help convey at leastthe very basics to students. This is*NOT* an ideal use of time, butstudents absolutely need to have abasic understanding of statistics toget the most out of this class, andhonestly, for upper division classesafter they transfer.

2. As noted previously, currentstatistics classes are not adequatelypreparing students for PSY 50. Iwould strongly encourage thedevelopment of a statistics classoffered by the psychologydepartment, so we could betterprepare students.

3. Currently there are two pre-requisites for PSY50: PSY 1(general) and MAT12 (stats). I

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: NoPoster Presentation Results (SLO #4):

Section 22124 (21 students): Section 22114 (26 students):20 of 21 submitted a paper 25 of 26 submitted a paper8 of 20 received 70% or higher [40%] 8 of 25 received 70% or higher [32%]

Total (47 students):45 of 47 submitted a paper16 of 47 received 70% or higher - [34% Success]

Students were woefully unprepared for statistical analysis and interpretation, as wasreflected in their overall scores. Although many students were close to the 70% cutoff, fewsurpassed it (and only one student received an A over 90%). Although these aredisappointing numbers, as an instructor I was not only surprised, but shocked at how littlestudents knew of statistics upon entering the class. Stats is a pre-requisite, however manystudents reported learning very little of what was necessary for data analysis in the socialsciences (even for basic statistics). As an example, when discussing basic descriptivestatistics, most students did not understand standard deviations at all. Several offered up theformula for calculating it, but did not understand what it was, what it told us, or why it wasimportant. If students do not understand even the most basic of descriptive statistics, themore advanced inferential statistics were well beyond most of them. There were studentswho reported never even hearing of an ANOVA or Regression in their statistics classes, whichis unacceptable. While we spent several lectures covering the basics of descriptive and

Direct: Writing Assignment - For thefinal project/paper of the course, theentire class (both sections)participated in an onlinepsychological experiment(opl.apa.org) on mental rotation.Students were asked to recruitfriends/family to participate as wellin order to increase the size of ourdata set. Students analyzed the data(with instructors help) in classthrough both MS Excel andStatCrunch. Three articles on thetopic were assigned to the entireclass, and each student wasresponsible for finding threeadditional (relevant) articles on theirown in order to write their finalpaper. Students were responsiblefor reading each paper, writing a(graded) summary for each, andcombining the papers with ourresults into APA-style reports.1. After collecting data and dataanalysis, students were required to

SLO Status: Active4: Compose written reports of research in appropriate APA style.





Expected Goal: 1. At least 70% ofstudents will achieve a passing grade(C, 70%) or better on theirResults/Discussion section.2. At least 70% of students willachieve a passing grade (C, 70%) orbetter on their Final, Full APA StylePaper.

would strongly consider adding anEnglish writing class to that list aswell. Writing is an essentialcomponent, and many studentsseemed unprepared. (09/13/2016)

inferential statistics, as well as several class periods working with data… there is not enoughtime to teach students research methods AND statistics. Students should have a basicunderstanding of stats before they take this class, and they are currently not receiving thatfoundation. (09/13/2016)

turn in a “partial” paper covering theResults (including two tables andtwo figures) and Discussion sectionof the experiment. This Partial Paper(PP) was used to assess “analyzing &interpreting the results of datautilizing statistics.”2. After the PP was returned withfeedback, students need to writeand submit a full APA-style paper(Title Page, Abstract, Introduction,Methods, Results, Discussion,References, Tables, Figures) whichwas used to assess SLO #3.

4: Compose written reports of research in appropriate APA style.




Action Plan: Students performedextremely well on both the classpresentation and the group poster

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesSection 22124 (21 students): Section 22114 (26 students):

Direct: Presentation/Performance -1. One of the most basic ways toshare research in Psychology is

SLO Status: Active5: Present research designs and results to others in class presentations and/or in posters displays.





project. In future classes I plan onspending slightly less time on each,and taking the extra time to focuson an area where students hadmore difficulty (e.g., Statistics).(09/13/2016)

21 of 21 presented a paper 26 of 26 presented a paper18 of 21 received 70% or higher [86%] 25 of 26 received 70% or higher [96%]

Total (47 students):47 of 47 presented a paper43 of 47 received 70% or higher - [91% Success]

I was very happy with the results of the class presentations. They had clearly put in a lot ofwork on their PowerPoints and had practiced their presentations. The area students seemedto have the most difficulty on was the Q&A portion at the end, which is not surprising as thatis typically the most difficult part for anyone. In future classes it is possible I could move thisassignment earlier, with less prep and still have a high success rate, which would allow moretime for subsequent assignments where students did not perform as well on (like the APApapers).

Poster results (SLO #5):

Section 22124 (21 students): Section 22114 (26 students):21 of 21 presented a paper 26 of 26 presented a paper21 of 21 received 70% or higher [100%] 25 of 26 received 70% or higher[96%]


I was extremely pleased with the overall results of student posters. All groups received apassing grade, and only one student was below the 70% goal (due to a penalty for non-participation, as decided by the other group members). We spent a lot of class timepreparing for the poster, and based on the grades it is possible that, like the presentation, Icould re-allocate some of that class time to other components and still maintain a high levelof performance. (09/13/2016)

through conference-stylepresentations. In lab, I started thesemester by teaching students thebasics of how to read an academicarticle. We read a short (4 page)article together as a class, goingthrough each section and explainingthe purpose and importance. Overthe first few weeks students wereassigned five articles to read andwrite summaries of as practice.They were then instructed to find anarticle of interest on their own(approved by me), that they wouldread, write a summary for, andeventually present to the class in theform of a 5 – 8 minute PowerPointpresentation, followed by 5-7minutes of questions by myself andtheir fellow students.

2. One of the other most basic waysof sharing research in Psychology isthrough conference-style posters.After the paper presentation,students were put into groups of 3 –4 for a poster presentation. Eachgroup was tasked with choosing aresearch topic, and then eachindividual member was responsiblefor finding two articles related tothat topic, and then reading andsummarizing them. They presented

5: Present research designs and results to others in class presentations and/or in posters displays.





Expected Goal: At least 70% ofstudents are expected to achievethis SLO.

their articles to the group members,and as a group they were to choosethree articles to base their posterproject on. Over the followingweeks, groups used the three chose

5: Present research designs and results to others in class presentations and/or in posters displays.

SOC-1: Intro to Sociology


Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: YesAt pretest, students were shown the film and asked to identify conformity, obedience, anddeviance in the film. Forty-eight students participated in this exercise. The score breakdownwas as follows:

14 students scored 1/320 students scored 2/32 students scored 3/32 students scored 0/3

Mean=1.25Mean for students who took both quizzes=1.51

Following this exercise, a focused lecture was provided discussing the terms and criteria foreach. A post-test was given to test the efficacy of this lecture. Thirty-three studentsparticipated in this second exercise who had completed the first one (students who had onlyattended class on the second day were excluded for no pretest results).

Direct: Exam/Quiz - Pre-Post -Students will watch the filmObedience by Stanley Milgram. Thisfollowed up on reading due thesame week regarding deviance,obedience, and conformity, whichgoes with the Criminology portion ofsociology. They are to identifylinkages between a laboratoryexperiment requiring obedience to arevered authority figure (a researchassociate at Yale University) andgovernmental authority whichdemands obedience (for example,Germany and the Holocaust, or to alesser degree, our government andcivilian control). For assessmentpurposes the focus of the

SLO Status: Active

SLO 4: Demonstrate the ability to apply the basic principles of social inequality within contemporary societal institutions, e.g., the political and economic structures of theUnited States.





Expected Goal: 2/3 on the quiz(66%)

Of these, results were observed as follows:3 students scored 1/313 students scored 2/316 students scored 3/30 students scored 0/3

Mean=2.4 80% mastery

All students who scored less than 3 on the pretest individually showed improvementfollowing the focused lecture. All of those who scored 3 on the first quiz also scored 3 on theposttest. The mean was substantially higher for those who retook the quiz after lecture. Thisshows that students were able to apply concepts that were presented in the lecture toprevious experience (the film). Low scores on the pretest underscore the need to emphasizethe role of regular reading/study of the textbook prior to class, so that students experiencelecture as a refresher rather than first exposure to concepts. The results also underscore theneed to emphasize application of concepts during class, rather than definition/examplepedagogy. (10/16/2017)

measurement tool here will be apretest and posttest (before andafter lecture) regarding conformity,obedience, and deviance. Studentsmust identify examples of each inthe film.

SLO 4: Demonstrate the ability to apply the basic principles of social inequality within contemporary societal institutions, e.g., the political and economic structures of theUnited States.

SOC-12: Marriage Family Rel


Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesThe average score for this research paper was 71.43%, which fell slightly below the target.(03/24/2015)

Direct: Writing Assignment -students assigned a research paperexploring the claims of a journalistwho recommends not marrying a"career woman" based on the socialscience research. Students arerequired to check the validity of the

SLO Status: ActiveSLO 1: Discuss and analyze the importance of the family as part of an interconnected system of social institutions embedded in a specific culture.





Expected Goal: 75% of studentsshould score an average of 75% ontheir papers.

journalist's use of these studies tosubstantiate his claims. With thisassignment, students see family asinterconnected to the economy andbusiness world.

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: YesStudents scored the following on the writing prompt:

26 students scored 5/52 students scored 4/52 students scored 3/5 or below

Mean=4.64

Analysis: students were easily able to identify traditional Chinese values regarding boys asmore desirable, and the historical reasons for this (acquisition of property, continuation oflineage, continuity of care in old age, lengthy emotional ties over the life course). They tiedthis to their own cultures, which had preferences for boys or no preference (no onementioned a cultural preference for daughters but two students mentioned that motherstend to prefer girls and fathers, boys). Some became confused between the preference forone gender of child and an overarching male-dominated society. This is reflective of theChinese culture, where many families desire daughters, but NEED sons for the economicadvantages.

Specifically, students pointed out that sons were sometimes preferred because they wereseen as cheaper, easier to care for, more likely to approve of the things that the father does,will work more for the family, or give the family status. This parallelled the Chinese desire forboys to care for the parents in old age, to obtain more farm acreage from the government, orto carry on the family name and give the family status. On the other hand, Latinx students

Direct: Case-Based Study - Studentswill watch a film called China's LostGirls, about the government's one-child policy, and the social, political,and economic effects of this policyon families in China. They will thenengage a writing prompt to evaluatetheir analysis of the policy oncultural preference, prosperity, andabandonment/infanticide of femalechildren that occurred under thepolicy. Embedded in this analysis isthe realization of very realconsequences of the culturalpreference for boys and the eventualshortage of girls to marry oreducate. The goal is for students toidentify the interconnectedness ofsocial institutions and the linkagesbetween what happens in largersociety and the effects on the micro-level, families. Another sub-goal isfor students to tie Chinese socialprocesses to their own lives andcultures.

SLO 1: Discuss and analyze the importance of the family as part of an interconnected system of social institutions embedded in a specific culture.





Expected Goal: Students should earn4/5 (80%) on this exercise.

pointed out that they lived in a male-dominated household where men functioned asbreadwinners and girls were married and expected to be stay at home mothers. Thismanifested in more freedom for boys, and some individual, rather than societal preference.

A suggestion that comes away from these findings is the need to make sure that studentsunderstand the differences between societal-level and individual-level processes and howthese work interchangeably to create gender preference on each. (10/18/2017)

The following open-ended questionsare included in the prompt:

1. How did cultural values affectpreference for boys in China?

2. Why were boys preferred overgirls?

3. What happens if a family violatesthe one-child policy?

4. In our culture, which gender (ifany) is preferred?

5. If your family is originally fromanother culture, how is genderpreference viewed?


SPA-1: Spanish 1


Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesI was able to measure the data by randomly selecting students and averaging their scores inboth MIDTERM AND FINAL EXAMS. The average for listening was 87%, while the average forthe reading portion was 85%. My expected target was 80% in both learning outcomes;

Direct: Test/Retest - Students wereassessed during MIDTERM ANDFINAL WRITTEN EXAM. Both testscontained an auditory portion and areading portion.

SLO Status: Active

SLO 1: Demonstrate reading and listening comprehension of basic everyday materials related to oneself, family and immediate surroundings. These may include, but are notlimited to, advertisements, time tables, short personal letters, dialogues, readings, conversations, and video and audio recordings.



SPA-1: Spanish 1


Expected Goal: LISTENING: Studentslistened to an audio recording andthen answered five multiple choicequestions in written form. (Targetfor this learning outcome is 80% orbetter.)READING: Students were given aselected reading which included aquestionnaire with 10 questions tobe answered in written form.Related Documents:Spanish 2 Rubric Final Project

therefore, my students successfully met both goals. (06/12/2015)

Expected Goal: Students will score atleast 70% or higher on each set ofquestions.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents throughout the semester scored at least a 75% on each set of questions.(09/14/2015)

Direct: Exam/Quiz - In Course - Foreach chapter students are given alistening exercise in the form of adialogue with a set ofcomprehension questions to whichthe students will respondappropriately.

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesAnalysis of dictation results: "bellota" ("ll" v. "y"), "Quijote" ("j" v. "g"), etc., with followingactual outcome:[Sample] Student A: "vagón" correct[Sample] Student B: "ubajón" incorrect

Direct: Exam/Quiz - In Course -Short dictation exercises/quizzeswhich align thematically with thechapters of the text are utilized asfollows:Example: Chapter 1/Quiz 1:



https://mvc.tracdat.com:443/tracdat/viewDocument?y=oCRTmzDe4UDD


SPA-1: Spanish 1


Expected Goal: Listeningcomprehension requiresdiscernment of Spanish syllables,consonants, and vowels. Studentsrebuild sounds into grammarcomponents as use critical thinkingskills to answer the questions.Performance Target: At least 70% ofstudents enrolled will be able writephonetically correctwords/sentences, demonstratingimproved spelling and syntax.

Student B hear the article "un" and incorporated it into the noun, likely not an unknown worddue to a very high level of previous experience/acculturation.By the end of the semester, dictation prompts were thought to stimulate creative thinkingand deduction, and improve student learning. (02/26/2016)

Students are required to write (perinstructor's dictation) four wordsand one sentence highlightingintroductory phonetic lesson.Example: Chapter 2/Quiz 2:Students write (per instructor'sdictation) two complete questions,and then answer the questions.To include Chapters 1 through 7,using progressively more complexsounds and structures, as shown in"Related Documents" below.]


SPA-1: Spanish 1


Semester Assessed: 2014 - 2015 (Fall 2014)Direct: Writing Assignment -

SLO Status: Active

SLO 2: Communicate, both orally and in writing, about familiar topics and activities requiring a simple and direct exchange of information. This communication may include,but is not limited to, simple verbal and written exchanges such as dialogues and paragraphs related to oneself, family and immediate surroundings.



SPA-1: Spanish 1


Expected Goal: At least 60% ofstudents will achieve a score of 65%or better. The rubric used is asfollows (1 through 5) with thegreatest number the best score.Scored Best (90% or better) (5)Scored Better (80% or better) (4)Scored Good (70% or better) (3)Scored Poorly (60% or better) (2)Scored Worse (59 or lower) (1)

Expected Goal Met: Yes70% of the students achieved a 65% or better. (09/14/2015)

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: Yes48 students completed the paragraph and presented it to the class as part of their homeworkassignments. Spring 2014. Below are the results:

(5) Scored 10 points 31.25%(4) Scored 8 points 35.42%(3) Scored 6 points 18.75%(2) Scored 4 points 14.58%(1) Scored 2 points 0.0%

The paragraph written and presented showed that 85.42% earned six or more points. I wassatisfied with the results. There was no need to reevaluate the students in the samecategory. (06/05/2014)

Notes: 48 students completed theparagraph and presented it to theclass as part of their homeworkassignment. Spring 2014. Below arethe results:31.25% scored (5)35.42% scored (4)18.75% scored (3)14.58% scored (2)

Students were to write a oneparagraph (five sentences) inSpanish describing their dailyroutines employing the grammaticalstructures of reflexive verbs andsequential vocabulary, using wordssuch as: “primero”, “luego”,“después” and “finalmente” as wellas the vocabulary listed on chapter5.The paragraph was gradedholistically based on knowledge ofsubject, content, grammar,vocabulary and pronunciation.




SPA-1: Spanish 1


0.00% scored (1)

Expected Goal: At least 75% of thestudents must exceed theexpectation.Did not meet expectation.Met expectation.Exceeded expectation.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes18 students produced a paragraph using the topics learned throughout the semester.100% met the expectation. (03/20/2015)

Notes: The paragraph accessed wasthe Final Exam.

Direct: Writing Assignment -Students have to write a paragraphapplying the vocabulary, verbs in thepresent and preterit tenses, and anyother grammar topics learnedthroughout the semester. The topicof the paragraph is to tell what they(the students) did last weekend.

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesStudents successfully achieved the target performance by 80% on the final exam composedof multiple choice and short answer questions.Throughout the semester, students were evaluated with an exam after each chapter,providing them with strategies and skills to prepare them for final exam and presentation.(02/19/2016)

Direct: Exam/Quiz - In Course - Finalexam using an integrated methodwith a strong emphasis oncommunication skills:comprehensive-audio, reading andanswering questions and writingshort paragraphs.Cultural presentation assessed usinga rubric to assess: organization,vocabulary, articulation andknowledge of the cultural topic.Students used a power pointpresentation was required for eachstudent to present the oral




SPA-1: Spanish 1


Expected Goal: The Spanishdiscipline has agreed on 80% targetperformance for students. 80% ofstudent work assessed indicatecompetency in the SLO beingassessed.Notes: The success of thisassessment tool is the result ofstudents' consistent participationduring open ended questions,hands-on activities and oral practice.

presentation.

Expected Goal: At least 70% ofstudents will be able to writethematically oriented complexsentences with non-distractingerrors in noun-adjective agreementand verb conjugation.

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesWriting sections only (NOT final instrument grades):Midterm (Chap 1-4) A 43 B 16 C 12 D 4 F 11Chap 5 A 63 B 5 C 2 D 3 F 9Chap 6 A 39 B 11 C 7 D 4 F 14Chap 7 A 8 B 5 C 4 D 12 F 40

(02/26/2016)

Direct: Exam/Quiz - In Course -Writing prompts on midterm andquizzes seeking level-appropriateresponses per Course Objectives:Midterm (Chaps 1 - 4): Shortanswers; descriptive agreement;complex sentences (Writingprompts: 32 of 60 questions)Chap 5: Original sentences(reflexives) (10 of 25)Chap 6: Original sentences(professions w verbs) (10 of 38)Chap 7: Preterit verbs (15 of 30)





SPA-2: Spanish 2


Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesWhy did you choose that SLO?Based on observations in previous classes, many students cannot integrate and apply thevocabulary terms presented in a chapter theme (in this case family) into a high frequency textor narrative. Students have a tendency to literally translate from English or another languagewhich inhibits the progress of comprehension, thus inhibiting them from trulycomprehending a dialogue or narrative. Additionally, the student’s inexperience with theSpanish language provides a challenge when listening to a native speaker and the speed ofthe spoken word by a native speaker.

What specific topic does this project focus on?In the classroom, students were given a series of six (5) questions to answer after listening toa dialogue between two native Spanish speakers that utilized vocabulary specific to thechapter currently being studied in the course, in this particular case, it was ‘la familia’/thefamily.

Describe your inquiry strategy, including the assessment tool, scoring criteria, and timeline.After the students listened to the dialogue twice, they completed their answers and thenwere paired up in groups of two (2). Each group of two students shared their answers anddiscussed the notes they each had compiled based on the dialogue they heard. After 5minutes of discussion in groups, each group was assigned a question to read and share theiranswer. If the rest of the class did not agree with their answer, I replayed the audio of thedialogue so that the class would come to an agreement regarding the answer. All answers tothe 5 questions were reviewed with the same method.

To assess the listening strategy, I utilized the same dialogue to develop a series of 5 questionsvery similar to the questions the students had answered in class. The questions wereincluded in the chapter exam to assess their listening and comprehension skills.

Direct: Test/Retest - 1stassessment/Pretest –In theclassroom, students were given aseries of (5 - 6) questions to answerafter listening to a dialogue betweentwo native Spanish speakers thatutilized vocabulary specific to thechapter currently being studied inthe course. After the studentscompleted their answers, they werepaired with another student toreview their answers and discuss anyquestions regarding vocabulary orchallenging dialogue.


SLO Status: Active

SLO 1: Demonstrate listening and reading comprehension of clear standard discourse and authentic texts in everyday, high frequency language. Topics and materials mayinclude, but are not limited to self, family, friends, academic work, social interactions, newspaper articles, letters, and brief narratives.



SPA-2: Spanish 2


The following scale was used to grade the questions based on the dialogue.

DID NOT meet expectations (69% and below) BEGAN to meet expectations (70 - 79%) MET expectations (80% -89%) EXCEEDED expectations 90% and above

Results: 15% DID NOT meet expectations 22% BEGAN to meet expectations60% MET expectations 3% EXCEEDED expectations

Based on the results, what goal was set?My goal was to see the met expectations category increase and significantly decrease the ‘didnot meet expectations’ category.What modifications to the curriculum were made?

I created additional class activities and exercises to help students master the application andintegration of the targeted vocabulary and grammatical structures in dialogues. Studentswere encouraged to discuss and review the vocabulary and ideas presented in the dialogue.Additionally, students were assigned online activities (online Workbook and interactiveexercises/Learn Smart) which reviewed the targeted vocabulary and grammar structures.

Describe your re-inquiry strategy, including the timeline and results.

After the first two exams which included listening comprehension sections, the repetitivestrategies of reviewing and discussing the dialogue in small and large group settings seemedto improve the student’s overall skill level showing considerable improvement.

Results: 2% DID NOT meet expectations




SPA-2: Spanish 2


10 % BEGAN to meet expectations84% MET expectations 4% EXCEEDED expectations

My goal was to see the met expectations category increase and significantly decrease the ‘didnot meet expectations’ category.How have you shared this project with your colleagues?

Yes, I have discussed this project with me colleagues and they have taken great interest in theintervention strategies. We have discussed utilizing the same intervention strategies in othercourses for language projects on both a smaller (less intense) and larger scale (more intense).We continue to meet on a regular basis to discuss student interventions strategies andpedagogical methodologies. We are consistently sharing activities and assignments thatdemonstrate successful learning for our students.

(09/14/2015)



SPA-2: Spanish 2


Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesThe following scale was used to grade the oral presentation. DID NOT meet expectations (69% and below) BEGAN to meet expectations (70 - 79%) MET expectations (80% -89%) EXCEEDED expectations 90% and aboveResults:

Direct: Presentation/Performance -Student presented a 10 minute oralpresentation in conjunction with apower point presentation or posterboard presentation the last week ofthe semester which demonstratedthe students ability to communicatewith the class using a basic and


SLO Status: Active

SLO 2: . Communicate, both orally and in writing, about familiar topics and activities requiring a simple and direct exchange of information. This communication may include,but is not limited to, brief descriptions detailing experiences and impressions of self, family, academic work, and social interaction.



SPA-2: Spanish 2


Expected Goal: A detailed rubic (seeattached document)

12% DID NOT meet expectations 15% BEGAN to meet expectations70% MET expectations 3% EXCEEDED expectations

Based on the results, what goal was set?My goal was to see the met expectations category increase to 75% and significantly decreasethe ‘did not meet expectations’ category.What modifications to the curriculum were made?

I created an in class activity to help students master the application and integration of thetargeted vocabulary and grammatical structures in dialogues. Students were encouraged touse information from the paragraphs they had developed about their family.


One (1) week after the first assignment (paragraph) was completed, the interventionstrategies (peer work groups in combination with a dialogue activity) were utilized and eachstudent handed in an edited/corrected paragraph describing their family.

Results: 2% DID NOT meet expectations10 % BEGAN to meet expectations84% MET expectations 4% EXCEEDED expectations

My goal was to see the met expectations category increase to 75% and significantly decreasethe ‘did not meet expectations’ category (09/14/2015)Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: YesAs a homework assignment, students were asked to write a paragraph (5-6 completesentences in Spanish) which described their family (size, siblings, physical traits and

Notes: Throughout the semester Iprovided activities which includedoral presentations in groups of 2 and3 in which students could master

direct exchange of information usingbasic descriptions, verb tensesregarding self, family and/or socialinteraction.




SPA-2: Spanish 2


characteristics) Prior to the assigning the paragraph, I modeled the description of my ownfamily on the board and power point utilizing vocabulary structures presented in the targetedchapter. Also, prior to their presentation of the paragraph, I divided the students in pairs andthe students reviewed each others paragraphs, making recommendations if needed.The following scale was used to grade the paragraph. DID NOT meet expectations (69% and below) BEGAN to meet expectations (70 - 79%) MET expectations (80% -89%) EXCEEDED expectations 90% and above

Results: 12% DID NOT meet expectations 15% BEGAN to meet expectations 70% MET expectations 3% EXCEEDED expectations








SPA-2: Spanish 2


Results: 2% DID NOT meet expectations 10 % BEGAN to meet expectations 84% MET expectations 4% EXCEEDED expectations

My goal was to see the met expectations category increase to 75% and significantly decreasethe ‘did not meet expectations’ category. (09/05/2014)

Expected Goal: At least 90 percentof students met or exceeded theexpectations.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yesa total of 91% met or exceeded the expectations. (09/14/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesFirst part of the project: first results;

12 % Did not meet expectations

72 % Met expectations

16% Exceeded expectations

Based on the results, I set the goal to increase the percentage of students who met theexpectations to 85 % or higher, and lower the percentage of students who did not meet theexpectations.

What modifications to the curriculum were made?

I added short films to the laboratory portion of the class in addition to the dialogues theylisten to online. So, not only will they listen to dialogues but they will also watch and listen toauthentic dialogues to expand their listening comprehension skills in the preterit verb form,

Notes: Trough out the semesterwere required to write re-evaluatedand re-scored using the same rubric

Direct: Writing Assignment -Students were assigned to write atwo-paragraph composition usingthe preterite describing what the didlast weekend. They had practicepreviously in class. Therefore,students were familiar with thepreterite tense. The rubric used asfollows:Did not meet expectationsMet expectationsExceeded expectations.




SPA-2: Spanish 2



A month later, 30 students were re-evaluated and re-scored using the same rubric. Theresults are as follows.



13% Exceeded expectations

(09/14/2015)Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes33 students produced a two-paragraph composition using the preterite tense fall 2014.13 % Did not meet expectations81 % Met expectations6 % Exceeded expectations. (03/16/2015)


SPA-2H: Honors Spanish 2


Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesTo address the performance outcomes of the students, the following scale was used from the

Direct: CapstoneProject/Assignment - For thiscourse, the students had completed

SLO Status: Active

SLO 1_2017: Demonstrate listening and reading comprehension of clear standard discourse and authentic texts in everyday, high frequency language within a culturalcontext. Topics and materials may include, but are not limited to self, family, friends, academic work, social interactions, newspaper articles, letters, and brief narratives. ForHonors sections, this also may include readings and recordings topics by and about literary and historical figures and important events of the Spanish-speaking countries.





rubric (see documents)The results were:

Listening & reading (SLO1) Demonstrate listening and reading comprehension of clearstandard discourse and authentic texts in everyday, high frequency language within a culturalcontext. Number of Students Outcome

10 puntos Excelente organización y fluye muy bien 69 puntosBien organizado y fluye bien 08 puntosFalta poca organización y fluidez 07 puntosNo está organizado y no fluye bien 06 puntosNo tiene ninguna organización y no fluye 0

Based on the results, 100% of the students exceeded the expectations at the ‘excellent level’for SLO 1: Demonstrate listening and reading comprehension of clear standard discourse andauthentic texts in everyday, high frequency language within a cultural context. (08/24/2017)

Spanish Honors 1 with me lastsemester and had mastered researchskills using a ‘dissertation model’research, developing a question andidentifying some possible answers totheir question. Additionally, mycolleague Dr. Joanna Warner,Biology asked me to participate in aspecial project she wanted tocontextualize across the curriculum.Dr. Joanna’s project focused on herresearch with the ‘Swallows’ thatvisit Moreno Valley College.Therefore, to connect with herproject, my Spanish 2 Honorsstudents decided to use their newlyacquired skills and they each decidedto research a topic connected orrelated to the Swallows (in Spanishlas Golondrinas)The Spanish 2 Honors studentsdecided to use their newly acquiredskills from Spanish 1 Honors andthey each decided to research atopic connected or related to theSwallows (in Spanish lasGolondrinas) and complete aresearch paper in Spanish. Some ofthe topics of the projects were:‘The migration of Swallows fromGreece to Latin America’‘The variety of nests of the Swallows’






Expected Goal: Throughout thesemester, students were exposedand experienced listening andreading comprehension of varioustopics such as the environment,plants and animals, music and dailyactivities. Based on the exposure tothese topics (vocabulary andgrammar structures with verbs), the

Listening & reading (SLO1)Demonstrate listening and

reading comprehension of clearstandard discourse and authentictexts in everyday, high frequencylanguage within a cultural context.10 puntos Excelenteorganización y fluye muy bien9 puntosBien organizado y fluye bien8 puntosFalta poca organización yfluidez7 puntosNo está organizado y nofluye bien6 puntosNo tiene ninguna

‘The predators of the Swallows’‘The variety of Swallows that live inLatin America’‘The environmental and climatechange effect on the Swallows’‘The symbolism of the Swallows inSpanish language music and film.






organización y no fluye



SPA-3: Spanish 3


Expected Goal: 80% of studentswork assessed will indicatecompetency in the SLO beingassessed.

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesThe presentation and the written essay were worth 50 points each, with a total of 100 points.The final project, presentation and written essay was graded holistically based on knowledgeof subject, content, grammar, vocabulary and pronunciation. Each category was assigned a 10points value with a total of 50 points for the essay and 50 points for the presentation. Therubric used is as follows: (1 - 10) with the graded number being the best score.Score Best (90% of better) 9 -10Scored Better (80% or better) 8Scored Good (70% or better) 7Scored Poorly (60% or better) 6Scored Worse (50% or lower) 5

The results were as follows:39% = A28% = B17% = C16% = F

Direct: Presentation/Performance -On the eight week of course,students selected a Spanish moviefrom a list provided and proceededto review it. The requirements was apresentation of the movie to theclass based on the theme, plot,content and their personal opinions.The presentation was followed by awritten essay of the movie. Thewritten portion was to be turned inon the last week of the course


SLO Status: Active

SLO 1: Demonstrate reading and listening comprehension of the substance of (a) standard discourse on familiar topics and (b) clearly-delivered authentic cultural materials.These may include, but are not limited to TV programs, videos, movies, audio files, Internet sources and literary and factual texts which put forward arguments and differentpoints of view.



SPA-3: Spanish 3


Three students failed to present the final project. (02/19/2016)

SLO 1: Demonstrate reading and listening comprehension of the substance of (a) standard discourse on familiar topics and (b) clearly-delivered authentic cultural materials.These may include, but are not limited to TV programs, videos, movies, audio files, Internet sources and literary and factual texts which put forward arguments and differentpoints of view.


SPA-3: Spanish 3


Semester Assessed: 2013 - 2014 (Fall 2013)Expected Goal Met: Yes20 students completed the assignment.

17 students are Native or semi-native speakers 3 students are Non-native speakers.

Below find the results:0% did not meet expectations (1)5% began to meet expectations (2)55% met expectations (3)40% exceeded expectations (4)

The overall goal was met. All students met the expectations earning a score of 3 or more.(03/29/2015)

Direct: Writing Assignment - Theproject focused on their favoritemain course meal (Su platillofavorito). This involved discussingthe ingredients, and preparation ofthe dish and their feelings as to whythey liked this particular dish. Thisassignment was given on week 9 ofthe semester. Students had beenwriting short (one paragraph of 6 – 8sentences) essays throughout thesemester.

Students were informed to refer toChapter 5 (Sabores y colores) in theirtext and use the vocabulary from thebook and their own dictionaries.The text also provided an example ofthe exercise. Students were giventhe take home


SLO Status: Active

SLO 2: Formulate and express opinions, both orally and in writing, on familiar matters as well as on topics related to Hispanic culture, history, current events and daily life.This communication may include, but is not limited to, intermediate-level verbal exchanges and short essays that put forward personal points of view.



SPA-3: Spanish 3


Expected Goal:The paragraphs were scoredholistically based on comprehension,content, grammar and vocabulary.Each category was assigned 5 pointsfor a total of 20 points.The following rubric used was asfollows:

1 = did not meetexpectations

2= began to meetexpectations

3= met expectations4= exceeded expectations

Notes: I was pleased with theresults, as only one student hadproblems with the assignment. Iexplained the assignment again andprovided more guidance and writtenexercises to the specific student.After a couple of weeks, I asked thestudent to re-submit the assignment.The student scored better andmoved to the met expectationscategory.

assignment/homework andsubmitted one week later.Additionally, I provided a modelassignment/presentation by sharingmy favorite dish and it’s preparationwith the class before the final dateto submit the assignment.




SPA-3: Spanish 3


Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: YesThe following criteria was used to assess this class: 28 students will be able to produce atwo-paragraph composition using the verbs “ser and estar” in the present tense correctly.

Students were assigned to write a two-paragraph composition using the verbs “ser and estar”in the present tense correctly. Students practiced this assignment in class; therefore, theywere familiar with the verbs “ser and estar” in the present tense. The rubric used was asfollows:

Exceeded expectationsMet expectationsDid not meet expectations

Results:

28 students produced a two-paragraph composition using the verbs “ser and estar” in thepresent tense correctly. The results are as follows:4 (14 %) students Exceeded expectations22 (79 %) students Met expectations2 (7%) students Did not meet expectations*Performance Target (Required) 75% of the students will produce a two-paragraphcomposition using the verbs “ser and estar” in the present tense correctly.Notes Students tend to have challenges orally and in writing using “ser and estar” correctly.Therefore, I will incorporate more cultural reading online and in class pertaining to theseverbs. (05/01/2018)

Direct: Writing Assignment - Thefollowing criteria was used to assessthis class: 28 students will be able toproduce a two-paragraphcomposition using the verbs “ser andestar” in the present tense correctly.

Students were assigned to write atwo-paragraph composition usingthe verbs “ser and estar” in thepresent tense correctly. Studentspracticed this assignment in class;therefore, they were familiar withthe verbs “ser and estar” in thepresent tense. The rubric used wasas follows:

Exceeded expectationsMet expectationsDid not meet expectations

Results:

28 students produced a two-paragraph composition using theverbs “ser and estar” in the presenttense correctly. The results are asfollows:4 (14 %) students Exceededexpectations22 (79 %) students Met expectations2 (7%) students Did not meet




SPA-3: Spanish 3


Expected Goal: 75% of the studentswill produce a two-paragraphcomposition using the verbs “ser andestar” in the present tense correctly.Notes: Students tend to havechallenges orally and in writing using“ser and estar” correctly. Therefore,I will incorporate more culturalreading online and in class pertainingto these verbs.

expectations



SPA-3N: Spanish/Spanish Speakers


Action Plan: Will continuescaffolding the assignment tosupport students' performance.(04/23/2018)

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesBased on percentage, it is expected that 85% of the students will score 75% or abovedemonstrate comprehension of standard writing by composing short answers that reflecttheir point of view based on the material in discussion.Writing assignment: One of three assignments. Students were required to complete a shortanswer questionnaire after viewing the film “Como agua para chocolate/Like Water forchocolate”. The questionnaire required the student to answer questions related to a varietyof topic that appeared in the movie, specifically to literary content shown in the movie. Theaverage grade in this assignment was 92.88 %. 90.9 % of students met expectations whichover the 75% performance target. (04/23/2018)

Direct: Writing Assignment - 1stassessment – Each studentcompleted a short answerquestionnaire after viewing themovie ‘Como Agua Para Chocolate’/’Like Water for Chocolate’. Thequestionnaire required the studentto answer questions related to avariety of topic that appeared in themovie.

Describe your inquiry strategy,


SLO Status: Active

SLO 1: Demonstrate comprehension and improvement of standard discourse, written and grammatical skills by composing well-structured, essays and stories that includepersonal points of view and experiences on a wide variety of topics that go beyond the familiar; i.e. literature, politics, careers, environment and culture.





Expected Goal: Grading Scale DID NOT meet expectations(69% and below) BEGAN to meet expectations(70 - 79%) MET expectations

(80-89%) EXCEEDED expectations(90% and above)

Results. 38% DID NOT meetexpectations

38% BEGAN to meetexpectations

23% MET expectations

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: Yes1st assessment – Each student completed a short answer questionnaire after viewing themovie ‘Como Agua Para Chocolate’/’Like Water for Chocolate’. The questionnaire requiredthe student to answer questions related to a variety of topic that appeared in the movie.The questionnaire required the student to answer a question related to: the use of magicalrealism in the movie, historical events in the movie, reoccurring symbols and characterdescriptions of various characters. Prior to the movie, I provided an introduction anddescription of the use of magical realism in literature and movies. The following scale wasused to grade the completed questionnaire.

Assessment Rubric

DID NOT meet expectations (69% and below) BEGAN to meet expectations (70 - 79%) MET expectations (80-89%) EXCEEDED expectations (90% and above)


38% BEGAN to meet expectations 23% MET expectations 1% EXCEEDED expectations

My goal was to see the met expectations category increase to 75% and significantly decreasethe did not meet expectations category.What modifications to the curriculum were made?

After grading the completed questionnaires and discovering that the students had not fullydeveloped their answers, I created a class activity to review the answers and use group work(groups of 2) to further develop their writing skills. This activity included the development ofparagraph structure through the research and writing of the theme Cinco de Mayo/5th of

including the assessment tool,scoring criteria, and timeline.

The questionnaire required thestudent to answer a question relatedto: the use of magical realism in themovie, historical events in themovie, reoccurring symbols andcharacter descriptions of variouscharacters. Prior to the movie, Iprovided an introduction anddescription of the use of magicalrealism in literature and movies. Thefollowing scale was used to gradethe completed questionnaire.






1% EXCEEDEDexpectations

My goal was to see the metexpectations category increase to75% and significantly decrease thedid not meet expectations category.

May versus 16 de septiembre/16 of September as historical celebrations in Mexico and theUnited States. The theme was much more relatable to the student; therefore, facilitating theprocess of identifying/selecting relevant information. This also facilitated the development ofsentences and paragraphs. Each group of two students researched and developed aparagraph related to a specific element/aspect of the celebration. I utilized peer groupreview of the paragraphs for initial review and editing and I also met with each groupindividually to review the information acquired and the paragraph structure which includedappropriate and formal grammar and vocabulary. Each student then finalized their ownparagraph and submitted their final work..Describe your re-inquiry strategy, including the timeline and results.

Three (3) weeks after viewing “Like Water for Chocolate’ and completing thequestionnaire/assignment, the students submitted their final draft of the paragraph whichpresented the research on their assigned cultural element pertaining to ‘Cinco de Mayo/5thof May versus 16 de septiembre/16 of September’.

Results:

9% DID NOT meet expectations 10% BEGAN to meet expectations 77% MET expectations 4% EXCEEDED expectations

(09/05/2014)

Notes: Based on observations inprevious classes, many of Spanishspeaking students at Moreno ValleyCollege have a satisfactory or abovesatisfactory command of spokenSpanish. However, they have notbeen exposed to formal training ofthe written language or an exposureand understanding of other Spanish-speaking people other than Mexico.Therefore, they do not haveknowledge of dialectal variations ofSpanish and the history and culturalvariations of other Spanish speakingpeople.


SPA-3N: Spanish/Spanish SpeakersSLO 2: Evaluate and display comprehension of authentic reading materials, assess the formality of standard Spanish discourse, and select the appropriate semantic field and






Expected Goal: Grading:The paragraphs were scoredholistically based on comprehension,

Action Plan: - Will continuedeveloping a curriculum that allowsstudents to improve and increasetheir reading and comprehensiveskills to further develop the use ofStandard Spanish. (04/25/2018)

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesStudents read a short stories in Spanish to improve the comprehension of formal writtenliterature and to further develop the understanding of the difference between standardversus nonstandard Spanish in a reading context. Students read and analyzed these readingsfollowing the guidelines of a specific literary movement (Surrealism) and wrote an essaybased on the analysis of one story. Students were guided through specifics exercises anddemonstrations which lead them to develop a one page essay. Students were given a set ofquestions based on the reading discussion and the Surrealism characteristics found in thestory.The paragraph was scored based on content, comprehension, vocabulary and grammar. 20points were assigned for this essay.

3 = exceeded expectations5 = met expectations2 = began to meet expectations1 = did not meet expectations

This assignment introduced students to short literary stories allowing them to apply generalknowledge in the analysis of this reading using standard Spanish and specific language relatedto a literary movement (Surrealism).

The performance target was to achieve that at least 7o to 75% of students would "meetexpectations' or beyond which it was accomplished. (04/25/2018)Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesDescribe your inquiry strategy, including the assessment toll, scoring criteria, and timeline.The first assignment was an outline that was created to provide specific experiences in thevarious categories (childhood, adolescence, education, career plans and goals they hadachieved). After the outline was completed the students were asked to select two of their

Direct: Writing Assignment -I know from experience that manystudents have difficulty indistinguishing the ‘standard’ versus‘nonstandard’ forms of Spanishdiscourse. Therefore, to develop thecomprehension, formality and use ofthese forms, students were guidedthrough a series of exercises whichlead them to develop a one pageessay, their ‘autobiography’ andlearn to use the appropriate register.The one page essay project focusedon a personal topic, theirautobiography. This assignment wasstarted in week 5 of the semester.To begin their outline for the essaythe students were guided through aseries of exercises in which thestudent documentedimportant/highlighted experiencesfrom their childhood, adolescence,education, career plans and goalsthey had achieved. Theseexperiences facilitated the use oftheir familiar vocabulary andgrammar use of which some wasnonstandard.


SLO Status: Activeregister in a given context.





content, grammar and vocabulary.Each category was assigned 5 pointsfor a total of 20 points.The following rubric used was asfollows:

1 = did not meetexpectations

2= began to meetexpectations

3= met expectations4= exceeded expectations

This activity provided the studentthe opportunity to learn todistinguish when it was appropriateto use the various registers(nonstandard vs standard) in theautobiography. My target was toachieve that at least 75% of the classwould achieve 'meet expectations'or beyond.

most poignant experiences within the various life categories. These two experiences werethen used to begin the development of the autobiography. To assist the students in thedevelopment of their essay, I guided the entire class in an ‘in class writing assignment’ oftheir introductory paragraph. Students that had mastered the development of the paragraphand had been approved by the professor were given leadership of peer tutoring groups toassist in the review of the introductory paragraphs. Upon approval of the introductoryparagraph by the professor, students were given the assignment of completing a draft of thenext two paragraphs (the body) of the autobiography. Upon review of body of theautobiography, another ‘in class writing assignment’ to complete the concluding paragraphwas done about 1.5 weeks after the first in class writing assignment for the introductoryparagraph. The assignment provided the opportunity for the student to understand andlearn the appropriate use of the various registers (nonstandard vs. standard) in thedevelopment of a short essay autobiography. Additionally, the students would have theopportunity to use this essay to develop one in English for submission in their UC and CSUapplications packets. I also commented that they may want to submit the final copy of theirSpanish autobiography to the universities, to provide fluency and mastery as a bilingualSpanish/English student.Grading:The paragraphs were scored holistically based on comprehension, content, grammar andvocabulary. Each category was assigned 5 points for a total of 20 points.The following rubric used was as follows:

1 = did not meet expectations2= began to meet expectations3= met expectations4= exceeded expectations

What were the results? Based on the results, what goal was set?Below find the results:

0% did not meet expectations10% began to meet expectations50% met expectations40% exceeded expectations

I was pleased with the results, as 0% did not meet expectations and only 5% ( 2 students) had

SLO 2: Evaluate and display comprehension of authentic reading materials, assess the formality of standard Spanish discourse, and select the appropriate semantic field andregister in a given context.





problems with the assignment. I provided more individual (one on one) guidance and writtenexercises to the 2 students that ‘began to meet expectations’. After a couple of weeks, Iasked the students to re-submit the assignment. The students scored better and moved tothe met expectations category.What modifications were made to the curriculum?No modifications were made to the curriculum. However, the class continued working onwritten exercisesDescribe your re-inquiry strategy, including the timeline and results.The overall goal was met. By the end of term all students met the expectations earning ascore of 3 or more. (09/14/2015)

SLO 2: Evaluate and display comprehension of authentic reading materials, assess the formality of standard Spanish discourse, and select the appropriate semantic field andregister in a given context.


SPA-4: Spanish 4


Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesAll of the students completed the final project, written essay and presentation.

44.4% =A16.7% = B33.3% = C05.6% = D00.0% = F

The final project showed that 94.4% of the total number of students earned a grade of "C" or

Direct: Presentation/Performance -The assessment was based on thefinal project. This was a take homeproject. The students were giventhree weeks to watch a previouslyassigned Spanish movie related tosocial problems and cultural topics.Each student was to do a 20min.presentation of the assignedmovie and write an essay giving theirpersonal opinion on the subject.


SLO Status: Active

SLO 1: Demonstrate reading and listening comprehension of the specifics of (a) stretches of connected discourse and (b) authentic cultural materials. These may include, butare not limited to unedited literary and factual texts, and audio materials delivered at near-native speed (TV programs, videos, movies, CD's and Internet audio materials).



SPA-4: Spanish 4


Expected Goal: The project focusedon cultural topics dicussed in class.The student was to explain how thetopic was presented on the film andgive their personal opinion. Thepresentation and essay were worth100 points and was gradedholistically based on knowledge ofsubject, content, grammar,vocabulary and pronunciation.At least 70% of the students shouldreceive a "C" or above grade.

Related Documents:Spanish 4

above. Only one student failed to submit the written report and received a "D." I was satisfiedwith the result since the report demonstrate a good comprehension of the target language.(03/29/2015)

Notes: The results were as follows:44.4% = A; 16.7% = B; 33.3% = C;5.6% = D.The final project showed that 94.4%of the total students earned a gradeof "C" or above. Only one studentfailed to submit the written reportand received a "D".I was satisfied with the results.

SLO 1: Demonstrate reading and listening comprehension of the specifics of (a) stretches of connected discourse and (b) authentic cultural materials. These may include, butare not limited to unedited literary and factual texts, and audio materials delivered at near-native speed (TV programs, videos, movies, CD's and Internet audio materials).


SPA-4: Spanish 4


SLO Status: Active

SLO 2: Formulate and support opinions, both orally and in writing, on familiar matters as well as on topics related to Hispanic culture, history, current events and daily life.This communication may include, but is not limited to, sustained verbal exchanges and clear, well-structured informative and persuasive writings.


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SPA-4: Spanish 4


Expected Goal: The presentationand the writing essay were worth atotal of 100 points. Th points earnedwere to be added to the total scorefor the final grade. Students weretold in advance so they couldprepare their presentation. The finalproject, presentation and writingessay was graded holistically basedon knowledge of subject. content,grammar, vocabulary andpronunciation. Each category wasassigned a 20 point value with a totalof 100 points. The rubric used is asfollows (1 to 5) with the greaternumber the best score..

Score Best (90% or better) (5) = AScore Best (80% or better) (4) = BScore Best (70% or better) (3) = CScore Best (60% or better) (2) = DScore Best (50% or better) (1) = F

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: Yes20 students completed the assignment.

17 students are Native or semi-native speakers 3 students are Non-native speakers.

Below find the results:0% did not meet expectations (1)5% began to meet expectations (2)55% met expectations (3)40% exceeded expectations (4)

I was pleased with the results, as only one student had problems with the assignment. Iexplained the assignment again and provided more guidance and written exercises to thespecific student. After a couple of weeks, I asked the student to re-submit the assignment.The student scored better and moved to the met expectations category.

No modifications were made to the curriculum. However, the class continued working onwritten exercisesDescribe your re-inquiry strategy, including the timeline and results.The overall goal was met. All students met the expectations earning a score of 3 or more.

This project was shared with my colleagues.I am satisfied with the results and plan to assess a different SLO in fall 2012. Our Departmentis ensuring that each course offered by our discipline (Spanish) will continue to assess thestudents every semester.

(06/10/2014)

Direct: Writing Assignment -Students were asked to view aSpanish movie, write a reviewdetailing the following:Title of the movie, year it came out,director's name, name of the leadactors, the genre. The presentationshould entertain, persuade andinform providing an original opinionwithout giving away too much of theplot.




SPA-4: Spanish 4



When do you plan to assess?: 2014 - 2015 (Winter 2015), 2016 - 2017 (Fall 2016), 2016 - 2017 (Winter 2017)

SPA-8: Intermediate Conversation


Related Documents:MVC -SPA 8 Rubric for assessing oral presentations.doc

Semester Assessed: 2016 - 2017 (Winter 2017)Expected Goal Met: YesThe 15 point criteria rubric (please see related documents) used to assess their performancein the presentations was based the students' knowledge of the topic, the main ideas and oralskills as well as general presentation of topic, denoting the following categories:

0 = Didn’t satisfy basic requirements 1 = Deficient performance

2 = Average performance3 = Good performance

4 = Very good performance 5 = Excellent performanceBased on the result of this assessment, the projected goal of 70% of the students reachingthe "average performance" or higher level was met. 70% of the students reached "averageperformance level" and 20% reached a higher level. This assessment provided guidance,specific goals, and feedback on their performance which allowed the students to improvetheir reading and oral skills in a positive learning environment. The incentive to accomplishingthese skills provided motivation for students to engage in group classroom discussions andelaborate on the topics in class. (02/28/2017)

Direct: Presentation/Performance -Given the fact that Spanish 8 is anintermediate conversation course,students were asked to read on awide range of topics (for examplemachismo, same sex marriage,immigration, etc) and, since thisclass emphasizes conversationalSpanish, they were asked to presentin class about each topic. There werea total of 6 weekly shortpresentations of 3 minutes eachstarting with a personal topic andleading to more sophisticatedthemes as stated above. In the firstweek students were given a rubricused to assess their performance inthe presentations and dialogues inclass in order to provide guidance,specific goals, and enhance theirperformance for effective studentlearning outcome in both oral skillsand topic comprehension. The rubricalso allowed for professor's feedback


SLO Status: ActiveSLO 1: Demonstrate comprehension of standard spoken Spanish and short authentic readings.


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Expected Goal: The projected goalwas to have 70% of the students inclass perform at the "averageperformance" or higher level.

for the student to better developlanguage communication skills aswell as to summarize and elaborateon the main ideas.

SLO 1: Demonstrate comprehension of standard spoken Spanish and short authentic readings.




Semester Assessed: 2015 - 2016 (Winter 2016)Expected Goal Met: YesUsing the analytic rubric developed in collaboration with the Discipline for oral presentationof ‘Comparing and Contrasting the Cultural Aspects of Political Systems), 90% the studentsearned a minimum of 17 points or more out of 20 on their group presentation reflecting andevaluating the differences in specific cultural practices and perspectives of political systems inSpanish speaking countries. The performance target was exceeded by 10%. The resultsindicate that the consistent practice of oral presentations in conjunction with the consistentfeedback provided by the instructor and colleagues of the student provided a positive andproductive environment for the student to enhance and develop their conversation and

Direct: Presentation/Performance -Spanish 8 is an intermediateconversation course; therefore, oralpresentations are completed twice aweek and sometimes on a dailybasis.On the first day of class, the studentsdiscussed and collaboratedregarding the typical skills needed tocomplete an effective oral


SLO Status: Active

SLO 2: Apply a range of discourse strategies to maintain dialogue and negotiate meaning while formulating and expressing opinions and wishes, making and refusingsuggestions, and debating and defending personal views clearly and accurately in familiar contexts with others.





Related Documents:Rúbrica Para Evaluar Exposiciones Span 8.docxSpan 8 - Rubric Toastmasters International

public speaking skills in Spanish. Lastly, working in a group of three students and presentingas a group, in this case, provided additional support and encouragement for the students.Thus, providing more incentive and possibly perform better. (10/13/2016)

presentation. Based on the classdiscussion, it was apparent thatstudents needed a basic foundationfor developing effective oralpresentation skills. To provide thatfoundation for students, at the endof the first week of class Iintroduced a rubric that is used by‘Toastmasters International’ toassess a speakers skill set. This rubricwas utilized for three of the sixweeks of the winter term. For thesecond three weeks, a second rubricwas introduced with the same styleand point requirements as the firstrubric; however, the skills for thisrubric were based on the StudentLearning Outcomes for the course(Spanish 8). On a weekly basis,students presented short oralpresentation on a variety of themes.For each presentation, each studentwas evaluated using the rubric.Students became very familiar withthe goals on the rubric and eachpresentation provided anopportunity to practice, receivingfeedback from the instructor andtheir peers. Based on this feedback,the student was given theopportunity to develop and enhance



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Expected Goal: Using the analyticrubric developed in collaborationwith the Discipline for the oralpresentations, at least 80% of thestudents in Spanish 8 will be able toearn a minimum of 16 points out of20 on their final oral presentation(final project).

their speaking skills using strategiesto maintain dialogue and negotiatethe meaning of a discussion whileformulating and expressing opinions,and personal views with peers.



General Education - Critical Thinking - Students should be able to demonstrate higher order thinking skills about issues, problems, and explanations,for which multiple solutions are possible. Students will be able to explore problems and, where possible, solve them. Students will be able todevelop, test, and evaluate rival hypotheses. Students will be able to construct sound arguments and evaluate the arguments of others.





Semester Assessed: 2016 - 2017 (Summer 2016)Expected Goal Met: Yes89% of the students assessed passed the written portion of the Final exam with a 70% orhigher. (07/28/2016)

Action Plan: To improve studentlearning, unit quizzes will be giventhroughout the semester to furthersupport the comprehension of thematerial. Also, further class timewill be dedicated to the discussionand understanding of thedifferences between the Deaf andhearing cultures and grammaticallanguage structures. (09/15/2016)

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: No38% of the students assessed passed the written portion of the Final exam with a 70% orbetter. (06/08/2016)

Action Plan: To improve studentlearning, unit quizzes will be giventhroughout the semester to furthersupport the comprehension of thematerial. (12/16/2015)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: No41% of the students assessed met the target performance. (12/16/2015)

Direct: Exam/Quiz - In Course -Students are required to take awritten exam comprised of multiplechoice and essay questions thatdemonstrate their understanding ofthe differences between the Deafand hearing cultures andgrammatical language structures.

SLO Status: Active

SLO 3: Reflect on and evaluate similarities and differences between the Deaf and hearing cultures and demonstrate an understanding of the grammatical differences betweenAmerican Sign Language and English.


ANT-1: Physical Anthropology


SLO Status: ActiveSLO 4: Explain the development of modern evolutionary theory.





Expected Goal: Two measurementcrieria were selected:1. Improvement on the Post-Test ascompared to the Pre-Test2. Students will average 70% orhigher on all Post-Test questions

Related Documents:ANT1 2014 Fall AssessmentQuestions SLO 3 and 4.docx

Action Plan: Since students were2% shy of the targeted 60% passrate on the post-test questions,ANT 1 faculty will integrate furtherinstruction on these topics in spring2015 and fall 2016 to see if there isan improvement. (02/22/2015)Follow-Up: In Fall 2015 the facultywill continue to collaborate witheach other on the pre-post tests,and will also explore moreauthentic ways to assess thiscourse. (05/19/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: NoStudents were given four questions to answer on a Pre-test and Post test:Well into the 19th century in Europe, there were widely held beliefs that inhibitedacceptance of biological evolution. These concepts includeda. the notion that species did not change.b. a recent origin of life on earth.c. the concept that species were continuously changing.d. A and B only

____ 6. Which of the following concepts DID NOT influence Darwin in developinghis theory of evolution?a. Population size increases more rapidly than food supplies.b. There is competition among individuals for resources.c. Species are unchanging types, and individual variation within a species is notimportant.d. Favorable variations are passed on and accumulate in populations over time.

____ 7. When it came to explaining the origins of variation within species, Darwina. used Mendel's theory of heredity.b. agreed with Lamarck that it was caused by an animal's inner needs.c. argued it was caused by differential use of an animal's body parts.d. had no idea of the true causes.

____ 8. The evolutionary synthesis:a. occurred in 1900 immediately after Mendel’s work was rediscovered.b. emphasized the important role of mutation and macromutation in evolutionarychange.c. emphasized theoretical differences between diverse scientific fields.d. accepted Darwin’s theory of evolution and Mendel’s theory of heredity as explaining

Notes: See related documentationfor the Pre/Post Test

Direct: Exam/Quiz - Pre-Post -Students will be given a pre-test withquestions agreed upon byanthropology faculty to correlatewith this SLO. Pre-test will not counttoward their grade. Post-testquestions will be given either as aseparate post-test or embeddedwithin a midterm/final, as decidedupon by each faculty member. TheAssessment will measure the # ofstudents who successfully answerthese questions on the initial testing,versus the second round of testing(which will occur after studentshave now had a chance toparticipate in lecture, readings,discussions, and assignments.

SLO 4: Explain the development of modern evolutionary theory.


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Related Documents:ANT1 2014 Fall Assessment Questions SLO 3 and 4.docx

most evolutionary change.

Correct answers for these are: (5)D (6)C (7)D (8)D

Total % of correct responses for each of the questions:(5) Pre-test 67/158 = 42% Post-test 72/140 = 51%(6) Pre-test 96/158 = 61% Post-test 70/140 = 50%(7) Pre-test 13/158 = .08% Post-test 116/140 = 83%(8) Pre-test 93/158 = 59% Post-test 68/140 = 49%

Average score overall for SLO 4:Pre-test: 269/632 = 43%Post-test: 326/560 = 58%

Students overall DID improve, which meets the performance target. However, on average,they reached a 58% correct response rate, which is 2% below the target of 60%.

ANT 1 faculty will work on integrating more instruction on this topic to ensure that studentscan reach the 60% target rate for next year.

(02/22/2015)

SLO 4: Explain the development of modern evolutionary theory.




Action Plan: This topic falls underSemester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: No

Direct: Exam/Quiz - Pre-Post -Students will be given a pre-test with


SLO Status: ActiveSLO 5: Integrate biological and social perspectives in the description and explanation of human diversity.


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Expected Goal: 70% of studentsshould be able to successfullyanswer the post-test questionsrelated to this SLO.

the rubric of paleoanthropology,which is very difficult forintroductory students to assimilatein a short time. It may be thesubject matter, or the questionitself may not be clear enough toadequately assess the problem. Infuture semesters, alternatemethods of assessing this SLO andsubject should be explored.(09/17/2015)

SLO52. Anthropologist Harbert and her team discovered a large number of fossils in Africa.All of the skeletons have a short and broad pelvis, knees that angle inward towards themidline, and footbones with a big toe in-line with the other digits. They made sophisticatedhand axes which have been determined to be part of the Acheulean tool tradition.Potassium/Argon dating of the surrounding sediment layers indicate the remains arebetween 1.5 and 1.3 million years old. What species do these fossils likely represent?a) Australopithecus afarensisb) Homo erectusc) Homo floresiensisd) Paranthropus boisei

Pretest: 17/46 correct (37%)Post-test: 17/41 correct (41%)

This topic falls under the rubric of paleoanthropology, which is very difficult for introductorystudents to assimilate in a short time. It may be the subject matter, or the question itselfmay not be clear enough to adequately assess the problem. In future semesters, alternatemethods of assessing this SLO and subject should be explored. (09/17/2015)

questions agreed upon byanthropology faculty to correlatewith this SLO. Pre-test will not counttoward their grade. Post-testquestions will be given either as aseparate post-test or embeddedwithin a midterm/final, as decidedupon by each faculty member.

SLO 5: Integrate biological and social perspectives in the description and explanation of human diversity.


ANT-2: Cultural Anthro


Action Plan: Continue with ongoingassessment activities in Fall 2016(02/29/2016)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesPre-AssessmentNot Yet Proficient: 26/48 = 54%Basic Proficiency: 11/48 = 23%Above Average Proficiency: 7/48 = 15%

Direct: Writing Assignment - In theearly part of the semester, studentswere given opportunities to startthinking anthropologically throughdiscussions of topics such asanthropological ethics, the history of

SLO Status: Active

SLO 3: Apply the methods of anthropological research and analysis, giving attention to the strategies of ethnographic fieldwork and to the significance of the comparativeapproach for formulating and testing hypotheses.





Sophisticated/Very High Proficiency: 0/48 = 0%

Totals: 18/48 = 37.5% are at or above Basic Proficiency at Pre-Assessment

Post-AssessmentNot Yet Proficient: 3/48 = 6%Basic Proficiency: 26/48 = 54%Above Average Proficiency: 17/48 = 35%Sophisticated/Very High Proficiency: 0/48 = 0%

Totals: 43/48 = 90% are at or above Basic Proficiency at Post-Assessment

Assessment Levels:Not yet Proficient (-)Basic Proficiency (check mark)Above Average Proficiency (+)Sophisticated/Very high Proficiency (*)

In the early part of the semester, students were given opportunities to start thinkinganthropologically through discussions of topics such as anthropological ethics, the history ofanthropological fieldwork, and research methods. These were in the form of brainstormingideas and classroom discussions, all ungraded.• The first assessment was an Enculturation Analysis (Film Analysis of NationalGeographic Taboo: Childrearing). Assignment requires students to practice theiranthropological observation and recording skills, to effectively apply anthropology vocabularyterms to the examples they are seeing, and then draw some inferences and conclusions fromthem.• The second assessment of the semester was an Interview Project (Film Analysis ofCase Study “God Grew Tired of Us”. Assignment requires students to practice theiranthropological observation and recording skills, to effectively apply anthropology vocabularyterms to the examples they are seeing, and then draw some inferences and conclusions from

anthropological fieldwork, andresearch methods. These were inthe form of brainstorming ideas andclassroom discussions, all ungraded.• The first assessment was anEnculturation Analysis (Film Analysisof National Geographic Taboo:Childrearing). Assignment requiresstudents to practice theiranthropological observation andrecording skills, to effectively applyanthropology vocabulary terms tothe examples they are seeing, andthen draw some inferences andconclusions from them.• The second assessment ofthe semester was an InterviewProject (Film Analysis of Case Study“God Grew Tired of Us”. Assignmentrequires students to practice theiranthropological observation andrecording skills, to effectively applyanthropology vocabulary terms tothe examples they are seeing, andthen draw some inferences andconclusions from them. Studentsthen must think of ways in whichthey can apply what they havelearned to plan a creative andpractical project that couldeffectively be employed in theSudanese refugee community asseen in the film.






Expected Goal: At least 60% ofstudents should be able to attain"Basic" proficiency or above by thetime they are assessed on theirsecond assignment. By the timethey complete their Finalassignment/assessment of thesemester, they should achieve alevel of 80% "Basic" proficiency orabove.Related Documents:Assessment 2014 SpringANT2.docx

them. Students then must think of ways in which they can apply what they have learned toplan a creative and practical project that could effectively be employed in the Sudaneserefugee community as seen in the film.• Finally, the last assessment of the semester was the term project paper, consistingof a Site Observation Fieldwork and Ethnography project, conducted with at a chosen site inthe community, with the assistance of cultural consultants, to give them an opportunity toapply what they had learned. This last assessment correlates with all of the SLO’s beingevaluated this semester.

Students will be rated per rubric (see documents): Below Proficiency, Basic Proficiency, HighProficiency, and Sophisticated. (02/29/2016)

Action Plan: Same SLOs will beassessed in Fall 2014, utilizing thesame methods to see how theresults carry over across two moresections. Plans will then be made toimprove teaching methods.(09/14/2014)Follow-Up: In Fall 2015 the facultywill continue to collaborate witheach other and assess the courseby the same method. (05/19/2015)

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: YesPreliminary Assessment ANT-2-22757 (Enculturation Analysis)Below Proficiency 19 students (40%)Basic Proficiency 17 students (36%)High Proficiency 11 students (23%)Sophisticated 0 students (0%)Total # of Students Assessed: 4759% of students are at “Basic” proficiency or above.

Second Assessment ANT-2-22757 (Ethnographic Interview)Below Proficiency 0 students (0%)Basic Proficiency 9 students (19%)High Proficiency 39 students (81%)Sophisticated 0 students (0%)Total # of Students Assessed: 48100% of students are at “Basic” proficiency or above.

Final Assessment ANT-2-22757 (Site Observation/Ethnography)

• Finally, the last assessmentof the semester was the termproject paper, consisting of a SiteObservation Fieldwork andEthnography project, conductedwith at a chosen site in thecommunity, with the assistance ofcultural consultants, to give them anopportunity to apply what they hadlearned. This last assessmentcorrelates with all of the SLO’s beingevaluated this semester.

Students will be rated per rubric (seedocuments): Below Proficiency,Basic Proficiency, High Proficiency,and Sophisticated.



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Below Proficiency 3 students (6%)Basic Proficiency 16 students (33%)High Proficiency 7 students (15%)Sophisticated 22 students (46%)Total # of Students Assessed: 4894 % of students are at “Basic” proficiency or above.

Preliminary Assessment ANT-2-22756Below Proficiency 40 students (76%)Basic Proficiency 1 students (2%)High Proficiency 12 students (23%)Sophisticated 0 students (0%)Total # of Students Assessed: 5325% of students are at “Basic” proficiency or above.


Final Assessment ANT-2-22756 (Site Observation/Ethnography)Below Proficiency 2 students (4%)Basic Proficiency 22 students (45%)High Proficiency 23 students (47%)Sophisticated 2 students (4%)Total # of Students Assessed: 4996 % of students are at “Basic” proficiency or above.






Related Documents:Assessment 2014 Spring ANT2.docx

(09/14/2014)





Action Plan: Continue ongoingassessment activities in Fall 2016(02/29/2016)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesPre-AssessmentNot Yet Proficient: 26/48 = 54%Basic Proficiency: 11/48 = 23%Above Average Proficiency: 7/48 = 15%Sophisticated/Very High Proficiency: 0/48 = 0%

Totals: 18/48 = 37.5% are at or above Basic Proficiency at Pre-Assessment

Post-AssessmentNot Yet Proficient: 3/48 = 6%Basic Proficiency: 26/48 = 54%Above Average Proficiency: 17/48 = 35%Sophisticated/Very High Proficiency: 0/48 = 0%

Totals: 43/48 = 90% are at or above Basic Proficiency at Post-Assessment

Assessment Levels:Not yet Proficient (-)

Direct: Writing Assignment - In theearly part of the semester, studentswere given opportunities to startthinking anthropologically throughdiscussions of topics such asanthropological ethics, the history ofanthropological fieldwork, andresearch methods. These were inthe form of brainstorming ideas andclassroom discussions, all ungraded.• The first assessment was anEnculturation Analysis (Film Analysisof National Geographic Taboo:Childrearing). Assignment requiresstudents to practice theiranthropological observation andrecording skills, to effectively applyanthropology vocabulary terms tothe examples they are seeing, andthen draw some inferences andconclusions from them.• The second assessment of

SLO Status: ActiveSLO 4: Analyze ethnographic data to illustrate and explain cultual integration and cross-cultural variation.






Basic Proficiency (check mark)Above Average Proficiency (+)Sophisticated/Very high Proficiency (*)

In the early part of the semester, students were given opportunities to start thinkinganthropologically through discussions of topics such as anthropological ethics, the history ofanthropological fieldwork, and research methods. These were in the form of brainstormingideas and classroom discussions, all ungraded.• The first assessment was an Enculturation Analysis (Film Analysis of NationalGeographic Taboo: Childrearing). Assignment requires students to practice theiranthropological observation and recording skills, to effectively apply anthropology vocabularyterms to the examples they are seeing, and then draw some inferences and conclusions fromthem.• The second assessment of the semester was an Interview Project (Film Analysis ofCase Study “God Grew Tired of Us”. Assignment requires students to practice theiranthropological observation and recording skills, to effectively apply anthropology vocabularyterms to the examples they are seeing, and then draw some inferences and conclusions fromthem. Students then must think of ways in which they can apply what they have learned toplan a creative and practical project that could effectively be employed in the Sudaneserefugee community as seen in the film.• Finally, the last assessment of the semester was the term project paper, consistingof a Site Observation Fieldwork and Ethnography project, conducted with at a chosen site inthe community, with the assistance of cultural consultants, to give them an opportunity toapply what they had learned. This last assessment correlates with all of the SLO’s beingevaluated this semester.

Students will be rated per rubric (see documents): Below Proficiency, Basic Proficiency, HighProficiency, and Sophisticated. (02/29/2016)

Action Plan: Same SLOs will beassessed in Fall 2014, utilizing thesame methods to see how theresults carry over across two more

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: YesPreliminary Assessment ANT-2-22757 (Enculturation Analysis)Below Proficiency 19 students (40%)

the semester was an InterviewProject (Film Analysis of Case Study“God Grew Tired of Us”. Assignmentrequires students to practice theiranthropological observation andrecording skills, to effectively applyanthropology vocabulary terms tothe examples they are seeing, andthen draw some inferences andconclusions from them. Studentsthen must think of ways in whichthey can apply what they havelearned to plan a creative andpractical project that couldeffectively be employed in theSudanese refugee community asseen in the film.• Finally, the last assessmentof the semester was the termproject paper, consisting of a SiteObservation Fieldwork andEthnography project, conductedwith at a chosen site in thecommunity, with the assistance ofcultural consultants, to give them anopportunity to apply what they hadlearned. This last assessmentcorrelates with all of the SLO’s beingevaluated this semester.

Students will be rated per rubric (seedocuments): Below Proficiency,Basic Proficiency, High Proficiency,

SLO 4: Analyze ethnographic data to illustrate and explain cultual integration and cross-cultural variation.





Expected Goal: At least 60% ofstudents should be able to attain"Basic" proficiency or above by thetime they are assessed on theirsecond assignment. By the timethey complete their Finalassignment/assessment of thesemester, they should achieve alevel of 80% "Basic" proficiency orabove.Related Documents:Assessment 2014 SpringANT2.docx

sections. Plans will then be made toimprove teaching methods.(09/14/2014)Follow-Up: In Fall 2015 the facultywill continue to collaborate witheach other and assess the courseby the same method. (05/19/2015)

Basic Proficiency 17 students (36%)High Proficiency 11 students (23%)Sophisticated 0 students (0%)Total # of Students Assessed: 4759% of students are at “Basic” proficiency or above.



Preliminary Assessment ANT-2-22756Below Proficiency 40 students (76%)Basic Proficiency 1 students (2%)High Proficiency 12 students (23%)Sophisticated 0 students (0%)Total # of Students Assessed: 5325% of students are at “Basic” proficiency or above.

Second Assessment ANT-2-22756 (Ethnographic Interview)Below Proficiency 1 students (2%)

and Sophisticated.








Related Documents:Assessment 2014 Spring ANT2.docx

Basic Proficiency 15 students (27%)High Proficiency 35 students (63%)Sophisticated 0 students (0%)Total # of Students Assessed: 5690% of students are at “Basic” proficiency or above.


(09/14/2014)





Action Plan: I will continueteaching students, in lecture andcritique, as well as individually, theelements of art so that they maylist, define, and illustrate them inthe context of their drawings.(10/27/2014)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesMost of the students were able to list, define, and illustrate the elements of art throughoutthe semester and in the context of the various projects assigned to them. (10/27/2014)

Direct: Presentation/Performance -When students present their work,they are required to write about anddescribe their process, whichinvolves identifying and describingthe various elements of art such asline, shape, form, content, value,

SLO Status: ActiveSLO 3: List, define, and illustrate the elements of art.






Expected Goal: All students arerequired to understand and definethe various elements of art, as theyapply to the two-dimensionalsurface. Students should have abasic conversational understandingof said elements.

Follow-Up: Students are using theirvisual language to describe theirsand others' works. (04/30/2015)

and volume and explain how theycreated unity, harmony, contrast,emphasis, etc.

Expected Goal: Daily classdiscussions between professor andstudents will encompass theelements and principles currentlybeing discussed. We will also have inclass critiques, and students' finalportfolios will showcase their artisticskills.

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: YesStudents have showcased their skills of the elements and principles of art through theirportfolios. (12/04/2016)

Direct: Exam/Quiz - In Course - Eachclass project will demonstrate theelements and principles of art; suchas: gestural drawings: finding theshapes within,Positive and NegativeSpace Project, Spatial drawings withValue and Proportion, Still lifes, aLinear Perspective drawing, andvarious class exercisesdemonstrating Composition.


In the pencil value warmup, studentsuse line in a variety of ways to showdepth, emphasis, volume, and value.They are asked to label each use ofthis element, and them describe

SLO 3: List, define, and illustrate the elements of art.





Expected Goal: 80%

how they used these applications increating three-dimensional forms.

SLO 3: List, define, and illustrate the elements of art.




Expected Goal: Students should beable to write and speak aboutcomposition as it applies to theirwork and the work of others.Students learn to see and describespacial relationships with regards toform.

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: YesStudents effectively created one-inch grids using rulers. Students successfully created a one-inch viewfinder. Students created their own composition based on the instructor set up still-life using their view-finders for cropping. Students gave critical feedback regarding peerdrawings. (03/02/2018)

Action Plan: I will continue to offercritiques throughout the semesterand encourage students to usetheir new visual vocabulary.(10/27/2014)Follow-Up: Critiques will continueto be a regular part of Studioclasses. (04/30/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes80% of the students actively participated in the critique and successfully formulatedresponses to the questions regarding composition. (10/27/2014)

Direct: Writing Assignment - DuringCritique, students discuss, bothverbally and in written form, theoverall compositions of the worksbefore them, including line quality,value, volume, texture, shape, andtemperature. This format allowthem to list, define, and illustratethe principles of composition, sincetheir works are included in theCritique as well.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yes88%Overall, I was satisfied with the results. The basic understanding of linear and atmospheric

Direct: CapstoneProject/Assignment - I assessedeach student's one-point perspectiveproject in terms of how well it

SLO Status: ActiveSLO 4: List, define, and illustrate the principles of composition.





Expected Goal: Scale of 1-5 for eachstudent and an average taken fromthose scores. Aim is 80%.Related Documents:Beginning Drawing Art 17Assessment - Sheet1.pdfART17SLO45Assessment.pdf

perspective (SLO 5) was the lowest average of the two SLO’s I assessed, which didn’t surpriseme. The students were not required to incorporate atmospheric perspective in this one-pointperspective drawing of their bedroom. I believe this accounts for the lower average. Thehighest average of the two was for composition (SLO 4). On average the studentsdemonstrated basic understanding of composition, in some cases demonstrating a rathersophisticated and cultivated approach. (05/12/2016)

demonstrated achievement in twoSLO's for Beginning Drawing, Art 17(SLO 4 and 5, “List, define, andillustrate the principles ofcomposition”, and “Illustrate visuallyand verbally a basic understandingof linear and atmosphericperspective and related problemsolving”, respectively). The studentsused one-point perspective to drawtheir bedroom in graphite, with fullshading.

SLO 4: List, define, and illustrate the principles of composition.




Action Plan: I will continue toinclude assignments such as theseso that students develop a basicunderstanding of both linear andaerial perspective. (10/27/2014)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesStudents are successfully completing the drawings. A few struggled with the concept ofvanishing points, but by rendering all the lines beforehand, the process of seeing the edgesand angles became more natural. By shifting the texture, line quality, and value, they wereable to illustrate aerial perspective as well. (10/27/2014)

Direct: Presentation/Performance -Students are required to completetwo perspective studies involvingone and two vanishing points. Next,a landscape project involvingatmospheric perspective gives them

SLO Status: ActiveSLO 5: Illustrate visually and verbally a basic understanding of linear and atmospheric perspective and related problem solving.


https://mvc.tracdat.com:443/tracdat/viewDocument?y=spaX8sCCWN3b


https://mvc.tracdat.com:443/tracdat/viewDocument?y=HXxWqxvx1bmH




Expected Goal: Using the Hallwayand Buildings as a reference,students complete both linearperspective assignments and mustdemonstrate an understanding ofvanishing points. They mustdistinguish between linear and aerialperspective by following thoseprojects with a landscape drawingthat shows blurring in the distance.

Follow-Up: Students are able towork from direct observation ofone vanishing point. (04/30/2015)

the experience of creating theillusion of depth on a 2D surface.

Expected Goal: Scale of 1-5 for eachstudent and an average taken fromthose scores. Aim is 80%.Related Documents:ART17SLO45Assessment.pdf

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yes84%Overall, I was satisfied with the results. The basic understanding of linear and atmosphericperspective was the lowest average of the two SLO’s I assessed, which didn’t surprise me. Thestudents were not required to incorporate atmospheric perspective (SLO 5) in this one-pointperspective drawing of their bedroom. I believe this accounts for the lower average. Thehighest average of the two was for composition (SLO 4). On average the studentsdemonstrated basic understanding of composition, in some cases demonstrating a rathersophisticated and cultivated approach. (05/12/2016)

Direct: CapstoneProject/Assignment - I assessedeach student's one-point perspectiveproject in terms of how well itdemonstrated achievement in twoSLO's for Beginning Drawing, Art 17(SLO 4 and 5, “List, define, andillustrate the principles ofcomposition”, and “Illustrate visuallyand verbally a basic understandingof linear and atmosphericperspective and related problemsolving”, respectively). The studentsused one-point perspective to drawtheir bedroom in graphite, with fullshading.

SLO 5: Illustrate visually and verbally a basic understanding of linear and atmospheric perspective and related problem solving.


https://mvc.tracdat.com:443/tracdat/viewDocument?y=HXxWqxvx1bmH




Beginning Drawing Art 17Assessment - Sheet1.pdf

Expected Goal: Illusion of depth withaccurate 2 pt. Perspective. Linequality, thick objects in foreground,thin for distant objects. Creativity.Use of figure to add scale andrealism.Related Documents:persp assignment.docx

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: YesStudents critique a partners perspective assignment in writing, answering critical questions.(12/17/2017)

Direct: Presentation/Performance -Create a 2 pt. Perspective grid inclass, overlay sketch or tracing paperand accurately sketch the interior ofa room. Personal reference may beused for inspiration.

SLO 5: Illustrate visually and verbally a basic understanding of linear and atmospheric perspective and related problem solving.



Expected Goal: All studentscompleted the color systemassignments successfully. A lectureon systems as well as Additive and

Action Plan: I will bring additionalresources to class as they pertain toColor Theory. I will continue todisplay the wheel and systems inthe classroom as a reference.(10/27/2014)Follow-Up: I will keep referring tothe flashlights with tranparenciesthat illustrate additive color.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesI am pleased with the results. All the students in my class are working hard and learningabout color systems and theory so that they may describe, define, and outline theseprinciples in the critique. (10/27/2014)

Part of understanding color theory isto be able to identity and utilizespecific color systems. Or projectsinclude Monochromatic, Analogous,Split-Complementary, and Double-Complementary systems.

SLO Status: ActiveSLO 3: Define, outline, and discuss basic color theory.




https://mvc.tracdat.com:443/tracdat/viewDocument?y=DRyaIIjPyoGK




Subtractive color facilitated thisprocess.

(04/30/2015)

Expected Goal: 85%

Action Plan: This is a great exercisethat i will keep doing. It is alsowonderful to get them up on theeasels. (03/16/2017)

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: Yes85%. 12 out of 14 students used the complete monochromatic system and accuratelymatched the sizes, shapes, and proportions in the still life. (03/16/2017)

Direct: Presentation/Performance -Using a still-life set-up as areference, students apply acomplete monochromatic colorsystem to their pastel drawing. Theymix white, gray, and black into theirhue of choice to achieve a range oftints, shades, and tones in additionto the pure color. They explore theunifying force of the monochromaticscheme while also matchingaccurate textures, values andproportions.

SLO 3: Define, outline, and discuss basic color theory.



Expected Goal: For example, theGrid study provides an opportunityfor students to match the exactabstract shapes and proportions ineach square.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesI will continue to offer students in Intermediate Drawing the opportunity to push the boundsboth technically and creatively. (10/27/2014)

Direct: Presentation/Performance -Students in Intermediate Drawingselect more challengingcompositions and use more refinedtechniques and creative approaches.

SLO Status: ActiveSLO 6: Demonstrate progressively refined creative and technical skills.



ART-18: Intermediate DrawingSLO 6: Demonstrate progressively refined creative and technical skills.

When do you plan to assess?: 2015 - 2016 (Spring 2016), 2017 - 2018 (Spring 2018)

ART-2: Hist Art: Renaiss/Contemp


Expected Goal: The goal is forstudnets to earn at least a 7.5/10 onthis portionof the exam or a 75%.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesThe students did in fact achieve an overall C average. The students had the task of reallysynthesizing material from class and over several art periods.I chose to show the essay prompts to the students before the exam period (One to twoweeks ahead of time) which has proven to help me meet the performance target and alsoachieve richer more thoughtful responses. (05/13/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents earned a 3/5 on average. Many showed mastery of the subject. (05/07/2015)

Action Plan: Students are allowedto prepare this essay before handbut must write it in class during theexam period. I always go over whatis expected in the essay bothbefore and after the exam. I findthat students the did not do wellare often most attentive to the postexam discussion when they realizetheir score is low. I provide twomore exams in the course that alsohave this same format (withdifferent art eras incorporated) togive the students who did not do sowell a chance to do better. This alsostengthens the writing and critical

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: NoThe students averaged a 6/10 for this portion of the exam (or a 60%.) (04/01/2014)

Direct: Writing Assignment - Thestudents are given a thematic essaythat covers up to 4 different art erasas part of an in class exam.

SLO Status: Active

SLO 2: Articulate ideas concerning art through the use of appropriate art terminology in both written form and class discussions.





thinking of all students.(06/10/2014)

Expected Goal: The students shouldearn a 7.5/10 or greater.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents earned a 3/5 on average which was the expected results. (05/07/2015)

Direct: Exam/Quiz - In Course -Compare and contrast essay inwhich students need to analyze thesimilarities and differences in visual,stylistic and cultural qualities.

Expected Goal: The student will earna 3.5/5 or better.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents did in fact earn a 3.5 on average. (05/07/2015)

Direct: Exam/Quiz - In Course -Compare and contrast essay thatallows students to analyze thesimilarities and differences of twocultural and stylistic periods.

Expected Goal: It is hoped thatstudents earn at least a 3/5 for thisessay assignment.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents earned on average a 3/5. The class preparation including in class discussion helpedto gear students towards success. (05/07/2015)

Direct: Exam/Quiz - In Course -Compare and contrast essayassignment that involves discussingsimilarities and differences betweentwo different works of art and theirrespective eras and cultures. This isan in class writing assignment.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesStudents generally participated in class discussions, although there are many students who

Indirect: Interviews/Focus Group -Students will be expected toparticipate in class discussions






Expected Goal: This is an ungradedassignment that is part of regularclass expectations.

repeatedly speak up and some who never do. (05/11/2016)where stylistic qualities are definedand critiqued. There will also bediscussions about the comparisionsof two works to one another.





Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: NoThe students on average were able to achieve a 3.5/5 which was a 70%. Many students wereable to correctly identify the works of art but had trouble making critical thinking answerswith regards to the image's stylistic qualities. (05/13/2015)Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesThe majority of students earned a 3/5 or better. (05/07/2015)

Action Plan: The class after theexam I take 20 minutes or so inclass to go over what a 5 out of 5answer would include and toanswer questions about the formator grading. I encourage thestudents to tell me what they think

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: NoThe results were that the average grade on the essay was a 3.5 out of 5 or 70%. (04/01/2014)

Direct: Exam/Quiz - In Course -During an in class exam, students areshown a Powerpoint slide with twoimages on it. One is from the ProtoRenaissance Era and one is from theEarly Renaissance. The studentsmust identify each artist, title, styleand date and then discuss theelements of the works, both visualand cultural that are the same andthat are different. The students haveabout 20 minutes in the testingperiod to complete an essayresponse.

I then score this essay based on the

SLO Status: Active

SLO 3: Critique, compare and contrast various artists, artworks and styles.





Expected Goal: My goal was for theclass to receive at least a 75%.

needs to be written in the essayand try to get them to see thewealth of information that can beincluded to create a 5/5 answer.

The students were then givenanother compare and contrastessay in 2 other future classexaminations. (06/10/2014)

correctness of their slideidentification and on the visual andcultural information. The score is outof 5 points. A score of 5 is given to astudent whose essay is correct in itsidentification and also provides acomplete picture of the culture atthe time and the differencesreflected in each art image. Specificvisual as well and cultural elementsneed to be provided as support.

Expected Goal: The students shouldearn a C or greater on thisassignment.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesThe students did in fact achieve an overall C average. The students had the task of reallysynthesizing material from class and over several art periods.I chose to show the essay prompts to the students before the exam period (One to twoweeks ahead of time) which has proven to help me meet the performance target and alsoachieve richer more thoughtful responses. (05/13/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesThe student average was a C or better. In class preparation helped to make the studentaware of the challenge of the assignment. Giving the students access to the essay topics, inorder to prepare, also aided in the success of the scores. (05/07/2015)

Direct: Writing Assignment -Students are asked to write a 45minute thematic essay that coversvarious cultural and stylistic periods.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesGood results. (05/13/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: Yes

Direct: Writing Assignment - A 45minute in class writing assignmentwill measure the studnets' ability tosynthesize and analyze 3 or moreartistic periods.






Expected Goal: A C grade or better. The students did in fact achieve an overall C average. The students had the task of reallysynthesizing material from class and over several art periods.I chose to show the essay prompts to the students before the exam period (One to twoweeks ahead of time) which has proven to help me meet the performance target and alsoachieve richer more thoughtful responses. (05/13/2015)

Expected Goal: It is hoped thatstudents earn a 7/10 or higher onthis assignment.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesGood results. (05/13/2015)

Direct: Exam/Quiz - In Course -Students are asked to write an inclass thematic essay that synthesizesand analyzes works of art over atleast 3 art historical time periods.Example artwork is expected.

Expected Goal: Students areexpected to earn a C grade (75%) orgreater on this writing assignment.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesStudents on average earned a C grade or higher on this assignment. (05/11/2016)

Direct: Exam/Quiz - In Course -Studnets will write a thematic essayduring an exam period covering 3 ormore styles learned in class.






SLO 1: INACTIVE/DO NOT USE THIS ONE ANYMOREIdentify and employ proper use of a variety of art materials.





Expected Goal: The Pencil, Collage,Marker, and Paint techniques areexplored at the beginning of eachproject.

Action Plan: I will discontinuetaping off the edges to avoid papertearing. (03/21/2015)Follow-Up: Warm-ups will becontinued. (04/30/2015)

Action Plan: I will continue tointroduce students to a variety ofDrawing materials. (10/22/2014)Follow-Up: warm-ups are ongoing.(04/30/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes80% of the students created excellent projects utilizing the techniques (such as cross-hatching and subtractive lifting) in the first project. Materials were introduced gradually insubsequent projects. (10/22/2014)

Notes: Students who completed thewarm-up portions of the media weremore likely to approach the materialwith confidence.

Direct: Portfolio Review - I assessedeach student based on thecompletion of the “warm-up”portion of each material that isintroduced as well as successfulcompletion of the projectsassociated with each medium.

Expected Goal: Students mustsuccessfully utilize the materials tocreate an effective Balance SystemDesign.


Direct: Presentation/Performance -Students use gray, black, and whitepaper as well as white and graycarbon paper and markers to inventa successful 2D Design in the BalanceSystem assignment.

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: Yes17 out of 20 students did a great job exploring and celebrating these materials. (11/02/2015)

Direct: Presentation/Performance -Students use collage, various valuesof paper, marker, and pencil in thefirst few projects, and then Iintroduce acrylic paint.






Expected Goal: 80% is myexpectation of student success.

Action Plan: The action plan is tocontinue starting the semester with"systems" in order to introducematerial use at a foundational level,but provide prompts that alsoconnect drawing to software-basedframeworks of image-making andmapping. (05/11/2016)Follow-Up: The positive effects ofthis initial exercise can bereferenced within critiqueenvironments of the latter half ofthe semester, when students aremore experienced in developingtheir own process/materialdesignation/form; critiques movemore fluidly between production,intention, and reception andstudents are more self-directed inseeking out skillsets and methodsneeded for the production of theirwork. In 0-5% of cases (mostly dueto absences) students still require aconsiderable amount of guidanceand 'permission' in directing thescope of their work and research.The more time spent in class and in

Semester Assessed: 2015 - 2016 (Multiple Semesters)Expected Goal Met: YesThe tracing exercise also came with a self-assessment component, in which students wererequired to reproduce one of the drawings created from the initial tracing prompt from startto finish, using the same process, material, technique, timeframe. This direction was deemedby students as both "easy" and "impossible" which was a great opportunity for discussingframeworks of skill, expertise, and language as related to material. Every single student in thegroup in one way or another had to come to terms with their own conceptions of exactitudeand repetition as well as expectations of what 'handling' material properly might mean. Theentire activity - the selecting of the object, the determination of a single "plane" to set downon paper, the technique of tracing and the resulting line quality - was framed in terms of bothmaterial use and research, simultaneously. As a group we momentarily moved away fromexpectations of what a finished drawing or artwork might look like in order to focus directlyon the challenge of developing (and communicating) a generative process from existing(material & immaterial) limitations and conditions. (05/11/2016)

Direct: Case-Based Study - Studentsare given a limited scope ofmaterials (variety of pencils, randomobject, paper) to develop their ownmethods of visual response towardsa given process/research prompt. Aprompt in the very early stages ofthe semester might for example askstudents to trace a single object onpaper in order to produce an image,and then gradually change theprocess on their own throughconstants and variables (changingthe number of sheets of paper,tracing the object, then lifting theobject, replacing it somewhere elseon the sheet, tracing again;reproducing a pattern oftracing/lifting using a new sheet ofpaper and a different kind of pencil,et cetera).

This all requires paying attention tomental energy, potentially breakingprocess down into steps, notingone's desires for a certain kind ofimage, and the building up andbreaking down of "taste" and






Expected Goal: 80-100%

discussion with with otherstudents, the more likely it is forresearch and self-determination ofprocess to have the necessaryweight and authority in leveragingmomentum for future work.(05/11/2016)

Notes: This was presented as a in-class project, but students wereencouraged to continue the activityat home and use it as a basis formore rigorous workflows. The work-processes of Yoko Ono and JulieMehretu were also presentedaround the same time.

"preference" for certaincompositions. Through the promptof tracing, students are required toidentify and develop their own case-specific hierarchies of whatconstitutes an art material (is whatmatters the pencil, the paper, theobject, the intention, or all of theabove, and in which ways?;determining "proper use" becomesin and of itself, a design problem.Following the exercise, studentsdiscussed each other's work as"cases" that serve as materialevidence of the instructor-providedprompt. This is one such way ofintroducing "research" and"problem-solving" in design asexperience-based forms of inquiry.


ART-22: Basic DesignSLO 4: INACTIVE/DO NOT USE THIS ONE ANYMORE






Expected Goal: This is an organized,repetitive way to demonstratevarious principles of design on a 2Dsurface.

Action Plan: I will continue toprovide ample opportunities for mystudents to demonstrate theprinciples of design in theirprojects. (10/27/2014)Follow-Up: This assignment issometimes an extra creditassignment. (04/30/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesI am pleased with the outcome. Students used the same shape and size of black paper toarrange compositions that illustrate principles such as balnce, unity, and continuations.(10/27/2014)

Direct: Presentation/Performance -Each project requires the student toexplore principles of design. Forexample, in the Shape PlacementProject, they spread shapes evenlyfor balance, clustered for unity, andstacked for movement.

Expected Goal: I expect all studentsto use these design principles tocomplete successful projects.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yesongoing (04/30/2015)

Direct: Portfolio Review - Studentsmust employ repetition, unity, andvariety in their Balance Systemassignment.

Expected Goal: All students mustmeet these requirements.


Direct: Portfolio Review - Studentsmust use variety of sizes and shapeswhile creating unity in the Unity withVariety project.


Demonstrate the successful solutions to specific problemsregarding the use of color, balance, movement, spatialrelationships and other design concerns in a presentable portfolio.

ART-22: Basic DesignSLO 6: INACTIVE/DO NOT USE THIS ONE ANYMORE






Expected Goal: Students listen to alecture and take a quiz todemonstrate their knowledge ofcolor theory.

Action Plan: I will continuepresenting a lecture on color, whichis the final element addressed inthis course. (10/30/2014)Follow-Up: Visual aids are helpfulin this lecture. (04/30/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes90% of the students got a 100 on the quiz. (10/30/2014)

Direct: Test/Retest - Quiz #4addresses color systems, and thelecture on color includes a discussionof additive versus subtractive color.

Expected Goal: I want at least 80%to answer this question correctly.


Direct: Exam/Quiz - In Course -Students must distinguish betweenAdditive and Subtractive color in aquiz 4 question.


Participate in critical discussions and reviews, assessing artworksusing appropriate terminology.




Action Plan: I will continue toinclude critiques as part of thecourse. (10/28/2014)Follow-Up: The Pros and Cons are

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesMost of the students actively participated in the critiques, with a success rate of 90%.(10/28/2014)

Direct: Presentation/Performance -Students present their work to theclass and discuss the pros and consof each piece. Each major project isfollowed by a critique.







Expected Goal: Students areexpected to participate in the groupcritique process, incorporatingvocabulary that they acquiredthroughout the course.

built into the critique sheet.(04/30/2015)

Expected Goal: 90%.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesAll students participated, describing techniques for creating deep and shallow space thatwork (such as overlap or lack thereof), and they enjoyed the format of this critique.(05/11/2016)

Direct: Presentation/Performance -When students completed theirDeep/Shallow projects, I conducteda good cop/bad cop critiques, wherethey pointed out what designaspects worked well, and whichcould be improved.




Action Plan: I will continue to workwith students to improve theirrendering skills. (12/09/2015)Action Plan: I will continue usingthe still life. (04/30/2015)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesAlthough some students required additional help with proportions and value, the studentswere successful overall. (12/09/2015)

Direct: Presentation/Performance -Students are expected to have soliddrawing skills as well as the capacityto mix and match local color. StillLife setups provide opportunities todemonstrate these skills. Moreabstract assignments lend


SLO Status: Active

2: Demonstrate the basic theories related to the use of color in form, space, distance in an observational context and the differences between the physical and psychologicalcharacteristics of color.





Expected Goal: Some studentsrequired additional help withproportions and value.

themselves to more psychologicaluses of color, color systems, andeffects such as simultaneouscontrast.

Expected Goal: 90%

Action Plan: Using these layeredpaintings emphasizes techniquesand forces students out of theircomfort zones, learning to allowthe medium to work it's magicwhile they address various colorphenomena. (09/26/2016)

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: YesAll but 2 (out of 16) students successful merged the two concepts and created interestingpaintings that addressed both the spatial and psychological uses of color. (09/26/2016)

Direct: Presentation/Performance -By incorporating bright colored yetdiluted "underpaintings" into later,longer still life studies of the samesubject matter, students analyzedboth the emotional expression ofcolor as well as traditional drawingand painting techniques using localcolor and depth perception.

2: Demonstrate the basic theories related to the use of color in form, space, distance in an observational context and the differences between the physical and psychologicalcharacteristics of color.



Action Plan: I will continue torequire both formal and expressiveuses of color, realistic and abstractdrawings and paintings.(12/09/2015)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesThe results are strong. Students created a solid body of work reflecting rendering/matchingskills as well as more objective uses of color. (12/09/2015)

Direct: Presentation/Performance -In an even more cohesive body ofwork, students are expected todisplay both formal and abstract,realistic and expressive approachesto their work. Projects such as


SLO Status: Active

2: Demonstrate advanced theories related to the use of color in form, space, distance in an observational context and the differences between the physical and psychologicalcharacteristics of color.





Expected Goal: Intermediatestudents are expected to spendmore time on each assignment anddemonstrate an understanding ofform, space, and distance, localcolor, and more expressiveapplications of color.

Follow-Up: These projects areongoing. (04/30/2015)

wash-off allow opportunities forexpressive works, while local colorstill life studies and portraits allowfor more lifelike reproductions.

Expected Goal: 100%

Action Plan: Using these layeredpaintings emphasizes techniquesand forces students out of theircomfort zones, learning to allowthe medium to work it's magicwhile they address various colorphenomena. (09/26/2016)

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: YesAll 4 students created more sophisticated versions of underpaintings, using expressive colorand accurate rendering atop the wet-in-wet layer. (09/26/2016)

Direct: Presentation/Performance -The 4 students enrolled inIntermediate Watercolor tackled asimilar project to the"underpainting" series in 25A, onlythe expectation of technicalproficiency and accurate renderingwas expected. The expressivequality of color used in the twolayers, at this more advanced level,requires more knowledge andtechnical skill.


Direct: Presentation/Performance -Students in Intermediate Watercolorfirst accurately draw the shapes andsizes of sky elements, such as clouds,lightning, shapes of negative space,edges of a horizon line, etc. Onceaccurate, they transfer lightly towatercolor paper and begin to






Expected Goal: 100%

develop the surface using only blackwatercolor paint and water. Theyare required to use the skills theylearned in Beginning Watercolor toincorporate even wash, glazing, wet-in-wet blending, and lift-out as theycapture the values, edges, layers,and overall mood of the sky image.Upon completion, they elevate thesubject to both invented and localcolor schemes, demonstrating howcolor organizes and activates thespace and contributes to anemotional message. This projectencompasses observation as well asthe physical and psychological traitsof color.




Action Plan: I will continueintroducing students to new mediaand approaches, as well as educatethem as to the proper, safe use anddisposal of the paint materials.(10/29/2014)Follow-Up: For this reason, only

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesVarious techniques are introduced and safe use is encouraged. Students experiment withdifferent methods and styles of painting. (10/29/2014)

Direct: Presentation/Performance -Students work primarily in Acrylics,always employing safe use of thematerials and experimenting withdifferent painting methods andtechniques. Sometime water-basedoil is introduced as an alternativemedium. Projects address different

SLO Status: ActiveSLO 1: Identify, differentiate, and employ safe and proper use of painting materials distinguishing differences between various painting methods, media, and techniques.





Expected Goal: Students incorporatea variety of techniques andexplorations as they develop a seriesof paintings throughout thesemester that address value, colorsystems, local color observation, andimpressionistic/cubist/hard-edge/minimalist approaches.

water-based oils are allowed inhere. (04/30/2015)

stylistic approaches, color systems,and local color.

Expected Goal: 100%. We cannothave paint going down the sinkdrain.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesEvery student learned and respected this safe disposal method. (03/17/2016)

Direct: Presentation/Performance -I routinely go around the room tomake sure that students are usingdisposable palette paper and notdisposing of pain in the sinks. It isthe students responsibility to followthrough on this practice as part oftheir effort/participation.

Expected Goal: 100%

Semester Assessed: 2017 - 2018 (Winter 2018)Expected Goal Met: Yes100% (02/28/2018)

Over Winter, I demonstrated to eachstudent how to properly clean andstore their brushes, and how tosafely dispose of unused paint.Students are all expected to observethis protocol.

Action Plan: I will continue to showthem individually how to care fortheir brushes. (11/05/2018)


Direct: Presentation/Performance -Each student is instructed how tocare for their brushes includingwashing, conditioning, and storing

SLO 1: Identify, differentiate, and employ safe and proper use of painting materials distinguishing differences between various painting methods, media, and techniques.





Expected Goal: 90%them appropriately.

SLO 1: Identify, differentiate, and employ safe and proper use of painting materials distinguishing differences between various painting methods, media, and techniques.



Expected Goal: Students shoulddevelop competence in both seeingand then duplicating the local colorassociated with their subject.

Action Plan: I will use this projectagain in the future as anopportunity for the definition andapplication of basic color theoryprinciples. (10/29/2014)Follow-Up: I will continue to use avariety of hues for these effects.(04/30/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesIn the process of working on the local color project, students are applying the principles ofdesign as well as various color theory components, such as simultaneous contrast. Illusionsare noted and captured on canvas, along with accurate color perception. (10/29/2014)

Direct: Presentation/Performance -In the local color painting, studentsmust match the exact hue, value,saturation, and temperature of thesubject, with special attention toearth tones and neutrals.

SLO Status: Active

SLO 2: Define the properties of color and apply basic color theory; by mixing and matching paint to adjust color as directed in both an observational and objectiveenvironment, as well as, in a more elective (expressive or psychological) context, demonstrate the ramifications of color in space.



Action Plan: I will continue toassign the Monochromatic Paintingassignment to my BeginningPainting students, as it providesample opportunity for a completeand resolved form, demonstratinggood design, creative solutions, the

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesAll of the monochromatic projects turned out to be interesting and expressive, and for themost part, very accurate in terms of rendering. The process was explored and solutions werefound for various problems that arose. (10/29/2014)

Direct: Presentation/Performance -For example, the MonochromaticPainting assignment requiresstudents to use color intuitively butto also match the value of thesubject. There is emphasis both onthe painting techniques as well as

SLO Status: ActiveSLO 3: Plan, compose, and develop a painting to a complete and resolved form, demonstrating good design, creative solutions, the painting process, and expression.





Expected Goal: Students areexpected to include tints, shades,and tones of the selected hue, whileaccurately rendering the subject andconsidering saturation and value asexpressive, mood elements in thecomposition.

painting process, and expression.(10/29/2014)Follow-Up: Often we revisitDrawing skills. (04/30/2015)

the personal expression.

Expected Goal: 85%


Students in Beginning Painting areexpected to plan, compose, andcomplete a successful black andwhite value study in acrylic oncanvas.

SLO 3: Plan, compose, and develop a painting to a complete and resolved form, demonstrating good design, creative solutions, the painting process, and expression.



Expected Goal: More sophisticatedbrushwork is applied to thepaintings, and students demonstratemore confidence and versatility inthe paint handling.

Action Plan: I will continue workingwith my Intermediate students toimprove their visual perception,dexterity, and approaches to theirwork. (10/22/2014)Follow-Up: My students haveimproved dramatically.(10/22/2014)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesMy two students enrolled in Intermediate Painting began the semester with local colorstudies, and their ability to mix and match the hue, value, saturation, and temperature of thecolor improved dramatically. They began exploring various stylistic techniques as well.(10/22/2014)

Direct: Presentation/Performance -Students continue where they leftoff in Beginning Painting and explorevarious techniques and methods,new subject matter and a morecomprehensive understanding of themedium.

SLO Status: ActiveSLO 1: Demonstrate more confidence and versatility when using painting materials, various methods, brushwork, mark making and various techniques.





Expected Goal: 100%


Direct: Presentation/Performance -My students in IntermediateDrawing are mixing, matching, anddiluting paint with more consistencyand confidence. During the firstpainting in a series, we are reviewingthe materials and methodsassociated with paint. Students areusing a combination of blending,abstract shape making, and drybrush textures. I am visiting witheach student to make sure they havea comfortable grasp of the material.

Expected Goal: 90%

Action Plan: I will continue thisinstruction. (11/05/2018)


In Intermediate painting, I introduceadditional methods of brushpurchase, cleaning, and storage.

SLO 1: Demonstrate more confidence and versatility when using painting materials, various methods, brushwork, mark making and various techniques.



Expected Goal: Working directlyfrom a live still life setup, students

Action Plan: I will continue torequire local color projects as partof the course. (10/29/2014)Follow-Up: Big improvement.(04/30/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesStudents were 90% successful in mixing and matching local color and rendering objectsaccurately. (10/29/2014)

Direct: Presentation/Performance -Students are expected to haverendering skills in the context ofdirect observation, including mixingand matching local color.

SLO Status: Active

SLO 2: Evidence familiarity with color theory by the ability to identify, mix, and match paint to adjust color as needed or directed (particularly in an observational andobjective environment), adjust color when enhancing the illusion of space, and psychological tone of a work.





match the value, hue, intensity, andtemperature of the subject.

Expected Goal: 90%


Students in Intermediate Drawingare expected to use local colorsuccessfully in a composition. Thisrequires an understanding of colormixing and matching to achieveaccurate temperature, saturation,value, and hue. New and morecomplex colors are expected to beintroduced and included in thispainting.

SLO 2: Evidence familiarity with color theory by the ability to identify, mix, and match paint to adjust color as needed or directed (particularly in an observational andobjective environment), adjust color when enhancing the illusion of space, and psychological tone of a work.



Expected Goal: Finished works aredisplayed and discussed.Explorations and creative ideas are

Action Plan: Blending ischallenging, especially with Acrylic.I demo a lot. (04/30/2015)Action Plan: I will continue toencourage Intermediate studentsto plan, compose. and developtheir work while experimenting,exploring, and inventing.(10/28/2014)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesMy two intermediate students successfully completed paintings that reflect an understandingof the planning and building process, and they were more successful with techniques such asblending. (11/19/2014)

Direct: Presentation/Performance -Students are guided step by step asthey plan their compositions,incorporating design principles andutilizing the elements of art. At thisstage, students are expected to workwith personal expression and refinedtechniques.

SLO Status: Active

SLO 3: Plan, compose and develop work through the process of painting to a complex and resolved final composition, demonstrating consistently more success with creativesolutions, experimentation, and personal expression.





explained and reviewed. Techniquesare identified.

SLO 3: Plan, compose and develop work through the process of painting to a complex and resolved final composition, demonstrating consistently more success with creativesolutions, experimentation, and personal expression.



Expected Goal: More complexconcepts, subjects, and colorcontent are explored at this level,involving both local and subjectivecolor applications.

Action Plan: I will continue torequire local color and atmosphericperspective studies. (10/29/2014)Follow-Up: Both images andobjects are used in local colorstudies. (04/30/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesStudents successfully mix and match local color and complete landscapes that incorporateaerial perspective. (10/29/2014)

Direct: Presentation/Performance -Students in Portfolio Presentationare expected to mix and match localcolor to reflect the hue, value,intensity, and temperature of thesubject. They also are expected tocreate the illusion of depth on a two-dimensional surface, as well ascreate a particular mood thatindicates their personal ideas.


My Studio students are expected tohave a stronger mastery of localcolor at this stage. The subject theychoose and the complexity of colorare expected to be more deep and


SLO Status: Active

2: Evidence familiarity with color theory by the ability to identify, mix, and match paint to adjust color as needed or directed (particularly in an observational and objectiveenvironment), adjust color when enhancing the illusion of space, and psychological tone of a work particularly in relation to the student's independent goal.





Expected Goal: 100%difficult.

2: Evidence familiarity with color theory by the ability to identify, mix, and match paint to adjust color as needed or directed (particularly in an observational and objectiveenvironment), adjust color when enhancing the illusion of space, and psychological tone of a work particularly in relation to the student's independent goal.

ART-28B: Studio Painting-Portfolio Presentation


Expected Goal: Ideas, references,and research are required forstudents to invent a successful seriesfor eventual portfolio presentation.

Action Plan: I will continue to workindividually with my Studiostudents to help them develop acoherent series. (05/06/2015)Follow-Up: Good work.(04/30/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents will plan and execute a solid body of work. (05/06/2015)

Direct: Writing Assignment - At thebeginning of the semester, studentsfill out a Studio Painting Worksheetwhich summarizes their intent forthe semester in terms of medium,quantity, style, inspiration,technique, and meaning of theseries.


SLO Status: Active1: Independently create, design, thoughtful concepts and solve more individual problems.



Action Plan: I will continue toSemester Assessed: 2014 - 2015 (Spring 2015)Direct: Presentation/Performance -


SLO Status: Active4: Discuss the process, defend the intent and meaning, and describe the content and refinement of their proficient and presentable portfolio.





Expected Goal: Students will presenttheir work in a professionalpresentation which will include oralexplanation of each work and theprocess therein.

require students to verbalize theprocess and identify the techniquesand expression in the works.(05/06/2015)Action Plan: Critique andPresentation are ongoing.(04/30/2015)

Expected Goal Met: YesI am pleased with the results. Students were eloquent and the work was fantastic.(05/06/2015)

Upon completion of their portfolio,students are expected to describeand defend the meaning of theirworks, discussing the planning andexecution as well as techniquesemployed.

4: Discuss the process, defend the intent and meaning, and describe the content and refinement of their proficient and presentable portfolio.




Expected Goal: All portfolio itemsachieve 80% or greater

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesStudents participate in the portfolio review learning proper presentation techniques(05/12/2016)


Direct: Portfolio Review - Studentspresent body of work for portfolioreview at mid term and at final term


SLO Status: Active

2: Demonstrate more confidence with the elements of art and the principles of design and composition by producing competent compositions with computer generatedimagery.


SLO Status: Active1: Illustrate visually and verbally a basic understanding of form, gesture, movement, and foreshortening as it relates to the human figure in an observational context.






Expected Goal: Each student isexpected to demonstrate proficiencyin form, gesture, movement, andforeshortening in their drawingprojects. As a class we (the studentsand instructor) discuss each projectto give the individual studentfeedback relating to form, gesture,movement, and foreshortening.

Action Plan: I will speak to otherinstructors about the way theyteach form, gesture, movement,and foreshortening. I hope that ourdialogue will generate betterapproaches to helping the studentsimprove their skills. (11/21/2014)Follow-Up: follow up. (05/13/2015)

Follow-Up: follow up (05/13/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesAs I reviewed the students' in class and homework assignments, it became clear that eachstudent showed marked improvement in form, gesture, movement, and foreshortening.Foreshortening is the most difficult of the four concepts but students were able to solve theproblem by visualizing and drawing a simple cylinder in proper perspective for eachforeshortened limb. (11/21/2014)

Direct: Problem-Based Learning - Ineach class we will be drawing fromthe human figure. Form, gesture,movement, and foreshortening areintroduced with in class exercisesand assessed through homeworkassignments.


1: Illustrate visually and verbally a basic understanding of form, gesture, movement, and foreshortening as it relates to the human figure in an observational context.




Action Plan: follow up(05/13/2015)Follow-Up: follow up (05/13/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesThe intermediate students did a good job this semester increasing their proficiency in form,gesture, movement, and foreshortening in their drawing projects. They used this increase of

Direct: Problem-Based Learning -Because beginning and intermediatedrawing students meet in the sameclass, they both receive the same


SLO Status: Active

1: Illustrate visually and verbally a deepened understanding and competency of form, gesture, movement, and foreshortening as it relates to the human figure in anobservational context.





Expected Goal: Intermediatestudents are expected todemonstrate higher proficiency inform, gesture, movement, andforeshortening in their drawingprojects. They are also required togive feedback and instruction tobeginning students in critiques. Byexplaining these concepts to otherstudents, their understanding isdeepened and reinforced.

skill level in their creative projects to make more powerful and convincing work. By givingfeedback and instruction to the beginning students, they developed more confidence in theirunderstanding. This interaction between the beginning and intermediate students created astronger sense of collaboration and community in the classroom. (05/13/2015)

lectures and demonstrations onform, gesture, movement, andforeshortening. Intermediatestudents are given in-class andhomework assignments that aremore challenging in order to developa deeper understanding of theseconcepts.

1: Illustrate visually and verbally a deepened understanding and competency of form, gesture, movement, and foreshortening as it relates to the human figure in anobservational context.




Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesThe students successfully completed the assigned projects this semester. The projects

Direct: Portfolio Review -Throughout the semester, studentsare given a variety of assignments


SLO Status: Active

4: Demonstrate both thoughtful and successful compositions using the human form as subject by presenting a portfolio of more developed, accurate, academic, and creativefigure drawings that include a variety of media, techniques, and concepts.





Expected Goal: Students will havesuccessfully completed all in-classand homework projects and be ableto present a portfolio of work thatdemonstrates high technicalproficiency and an emerging creativevision.

included a variety of accurate, academic, and creative figurative drawings. As a group, theassignments can be used as a portfolio to demonstrate each student's technical proficiency infigure drawing and ability to express ideas and emotions related to the human form, derivedfrom the student's creative vision. (05/13/2015)

that are geared toward developing asolid portfolio containing examplesof accurate, academic, and creativefigure drawings. Projects areevaluated in a class critique as theyare completed.

4: Demonstrate both thoughtful and successful compositions using the human form as subject by presenting a portfolio of more developed, accurate, academic, and creativefigure drawings that include a variety of media, techniques, and concepts.


ART-42B: Studio Figure Drawing-Portfolio Presentation


Expected Goal: When working in aseries of related drawings, each

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: YesThis cross-listed class has no students enrolled at this time. (09/13/2017)

Direct: Problem-Based Learning - Inthe beginning of the semester,students are required to submit aproposal for an independent project.Throughout the semester studentsmeet individually with the instructorand in group critiques to discuss theprogress of their series.


SLO Status: Active2: Display more refined ideas, skills, methods, and techniques.



ART-42B: Studio Figure Drawing-Portfolio Presentation


student will show development intheir ideas, skills, methods, andtechnique. This progress will beevident as we evaluate the student'sportfolio individually and as a class.

2: Display more refined ideas, skills, methods, and techniques.



Expected Goal: Drawings aresubmitted as part of portfoliopreparation at specified timesthroughout the semester. Studentsare expected to maintain aconsistent style, subject, ormethodology throughout thesemester.

Action Plan: The question andanswer sheet at the beginning ofthe semester is very helpful in thestudent plan for the body of work.(10/22/2014)Follow-Up: My student has plannedand executed a series of portraits incolored pencil. (04/30/2015)

Action Plan: I will continue to assistmy students in planning theirportfolio preparation. (10/22/2014)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesMy student prepared a plan and followed through with it successfully. (10/22/2014)

Direct: Presentation/Performance -Students at this level are required tocomplete a series of Drawings in aset period of time that reflect ideas,problem-solving, and individualexpression of concepts. A plan iscreated at the beginning of eachproject.


Direct: Presentation/Performance -I had only one student enrolled in


SLO Status: Active

1: Formulate and articulate an independent concept identifying specific problems to be solved that will successfully reflect that idea. Prepare a plan and reasonable timelineto bring about its success.






She completed several drawings using her own ideas and explorations in problem-solving.(11/02/2015)

this course -- it is cross-listed withIntermediate Drawing. She and Ideveloped a plan for severaldrawings, and she independentlyexecuted them.

Expected Goal: 100%


Direct: Presentation/Performance -The 3 students enrolled in thisadvanced course must plan, prepare,and present a drawing project thatreflects strong rendering skills,knowledge of Color Theory, andvarious techniques relating to themedium of choice.

1: Formulate and articulate an independent concept identifying specific problems to be solved that will successfully reflect that idea. Prepare a plan and reasonable timelineto bring about its success.



Expected Goal: Works must bepresentable, clan, fully-developed,

Action Plan: I will continue touphold the expectations of goodcraftsmanship and coherent works.(05/27/2015)Follow-Up: Her work is crisp andinteresting. (04/30/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudent work is crisp, clean, and well-presented. Works are tied together thematically or bytechnique. (05/27/2015)

Direct: Presentation/Performance -Craftsmanship is emphasized in theproper, professional preparation of aportfolio of Drawings that reflectunified, thoughtful, technicallysound approaches.


SLO Status: Active

2: Consider and identify elements that characterize the idea of preparing a body of work for exhibition, such as its cohesiveness and its presentability or acceptability in acompetitive environment.





and thoughtfully produced, withattention to detail and nuances.

2: Consider and identify elements that characterize the idea of preparing a body of work for exhibition, such as its cohesiveness and its presentability or acceptability in acompetitive environment.



Expected Goal: At the end of thesemester, we revisit the originalstated goals and compare them tothe results.

Action Plan: I will continue withthis process of conferring with eachstudent as to their goals for theportfolio preparation at the end ofthe semester. (05/27/2015)Follow-Up: The final portfolio ispresented on the last day.(04/30/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents present their works as part of the preparation of a portfolio reflecting their originalintentions and plans for the semester. (05/27/2015)

Direct: Presentation/Performance -From the very beginning of class,students are asked to fill out a formdescribing their intentions for a bodyof work throughout the semester.They are expected to maintain arigorous schedule of working on thestated, desired goals. Self-motivation is expected, andessential, to this process.

Expected Goal: 100% at this level.Only two students are enrolled atthis level.

Action Plan: I will continue toexpect Studio 48A students toproduce a strong body of workthroughout the semester.(05/11/2016)Follow-Up: The students are almostfinished with the series of projects.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesSo far, both of these students have produced quality work, and are currently working on theirfinal project. The drawings have consistent themes throughout, and students are workingindependently, although with guidance. (05/11/2016)

Direct: Portfolio Review - Studentsare expected to produce a group ofdrawings that express a certainidea/method/material.


SLO Status: Active3: Exercise independence, self-motivation and self-discipline to bring about the desired goals.





(05/11/2016)

3: Exercise independence, self-motivation and self-discipline to bring about the desired goals.



Expected Goal: Materials such asColored Pencil, pastel, Ink,Watercolor, and Charcoal are used inthe creation of compositions thatreflect individual style, expression,and ideas.

Action Plan: I will continue anongoing dialogue with each studentto help them prepare and present aPortfolio of finished pieces.(10/22/2014)Follow-Up: Ongoing portfoliopreparation for completion.(04/30/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesMy student successfully completed a body of work in a variety of media, employingsophisticated formal and abstract approaches. (10/22/2014)

Direct: Presentation/Performance -Students at this level are expected tohave a grasp of drawing methodsand materials, and theircompositions should reflect thisunderstanding and its applicationtowards more creative andsophisticated problem-solving.

Action Plan: I will continue usingthis exercise to identify thedirection my Studio Presentationstudents will go. (02/24/2017)


Direct: Writing Assignment -Students are required to complete awritten evaluation of their ownperformance over the course of theirStudio Art education, assessing theirstrengths, weaknesses, andaspirations, as well as the materialsthey will be using. We then use thisfeedback to plan a body of work.


SLO Status: Active1: Create increasingly more sophisticated and independent compositions using a variety of drawing materials, creative methods, and solutions.





Expected Goal: 100%

1: Create increasingly more sophisticated and independent compositions using a variety of drawing materials, creative methods, and solutions.



Expected Goal: Trips to galleries andmuseums as well as research on theinternet will assist the self-motivatedstudents in seeing what is out therein the art world and the standardsthe student will need to meet.

Action Plan: I will continue toexpose Studio students to realworld art so that they get a senseof where they fit in that context.(05/27/2015)Follow-Up: Ongoing portfoliopreparation for completion.(04/30/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents were able to identify artists whose work they admire and work in that direction tocomplete a professional, competitive portfolio, one which can be used for college transfer orfine art work opportunities. (05/27/2015)

Direct: Portfolio Review - Studentsenrolled in this class are motivatedby the work of their fellow students.Exposure to these and other worksof art, such as those in a museum orgallery setting, inspire the studentsto work harder on their personalportfolio and remain competitive inan academic and professionalenvironment.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yes100%. (05/11/2016)

Direct: Presentation/Performance -Although only one students iscurrently enrolled in this section, shehas ample opportunity to compareher work to that of her peers,receiving feedback and guidance


SLO Status: Active

4: Consider and exhibit evidence and understanding of the fundamental characteristics of a presentable and profession approach and portfolio in a competitive artenvironment.






from the whole group. The studentsbecome more motivated as theyinteract with fellow artists.

4: Consider and exhibit evidence and understanding of the fundamental characteristics of a presentable and profession approach and portfolio in a competitive artenvironment.



Semester Assessed: 2016 - 2017 (Winter 2017)Expected Goal Met: Yes0% of students could identify basic terminology in defining the daily, monthly, seasonal, andannual phenomena related to the moon and the sun, and describe simple coordinatesystems. (03/12/2018)

Direct: Test/Retest - The testquestions are designed based oncourse materials presented inlectures. The goal is to help studentsto understand and explain cardinalpoints, and observable astronomicalphenomena, such as lunar phases,seasons, change in the length of day,and eclipses. Majority of questionsare related to familiar astronomicalconcepts. Test/retest continues untilmajority of students grasp theessentials and be able to explainthem correctly.

Action Plan: NA (03/12/2018)Semester Assessed: 2011 - 2012 (Multiple Semesters)Expected Goal Met: Yes80% of students could identify basic terminology in defining the daily, monthly, seasonal, and

Direct: Test/Retest - The testquestions are designed based oncourse materials presented in

SLO Status: Active

SLO 1: Describe the basic aspects of the observable sky including theecliptic, meridan, celestial North and South, seasonal changes,lunar phases, tides and eclipses.





Expected Goal: 80% of studentscould identify basic terminology indefining the daily, monthly,seasonal, and annual phenomenarelated to the moon and the sun,and describe simple coordinatesystems.

annual phenomena related to the moon and the sun, and describe simple coordinatesystems. (03/12/2018)

Semester Assessed: 2011 - 2012 (Multiple Semesters)Expected Goal Met: Yes80% of students could identify basic terminology in defining the daily, monthly, seasonal, andannual phenomena related to the moon and the sun, and describe simple coordinatesystems. (03/12/2018)

lectures. The goal is to help studentsto understand and explain cardinalpoints, and observable astronomicalphenomena, such as lunar phases,seasons, change in the length of day,and eclipses. Majority of questionsare related to familiar astronomicalconcepts. Test/retest continues untilmajority of students grasp theessentials and be able to explainthem correctly.

SLO 1: Describe the basic aspects of the observable sky including theecliptic, meridan, celestial North and South, seasonal changes,lunar phases, tides and eclipses.




Direct: Presentation/Performance -Groups of students are assigned to

SLO Status: Active

SLO 2: Outline the basic historical observatons and explanations leadingto the current theories of planetary motion.





Expected Goal: The goal is 70 to 80%of students can explain thedifference between geocentric andheliocentric models, and understandthe basics if Newtonian celestialmechanics.

The goal is 70 to 80% of students can explain the difference between geocentric andheliocentric models, and understand the basics if Newtonian celestial mechanics.(03/12/2018)Semester Assessed: 2016 - 2017 (Multiple Semesters)Expected Goal Met: YesThe goal is 70 to 80% of students can explain the difference between geocentric andheliocentric models, and understand the basics if Newtonian celestial mechanics.(03/12/2018)

present Aristotle's cosmos,Ptolemy's model, Copernicansystem, Kepler's contribution, andfinally, Newton's achievements. Eachgroup (of 4-6 students) discuss theassigned topic for about 8-10minutes. We repeat similardiscussions later, while studyingbasics of astrophysics andcosmology.

SLO 2: Outline the basic historical observatons and explanations leadingto the current theories of planetary motion.



Semester Assessed: 2016 - 2017 (Multiple Semesters)Expected Goal Met: YesThe goal is 80% of students understand the relationship between wavelength, frequency andthe energy of photons, describe the function and components of optical telescopes, and get

Direct: Test/Retest - Since we don'thave astronomy lab, I borrowneeded equipment from our Physicslab and teach about basics of light,

SLO Status: Active

SLO 3: Describe the properties of light, matter and telescopes and howastronomers use these to determine the properties of distantobjects.





Expected Goal: The goal is 80% ofstudents understand the relationshipbetween wavelength, frequency andthe energy of photons, describe thefunction and components of opticaltelescopes, and get familiar withkinds and the purpose telescopesoutside the atmosphere.

familiar with kinds and the purpose telescopes outside the atmosphere. (03/12/2018)spectroscopy, and telescopes viahands-on activities. However, theassessment is based on students'ability in answering the testquestions.

SLO 3: Describe the properties of light, matter and telescopes and howastronomers use these to determine the properties of distantobjects.

BIO-1: General Biology


Expected Goal: The performance

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesFrom this assessment project I learned that the instruction that I provided during thisassessment cycle as it relates to SLO 3 seemed to be successful at least in part. I learned thatstudents are better able to retain information from the beginning to the end of the semesterwhen they have mnemonics to help them remember steps. I also learned that even thoughmany students are able to list the steps of cellular reproduction, very few were able todescribe the steps of this process. I believe that the data did measure what it was intended to

Direct: Common, embeddedquestions within a test - Studentswill be given questions to test theunderstanding of this SLO at thebeginning of the semester and giventhese same questions embedded inthe final exam.

SLO Status: Active

SLO 3: Comprehend and describe the steps involved in cellular reproduction;



BIO-1: General Biology


target for this SLO is that 70% of thestudents will be able to correctlyanswer questions related to this SLO

Related Documents:Bio 1 SLO 3 Assessment.doc

measure. This particular assessment tool was chosen because it is a direct assessmentmethod that gives a basis for understanding introductory knowledge versus knowledgegained after instruction. I think that working through the steps of cellular reproduction withstudents, drawing pictures of the steps and having them recite pertinent terminology whiledrawing the steps helped the students reach the performance target. (09/30/2015)

Expected Goal: There would besignificant improvement comparingpre- and post- results.

Semester Assessed: 2016 - 2017 (Summer 2016)Expected Goal Met: YesThere was significant improvement comparing pre- and post- results. 80% of studentsimproved their understanding of the process of science. (09/16/2016)

Direct: Exam/Quiz - Pre-Post -Students were initially tested on thetopic during the lab quiz. Thesecond test was conducted duringthe final lab/lecture exam.

Expected Goal: 75% of studentsanswer these questions correctly.

Action Plan: More discussionsabout potential diseases will beintroduced. (02/20/2017)

Semester Assessed: 2016 - 2017 (Winter 2017)Expected Goal Met: YesDiscussions about cancer helped students to see the relevance of cellular reproduction.(02/20/2017)

Direct: Scenario-Based Test -Questions related to the topic ofcellular reproduction that discusscancer will be included in the exams.

SLO 3: Comprehend and describe the steps involved in cellular reproduction;


BIO-16 (formerly BIO-30): Human Reproduction and Sexual Behavior


SLO Status: Active

SLO 1: Describe the components of human sexuality, sexual development, gender similarities and differences, components of intimate relationships, comparisons of ethicalprinciples, and impacts on behavior and society.


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Expected Goal: 70% of the studentswill be able to correctly answerquestions related to this SLOThis target will be reached throughvarious assessments such as quizzes,tests and various surveys that gaugehow effective each is in helpingstudents learn and understand thematerial.

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: YesThe data measures what was intended to measure-that is student retention of conceptsdiscussed in class. These data measure what students have learned, had a difficult timelearning, and what was easier for them to learn. Through this data, I can create a moreeffective learning environment for students were they can learn in the most efficient mannerpossible.

No previous data is available to compare. However, by collecting semester data after eachclass, it will be easier to analyze not just what works for each individual class, but rather whatworks best for all students.

The performance target of 70% was reached. This was done through the various quizzes andexercises that were performed. These activities not only tested individual knowledge, butmore importantly they tested application of this knowledge. This is more important thatstandard memorization, and it encourages students to learn the material thoroughly. This willcontinue to be the manner in which we test students in that knowledge of subjects is notenough, but rather application. When knowledge can be applied to several situations theknowledge acquired in class can be used in other classroom settings and real worldapplications.

The learning activities embedded in this assessment that helped students reached theperformance targets were:Dimensions of Human Sexuality QuizFill in the Blank- Activity on Sexual DimensionsGender Dimensions QuizGender Roles Classroom ActivitySexual Ethics, Morality, and the Law quiz

All of these quizzes focused on specific core aspects. They not only tested knowledge ofsubject matters but also application of these subjects to various situations.

Notes: The emphasis was placed onunderstanding the biologicalterminology by providing definitions,and the ability of students to applythis terminology to writing andformulation their own opinionsregarding such matters. Biology 30is often viewed as a subject that isnot discussed with family or close

Direct: Exam/Quiz - In Course - 50multiple choice and true/falsequestions were given to studentsfrom the test bank.Students weregiven questions to test theunderstanding of this SLO at thebeginning of the semester in the firstpartial exam and given these samequestions embedded in the finalexam. Through this method studentswere able to put their knowledgeand skills to the test and understandwhere they needed improvementand what areas were their strongest.






Each of these tools helped students understand the various terms, topics and lessons of thecourse. Together, they each aided in reaching the performance target. Taken individuallyeach activity helped students build on information they learned and to discover the areasthey needed to improve. (03/12/2017)

relatives and therefore there aremany misconceptions. The sourcewhere many people learn HumanSexuality is from their peers and as aconsequence most of thatinformation is wrong. This class willprovide students with theknowledge and tools needed to gaina basic understanding of HumanReproduction and Sexual Behavior.







The performance target of 70% was reached. This was done through the various quizzes andexercises that were performed. These activities not only tested individual knowledge, but

Direct: Exam/Quiz - Pre-Post -Students were given questions totest the understanding of this SLO atthe beginning of the semester in thesecond partial exam and given thesesame questions embedded in thefinal exam.Through this method students wereable to put their knowledge andskills to the test and understandwhere they needed improvementand what areas were their strongest.In this way, students were able tonot only see what topics were their

SLO Status: ActiveSLO 3: Identify and describe the function of the male and female reproductive structures, hormonal regulation, and significant stages in fetal growth and development.





Expected Goal: 70% of the studentswill be able to correctly answerquestions related to this SLOThis target will be reached throughvarious assessments such as quizzes,tests and various surveys that gaugehow effective each is in helpingstudents learn and understand thematerial. This will help students bothunderstand, perform and apply thetopics to all the various assignments.

more importantly they tested application of this knowledge. This is more important thatstandard memorization, and it encourages students to learn the material thoroughly. This willcontinue to be the manner in which we test students in that knowledge of subjects is notenough, but rather application. When knowledge can be applied to several situations theknowledge acquired in class can be used in other classroom settings and real worldapplications.

The learning activities embedded in this assessment that helped students reached theperformance targets were:

Female Sexual Anatomy and Physiology QuizMale Sexual Anatomy and Physiology QuizClassroom Activity: Those Helpful HormonesConception, Pregnancy, and Birth QuizClassroom Activity: Pregnancy and Childbirth Concepts



weaknesses, but they were also ableto see which were their strengths.This helped students also learn andsee the material twice, furtherreinforcing the knowledge that theylearned.

SLO 3: Identify and describe the function of the male and female reproductive structures, hormonal regulation, and significant stages in fetal growth and development.



SLO Status: Active

SLO 4: Explain common reproductive system diseases, disorders anddysfunction, including causes, treatment and long termconsequences.





Expected Goal: 70% of the studentswill be able to correctly answerquestions related to this SLOThis target will be reached throughvarious assessments such as quizzes,tests and various surveys that gaugehow effective each is in helpingstudents learn and understand thematerial. This will help students bothunderstand, perform and apply thetopics to all the various assignments.



The performance target of 70% was reached. This was done through the various quizzes andexercises that were performed. These activities not only tested individual knowledge, butmore importantly they tested application of this knowledge. This is more important thatstandard memorization, and it encourages students to learn the material thoroughly. This willcontinue to be the manner in which we test students in that knowledge of subjects is notenough, but rather application. When knowledge can be applied to several situations theknowledge acquired in class can be used in other classroom settings and real worldapplications.

The learning activities embedded in this assessment that helped students reached theperformance targets were:

Sexually Transmitted Infections QuizSexually Transmitted Diseases PuzzleSexual Dysfunctions and Therapy QuizClassroom activity : Atypical Sexual Behaviors

Direct: Exam/Quiz - In Course -Students were given questions totest the understanding of this SLO atthe beginning of the semester in thethird partial exam and given thesesame questions embedded in thefinal exam. Through this methodstudents were able to put theirknowledge and skills to the test andunderstand where they neededimprovement and what areas weretheir strongest. In this way, studentswere able to not only see whattopics were their weaknesses, butthey were also able to see whichwere their strengths. This helpedstudents also learn and see thematerial twice, further reinforcingthe knowledge that they learned.












Action Plan: The following lecturepractices will be introduced: turn toyour partner and explain thediscussed concepts, and immediatemastery quiz in the last fewminutes of the lecture.(06/27/2016)Follow-Up: Group activities wherestudents explain theconcept/genetic problem to eachother resulted in the better

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesThe grades indicated that about 20 % of students had some problems with solving theproblems with sex-linked genes. More practice will be introduced in the next teaching of thecourse. (02/26/2016)

Direct: Problem-Based Learning -One of the assignments is theGenetic Problem Homework wherestudents need to apply their geneticknowledge to solve five geneticproblems. The problems representvarious genetic modes ofinheritance, analysis of a pedigreeand a construction of a familypedigree. The example of suchassignment is attached as adocument.


SLO Status: Active

SLO 1 : 2015: Understand the concepts and patterns related to various types of genetic inheritance and demonstrate an understanding of these modes of inheritance byinterpreting pedigrees and accurately completing inheritance problems to predict probable outcomes.





Expected Goal: 75 % of students willbe able to solve the geneticproblems similar to those discussesduring the lectures.

outcome: more studentssuccessfully solved the problem onthe exam. (02/20/2017)

Expected Goal: 75 % of students willbe able to solve the problems.

Action Plan: Group activities seemto solve the problem. (02/20/2017)

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: Yes75 % of students were able to solve the problem after introduction of group activities relatedto this concept. (02/20/2017)

Direct: Exam/Quiz - In Course -Genetic problems are introducedduring the exam, for example: Awoman whose father was ahemophiliac is expecting a baby andfetus test show that it is a boy.What is the likelihood that the boywill be a hemophiliac? PresentPunnett square.

Expected Goal: All students willpresent

Action Plan: Continue with thisassignment since it build relevantknowledge and improves publicspeaking (01/21/2018)

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: YesAll enrolled students presented an article to the class. (01/21/2018)

Direct: Presentation/Performance -We live in the genomic era withmany articles published in every daynewspapers and on-line on topicsrelated to human genetics such as:cancer research, genetic testing,stem cell research, gene therapy,etc. Therefore, each student wasasked to find one article that hasbeen published within the last threemonths and prepare a 5-minute oralpresentation for the class on anytopic indicated above.

SLO 1 : 2015: Understand the concepts and patterns related to various types of genetic inheritance and demonstrate an understanding of these modes of inheritance byinterpreting pedigrees and accurately completing inheritance problems to predict probable outcomes.

BIO-50A (formerly AMY-2A): Anatomy and Physiology I





Expected Goal: 70% of the studentswill be successful at writing aboutthe structure function relationship ofa given topic in Anatomy &Physiology.

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesOne of the assignments had students writing in their own words about the relationshipbetween endochondral bone development and remodeling. Through several lectures andquizzes the students were introduced to and taught the mechanisms involved inendochondral ossification. Included in the lectures were various new terms that were to beused in their description of the process. The students that turned in the assignmentperformed well above the target goal, with an average success rate at approximately 80%.(12/14/2015)

Direct: Writing Assignment -Students will complete a shortwriting assignment where theydiscuss the structure/functionrelationship of a given topic chosenfrom a list (as seen in SLO 3 above).

SLO Status: Active

SLO 3: Be able to discuss basic principles/physiology, structure and function relating to any of the following topics when appropriate:

a) Basic chemistry: including pH, buffers, acids and basesb) Cellular structures/organelles and cellular transport processesc) Tissues and integumentd) Bone: including formation and growthe) Jointsf) All three muscle typesg) Eye and ear



Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesEmbedded within exams throughout the semester were questions related to variousanatomical system disorders. These same disorders were then brought back on a finalexamination at the end of the semester to see if the students had a better understanding as

Direct: Exam/Quiz - Pre-Post -Students will be given pre and posttests where they will matchanatomical systems with associatedclinical disorders and are asked

SLO Status: Active

SLO 4: Integrate principles amongst any systems listed above and understand their interrelationships in such a manner that enables discussion and evaluation of associatedclinical disorders or diseases.





Expected Goal: 70% of the studentswill earn a minimum of 70% on thepost-test.

to how the disorders related to more than one single system. Among the questions includedmuscular dystrophy and its effects on skeletal and muscular atrophy. The final results wereultimately successful, but not by a large margin. Approximately 72% of the students wereable to link the systems together with the disorder. One concept that I plan to furtherexplore in lectures will be to incorporate more system integrations into anatomy 2A and 2B.(05/16/2016)

multiple choice questions todemonstrate their knowledge of theinterrelationships of variousanatomical systems.

SLO 4: Integrate principles amongst any systems listed above and understand their interrelationships in such a manner that enables discussion and evaluation of associatedclinical disorders or diseases.


BIO-50B (formerly AMY-2B): Anatomy and Physiology II


Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesA total of 65 questions were asked throughout the semester in quizzes and unit exams. Thenumber of students getting each question correct was counted and the percentage ofstudents getting each question correct was calculated. In addition, the percentage ofstudents getting each question correct was averaged for all 65 questions.

Direct: Exam/Quiz - In Course -Questions will be placed in weeklyquizzes that directly assess student'sability to understand thestructure/function of various parts ineach system. Questions will also beincluded that require analysis of

SLO Status: Active

SLO 2: Describe the structure and function of each system listed below and be able to discuss and evaluate clinical disorders, diseases and applications associated with eachsystem:

a) Nervous systemb) Endocrine systemc) Cardiovascular systemd) respiratory systeme) Urinary systemf) Digestive systemg) Reproductive system





Expected Goal: Students willsuccessfully answer questions 80%of the time. Overall class success foreach system assessment will be 80%.

The percentage of students getting each question correct ranged between 52% and 96% andvaried between each individual question.

The number of students getting the question correct was averaged for all 65 questions andthe overall average was 83.8%.

(12/11/2015)Notes: Instructor will also analyzestudent utilization of S.I. sessionsand instructor office hours to assesscorrelation between studentengagement and success.Total hours of student participationin both S.I. session and faculty officehours will be summed. Totalnumber of hours for each studentwill be recorded along with theoverall percentage grade for thecourse. Data will be analyzed toassess any correlation betweenhours of engagement and success inthe course.

these functions and implications forclinical disorders.

SLO 2: Describe the structure and function of each system listed below and be able to discuss and evaluate clinical disorders, diseases and applications associated with eachsystem:

a) Nervous systemb) Endocrine systemc) Cardiovascular systemd) respiratory systeme) Urinary systemf) Digestive systemg) Reproductive system

BIO-50B (formerly AMY-2B): Anatomy and Physiology IISLO 3: Integrate principles amongst all systems listed above and understand their relationships in such a manner that enables discussion and evaluation of associated clinical





Action Plan: What modifications todelivery of instruction were made?

As this is the first time thisparticular SLO has been assessedthere were no modifications toinstruction prior to the assessment.Overall outcome shows an 80%success rate on those questionspertaining to SLO#3 that were givenin a typical multiple choice format.An 80% success rate is fairly highfor this difficult course and an SLOthat requires analysis.I feel this is a good outcome.

However, questions given in amultiple/multiple format had amuch lower and unacceptablesuccess rate (69%). Since studentsneed to learn how to answerquestions given in this format priorto taking their state board licensingexams (nursing, P.A.,pharmaceutical etc.) then we mustcontinue to include them in ourexams. The answer to increasedsuccess may be giving the studentssome formal training on how toapproach and answer questionswith this format.

Semester Assessed: 2013 - 2014 (Fall 2013)Expected Goal Met: YesWhat were the results? Based on the results, what goal was set?The percentage of students with the correct answers for the SLO designated questions isgiven in the data table attached in the documents folder.

The average overall percentage of questions correct on the final exam (for all 120 questions)was 76.4%. This is lower than the 84.4% success rate found in the previous year’sassessment.Overall success on questions requiring integration and interrelationship correlation betweensystems was 74%.A comparison of the integration/interrelationship questions with the standard multiplechoice format and the multiple/multiple choice format shows a success rate of 80% on thestandard format questions and 69% on the multiple/multiple format questions.

The overall success rate this year was 8% lower than the previous year. One might assumethat some of the difference in success was related to when the assessment was administered.Last year’s assessment showed that success scores were over 5% higher when assessmentswere given during or directly following instruction of the unit as compared to an assessmentthat is given at the end of the semester. Therefore you could conclude that roughly a 5% dropin scores could be attributed to the fact that this assessment was done at the end of thesemester during the Final Exam. In addition, this particular SLO is requiring a higher level oflearning (correlations and analysis) which you might expect to have lower success rates.

Although I expected the success rates for the integration/interrelationship questions to besignificantly lower than the other questions on the exam (as they require a higher level oflearning), the success rate was only 2% lower.The most significant difference in success was not in the comparison between questionsassessing different SLO’s or between questions requiring a higher level of learning. The mostsignificant cause for a decrease or increase in success appears to be how the question isformatted. Those questions written in a standard multiple choice format had a 21% highersuccess rate than questions given in a multiple/multiple format.

Direct: Exam/Quiz - In Course - Ichose this SLO because had not yetbeen assessed in a previousassessment.

What specific topic does thisassessment focus on?This SLO focuses on the student’sability to recall, integrate andanalyze information learnedthroughout the semester. It alsorequires the students to then predictoutcomes utilizing their analysis.

Describe your inquiry strategy,including the assessment tool,scoring criteria, and timeline.The assessment was done at the endof the semester utilizing specificquestions on the final exam.Students were given 31 questions onthe final exam (total of 120 question)that were directed toward thetargeted SLO.Scores for each individual questionwere tallied and an overallpercentage for correct answers wascalculated for each question. Overallpercentage correct answers forthese questions (directed towardsSLO #3) were also compared to theoverall percentage of correctanswers for the other 89 questions.

SLO Status: Activedisorders or disease.





Expected Goal: Questionsspecifically related to SLO # 3 will beanswered correctly 75% of the time(overall average for all of these

My findings indicate that studentsmay need to be coached onmethods for reading/answeringquestions in a multiple/multipleformat. Perhaps this is a topic andpractice session that could betaught by Supplemental Instructorsduring an S.I. session early in thesemester.

(05/09/2014)

Multiple/multiple format questions not only require a more solid understanding of theconcept but also require a methodology in test taking that many students have not yetencountered.For this reason many instructors exclude questions in a multiple/multiple format from theirexams. However, since our students need to learn how to master this type of question priorto their licensure exams we would be negligent not to include them regularly in ourassessments.

(05/09/2014)

In an effort to rule out varied successrates due to the format of eachquestion, a note was made as to theformat of each question (i.e. T/F,simple multiple choice,multiple/multiple choice ormatching). Percentage correct wasalso calculated comparing standardmultiple choice format questions tomultiple/multiple choice formatquestions.

Standard multiple choice formatrefers to questions with five specificchoices for the answer (a through e)while multiple/multiple formatquestions have five answer choiceswith one or more answer optionsbeing an option such as ‘both a andb’, ‘a, b and c, etc.

Multiple/multiple formattedquestions are included on all examsin order to prepare students for theirfuture state board examinations.These exams for licensure (nursing,P.A., M.D.) include questions in amultiple/multiple format.

SLO 3: Integrate principles amongst all systems listed above and understand their relationships in such a manner that enables discussion and evaluation of associated clinicaldisorders or disease.





questions completed by all studentsin the course).In addition, the average overallcorrect responses to questionspertaining to SLO # 3 should beequal to or better than the averageresponse for all other questions onthe exam.Related Documents:Type of question comparison

Expected Goal: There will be a directcorrelation between number of S.I.sessions attended by students andsuccess/retention rates for thoseindividuals. Ideally, regularattendance in S.I. session willincrease success/retention rates by20%.Related Documents:Success and Retention with S.I.utilization

Semester Assessed: 2013 - 2014 (Fall 2013)Expected Goal Met: Yes100 % of students who attended S.I. sessions regularly (10 sessions or more) successfullycompleted the course. Many of these same students utilized instructor office hours to obtainadditional help throughout the semester. This indicates that student engagement in thecourse, including utilization of resources such as S.I. sessions and instructor office hours maybe more important in student success than SLOs.

See attached data from S.I. sessions. (12/11/2015)

Direct: Institutional Research orOther Data - I am also assessing thesuccess and retention rates of thosestudents who attend supplementalinstruction sessions and/or seek helpthrough faculty office hours. Theobject is to correlate studentengagement and participation tosuccess in the course.

SLO 3: Integrate principles amongst all systems listed above and understand their relationships in such a manner that enables discussion and evaluation of associated clinicaldisorders or disease.



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Expected Goal: Two measurementcriteria were selected:1. Improvement on the Post Test ascompared to the Pre Test2. Students will average 60% orhigher on all Post-Test questions

Related Documents:Appendix A: Spring 2014Assessment Exam

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: Yes1. Students showed improvement on the Post Test as compared to the Pre Test in responsesto seven out of the 10 questions (questions 1,2,3,6,7,8,10), no change (question 9) anddecrease in correct responses to two questions (4,5).2. Students averaged 60% or better on all Post-Test questions. The percentage of correctresponses for each Post Test question were as follows:question 1) 89%, 2) 87%, 3) 90%, 4) 74%, 5)71%, 6) 92%, 7) 74%, 8) 74%, 9) 61%, 10) 74%(09/10/2014)

Notes: See related documentationfor the Pre/Post Test

Direct: Exam/Quiz - Pre-Post - TheSLO was assessed using a Pre/PostTest that includes 10 questionsassigned to students during thesemester. The Pre/Post Test wasadministered at the beginning of thesemester (week 4) and again thefinal week of the Spring 2013semester. Pre and post tests weretimed. Students had the option ofreviewing any wrong responses withthe corrected response before thepost test questions wereadministered. Correct responsescould also be reviewed as positivereinforcement. See Appendix A forthe Pre/Post Test questions.

Action Plan: A performance targetof an average of 65% or higher


Direct: Exam/Quiz - In Course -Direct: Common embedded

SLO Status: Active

SLO 1: Compare and contrast the major taxonomic groups of microorganisms and list the contributions of important figures in microbiology demonstrating an understandingof the scientific method.


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Expected Goal: A minimum targetperformance of 65% for questions1-3 was set for questions pertinentto SLO.

competency for this SLO was met.Cumulative results were verysimilar compared to the previousassessment performed. No furtheraction taken. (09/14/2017)

SLO 1 was assessed using a comprehensive final exam given at the end of the Spring 2017semester.SLO 1 was assessed with questions 1-3 of the final exam and the percentage of studentsresponding correctly to these questions were itemized. 83& of students correctly answeredquestions 1-3 (combined) addressing this SLO. (09/14/2017)


Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesSLO 1 was assessed using a comprehensive final exam given at the end of Spring 2015semester. SLO 1was assessed with questions 1-3 of the final exam and the percentage ofstudents responding correctly to these questions were itemized. 83% of students correctlyanswered questions 1-3 (combined) addressing this SLO. (06/18/2015)

questions within a test. A cumulativefinal lecture exam was administeredat the end of the Spring semester.The final exam was timed andincluded 3 embedded questionspertinent to this SLO.

SLO 1: Compare and contrast the major taxonomic groups of microorganisms and list the contributions of important figures in microbiology demonstrating an understandingof the scientific method.




Expected Goal: An average of 65% orhigher competency on all Post -

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: YesSLO 2 was assessed using a comprehensive final exam administered at the end of the Springsemester and the percentage of students responding correctly to these questions wereitemized.82% of students correctly responded to questions addressing SLO 2, thus exceeding the settarget of 65%.correct response to question 4 = 89%correct response to question 5 = 85%correct response to question 6 = 72%Results were not significantly different compared to the previous assessment performed.

Direct: Common, embeddedquestions within a test - All sixlecture SLOs were assessed using acomprehensive final examadministered in lecture class at theend of the Spring semester. The finalexam was timed and included 3embedded questions pertinent tothis lecture SLO.

SLO Status: ActiveSLO 2: Compare and contrast the structure of prokaryotic and eukaryotic cells, and explain the important biochemical pathways.






Test questions. (09/14/2017)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: Yes87.3% of students correctly answered combined questions 4-6 addressing SLO 2(question 4=100% correct answers, question 5=76% correct, question 6=86% correct)(09/14/2015)


Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesSLO 2 was assessed using a comprehensive final exam given at the end of Spring 2015semester. SLO 2 was assessed with questions 4-6 of the final exam and the percentage ofstudents responding correctly to these questions were itemized. 87.3% of students correctlyresponded to questions addressing SLO 2, thus exceeding the set target of 65% (09/14/2015)

SLO 2: Compare and contrast the structure of prokaryotic and eukaryotic cells, and explain the important biochemical pathways.




Expected Goal: An average of 65%

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: YesSLO 3 was assessed using a comprehensive multiple choice final exam given at the end of theSpring 2017 semester. SLO 3 was assessed with questions 7, 8, and 9 of the exam and thepercentage of correct student responses for each question was itemized. 80% of studentsresponded correctly to questions addressing SLO 3, exceeding the set target of 65%. Resultswere not significantly different from the previous assessment. (09/14/2017)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesSLO 3 was assessed using a comprehensive multiple choice final exam given at the end of

Direct: Common, embeddedquestions within a test - All sixlecture SLOs were assessed using apost test exam administered inlecture class at the end of the Springsemester. The post test was timedand included 3 embedded questionspertinent to each of the 6 lectureSLOs.


SLO Status: ActiveSLO 3: Apply the principles of microbial physiology and metabolism to microbial growth requirements and microbial control in vivo and in vitro.






or higher competency on the posttest.


Spring 2015 semester. SLO 3 was assessed with questions 7, 8, and 9 of the exam and thepercentage of correct student responses for each question was itemized. 83.6% of studentsresponded correctly to questions addressing SLO3, exceeding the set target of 65%.(06/11/2014)

SLO 3: Apply the principles of microbial physiology and metabolism to microbial growth requirements and microbial control in vivo and in vitro.



Expected Goal: An average of 65% orhigher competency on all Post - Testquestions.

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: YesSLO 4 was assessed using a comprehensive multiple choice final exam administered at theend of the Spring 2017 semester. SLO 4 was assessed with questions 10-12 of the exam andthe percentage of correct student responses for each question was itemized. 74% of studentsresponded correctly to these questions, exceeding the set target of 65% (09/14/2017)


Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesSLO 4 was assessed using a comprehensive multiple choice final exam given at the end ofSpring 2015 semester. SLO 4 was assessed with questions 10-12 of the exam and thepercentage of correct student responses for each question was itemized. 76.6% of studentsresponded correctly to these questions, exceeding the set target of 65%. (09/14/2015)

Direct: Common, embeddedquestions within a test - All six SLOswere assessed using a post testexam administered in lecture class atthe end of the Spring semester. ThePost - Test was timed and included 3embedded questions pertinent toeach of the 6 lecture SLOs

SLO Status: Active

SLO 4: Relate genotype to phenotype, inventory the mechanics of microbial reproduction, and explain the genetic mechanisms of microbial variability with special emphasison the development of antibiotic resistance.



SLO Status: ActiveSLO 6: Analyze the etiology and epidemiology of infectious disease.







Expected Goal: An average of 65%or higher competency on all Post -Test questions.

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: YesSLO 6 was assessed using a comprehensive multiple choice final exam given at the end of theSpring 2017 semester. SLO 6 was assessed with questions 16-20 of the exam and thepercentage of correct student responses for each question was itemized. 87% of studentsresponded correctly to these questions, exceeding the set target of 65%. These results werenot significantly different from the previous assessment performed. (09/14/2017)


Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesSLO 6 was assessed using a comprehensive multiple choice final exam given at the end ofSpring 2015 semester. SLO 6 was assessed with questions 16-20 of the exam and thepercentage of correct student responses for each question was itemized. 89.2% of studentsresponded correctly to these questions, exceeding the set target of 65% (09/14/2015)

Direct: Common, embeddedquestions within a test - All sixlecture SLOs were assessed using aPost - Test exam administered inlecture class at the end of the Springsemester. The Post - Test was timedand included 5 embedded questionspertinent to each of the 6 lectureSLOs.

Start Date: 06/11/2015SLO 6: Analyze the etiology and epidemiology of infectious disease.

When do you plan to assess?: 2013 - 2014 (Spring 2014), 2014 - 2015 (Spring 2015), 2015 - 2016 (Spring 2016)



Action Plan: Future improvehandouts for the bioinformaticspart of DNA Barcoding, so there isno confusion about the stepsstudents need to take in order toconduct the analysis. (06/27/2016)Follow-Up: More finalimprovements were introduced tothe handouts, so there was no

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesStudents are excited about this project, and about working with their “own” bug. Thehandouts for the bioinformatics part were rewritten in fall 2015, so there was no confusionabout the steps students need to take in order to conduct the analysis (observation fromspring 2015). The simplified procedure was satisfying to students. (02/26/2016)

Direct: Case-Based Study - Studentsconduct an insect DNA barcodingproject over the course of four labs.DNA from insects captured on theMVC campus is isolated and thegenetic variation of various species iscompared using bioinformatic tools.The project relates evolutionaryadaptations to molecular changes in

SLO Status: ActiveSLO 1: Relate the unifying principles of structure-function relationships, emergent properties and evolution to the biochemical, molecular and cellular levels.






Expected Goal: All students areexpected to complete the project:provide identification of a giveninsect species using bioinformatictools.

confusion about the steps.(02/20/2017)

the mitochondrial DNA.

SLO 1: Relate the unifying principles of structure-function relationships, emergent properties and evolution to the biochemical, molecular and cellular levels.



Expected Goal: Each student will beable to identify the insect he/shecollects using molecular tools.

Action Plan: During lecturesstudents will analyze results fromexperiments described in recentlypublished papers. Introduce finalexam in the form of a writingassignment where students readand answer questions derived froma recently published researchpaper. (06/27/2016)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents were excited about this project, and about working with their “own” bug. Thehandouts for the bioinformatics part will have to be improved, so there is no confusion aboutthe steps students need to take in order to conduct the analysis. (02/26/2016)

Direct: Case-Based Study - Studentsconduct an insect DNA barcodingproject over the course of four labs.DNA from insects captured on theMVC campus is isolated and thegenetic variation of various species iscompared using bioinformatic tools.The project relates evolutionaryadaptations to molecular changes inthe mitochondrial DNA.

Action Plan: Support student'semails with the email from theinstructor to increase the replyrate. (08/24/2017)

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: Yes100 % of students found researchers that conduct research related to their insect of choice.Not all researchers reply to the emails sent by our students. (08/24/2017)

Direct: Presentation/Performance -Students were asked to contactresearchers in the DNA barcodingand Entomology disciplines thatwork on the insect of their choice,

SLO Status: Active






Expected Goal: 100 % of studentswill conduct literature searches andcontact the researches.

and establish correspondence askingfor help in the development of thespecific primers needed to amplifythe insect specific DNA.

Expected Goal: 100% of students willparticipate in networking withscientists.

Action Plan: Sending emails withscientific questions to scientistshelps students to see the value oftheir work. This assignment will becontinued. (06/13/2018)

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: Yes100% of students participated in networking with scientists. Five students needed help informulating the emails. Only one student has not received a reply from the selected scientist.(06/13/2018)

Direct: Problem-Based Learning -Students selected a research topic(within the scope of the course)related to cliff swallows nesting onour campus. They identifiedquestions and had to reach out tothe scientific community for help inaddressing the problem. The reachout included searching scientificliterature and networking withscientists working in a similar area.




Action Plan: The following lectureSemester Assessed: 2014 - 2015 (Spring 2015)Direct: Problem-Based Learning -Students conducted research in

SLO Status: Active






Expected Goal: All students willparticipate in the research; 50 % willreceive clean results that can bereleased to UCR.

practices will be introduced: turn toyour partner and explain thediscussed concepts, and immediatemastery quiz in the last fewminutes of the lecture. In addition,handouts for any case study/research conducted during thelabs will be improved, so there is noconfusion about the steps studentsneed to take. (06/27/2016)

Expected Goal Met: YesAll students were excited about the projects and quickly developed ownership of theirassigned mutant plants. Two out of 12 students did not keep up with the demands of theproject and the entire course, and in fact dropped the class. The majority of the remainingstudents (all but one) expected immediate results and expressed frustration when eitherplants died or DNA was not amplified. However, towards the end of the semester, everybodygained an understanding that making mistakes is part of conducting research, and that welearn by doing it. (07/29/2015)

collaboration with UCR throughoutthe semester. They analyzed geneexpression of genes involved inflower formation in plants. Eachstudent was assigned to a differentmutant. Therefore, althougheverybody used the same tools, theindividual results were different.The research part of the lab sessioninvolved five labs during whichstudents were quizzed on theybiological knowledge regarding theproject. Besides this type ofassessment, each student had a 10minute research presentation at theend of the semester where he/shedescribed his/her results. Finally,each student had to submit a LabNotebook that was graded for thedetailed recordings of the researchperformed and future researchplans.

Action Plan: Students like to solvereal life problems, so theexperiment will be continued.(08/24/2017)

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: Yes100 % of students correctly identify the insect and draw proper conclusions about the linkbetween genotype and phenotype. (08/24/2017)

Direct: Case-Based Study - Studentswere provided with the sample of aninsect prepared from the stomachsof swallows. They had to isolateDNA, amplify it and send for DNA






Expected Goal: 90 % of students willbe able to correctly identify theinsect.

sequencing. The insect wasidentified by searching databaseswith the received sequence.Students were required to drawconclusions from the DNA sequence(genotype) about the appearance ofthe insect (phenotype).




Expected Goal: 90 % of students willbe able to solve the geneticproblems similar to those discussedin class.

Action Plan: The following lecturepractices will be introduced: turn toyour partner and explain thediscussed concepts, and immediatemastery quiz in the last fewminutes of the lecture. In addition,handouts for fruit fly geneticexperiment conducted during thelabs will be improved, so there is noconfusion about the steps studentsneed to take. Introduce Mendaliangenetics to the research conductedin collaboration with UCR.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesThe grades indicated that about 95 % of students were fluent with solving the problems.(02/27/2016)

One of the assignments is theGenetic Problem Homework wherestudents need to apply their geneticknowledge to solve five geneticproblems. The problems representvarious genetic modes ofinheritance, analysis of a pedigreeand a construction of a familypedigree.

SLO Status: Active






(06/27/2016)




Expected Goal: At the end of eachlab each student submits a writtenlab report where he/she identifiesproper controls, analyzesexperimental results, and dependingon the experiment, proposes analternative experiment.

Action Plan: Future improvehandouts for the bioinformaticspart of DNA Barcoding, so there isno confusion about the stepsstudents need to take in order toconduct the analysis. (06/27/2016)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesBy the end of the semester all students who finished the course were fluent in preparing labreports. The most difficult aspect of report preparation seemed to be the precision informulating the conclusions. (02/27/2016)

Direct: Writing Assignment -Students conduct experiments ontopics related to the materialcovered in lectures in 14 labs overthe semester. At the end of each labeach student submits a written labreport where he/she identifiesproper controls, analyzesexperimental results, and dependingon the experiment, proposes analternative experiment. Theconducted experiments addressvarious aspects of molecular andcellular biology.

SLO Status: ActiveSLO 4: Relate the unifying principles of structure-function relationships, emergent properties and evolution to the biochemical, molecular and cellular levels.

BIO-60H (formerly BIO-11H): Honors Introduction to Molecular and Cellular BiologySLO 5: Apply the scientific method and the process of scientific thought including designing a controlled experiment, collection and analysis of data, data presentation and





Expected Goal: At least 70% ofprojects will fulfill the scientificinquiry requirements.

Action Plan: Future improve theresearch instructions for studentsthat conduct in collaboration withUCR. (06/27/2016)Action Plan: During lecturesstudents will analyze results fromexperiments described in recentlypublished papers. (06/27/2016)

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: YesStudents are very excited about this project, and about working with real research linked tothe university research. The initial difficulties with understanding the project were overcameas the semester came to end. 90 % of student were able to explain the scientific processrelated to his/her research topic. (02/27/2016)

Direct: Problem-Based Learning -Students conducted research incollaboration with Dr. PatriciaSpringer from the Botany and PlantSciences Department at theUniversity of California in Riverside.Each step of the scientific processpresented in the SLO was linked toan appropriate activity. Students'performance was assessed in theplanning process, data collection andanalysis, result presentation andfuture research propositions.

Related Documents:CCURI Presentation 2014 Revised RW 16 Feb. 2015.pdf

Action Plan: Future improve theresearch instructions for studentsthat conduct in collaboration withUCR. (06/27/2016)

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: YesOut of 16 students enrolled in the class, 15 prepared a nicely organized and easy to follow labnotebook (one notebook had all information required, but it was overall messy). All studentswere excited about research they conducted (in collaboration with University of California inRiverside) and had clear understanding of the topic studied by the end of the semester. Theproject ended with 14 excellent research presentations; three students presented theirresults at the national community college undergraduate research conference in 2014 and2015. (03/29/2015)

Direct: Problem-Based Learning -My experience of teaching manyscience courses indicates thatstudents struggle with designing anexperiment and properly recordingthe findings. Therefore, all Bio-11Hstudents conducted research in thelab and were expected to recordtheir research, day by day, in the labnotebook. The lab notebook had tocontain all parts of the experimentsincluding materials, methods, resultsand conclusions recorded in such amanner that somebody else wouldbe able to repeat the experiments inthe same settings. Each student was

SLO Status: Activeinterpretation, drawing appropriate conclusions and designing future experiments.


https://mvc.tracdat.com:443/tracdat/viewDocument?y=KtKLXnqtnjJ1




Expected Goal: My goal was to have80% of students preparing anacceptable lab notebook and clearscientific presentation on theirresults.

asked to submit a copy of theirnotebook to the instructor by theend of the semester in order toreceive full credit. In addition, eachstudent presented his/her results tothe class by the end of the semesterin the form of oral presentation.

Expected Goal: 90 % of students willhave a sound proposal with aproperly applied scientific methods.

Action Plan: The assignment wasvery successful, so it will becontinued in future teaching.(01/31/2019)

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: YesAll students developed interesting proposals that could be utilized in the future labs either inBio-60 or Bio-61 courses. (01/31/2019)

Direct: Presentation/Performance -Students had to design anexperiment involving cliff swallowsand present their proposal to theclass

SLO 5: Apply the scientific method and the process of scientific thought including designing a controlled experiment, collection and analysis of data, data presentation andinterpretation, drawing appropriate conclusions and designing future experiments.

DAN-6: Dance Appreciation


Action Plan: Maybe consideroffering 2 sections of this class or atleast offer it each semester.(09/19/2016)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesThe majority of the students met the performance target and earned a grade of C or better.Students who experience difficulty in writing or if English is a second language tend to havelower grades as this assignment is weighted heavily on student's individual ability to write

Direct: Writing Assignment -Students must critique a video danceproduction shown in class and a livedance production performed at RCCLandis Performing Arts Center held

SLO Status: ActiveSLO 5: Analyze and evaluate the various components of theatrical dance performance.





using a critical analysis format. A great deal of success in this assignment is also attributed toeach element of critique being thoroughly discussed in class and individually assigned ashomework prior to the paper due date. Students also get the opportunity to participate in anessay workshop before the paper due date. (09/19/2016)

towards the end of the semester.The in class video critique must be a2-3 page paper and the liveperformance critique which is alsopart of their final exam must be 3-5pages long. The critiques mustcontain the elements of critiquewhich include REPORTING (Who,What, When, Where & Why) and aDESCRIPTION incorporating theelements of dance and explainingwhat happened in at least one dancepiece in the production. It must alsocontain the student'sINTERPRETATION of thechoreographer's intent and anymessages being conveyed whileusing metaphor and simile to explaininterpretations, as well as, thestudent's EVALUATION of thechoreographer's use of craftingdevices and staging techniques,followed by a CONCLUSION.ORGANIZATION is also required toinclude a separate cover pageformat with spacing and fontguidelines, as well as, drafts ofediting and proofreading. Thesepapers are worth 100 points for thevideo viewing and 200 for the liveviewing. The possible points rubric isas follows:

SLO 5: Analyze and evaluate the various components of theatrical dance performance.





Expected Goal: By incorporating theelements of critique in their paperstudents can increase theirawareness and appreciation for theart of dance. A successful paper isbase on a 100% scale:90-100 =A80-89 =B70-79 =C60-69 =D50 & below =F

180-200 =A160-179 =B140-1599 =C120-139 =D119 & below =FNotes: This assessment method isvery effective.

VIDEOVIEWINGREPORTING - 10DESCRIPTION - 30INTERPRETATION - 30EVALUATION - 20ORGANIZATION - 10

LIVE VIEWINGREPORTING - 20DESCRIPTION -60INTERPRETATION -60EVALUATION -30CONCLUSION -10ORGANIZATION -20











Action Plan: Students received ahigher score on exams whenmaterials were reviewed in theform of a television game or aninteractive activity. During this timestudents were given additional timeto define the words; review thechapters and examine the meaningof concept questions prior to theexam. Moving forward, moreinteractive activities will beincluded throughout the semesterand it will be shared that many ofthe answers are in the text and thatstudent’s should be sure to allocatetime for finding them and forreading the chapters in general.(03/14/2017)

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesStudent's averaged 81% on the embedded questions that aligned with SLO 1-5. In addition, itwas noted based on an analysis of the types of questions with which students struggled thatmore clarity was needed in some of the PowerPoint slides, that student's struggled more withquestions where they needed to interpret the material, e.g., scenario questions, or questionswhere they had to apply the information from the class to a situation. In addition, it was alsonoted that students also got many questions incorrect where the answer was clearly andeasily available in the text, suggesting either that the students didn't read the text, didn'tallocate enough time for the texts, or were unable to comprehend the text (03/14/2017)

Direct: Exam/Quiz - In Course -Embedded Questions Tied to SLOs -Students will complete a total of 4exams. Each test will have 25multiple choice questions. Specificquestions on each test will beidentified as aligning to SLO 1 andscores on these questions will becalculated to show an average levelof performance by the class on theseembedded questions. The same willbe done for SLO 2, 3, 4, & 5.

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesStudent's averaged 83.24% on the embedded questions that aligned with SLO 1-5. This ishigher than last semester. I believe it's due to the exam format. Students are able to take theexam several times and the highest score is recorded. In addition, though students were ableto take the exams several times, the data indicates that students also got many questions

Direct: Exam/Quiz - In Course -Embedded Questions Tied to SLOs -Students will complete a total of 16weekly quizzes. Each quiz will have15 multiple choice questions.Specific questions on each quiz will


SLO Status: ActiveSLO1: Identify and compare major theoretical frameworks related to the study of human development.






incorrect where the answer was clearly and easily available in the text, suggesting either thatthe students didn't read the question, didn't allocate enough time to think through thequestion, or were unable to comprehend the text. (09/15/2017)

be identified as aligning to SLO 1 andscores on these questions will becalculated to show an average levelof performance by the class on theseembedded questions. The same willbe done for SLO 2, 3, 4, & 5.

SLO1: Identify and compare major theoretical frameworks related to the study of human development.







Semester Assessed: 2013 - 2014 (Fall 2013)Expected Goal Met: YesGrades improved on assessments.In future, to further improve student achievement of SLOs,more active/group learning activities are planned. (12/31/2013)



Action Plan: In the future we mayassign a pre and post Tests (use thesame Test) to our students. This

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: YesAll three SLOs for this course were assesses during Fall Term of 2017. The SLOs were assessedusing 15 questions randomly picked throughout the course materials that was administered

Direct: Exam/Quiz - In Course - TheSLOs were assessed using 15questions randomly pickedthroughout the course materials that

SLO Status: Active

SLO 2: Explain economic theories and utilize them to predict economic outcomes.







may help us to compare our resultsmore effectively to gauge ourstudent's performance.(02/27/2018)

(online) during the last two weeks of the semester. The online Test was was timed. Anaverage of 69% or higher was noted in the test results. An average of 69% or higher grades inthe responses to all 15 questions suggests that students know more when they are towardsthe completion of the course as compared to the District wide average which is 62%(combined face to face, internet based and web enhanced). (02/27/2018)


was administered (online) during thelast two weeks of the semester.

SLO 2: Explain economic theories and utilize them to predict economic outcomes.








SLO Status: ActiveSLO 2: Analyze data to identify major current macroeconomic problems and use economic theory to analyze and evaluate the problems."



Semester Assessed: 2013 - 2014 (Spring 2014)Direct: Exam/Quiz - Standardized -

SLO Status: ActiveSLO 2: Identify major current microeconomic problems and use economic theory to analyze and evaluate the problems.







Expected Goal Met: Yes12.80, with 3.54 standard deviation on 30 item set and average of 1.61 with 0.77 standarddeviation on 3 item set (10/31/2014)


30 items set from a nationallynormed test for learning in collegemicroeconomics courses and a 3item set from a nationally normedtest for learning in collegemacroeconomics on internationaltopics

SLO 2: Identify major current microeconomic problems and use economic theory to analyze and evaluate the problems.

ENG-10: Special Studies in Lit


Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesOf the 16 students assessed in this exercise, 13 performed at a satisfactory level (an 81% passrate), which met our performance target. These data indeed measure what they wereintended to measure: the assessment exercise was driven by this group of SLOs, and theassessment produced a small but significant data set which can be used for planning futuresections of this course. The assessment tool chosen was discussed and developed by Englishdiscipline experts, after examination of the course outline of record, the coursereadings/theme, and assessment tools used in similar courses taught at the college.(02/26/2016)

Direct: Writing Assignment -Students were given the followingprompt for a one hour, in-classwriting assessment:

Paula Gunn Allen says in her bookThe Sacred Hoop, “Patriarchyrequires that powerful women bediscredited so that its own systemwill seem to be the only one that

Inactive Date: 12/31/2015SLO Status: Active

SLO 3: Employ college-level methods of literary analysis to reading and interpreting a specific author, genre, or literary theme:

-Read literary works closely, recognize differences in language use,understand figurative language;-Distinguish between literal and metaphorical meanings;-Employ the basic language and terminology of literary analysis to the discussion and interpretation of various works of literature;-Employ the basic language and terminology of literary analysis to the discussion and interpretation of various works of literature;-Develop an appreciation for works of literature as unique contributions to / reflections of culture



ENG-10: Special Studies in Lit


Expected Goal: 70% of studentsperforming at a "satisfactory" level.

reasonable or intelligent people cansubscribe to” (53). How is thisdynamic represented in Allen’s novelThe Woman Who Owned theShadows? You're free to use anynotes you've taken on the novelduring our reading in this unit.

SLO 3: Employ college-level methods of literary analysis to reading and interpreting a specific author, genre, or literary theme:

-Read literary works closely, recognize differences in language use,understand figurative language;-Distinguish between literal and metaphorical meanings;-Employ the basic language and terminology of literary analysis to the discussion and interpretation of various works of literature;-Employ the basic language and terminology of literary analysis to the discussion and interpretation of various works of literature;-Develop an appreciation for works of literature as unique contributions to / reflections of culture




Expected Goal: 100% of studentsdemonstrate they can provide theirpeers constructive oral feedbackspecific to the elements of fictionand the writing/revision process,

Action Plan: Next time, I assess thisSLO, I would also like to scaffold abit more by adding a sentencesummary interpreting the workbefore students engage intranslating the work to screenplay,which would help provide a blueprint for the screenplay and allowstudents to analyze any deviations

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesThe result of the assessment is that 23/23 students, or 100 percent, met the SLO. I thinkworking in pairs and students' interest in the assignment helped them perform well. Sincethey are accustomed to watching film, the assignment also engaged the expertise and skillsthey bring into the course. (09/16/2018)



SLO Status: Active

SLO 2: Support interpretations, analyses, and arguments regarding selected examples of poetry and short fiction, informed by understanding of the elements of creativewriting and of creative writing theory





during workshop reviews of theirshort stories.

from their interpretation.(09/16/2018)

Semester Assessed: 2012 - 2013 (Fall 2012)Expected Goal Met: Yes100% of students demonstrated interpretation and analysis, as well as the ability to discuss(argue) elements of short story and of creative writing theory in a workshop setting.(11/24/2015)

Notes: This is a process ofdeveloping skills over severalworkshops

SLO 2: Support interpretations, analyses, and arguments regarding selected examples of poetry and short fiction, informed by understanding of the elements of creativewriting and of creative writing theory




Expected Goal: A minimum of 70%of students should be able torecognize and explain their own usesof formal argumentation.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesFor the last lab activity of the year, I asked students to write a self-reflective essay with thefollowing directions:

What constitutes evidence for arguing positions?What constitutes valid premises and conclusions of arguments?How do you organize your arguments to reveal to your readers your interpretations of theliterature we read?Can you identify assumptions/premises you include in your arguments as you developed yourinterpretations?How do assumptions/premises influence our ultimate interpretations (or even positionsmuch more broadly)?How do you think you have improved as a critical thinker this semester by having to interpretliterature?

Direct: Writing Assignment -Students will write a final essayevaluating their own essays for theuse of principles of formal argument.

SLO Status: Active

SLO 1 - 2014: Recognize and explain the principles of formal argument:





(note: You don't have to answer all of these questions, but I want you to spend some timethinking about them so that you can be focused in your writing. However, if you want to, youan organize your response as answers to each question. Remember: it's not graded, but Iwant you to take it seriously.

All 25 students participated.

Since I provided directed questions for asking students to self-examine their own knowledgeand use of the principles of formal argument, all students discussed their awareness oforganizational elements (introduction, development of argument, conclusion). Whilestudents could break down how they use structures of argument, many also showed they aregrowing in their understanding of these components.

Some discussed how they have developed a sense of flexibility in these components. Forexample, several students discussed how they now view how they develop ideas as adevelopment of ideas, not a listing of points. Others noted that they now understand betterthe need to repeat concepts as a way to emphasize their thesis/main claim/controlling ideathroughout the paper. Finally, many also emphasized their new awareness that having aclear claim makes organizing their ideas much easier.

What is most promising for students, though, is that a vast majority of students wroteexplicitly about how their awareness of what their reading audiences needed was necessary.A majority also discussed how their awareness of multiple/different perspectives has grown.They discuss at length how incorporating other viewpoints has made their thinking/arguingstronger.

Many also mention that support always comes from texts they read. More important is thatthey understand, as one student put it, "it's about HOW you use" the evidence from thetexts, not just dropping quotes in. One other student noted her awareness of the need for a"clear, discernible link between textual evidence and the claim you are making."

The biggest weakness for students is a lack of understanding of the dangers of assumptions






leading to premises. While most students who discussed issues of evidence mentionedproblems associated with faulty premises in arguments, most avoided discussing their ideasabout how assumptions impact premises. Only a few realized that assumptions cannegatively impact their arguments. On the other hand, too many thought their assumptionswere necessary for good arguing. They made some good points (including that theyunderstand that they DO bring assumptions to making arguments), but too few expressed anunderstanding of how those assumptions can lead to faulty arguments. (06/21/2016)





Expected Goal: A minimum of 70%of students should show evidence ofanalysis and interpretation by essay5.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yes24 of 25 students submitted an essay for essay 5 assignment. All 24 showed evidence ofanalysis and interpretation at the satisfactory level. 20 of those 24 performed analysis andinterpretation at the "B" or better level. (07/25/2016)

Direct: Writing Assignment -Students write 6 formal essaysduring the semester. Essays by theend of the semester should alldemonstrate evidence of analysisand interpretation. I will evaluateessay 5 for evidence of analysis andinterpretation.

SLO Status: Active

SLO 3 - 2014: Analyze and interpret literary works using the formal components of literary analysis toward gaining an appreciation of how principles of critical thinking andformal argument can inform discussions of literature


SLO Status: Active














Expected Goal: A minimum of 70%of students should show evidence ofintegrating sufficient, relevant,thoughtful evidence.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesBy the end of the semester, all students had at least one paper that demonstrated effectiveintegration of sufficient, relevant, thoughtful evidence drawn from primary and secondarysources. Of the 23 students who completed all five major, graded essays, 20 students showedachievement of this SLO on every single paper. (07/25/2016)

Direct: Writing Assignment -Students write 6 formal essays in thisclass. I will evaluate essays forevidence of support from literaryworks.

SLO Status: Active

SLO 5 - 2014: Support premises about literary works by effectively integrating sufficient, relevant, thoughtful evidence drawn (as appropriate) from primary and secondarysources







Expected Goal: A minimum of 70%of students will fulfill this SLO.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesAll six formal essays require analytic, interpretive, and persuasive strategies to support aconsidered position. All students revised a draft at least once for each of the three takehome essays. All students showed evidence of preparing ahead of time (turning in notes,outlines, etc.) for at least one of the three in-class, timed formal essays. (07/25/2016)

Direct: Writing Assignment -Students write 6 formal essays, andthey also write reflective metacommentaries on their own learning.I will evaluate students' self-reflections for evidence of theirplanning and revision of essays andtheir essays for evidence of totalword count and use of strategies tosupport their positions.

SLO Status: ActiveSLO 6 - 2014: Plan, write, and revise formal essays totaling 10,000 words -- using analytic, interpretive, and persuasive strategies to present and support a considered position




Expected Goal: 75% of studentsshow satisfactory competence ontheir overall essay score for thethree essays.Related Documents:Essay 2 Assignment.pdfEssay 3 Assignment.pdf

Related Documents:Essay 2 Assignment.pdfEssay 3 Assignment.pdfEssay One Assignment.pdf

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: Yes100% of students showed satisfactory competence on their overall essay results, achieving aC average or higher on their essays. (01/07/2016)

Direct: Writing Assignment - Essayassignment 1, 2, and 3. Seeattachments.


SLO Status: Active4: Analyze and interpret literary and religious ideas which prevailed during Hebrew Bible and New Testament times










Essay One Assignment.pdfGeneral characteristics,revised.pdf

4: Analyze and interpret literary and religious ideas which prevailed during Hebrew Bible and New Testament times




Expected Goal: 75% of studentsdisplay display satisfactorycompetence on their essays.Related Documents:Essay 2 Assignment.pdfEssay 3 Assignment.pdfEssay One Assignment.pdfGeneral characteristics,revised.pdf

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: Yes100% of students achieved satisfactory competence on their essays overall. (01/07/2016)

Direct: Writing Assignment - Essays1, 2, and 3. See attachedassignments.


SLO Status: Active5: Apply college-level methods of literary analysis in reading and writing about biblical literature.

ENG-25: Latino Literature of the US


Semester Assessed: 2014 - 2015 (Multiple Semesters)Direct: Writing Assignment -

Inactive Date: 02/01/2017SLO Status: Inactive/HistoricalSLO 3: Employ college-level methods of literary analysis to reading and interpreting American Latino literature and literature in general.













Expected Goal Met: YesYes, the students did exhibit what was expected of them. Because it was towards the end ofthe semester, the class had spent much time on analysis and close reading of AmericanLatino/a literature throughout the semester. Every student, in various degrees, was able toaddress the prompt. All students spoke to the notion of gender via feminism. They especiallyexcelled when it came to writing about identity in relation to location (specifically Alice Bag’srelationship with East Los Angeles and Hollywood). All students mentioned Latinidad and howit impacted Alice Bag and the community. While every student brought in textual evidencevia quotations to analyze they did so in varying degrees. At least two thirds of the studentsgave close reading of their quotations, while some just brought evidence in without followingup much. (10/06/2015)

Towards the latter part of the Springsemester the students were asked tocomplete an in-class writtenassignment called "Herstory asHistory,” focusing on the memoir wewere reading at the time. Theyaddressed the following prompt:Alice Bag's Violence Girl: East L.A.Rage to Hollywood: A Chicana PunkStory is the story of AliciaArmendariz just as much it’s thestory of Los Angeles and its punkscene. There are multiple storieswithin the narrative that whenpieced together paint a vivid historyof all three. Through her struggles asan artist we see Alicia blossom into afeminist icon. For this assignment,you are to analyze this “blossoming”into feminism. According to thebook, what does it mean to be afeminist? Think about how shegained that empowerment. Writeabout how her surroundingsinfluenced her feminist awakening.How is she East LosAngeles/Hollywood? For this shortessay response you want to employthe close reading skills we learnedwhen discussing Down The MeanStreets. Therefore, pick out richillustrative passages from the text tosupport your answer (include MLA

SLO 3: Employ college-level methods of literary analysis to reading and interpreting American Latino literature and literature in general.





Expected Goal: Instructor readresponses and determined if thestudents were able to answer theessay prompt question(s)satisfactorily.

parenthetical citation). Remember towrite about (dissect) the specificwords and/or images from thepassage. You will have an hour tocomplete this assignment.Eleven of the twelve

SLO 3: Employ college-level methods of literary analysis to reading and interpreting American Latino literature and literature in general.

ENG-35: Images of Women in Literature


Semester Assessed: 2012 - 2013 (Fall 2012)Expected Goal Met: YesIn Week 7, students were given a passage identification quiz, which they knew about inadvance. The quiz covered the first half of Jane Eyre. 21 students were present for the quiz.3 received As; 5 received Bs; 4 received Cs; 5 received Ds; and 4 received Fs. That’s a passrate of 57% (C or better). With the students receiving Ds and Fs, it was clear that most hadnot completed the reading assignment.

This quiz proved challenging for many students, perhaps because of the degree of recall

Direct: Exam/Quiz - In Course - Thisassessment was focused uponpassage identification, wherestudents are given excerpts from apiece of literature (in this case,Charlotte Bronte’s Jane Eyre) andthen asked to identify its speaker,context, and relevance. The“speaker” is whichever character is


SLO 3: Employ college-level methods of literary analysis to reading and interpreting images of women in literature and literature in general.

3a. Read literary works closely and recognize subtle and complex differences in language use, understand figurative language, and distinguish between literal andmetaphorical meaning.

3b. Employ the basic language and terminology of literary analysis to the discussion and interpretation of various works of literature.

3c. Develop an appreciation of literature as a unique contribution to / reflection of culture.



ENG-35: Images of Women in Literature


Expected Goal: 70% of studentsdemonstrating competency on thisSLO

required. We scored this quiz in class, immediately after they took it. This gave me a chanceto understand how and why the quiz was difficult, and I began thinking about how to modifymy instruction the following week in an attempt to raise the collective performance level ofmy students.

My re-inquire strategy used the same format with the second half of Jane Eyre. On the re-inquiry assessment, two weeks later, there was notable improvement (this time, 23 studentswere present): 6 As, 8 Bs, 7 Cs, and 2 Ds; 91% received a passing score (C or better) comparedto the earlier assessment where only 57% passed. (10/10/2012)

speaking in the excerpt (this caninclude the narrator); the “context”is the location of this excerpt withinthe narrative (when/where ithappens); and the “relevance” is theexcerpt’s larger importance withinboth the narrative and the course(here, student’s are encouraged topursue (c) from the abovedescription of “interpretation.

SLO 3: Employ college-level methods of literary analysis to reading and interpreting images of women in literature and literature in general.

3a. Read literary works closely and recognize subtle and complex differences in language use, understand figurative language, and distinguish between literal andmetaphorical meaning.

3b. Employ the basic language and terminology of literary analysis to the discussion and interpretation of various works of literature.

3c. Develop an appreciation of literature as a unique contribution to / reflection of culture.


ENG-41: Wrld Lit Ii:17th Cen.-Present


Expected Goal: 70% of the groupsdemonstrate an ability to tie literary

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesGroups of 4 or 5 students were assigned specific pages of one of three stories--"Child's Play,""The Izu Dancer," or "Sealed Off"--and were to prepare a set of questions to ask the otherstudents, and were to have their own ideas of answers to those questions to share. All

Direct: Presentation/Performance -Students give group presentations tothe class on a reading.


SLO Status: Inactive/HistoricalSLO 3: Employ college-level methods of literary analysis to reading and interpreting world literature and literature in general



ENG-41: Wrld Lit Ii:17th Cen.-Present


analysis to direct evidence in thetext.

students in each groups were required to participate. Although I didn't make an exact count,close to 100% of students demonstrated competence in the SLO during this activity, either aspart of a group, or responding to the group, with lots of interplay and detailed discussionabout textual details, symbolism, themes, etc. (06/23/2015)

SLO 3: Employ college-level methods of literary analysis to reading and interpreting world literature and literature in general




Expected Goal: By the end of the

Related Documents:Essay 1.docxEng 7 Interpretive Summary.docx

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesThe target was met on most essays. (??) By the end of the semester, at least 70% of thestudents illustrated clear use of textual support and theoretical perspective taking ability.And at least 70% conveyed a clear and descriptive interpretation of one of the assignednovels and communicated a personal stance in his or her summary. (01/06/2016)

Direct: Writing Assignment -Students write an essay applying atheory of criticism to their analysis ofthe readings. The options were:Formalism, New Criticism, Feministand Gender criticism, Historicalcriticism, Structuralism,Psychological theories, and ReaderResponse theories.

Students prepare interpretivesummaries communicating theirpersonal interpretation of scenesand/or characters in one of the 3novels assigned.The summaries are allowed to be invarious modes and are not limited towritten communication. These werepresented during the final exam.


SLO Status: Active4: Employ methods of critical literary analysis to read and interpret British literature


https://mvc.tracdat.com:443/tracdat/viewDocument?y=qCFsTN3YnngA





semester, at least 70% of thestudents should illustrate clear useof textual support and theoreticalperspective taking ability.Related Documents:Essay 1.docxEng 7 Interpretive Summary.docx

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: Yes86% of students passed this assignment (08/07/2018)

Direct: Exam/Quiz - In Course - MidTerm 4 page essay on The Island ofDr. MoreauMidterm Essay Assignment

Due Date and Length:Your essay must be at least 1,200words (not including your chosenpassages, see below) and is due onSunday, April 8th by 11:59 PM onCoursesites.

Instructions for submission:Please submit your essay toCoursesites in the folder labeled“midterm essay.” You are allowed totype your exam in Google Docs, butyou cannot submit a Google Docsfile. You must submit a word doc orpdf file (it is easy to export GoogleDocs as a pdf). I’ll be lenient by onlya few minutes, any paper submittedafter the deadline will lose points.The standard late policy in myclasses is ½ letter grade per day theessay is late.

4: Employ methods of critical literary analysis to read and interpret British literature


https://mvc.tracdat.com:443/tracdat/viewDocument?y=qCFsTN3YnngA





Assignment:3. Choose a passage from thenovel The Island of Dr. Moreau thatyou find especially significant orinteresting. Try to limit your choiceto no longer than a paragraph. Copythis passage onto the first page ofyour essay, after your MLA headingand essay title

4. Starting on the second pageof your essay, write an essay thataccomplishes both of the followinggoals:

a. Explains how your chosenpassage relates to a larger theme ofyour choosing from the novel

b. Connects this passage andtheme to one of our Big Ideas fromthe Victorian period

Basic Requirements:• No outside sources, useonly your own analysis of the novel• You must cite/quote somepart of the novel (preferably fromyour passage) in each paragraph of






Expected Goal: 70%

your paper. Consider the quotationsfro





Related Documents:English 9 Essay 1.docxEnglish 9 Essay 2.docxEnglish 9 Exam.docxEnglish 9 SLO.docx

Action Plan: (Based on the oldSLOs) These are some generalthoughts on improving SLOevaluation for this class in thefuture. First, some of the SLO'sseem to overlap with each other,such as 3, 3b, and 4. It would behelpful to clarify the distinctionsbetween them. Second, some ofthe specific concepts within theSLO's, such as in 3a, could bemeasured more precisely in thefuture. Third, the essay prompts,response prompts, and exam couldbe adjusted to better measure theSLO's. Fourth, the SLO evaluationprocess wound up being rathercomplicated. In the future, I wouldwant to streamline it. (01/06/2016)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesResults broken down by old SLO subcategories. See "Eng 9 SLO"3a Assessment Result: Target was met. 13 out of 17 students (76%) demonstratedsatisfactory competence.3b Assessment Result: Target was met. 15 out of 17 students (88%) demonstratedsatisfactory competence.3c Assessment Result: Target was met. 15 out of 17 students (88%) demonstrated satisfactorycompetence. (01/06/2016)

Direct: Writing Assignment - Out ofClass Essays and in-class exam.Breakdown below based on old SLOsubcategories. See "Eng 9 SLOs."3a. Read Shakespeare's plays andpoetry closely, and recognizedifferences in language use (forexample, Shakespeare's modulationsbetween poetry and prose in hisplays), understand figurativelanguage, Shakespeare's use ofworld play, and distinguish betweenliteral and metaphorical meanings.Assessment Methods: Two out-of-class essays and in-class exam,question #4. See attachments,“Essay 1,” “Essay 2,” and “Exam.”

3b. Employ the basic language andterminology of literary analysis tothe discussion and interpretation ofShakespeare's works.


SLO Status: Active3: Employ methods of critical literary analysis to read and interpret Shakespeare's plays and poetry.




https://mvc.tracdat.com:443/tracdat/viewDocument?y=sBKRiu8nU5lh





Expected Goal: 70% satisfactorycompetence.Related Documents:English 9 Essay 1.docxEnglish 9 Essay 2.docxEnglish 9 Exam.docxEnglish 9 SLO.docx

Assessment Methods: Two out-of-class essays. See attachments,“Essay 1” and “Essay 2.”

3c. Develop an appreciation forShakespeare's art and his uniquecontributions to English and Worldliterature.Assessment Methods: In-class exam,question #4, and two out-of-classessays. See attachments, “Essay 1,”“Essay 2,” and “Exam.”

3: Employ methods of critical literary analysis to read and interpret Shakespeare's plays and poetry.




Action Plan: Continue utilizing avariety of maps and scales topresent students withopportunities to calculate distances

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: Yes79% of students were able to accurate complete the assignment, correctly measuringdistance using fractional and graphic scales, then converting distance into appropriate units

Direct: Problem-Based Learning -Students were asked to interpretseveral maps of varying scales(1:24,000-1:250,000) and calculate


SLO Status: ActiveSLO 2: Demonstrate proper use of instruments for measuring and location




https://mvc.tracdat.com:443/tracdat/viewDocument?y=sBKRiu8nU5lh





Expected Goal: The discipline wouldlike at least 70% of students tocomplete the assignment with atleast 70% accuracy.

with various scale types.(04/26/2018)

of measurement. (09/14/2016)distances between two locationsusing both graphic scales andfractional scales. Students werethen asked to convertmeasurements into appropriateunits, for example, convert inchesinto miles or cm into km.

SLO 2: Demonstrate proper use of instruments for measuring and location




Expected Goal: The discipline wouldlike at least 70% of students toaccurately interpret and use the dataat 70% or higher accuracy rate.

Action Plan: Continue utilizingcurrent labs and video clips toassist students in analyzing datafrom a variety of sources.(04/26/2018)

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yes94% of students were able to accurately interpret data charts for water vapor content andcapacity of air at a given temperature and then calculate % relative humidity with the givendata. (05/04/2016)

Direct: Case-Based Study - Studentswere given a variety of dataincluding water vapor content in air,capacity of air at a giventemperature for a given location andasked to utilize the data and anequation to calculate % relativehumidity. Data was presented inchart format for student analysis andcalculations.


SLO Status: ActiveSLO 3: Interpret and analyze data in a variety of formats



GEG-1L: Physical Geography LabSLO 3: Interpret and analyze data in a variety of formats




Expected Goal: The discipline wouldlike at least 70% of students tocomplete the activity with a score of70% or higher.

Action Plan: Continue to encouragestudents to test hypothesis andutilize knowledge of the landscapearound them to apply to labconcepts. (04/26/2018)

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yes91% of students were able to hypothesize why their calculated age of an island (using anaverage rate of plate movement determined by them) differed from the actual age of theisland, as evidenced in tested rocks. (09/15/2016)

Direct: Case-Based Study - Studentswere given a map of the HawaiianArchipelago, along with theapproximate age of each island.With this data, students were askedto calculate an average rate oftectonic plate movement. Studentswere then asked to calculate the ageof a more distant isle in thearchipelago, based on their averageand hypothesize why their calculatedrate was different from the actualdate.


SLO Status: ActiveSLO 6: Formulate and test hypotheses about physical processes




Action Plan: Continue to encouragestudents to use critical thinking and


Direct: Problem-Based Learning -Students were given a map of the


SLO Status: ActiveSLO 7: Formulate analyses and critical thinking about the development of landforms





Expected Goal: The discipline wouldlike to see at least 70% of studentscomplete this assessment with ascore of 70% or higher.

formulate then test hypothesis,based on their knowledge of locallandscapes and processes.(04/26/2018)

91% of students were able to interpret data, complete calculations and hypothesize why theiranswers may have varied from actual data. The data measured what it was intended to andwe met our target. (05/31/2016)

Hawaiian Archipelago, along withthe approximate age of each island.With this data, students were askedto calculate an average rate oftectonic plate movement. Studentswere then asked to calculate the ageof a more distant isle in thearchipelago, based on their averageand hypothesize why their calculatedrate was different from the actualdate, analyzing causes anddiscrepancies in data.

SLO 7: Formulate analyses and critical thinking about the development of landforms


HIS-14: African American History I


Expected Goal: At least 70% ofstudents will successfully completethe assignment.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yesgfadfdsd (09/24/2015)

Direct: Writing Assignment -Through the use of primary andsecondary sources, students willwrite an essay on the experiences ofAfrican Americans in the antebellumera.

SLO Status: Active

SLO 5: Demonstrate the ability to think independently, review and analyze historical information reflectively, and reason logically based on review and interpretation ofhistorical information.



HIS-14: African American History I






Expected Goal: At least 70% ofstudents will successfully completethe assignments with a grade of C orhigher.

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: YesOverall, 77% of students successfully completed the final exam essay questions with a gradeof C or higher. Many of those who did not do so, did not complete the assignment AT ALL -meaning they did not complete the essay section of the exam. One might consider otherassessment methods to evaluate students including discussion groups or oral presentations.(09/22/2015)

Direct: Exam/Quiz - In Course -Students will illustrate theirknowledge and understandingthrough essay exam questions thatrelate to the African Americanexperience from Reconstruction tothe present.

SLO Status: Active





Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: NoOnly 68% of students completed the assignment (midterm exam) with a grade of C or higher.While this is very close to the performance target, we fell a few percentage points short ofthe goal. Considering that it is the first major exam, students might have been a bit

Direct: Exam/Quiz - In Course -Students will compose in class essays(historical analysis) that illustratetheir ability to describe, interpretand assess historical information as

SLO Status: ActiveSLO 4: Describe, interpret, and assess historical information.





Expected Goal: At least 70% ofstudents will complete the examwith a grade of C or higher.

unprepared for what to expect on the exam. Additionally, there are no prerequisite writingskills required and the essay format of the exam may have stretched some students abilities.(10/06/2015)

it pertains to different aspects ofAmerican women's history.

SLO 4: Describe, interpret, and assess historical information.





Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesNearly 100% of students successfully completed the assignment with a grade of B or higher.Fourteen students earned a 90% or higher (A), 3 students received a grade of B, and onestudent did not complete the assignment (F). (09/24/2015)

Direct: Writing Assignment -Students will write a 4-6 historicalanalysis, including references toprimary and secondary sources, thatexamines major eras prior to theReconstruction.


SLO Status: ActiveSLO 4: Demonstrate the ability to interpret primary and secondary sources and to compose an argument which uses them, as appropriate, for support.




Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: YesThrough the process of analytical writing, students can illustrate their understanding of major

Direct: Writing Assignment -Students will write a 4-6 pagehistorical analysis using primary and

SLO Status: ActiveSLO 6: Analyze major political trends, attitudes, conflicts and events - including both mainstream and reform efforts - and explain their historical significance.






trends, attitudes, conflicts and events in US history. 100% of the students were able tocomplete the assignment with a grade of B or higher (nearly 70% completed the assignmentwith an A grade). (09/29/2015)

secondary sources examining majorpolitical trends, attitudes, conflictsand events in US history since theReconstruction and explain theirhistorical significance.

SLO 6: Analyze major political trends, attitudes, conflicts and events - including both mainstream and reform efforts - and explain their historical significance.




Expected Goal: Students wil providea competency based report.

Action Plan: Students in this coursewill examine a case study as part ofthe course (05/08/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesStudents were able to examine an actual case study during the course. (05/08/2015)

Direct: Case-Based Study - Studentswill examine the activities of humanservces organizations.

SLO Status: ActiveSLO1: Understand the role and function of Human Services agencies and organizations providing employment support services.




Expected Goal: Students should beable to assess the targeted

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesStudents were given a competency based exam. (09/04/2015)

Direct: Scenario-Based Test -Students will be given a competencybased assessment tool.

SLO Status: ActiveSLO3: Analyze the assumptions of the “Strengths Perspective” and the principles of “Strength-Based Interviewing.”





population.

SLO3: Analyze the assumptions of the “Strengths Perspective” and the principles of “Strength-Based Interviewing.”




Expected Goal: Students will beexpected to write a review of a casestudy.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents examined the role of job developers. (04/01/2015)

Direct: Case-Based Study - Studentswill reflect on the responsibilitiesand demands of the job developer.


SLO Status: ActiveSLO1: Explain the role of the job developer in the field of Human Services.



Expected Goal: Students willcomplete an individualized or groupcase study.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesStudents were successful in their examination of partnership trends. (09/21/2015)

Direct: Case-Based Study - Studentswill examine trends in partnershipswithin social service agencies andbusiness.

SLO Status: ActiveSLO3: Evaluate the importance of developing partnerships between businesses and Human Services agencies.


SLO Status: ActiveSLO2: Compare and analyze the impact of public assistance programs on recipients and taxpayers.





Expected Goal: All students mustacknowledge state policy numbers.

Semester Assessed: 2015 - 2016 (Summer 2015)Expected Goal Met: Yesstudents were able to critically examine public assistance payments results on two distinctpopulations. (09/21/2015)

Direct: Institutional Research orOther Data - Students will examinecash aid and other assistance affecton recipients and taxpayers

SLO2: Compare and analyze the impact of public assistance programs on recipients and taxpayers.




Expected Goal: Students must passan exam with 70% or better todemonstrate their proficiency in thisarea.

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: YesStudents demonstrated knowledge of mental health agencies delivery concepts.(04/01/2015)

Direct: Exam/Quiz - In Course -Students will be required to pass anexam regarding the functions andservices that mental health agenciesprovide to their clients.

SLO Status: ActiveSLO1: Demonstrate a practical knowledge of the types and functions of public mental health agencies.



Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: YesSuccessful students were able to understand the importance of cultural diversity from aclinical and patient point of view. Students were also able to see the necessity of pluralistic

Direct: Exam/Quiz - In Course -Students must successfully pass anexam regarding cultural competencein mental health.

SLO Status: ActiveSLO4: Examine the values and philosophies in public mental health including cultural competence and formulate conclusions about the delivery of services.





Expected Goal: All students mustsuccessfully pass this learningmodule exam in order to pass thecourse.

practitioners in mental health. (09/28/2015)

SLO4: Examine the values and philosophies in public mental health including cultural competence and formulate conclusions about the delivery of services.




Expected Goal: Students must passthe exam with a 70% score or betterto proficiency in the perspectives

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents were given exams regarding both the ecological and generalist models of socialwork. (05/08/2015)

Direct: Exam/Quiz - In Course -Students will be given an examregarding the generalist andecological theories of social workractice.

SLO Status: Active

SLO1: Demonstrate an introductory understanding of the theory and principles of generalist social work practice using a problem solving model within an ecological systemstheory perspective.



Expected Goal: All students who

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesStudents were successful in their testing of morals and ethics in the Social Work profession(09/26/2015)

Direct: Exam/Quiz - In Course -Students will be expected to pass anexam regarding the professionalvalues and thics that a social workershould possess.

SLO Status: ActiveSLO2: Demonstrate a beginning understanding of the values and ethics of social work practice.





successfully complete this coursemust pass the learning moduleexcercises.

SLO2: Demonstrate a beginning understanding of the values and ethics of social work practice.

HMS-4: Intro Human Services


Expected Goal: All students mustsuccessfully pass this exam to begood standing in Human Services.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesSuccessful course students passed the exam related to basic skills module of the course.(09/26/2015)

Direct: Exam/Quiz - Standardized -Students must pass an exam relatedto the basic skills and knowledgethat is necessary to be employed inthe Human Services field.

SLO Status: ActiveSLO4: Demonstrate an understanding of the knowledge, skills and abilities applied in differing Human Services functions.

HMS-5: Intro Eval & Counsel


Expected Goal: All successfulstudents must complete a strengthbased assessment with a client

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesAll successful students completed an strengths bases client interview to improve questioningand listening abilities. (09/26/2015)

Direct: Problem-Based Learning -Students will demonstrate anunderstanding of the strengthsbased approach to client learning.

SLO Status: ActiveSLO5: Recognize and discuss client strengths, accomplishments and available supports.






Expected Goal: Students must scoreat the 70% level or higher to showtheir understanding of the basiclevels of case management.

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: YesStudents were given exams to demonstrate their competency in case management.(04/01/2015)

Direct: Exam/Quiz - In Course -Students will be given an exam todetermine their competency in theareas of case management.

SLO Status: ActiveSLO1: List and describe the basic elements of case management.



Expected Goal: All successfulstudents must know these criteria.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents were able to prove on an exam that they understood the basic skills of a casemanager. (09/26/2015)

Direct: Exam/Quiz - In Course -Students must describe the basicskills and personal characteristics ofa case manager

SLO Status: ActiveSLO2: List and describe the basic skills and personal characteristics desirable of a case manager.



Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents were able to successfully pass the scenario based exam. (09/26/2015)

Direct: Problem-Based Learning -Students must demonstrate with aclient the skills to assess and refer toappropriate resources.

SLO Status: ActiveSLO3: Assess client needs and create a list of appropriate referral sources.





Expected Goal: All successfulstudents must pass the scenariobased exam.

SLO3: Assess client needs and create a list of appropriate referral sources.



Expected Goal: Students mustsuccessfully pass the workenvironments module.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesSuccessful students were able to identify the most important factors in helping a client returnto work or establish a new career. (09/26/2015)

Direct: Exam/Quiz - In Course -Students will be given an exam todetermine their knowledge base ofappropriate supportive workenvironments.

SLO Status: ActiveSLO2: Apply the principles of psychosocial rehabilitation to the development of supportive living, learning and work environments.



Expected Goal: All students mustcomplete the group exercise..

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents in this exercise learned to present a valid case for their selected delivery model.(09/26/2015)

Direct: Writing Assignment -Students will write a research paperselecting a medical or rehabilitationmodel to compare with anotherstudent in a paired exercise.

SLO Status: ActiveSLO3: Compare and contrast medical and rehabilitation models.







Expected Goal: Students mustsuccessfully demonstrate positvecharacteristics of group leadership.

Semester Assessed: 2013 - 2014 (Fall 2013)Expected Goal Met: YesStudents presented information regarding employment support strategies. (04/01/2015)

Direct: Presentation/Performance -Students will engage in a grouppresentation to demonstrateappropriate group norms.

SLO Status: ActiveSLO1: Identify the various stages of group development.



Expected Goal: A ll students mustpass this exam.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesStudents who successfully passed this exam were able to move on to the next level regardingmore complex group issues. (09/26/2015)

Direct: Exam/Quiz - In Course -Students will be given an examregarding addressing issues andproblems in group

SLO Status: ActiveSLO2: Compare and contrast the various strategies for addressing issues and problems unique to a small group situation.



Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: Yes 75% of students demonstrated competency in this SLO by earning a C or better on theSLO(10/02/2015)

Direct: Writing Assignment - Fivepage essay that requires students todefine religion in terms of threereligious traditions and their sharedcharacteristics.

SLO Status: ActiveSLO 2: Critically discuss, compare and interpret primary religious texts in the context of the traditional beliefs of various religious traditions.





Expected Goal: At least 75% ofstudents will be able to showcompetency in the SLO beingassessed.

SLO 2: Critically discuss, compare and interpret primary religious texts in the context of the traditional beliefs of various religious traditions.



Expected Goal: At least 75% ofstudents earn a C or better on thisassignment to show competency inthis SLO

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: Yes75% of students met the course SLO (10/02/2015)

Direct: Writing Assignment - Fivepage essay to evaluate studentknowledge of eastern and westernreligions in comparative perspective

SLO Status: ActiveSLO 4: Evaluate the various religious traditions of the world in terms of the concepts, themes and analytical tools presented in the course.




Expected Goal: At least 75% ofstudents earn a C or better.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesTwenty two of twenty four students met the criteria. (01/20/2016)

Direct: Writing Assignment - Fivepage analytic and interpretive essaydesigned to assess student ability tointegrate analysis of primary texts.

SLO Status: ActiveSLO 3: Interpret and compare primary texts and examples of art and cultural artifacts from the time period or culture which produced them






Expected Goal: At least 75% ofstudents earn a grade of C or better.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes22 of 24 students successfully completed the assignment. (01/20/2016)

Direct: Writing Assignment -Completeion of a five page essaydesigned to assess critical thinkingand evaluation of cultures

SLO Status: ActiveSLO 4: Analyze recurring human problems across geographical and temporal boundaries and the peculiar problems unique to particular cultures and periods


HUM-5: Arts & Ideas: Renaiss-Modern


Expected Goal: 75% of students earna C or better on the assignment

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: Yes17 students of 17 in the class earned a C or better on the assignment. (01/20/2016)

Direct: Writing Assignment - Fivepage interpretive and analytic essaydesigned to assess critical thinking

SLO Status: ActiveSLO 3: Interpret and compare primary texts and examples of art and cultural artifacts from the time period or culture which produced them


MAT-10: Precalculus


Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: Yes61 students took the assessment question on SLO 11. Students were given a graph of apolynomial function and asked to find its complete factored form. 46 students (75%)

Direct: Common, embeddedquestions within a test - Math 10students will take a standardized SLOtest which contains a problem


SLO Status: ActiveSLO 11: Synthesize results from the graphs and/or equations of functions and relations.



MAT-10: Precalculus


Expected Goal: Students who takethe standardized SLO test will get atleast 70% correct.

answered correctly by choosing answer A. 2 students (3%) who answered B were choosing apolynomial that is not in a complete factor form. 7 students (11%) who answered C werechoosing a polynomial with correct factors but wrong power on two of the factors. The restof 4 students (6%) who answered D made mistakes on identifying one of the factor and itspower. 3 students(5%) did not attempt the problem. (02/11/2017)

Related Documents:MAT10-SLO.PDF

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes60 students took the assessment question on SLO 11. Students were given a graph of apolynomial function and asked to find its complete factored form. 48 students (80%)answered correctly by choosing answer A. 2 students (3.3%) who answered B were choosinga polynomial that is not in a complete factor form. 4 students (6.7%) who answered C werechoosing a polynomial with correct factors but wrong power on two of the factors. The restof 6 students (10%) who answered D made mistakes on identifying one of the factor and itspower.

(02/10/2015)

accessing Math 10 SLO 11.

SLO 11: Synthesize results from the graphs and/or equations of functions and relations.


MAT-10: Precalculus


Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: No60 students took the assessment question on SLO 12. Students were given a graph of aquadratic function which shows the height y of the rock, in meters, after x seconds and askedto interpret the turning point. 41 students (67%) answered correctly by choosing answer D.

Direct: Common, embeddedquestions within a test - Math 10students will take a standardized SLOtest which contains a problemaccessing Math 10 SLO 12.


SLO Status: ActiveSLO 12: Apply functions to model real world applications.


https://mvc.tracdat.com:443/tracdat/viewDocument?y=GJWgxGgUgXpJ


MAT-10: Precalculus



10 students (17%) who answered A which miss interpreted the height of the graph as thevelocity of the rock. 8 students(13%) chose B because they forgot the highest point is at thevertex which need to divide the graph by half on horizontal distance. The rest of 2 students(3%) mistaken where the object lands as the highest point where the object can go.(02/11/2017)


Action Plan: we will test this sloagain (02/11/2017)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes60 students took the assessment question on SLO 12. Students were given a graph of aquadratic function which shows the height y of the rock, in meters, after x seconds and askedto interpret the turning point. 54 students (90%) answered correctly by choosing answer D.The rest of 6 students (10%) who answered miss interpreted the height of the graph as thevelocity of the rock. (02/10/2015)

SLO 12: Apply functions to model real world applications.


MAT-10: Precalculus



Action Plan: we will test this sloagain . (02/11/2017)

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: No61 students took the assessment question on SLO 13. Students were asked to identify thetrigonometric equation as an identity, not an identity or neither. 34 students (56%) answeredcorrectly by choosing answer B. 20 students (33%) who answered A had one or moremistakes and were not able to see it as an identity. 7 student (11%) who answered C had noidea how to do this this problem at all since "neither" is never an acceptable answer for thistype of problem. [more] (02/11/2017)


Direct: Common, embeddedquestions within a test - Math 10students will take a standardized SLOtest which contains a problemaccessing Math 10 SLO 13.


SLO Status: ActiveSLO 13: Prove trigonometric identities.




MAT-10: Precalculus



Expected Goal Met: Yes60 students took the assessment question on SLO 13. Students were asked to identify thetrigonometric equation as an identity, not an identity or neither. 42 students (70%) answeredcorrectly by choosing answer B. 17 students (28.3%) who answered A had one or moremistakes and were not able to see it as an identity. A student (1.7%) who answered C had noidea how to do this this problem at all since "neither" is never an acceptable answer for thistype of problem. (02/10/2015)

SLO 13: Prove trigonometric identities.


MAT-11: College Algebra


Expected Goal: The mathdepartment of MVC determined thata 70% success rate would be thebenchmark for a successfulachievement level of the learningoutcome listed as SLO 6.

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: No114 students were asked to solve a rational equation involving time it takes for two people torake a yard. 70 (61%) students answered correctly. Of those that got it wrong, 25 (22%)added the two times working independently and answered incorrectly with the reciprocal ofthe result. (02/27/2017)Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: Yes97 students completed the assessment question which related to SLO # 6. Students wereasked to solve a rational equation. This was the same problem that was assessed during thefall 2014. 72% (70 out of 97) students answered correctly. 13 students answered incorrectlybecause they inverted the answer, however they correctly stated that x cannot be zero. Theremaining 13 students missed both the solution value and the restriction. (12/01/2015)

Action Plan: The result of this SLOassessment will be shared with the

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: No

Notes: This test will be given at theend of the semester.

Direct: Common, embeddedquestions within a test - A multiple-choice test that contains a particularproblem, which requires students tosolve and apply equations includinglinear, absolute value, polynomials,radical, tational, exponential, andlogarithmic.


SLO Status: ActiveSLO 6: Solve and apply equations including linear, absolute value, polynomials, radical, rational, exponential, and logarithmic.







Math Faculty in departmentmeetings, and teaching strategiesthat help students betterunderstand this topic will bediscussed, as well. (03/17/2015)Follow-Up: We re-assessed SLO 6 inthe fall 2015. Students were askedto solve a rational equation andstate any restrictions. This was thesame question given in during theassessment given in the fall 2014corresponding to SLO 6. A total of97 students completed theassessment. 70 (72 %) studentsanswered correctly. This was agood improvement on SLO 6.(02/21/2016)

105 students took the assessment question 6 which corresponds to SLO 6. Students wereasked to solve a rational equation and state any restrictions. 69 (66%) students answeredcorrectly. 23 (22%) students correctly stated the restriction that x cannot be zero, butinverted the answer. The remaining 13 students missed both the solution value and therestriction. (02/23/2015)

SLO 6: Solve and apply equations including linear, absolute value, polynomials, radical, rational, exponential, and logarithmic.




Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: No111 students were asked to solve an application problem using an exponential equation. 69(62%) students answered correctly. The remaining students missed the problem. (02/27/2017)Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes

Direct: Common, embeddedquestions within a test - A multiple-choice test that contains a particularproblem, which requires students toapply the concept of functions toreal-life applications in the field ofsocial science, business, and


SLO Status: ActiveSLO 7: Apply the concept of functions to real-life applications in the field of social science, business, and humanities.


https://mvc.tracdat.com:443/tracdat/viewDocument?y=nGndmejilsBS




Expected Goal: The mathdepartment of MVC determined thata 70% success rate would be thebenchmark for a successfulachievement level of the learningoutcome listed as SLO 7.


105 students took the assessment question 7 which corresponds to SLO 7. Students wereasked to solve an application problem using an exponential equation. 78 (74%) studentsanswered correctly. The remaining students missed the problem. (02/23/2015)

Notes: This test will be given at theend of the semester.

humanities.

SLO 7: Apply the concept of functions to real-life applications in the field of social science, business, and humanities.

When do you plan to assess?: 2015 - 2016 (Fall 2015), 2015 - 2016 (Summer 2015)

MAT-12: Statistics


Expected Goal: At least 70% correct.Related Documents:Math 12 SLO Assessment Questions Fall 2016.docx

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: No36.25%(58/160) (02/22/2017)

Related Documents:Math 12 SLO Assessment.odt



Action Plan: The result of this SLOassessment will be shared with theMath Faculty in department

Semester Assessed: 2015 - 2016 (Summer 2015)Expected Goal Met: No15 out of 24 answered correctly. (63%) (08/27/2015)


SLO Status: ActiveSLO 13: Formulate hypothesis tests involving samples from one and two populations, including selecting the appropriate technique and interpreting the result.


https://mvc.tracdat.com:443/tracdat/viewDocument?y=nGndmejilsBS

https://mvc.tracdat.com:443/tracdat/viewDocument?y=Wk8YccUGvRhX

https://mvc.tracdat.com:443/tracdat/viewDocument?y=Ibpte2nFcfHH


MAT-12: Statistics



meeting and teaching strategiesthat help students to betterunderstand this topic will bediscussed as well. (09/24/2015)

SLO 13: Formulate hypothesis tests involving samples from one and two populations, including selecting the appropriate technique and interpreting the result.


MAT-12: Statistics











SLO Status: ActiveSLO 14: Use linear regression and ANOVA for estimation and inference and interpret the associated statistics.







MAT-12: Statistics


SLO 14: Use linear regression and ANOVA for estimation and inference and interpret the associated statistics.


MAT-12: Statistics











SLO Status: Active

SLO 15: Use appropriate statistical techniques to analyze and interpret applications based on data from business, education, health science, life science, psychology, and thesocial sciences.

MAT-1A: Calculus ISLO 6: Use differentiation to solve applications such as related rate and optimization problems.







MAT-1A: Calculus I


Expected Goal: At least 70% ofresponses mapped to SLO 6 will becorrect. Related Documents:

1A_SLO questions_Fall16.PDF

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: YesThe students were given a related rates multiple choice question. 87% (40) of the studentschose the correct answer "C". Two students chose "A" due to calculation mistakes and 3students did not use the chain rule and answered "B". One student answered "D".(02/10/2017)


Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesThe students were given a related rates multiple choice question. 84% (28) of the studentschose the correct answer "C". Three students chose "A" due to calculation mistakes and onestudent did not use the chain rule and answered "B". (02/07/2015)


SLO Status: Active


MAT-1A: Calculus I


Expected Goal: At least 70% ofresponses mapped to SLO 11 will be Related Documents:

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: YesThe students were asked to find the area under a curve using integration. 43 studentsanswered correctly(A). Two student chose "D" and two students did not answer.(02/10/2017)

Direct: Common, embeddedquestions within a test - MAT 1Astudents will be given a multiplechoice question related to SLO 11.


SLO Status: ActiveSLO 11: Find areas using integration.





MAT-1A: Calculus I


correct. 1A_SLO questions_Fall16.PDF


Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesThe students were asked to find the area under a curve using integration. 32 studentsanswered correctly(A). One student chose "B". (02/07/2015)

SLO 11: Find areas using integration.




Expected Goal: At least 70% ofstudents answer correctly.



Action Plan: The result of this SLOassessment will be shared with theMath Faculty in departmentmeeting and teaching strategiesthat help students to betterunderstand this topic will bediscussed as well. Follow-Up (09/24/2015)Follow-Up: This slo is assessed inspring 2017. Out of 13 students

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: NoThere were 30 students took the test. Fifteen students did it complete right which is about50%. Fourteen Students made some fundamental errors which is about 47% and one studentleft it blank. Although we met the goal, I found students had trouble with trigonometryrelated concepts. The foundation of trigonometry is not that strong and which this problemrequired it. (09/16/2015)

Notes: There were 30 students tookthe test. Fifteen students did itcomplete right which is about 50%.Fourteen Students made somefundamental errors which is about47% and one student left it blank.Although we met the goal, I foundstudents had trouble withtrigonometry related concepts. Thefoundation of trigonometry is notthat strong and which this problem

Direct: Exam/Quiz - In Course - Inclass test


SLO Status: Active

SLO 1: Recognize and solve separable, exact, and linear first-order differential equations.








who participated 11 had the rightanswer which is about 85%. It is apass. (08/30/2017)

required it.

SLO 1: Recognize and solve separable, exact, and linear first-order differential equations.



Expected Goal: At least 70% ofstudents will answer correctly.

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesThis slo is assessed in spring 2017. Out of 13 students who participated all had the rightanswer which is about 100%. It is a pass. (08/30/2017)


Action Plan: This slo is assessed inspring 2017. Out of 13 studentswho participated all 13 studentshad the right answer which is about100%. It is a pass. (08/30/2017)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesThere were 30 students took the test. 28 students did it complete right which is about 93%.Two Students made some fundamental errors which is about 7% and Overall the studentsunderstood this concept and the goal is met. (09/16/2015)

Notes: There were 30 students tookthe test. 28 students did it completeright which is about 93%. TwoStudents made some fundamentalerrors which is about 7% andOverall the students understood thisconcept and the goal is met.


SLO Status: Active

SLO 2: Solve higher-order homogeneous and non-homogeneous linear differential equations with constant coefficients and Cauchy Euler linear differential equations.


SLO Status: Active

SLO 3: Use the method of reduction of order and variation of parameters to solve higher-order homogeneous and non-homogeneous differential equations.









Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesThere were 30 students took the test. Twenty four students did it complete right which isabout 80%. Three Students made some fundamental errors which is about 10% and threestudent left it blank. Overall the students understood this concept and the goal is met.(09/16/2015)

Notes: There were 30 students tookthe test. Twenty four students did itcomplete right which is about 80%.Three Students made somefundamental errors which is about10% and three student left it blank.Overall the students understood thisconcept and the goal is met.

Direct: Exam/Quiz - In Course - inclass test

SLO 3: Use the method of reduction of order and variation of parameters to solve higher-order homogeneous and non-homogeneous differential equations.





Related Documents:

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesThere were 25 students took the test. 18 students did it complete right which is about 72%.Seven Students made some fundamental errors which is about 28% and no student left itblank. Overall the students understood this concept and the goal is met. (09/16/2015)

Notes: There were 25 students tookthe test. 18 students did it completeright which is about 72%. SevenStudents made some fundamentalerrors which is about 28% and nostudent left it blank. Overall the


SLO Status: Active

SLO 4: Apply differential equations to the physical and biological sciences.






Math 2 Assessments problems.docxstudents understood this conceptand the goal is met.

SLO 4: Apply differential equations to the physical and biological sciences.




Expected Goal: The math depart ofMVC determined that a 70% successrate will be the benchmark for asuccessful achievement level of thelearning outcome described underSLO 3.


Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: Yes75% of the students answered correctly by choosing "A". 10% of the students who answered"B" failed to use the LCD to add fractions. 10% of the students who answered "C" failed touse the LCD to add fractions and failed to understand factors. 5% of the students whoanswered "D" factored one of the numerators incorrectly. (02/10/2017)




Direct: Common, embeddedquestions within a test - A multiple-choice test that contains a particularproblem, which requires students tosolve inequalities in one or twovariables.


SLO Status: Active

SLO 3: Apply the basic operations of algebra on the set of real and complex numbers, polynomials, rational and radical expressions at an intermediate algebra level.

MAT-35: Intermediate AlgebraSLO 5: Recognize and determine the distinctions between functions and relations; apply basic operations on functions and find inverse functions.









Expected Goal: The math depart ofMVC determined that a 70% successrate will be the benchmark for asuccessful achievement level of thelearning outcome as described inSLO 5.


Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: Yes73% of the students answered correctly by choosing "C". 5% of the students who answered"A" made a small sign error. 8% of the students who answered "B", and 14% of the studentswho answered "D" showed they did not understand composition of functions. (02/10/2017)




Direct: Common, embeddedquestions within a test - A multiple-choice test that contains a particularproblem which requires students toapply basic operations on a functionand then find its inverse function.


SLO Status: Active






Action Plan: The result of this SLOSemester Assessed: 2015 - 2016 (Fall 2015)


SLO Status: ActiveSLO 10: Solve trigonometric equations, triangles and applications.









assessment will be shared with theMath Faculty in departmentmeeting and teaching strategiesthat help students to betterunderstand this topic will bediscussed as well. (03/22/2016)

Expected Goal Met: No51 out of 75 answered correctly (68%). (02/25/2016)



Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: No32 out of 51 answered correctly. (63%) (01/29/2015)

SLO 10: Solve trigonometric equations, triangles and applications.






Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes49 out of 51 answered correctly. (96%) (01/29/2015)


SLO Status: ActiveSLO 11: Prove trigonometric identities.










Expected Goal: 80%

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesThe performance target of 80% was met. The instructor used a rubric to evaluate eachgroup. Students collaborated outside of class in order to create powerpoint presentationsand interactive demonstrations which were presented in front of the entire class. (08/14/2016)

Action Plan: This activity will becontinued the next time this courseis offered. (09/04/2015)

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: YesThe performance target was met. The presentations varied in form from powerpoint toorignal video posted to youtube. The instructor used a rubric to evaluate each group.(06/12/2014)

Direct: Presentation/Performance -Students had to relate rock musicdirectly or indirectly to thehumanities, arts or science. Theyhad to prepare a group presentationbased on independent research. theinstructor used a rubric to assess thegroup presentation.

SLO Status: ActiveSLO 1_F2015: Compare and contrast various musical styles of rock music.




Expected Goal: 80%

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: YesStudents were asked to aurally identify songs and place them in the appropriate sub-genre ofRock styles. The students were assessed on the first day of class with a pre-test and the classaverage for accuracy was 43.86% The students who finished the course and participated inthe final aural exam had a combined total of 89%. (09/06/2018)Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesThe scores from the 2 exams ranged from 48% to 100%. As previously noted, students have awide range of backgrounds related to music, this particular SLO is very challenging for somestudents yet quite easily attainable for others. Once again many of the students in the courseexpressed their familiarity with the common repertoire of Rock n Roll, on the first day of

Notes: More challenging forstudents with non-musicalbackground

Direct: Exam/Quiz - In Course -Listening recognition assessmentwas done through 2 major exams.


SLO Status: ActiveSLO 2_F2015: Listen to and analyze various rock songs by major artists.





class. Obviously these students had a huge advantage over the students who did not grow uplistening to this style of music. As a result of the inequity of the playing field, this particularportion of the exams carried less weight than others. (08/14/2016)

Action Plan: This SLO will bereassessed again the next time thecourse is offered. Although it is achallenge to derive quantifiabledata which shows activeimprovement of critical listeningskills in such a short space of time(ie. 1 semester), The teacherstrongly believes that thisassignment is greatly beneficial toall students, especially thosecoming from backgrounds oflimited musical exposure.(09/05/2015)

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: NoThe scores from the 2 exams ranged from 37% to 97%. Students have a wide range ofbackgrounds related to music, this particular SLO is very challenging for some students yetquite easily attainable for others. Many of the students in the course expressed theirfamiliarity with the common repertoire of Rock n Roll, on the first day of class. Obviouslythese students had a huge advantage over the students who did not grow up listening to thisstyle of music. As a result of the inequity of the playing field, this particular portion of theexams carried less weight than others.

(09/04/2014)

SLO 2_F2015: Listen to and analyze various rock songs by major artists.



Expected Goal: 70% of respondentswill have a successful outcome.

Action Plan: I want 100 percent ofthe students to be successful. Thethree students that did not rank inthe assessment did not turn in theassignment. I would like to bemore diligent in the care of thestudents, that they understand thevalue of the work. (02/28/2019)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: No64% of students were able to analyze the functions of Film Music and the ways that music isused to enhance a film's impact. (10/15/2015)

Direct: Exam/Quiz - Pre-Post - A pre-test is/was given on the first day ofclass. After the above elements arere-tested, results are compared andreported.

SLO Status: ActiveSLO 1_F2015: Analyze the functions of Film Music and the ways that music is used to enhance a film's impact.





Expected Goal: I will achieveassessment by specifically lookingfor the use of the key terms thatwould indeed describe how thecomposer created the impact. Arubric will be assigned specifically forthis purpose.

Semester Assessed: 2018 - 2019 (Fall 2018)Expected Goal Met: YesOut of the 19 students enrolled in the class 16 of the students successfully identified thecriteria from the rubric. (02/28/2019)

Direct: Writing Assignment -Assessment was designed in aleading question format to ascertainwhether the student could properlyhear and identify the elementswithin a film that were designed toenhance the emotional response tothe film itself.

SLO 1_F2015: Analyze the functions of Film Music and the ways that music is used to enhance a film's impact.




Semester Assessed: 2018 - 2019 (Fall 2018)Expected Goal Met: YesIn addition to work within individual pieces of music, students took part in tuning andblending exercises. Students learned to listen for and match vowels and voice placement asstrategies for obtaining a cohesive musical whole (03/09/2019)

Action Plan: Increase repertoirerigor-A piano accompanist for thisensemble would enhance thelearning outcome as blend andbalance mastery would increasethrough a more rigorous repertoire

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesTarget number of students met intended assessment outcome. Group performance providedevidence of ensemble/section balance and blend. Through repertoire selection, sensitivity tothis learning outcome was met. (03/28/2015)

Direct: Presentation/Performance -Summative assessment of learnedskills in the form of a concert/majorperformance followed by groupdiscussion of performance skills,including correct balance, blend,diction, tone production, and pitchaccuracy.

SLO Status: ActiveSLO 3_F2014: Demonstrate appropriate blend and balance within the ensemble and/or section.





selection. (03/28/2015)

SLO 3_F2014: Demonstrate appropriate blend and balance within the ensemble and/or section.




Semester Assessed: 2018 - 2019 (Fall 2018)Expected Goal Met: Yes80% of students averaged a C or above on the composition assignment using parallel andcontrasting phrases that included half and full cadences. (12/31/2018)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: NoNo students were able to be assessed for this SLO because we did not reach the half cadencepoint in the class. (10/15/2015)

Direct: Exam/Quiz - In Course -Several exams and homeworkassignments aid in this assessment.Ultimately, the cumulative finalexam will collectively assess astudent's understanding.

SLO Status: ActiveSLO 3: Compose original melodies using parallel and contrasting phrases that include half and full cadences.




Semester Assessed: 2018 - 2019 (Fall 2018)Expected Goal Met: Yes75% of students were able to analyze diatonic music examples written in Common Practicestyle. (12/31/2018)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes82% of students were able to analyze diatonic music examples written in Common Practicestyle (10/15/2015)

Direct: Exam/Quiz - In Course -Several exams and homeworkassignments aid in this assessment.Ultimately, the cumulative finalexam will collectively assess astudent's understanding.

SLO Status: ActiveSLO 4: Analyze diatonic music examples written in Common Practice style.



MUS-31: College Choir


Expected Goal: 100% of studentsenrolled in the choir will participatein the final performance.

Action Plan: Continue to require allstudents in this choir to takeapplied music. Students who wereenrolled in applied music at thesame time displayed betterunderstanding of musicalrudiments, such as rhythm, form,and intonation. (09/18/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: Yes100% of students successfully performed on the final concert as part of the Music@MoValConcert Series. (09/18/2015)

Action Plan: The instructor willwork on strategies to increaseenrollment in this choir, includingannouncing repertoire a semesterin advance as a way to attractstudents. To be successful, thechoir will need a budget for thepurchase of musical scores forstudents to use to learn the music.Scores purchased by the collegewill be retained in the choral libraryfor use in future semesters.(03/28/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes100% of students enrolled in choir participated in the final performance as part of the Music@MoVal Concert Series. (12/11/2014)

Direct: CapstoneProject/Assignment - Studentsenrolled in the choir will participatein the final performance of thesemester by performing choralliterature in a public performance.

SLO Status: ActiveSLO 3: Interpret and express through public performances a variety of choral literature from traditional historical style periods and from the modern repertoire



Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: No78% of students were successful in performing a beginning piano piece (section 24010)

Direct: Presentation/Performance -Students are assigned specificbeginning piano pieces aftermidterm, or they are allowed to

SLO Status: ActiveSLO 2: Perform beginning piano pieces representing contrasting styles.





Expected Goal: 80% of students willperform two pieces in contrastingstyles with accuracy of pitches,rhythm, and expression.

(06/05/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: Yes80% of students were successful in performing beginning piano pieces (section 24011)(06/05/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes80% in both 28414 and 28415. There was sufficient time spent on playing simple pieces incontrasting styles to achieve this goal. This goal was prioritized by the students at theexpense of some of the more challenging goals. (03/19/2015)

Notes: Students may exceed therequirements of this SLO by learningmore than two pieces forperformance in front of others.

choose two pieces from a groupselected by the instructor. Studentspractice these two pieces for severalweeks. Instructor evaluates theperformance of two pieces incontrasting styles usually at the endof the semester using an instructor-designed rubric.

SLO 2: Perform beginning piano pieces representing contrasting styles.



Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: No61% of students were successful in harmonizing melodies using drone accompaniments andprimary chords (section 24010) (09/10/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: No72% of students were successful in harmonizing melodies using drone accompaniment andprimary triads (section 24011) (06/05/2015)

Action Plan: This is introducedearly in the course when the

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: No

Direct: Problem-Based Learning -Students are given melodies basedon pentachords to harmonize usingthe correct chords in the key orusing an open P5 as a droneaccompaniment. They must selectthe correct chords or drone from thekey of the melody. Instructorevaluates the choice of chords forharmony and the rhythmicperformance of the chords with the

SLO Status: ActiveSLO 3: Harmonize melodies based on five-finger patterns at the piano using a drone bass and primary triads.





Expected Goal: 80% of students willharmonize melodies based onpentachords using primary triads ora drone bass in the correct key.

students are just coordinating twohands together. Those with atheory background are betterdealing with the triads. I will retestthis skill at the end of the course toevaluate improvement after theyhave become more comfortablewith playing with both hands.(03/19/2015)

Students were more successful in harmonizing melodies with the drone than with theprimary triads. (03/19/2015)

Notes: Students may exceed therequirements of this SLO byharmonizing more easy melodies, orby creating accompaniments tomore difficult melodies.

given melody.

SLO 3: Harmonize melodies based on five-finger patterns at the piano using a drone bass and primary triads.



Expected Goal: 80% of students willperform two pieces in contrastingstyles with accuracy of pitches,

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: YesStudents are assigned pieces to learn several times during the semester and are responsiblefor a more challenging work for the final exam. They must show understanding of all relevantaspects of the work including dynamics, articulations, style, tempo, note accuracy andmusical understanding. These pieces follow a ongoing ladder of difficulty with regard to thestudent's prowess in playing. This SLO is the culmination of everything the student learnsduring the semester. The performance is judged on a point basis based on accuracy, rhythmand musical expression. 100% of the students were able to learn the pieces but the resultsvaried in some of the judging parameters. (09/16/2018)

Action Plan: Students need accessto the piano lab for individualpractice in order to attain theseskills. College-funded resources areneeded for qualified student labmonitors to keep the PSC-4 piano

Semester Assessed: 2012 - 2013 (Spring 2013)Expected Goal Met: Yes100% of students assessed at Levels 2A and 2B were successful with the performance of twopieces in contrasting styles with accuracy of pitches, rhythm, and expression. (06/13/2013)

Direct: Presentation/Performance -Students are assigned specific pianopieces representing contrastingstyles, or they are allowed to choosetwo pieces from a group selected bythe instructor. Students practicethese two pieces over several weeks.The instructor evaluates theperformance of two pieces incontrasting styles, usually at the endof the semester, using an instructor-designed rubric. Students may berequired to repeat the course tomeet the skill level required.

SLO Status: ActiveSLO 2: Perform simple piano pieces representing contrasting styles.





rhythm, and expression lab open when it is not being usedfor a classroom and to mentorstudents practicing piano in the lab.(03/28/2015)

Notes: Students may exceed therequirements of this SLO by learningmore than two pieces forperformance in front of others.

SLO 2: Perform simple piano pieces representing contrasting styles.



Expected Goal: 80% of students willharmonize melodies using primarytriads in the key.

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: Yes100% of the students were able to harmonize simple melodies using simple triad harmony(I,IV,V) chords. The students were assessed during the semester and at the final exam wherethey must use appropriate harmonies for the selected piece. This required some deductivereasoning and use of rules for harmonizing certain notes in the scale. (09/16/2018)

Action Plan: Students need accessto the piano lab for individualpractice in order to attain theseskills. College-funded resources areneeded for qualified student labmonitors to keep the PSC-4 pianolab open when it is not being usedfor a classroom and to mentorstudents practicing piano in the lab.(03/28/2015)

Semester Assessed: 2012 - 2013 (Spring 2013)Expected Goal Met: Yes100% of students in Levels 2A and 2B successfully harmonized melodies using primary triads(I, IV, V) in a key. (06/13/2013)

Notes: Students may exceed therequirements of this SLO byharmonizing more easy melodies, orby creating accompaniments tomore difficult melodies.

Direct: Problem-Based Learning -Students are given easy melodies toharmonize an accompaniment usingthe correct chords in the key. Theymust determine the correct chordsfrom the key based on their analysisof the melody. The instructorevaluates the choice of chords forharmony and the rhythmicperformance of the chords alongwith the performance of the melodywith accompaniment. Students maybe required to repeat the course tomeet the skill level required.

SLO Status: ActiveSLO 3: Harmonize easy melodies at the piano using primary triads.



MUS-32B: Class Piano IISLO 3: Harmonize easy melodies at the piano using primary triads.



Expected Goal: 80% of students willperform at least two pieces incontrasting styles appropriate totheir levels of development withaccuracy of pitches, rhythm, andexpression

Action Plan: Students need accessto the piano lab for individualpractice in order to attain theseskills. College-funded resources areneeded for qualified student labmonitors to keep the PSC-4 pianolab open when it is not being usedfor a classroom and to mentorstudents practicing piano in the lab.(03/28/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes100% of students enrolled in MUS 32C were successful in performing two pieces incontrasting styles appropriate to their levels of development with accuracy of pitches,rhythm, and expression. (12/11/2014)

Notes: Students may exceed therequirements of this SLO by learningmore than two pieces in contrastingstyles for performance in front ofothers.

Direct: Presentation/Performance -Students practice these two piecesover several weeks. The instructorevaluates the performance of twopieces in contrasting styles, usuallyat the end of the semester, using aninstructor-designed rubric. Studentsmay be required to repeat thecourse to meet the skill levelrequired.

SLO Status: Active

SLO 2: Perform piano learning pieces appropriate to the student's level of development.



Semester Assessed: 2014 - 2015 (Spring 2015)Direct: Problem-Based Learning -

SLO Status: ActiveSLO 3: Harmonize simple melodies at the piano using a variety of accompaniment patterns including, but not limited to, broken chords, arpeggios, and waltz figures.





Expected Goal: 80% of students willsuccessfully harmonize melodiesusing a variety of accompanimentpatterns including, but not limitedto, broken chords, arpeggios, andwaltz figures.

Expected Goal Met: NoThe single enrolled student was unable to complete the harmonization of melodies at therequired skill level. (09/24/2015)

Notes: Students may exceed therequirements of this SLO byharmonizing more complexmelodies, or by improvisingaccompaniment patterns inadditional styles.

Students are given melodies toharmonize an accompaniment usingthe correct chords in the key and avariety of accompaniment patterns.The instructor evaluates the choiceof accompaniment style and theperformance of the melody with thechosen accompaniment. Studentsmay be required to repeat thecourse to meet the skill levelrequired.

SLO 3: Harmonize simple melodies at the piano using a variety of accompaniment patterns including, but not limited to, broken chords, arpeggios, and waltz figures.



Action Plan: Review previous skillsevaluations for all students whomay have satisfied the prerequisiterequirements in MUS 32C.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesThe one enrolled student was unable to perform at the skill level required. (09/24/2015)

Direct: Presentation/Performance -Instructor will use a rubric forevaluating performances of pianopieces. Students may be required to

SLO Status: ActiveSLO 2: Perform simple piano pieces from the standard classical piano teaching literature representing contrasting styles.





Expected Goal: 80% of students willperform at least two pieces from thestandard classical piano teachingliterature representing contrastingstyles appropriate to their levels ofdevelopment with accuracy ofpitches, rhythm, and expression

(09/25/2015)

Notes: This is a new, "leveled"course for the college. It resultedfrom changes in State regulationsregarding repeatability forperformance courses. It will bephased in as students successfullycomplete the prerequisite skillsclasses, MUS 32A, B, and C. It will beassessed the first time it is offered.

repeat the course to meet the skilllevel required.

SLO 2: Perform simple piano pieces from the standard classical piano teaching literature representing contrasting styles.



Expected Goal: 80% of students will

Action Plan: Review previous skillsevaluations for all students whomay have satisfied the prerequisiterequirements in MUS 32C.(09/25/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: NoThe single student enrolled in this section was unable to complete harmonizing melodies atthe piano using primary and secondary chords in a variety of accompaniment patterns.(09/25/2015)

Direct: Problem-Based Learning -Instructor will evaluate choice ofchords and accompaniment stylechosen by the student for accuracyand musicality. Students may berequired to repeat the course tomeet the skill level required.

SLO Status: Active

SLO 3: Harmonize melodies at the piano using primary and secondary chords in a variety of accompaniment patterns including, but not limited to, broken chords, arpeggiosand waltz figures.





successfully harmonize melodiesusing primary and secondary chordsin a variety of accompanimentpatterns including, but not limitedto, broken chords, arpeggios, andwaltz figures.Notes: This is a new, "leveled"course for the college. It resultedfrom changes in State regulationsregarding repeatability forperformance courses. It will bephased in as students successfullycomplete the prerequisite skillsclasses, MUS 32A, B, and C. It will beassessed the first time it is offered.

SLO 3: Harmonize melodies at the piano using primary and secondary chords in a variety of accompaniment patterns including, but not limited to, broken chords, arpeggiosand waltz figures.



Expected Goal: 90% of students willbe successful

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: Yes5 out of 5 students successfully (4-5 on the scale below) completed their juries at the end ofthe semester. The following rating system was used:

5= Excellent. Outstanding accomplishment or progress.4= Good. Substantial accomplishment or progress.3= Acceptable. Minimum accomplishment or progress.2= Deficient. Lacking progress to present final performance.1= Badly faulted. Complete lack of work to create final performance. (07/13/2017)

Direct: Presentation/Performance -Students will perform in front of apanel of music faculty who will ratetheir performance skills,interpretation, and technique

SLO Status: ActiveSLO 2_F2015: Demonstrate proficient performance skills on an instrument or voice using appropriate repertoire, musical interpretation and technique.





Semester Assessed: 2015 - 2016 (Summer 2015)Expected Goal Met: Yes19/20 guitar students who completed the course performed in front of a jury of musicfaculty. (08/14/2016)

Related Documents:Voice Performance Evaluation SheetGuitar Rubric for Juries

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: Yes100% of students who completed the course performed in front of a jury of music faculty.Voice students performed for voice faculty. Guitar students performed for guitar faculty.(06/05/2015)

SLO 2_F2015: Demonstrate proficient performance skills on an instrument or voice using appropriate repertoire, musical interpretation and technique.



Expected Goal: 80% of students will

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: YesStudents were given a final assignment involving only a bass line. Their assignment was toanalyze the bass line according to harmonic function add appropriate figures to support aproper progression which would incorporate a half cadence and end with a Cadential 6/4resulting in a perfect authentic cadence. Additionally, they were required to realize thefigures as a 4 part chorale in the style of J.S. Bach. Four of the students did not complete thecourse and received failing grades for the semester. However, the remaining 11 had anaverage of 82.18% on this assignment. (09/06/2018)

Action Plan: While theperformance target was met, allstudents need to master four-voicecomposition and be able to use itcomfortably. Because they have to

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes88% of students averaged a C or above on the four written theory exams at equal intervalsthroughout the semester. The exams included figured bass and part-writing in strict SATBchoral style (12/16/2014)

Direct: Exam/Quiz - In Course -Students are given writing exercisesfor SATB choral writing throughoutthe semester. Four times during thesemester, they are evaluated ontheir accuracy in interpreting figuredbass symbols using an instructor-developed exam. Achievement ofthis SLO is essential to successfulcompletion of this course becausewriting music using the four-voicechorale style is fundamental to thestudy of music theory.

SLO Status: ActiveSLO 2: Construct four-voice diatonic music compositions by interpreting a figured bass.


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accurately interpret figured basssymbols by the end of the course.

do all of their work with pencil andpaper, the process of creation issomewhat limited. Sibeliussoftware would allow them toexperiment and see corrections totheir errors on the screenimmediately. (12/16/2014)

Notes: Students are gradedfrequently throughout the course onassignments and activities usingSATB chorale style writing. On thefinal exam, this SLO is formallyassessed using the same frameworkfor each student.

SLO 2: Construct four-voice diatonic music compositions by interpreting a figured bass.



Expected Goal: 80% of students willcomplete this assignmentsuccessfully.

Semester Assessed: 2018 - 2019 (Fall 2018)Expected Goal Met: NoThe students were assigned the task of composing a 4 part chorale based upon a pre-existingbass melody. 3/5 students composed chorales exhibiting the use of proper harmonicprogressions (through the employment of their own figured bass analysis), observance oftraditional phrase structure and correct voice leading. (02/27/2019)

Action Plan: Students are requiredto handwrite original musicnotation on manuscript paper,however, the use of a musicnotation software program, such asSibelius would increase the level oftheir compositions and allow formore complex work. They couldexperiment with sounds andnotation using the computer toexplore more possibilities. They

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes100% of students completed this assignment successfully. Students were give strictparameters for their compositions, such as using specific scales and limiting the number ofmeasures. Their original works had to be notated in standard musical notation using voiceleading procedures studied in class, and each piece had to be performed in class.(12/16/2014)

Notes: When students attempt to

Direct: CapstoneProject/Assignment - Musiccomposition is the ultimate synthesisof music analysis. Students writeoriginal compositions throughoutthe term based on specific concepts,scales, and chord progressions andthe use of diatonic sequences. Theinstructor will assess the capstoneoriginal composition by each studentbased on the parameters given forthe assignment and its use ofcommon practice period techniquesfor diatonic musical components.

SLO Status: ActiveSLO 3: Compose original four-voice diatonic music compositions using Common Practice period techniques.





are limited now by their ability toperform what they are able towrite by hand. (12/16/2014)

compose original music, they oftenfind that their understanding of themusical rules and concepts theyhave been studying is not asthorough as they thought. Theyoften have to have additionalassistance or be given theopportunity to rewrite theircompositions.

SLO 3: Compose original four-voice diatonic music compositions using Common Practice period techniques.



Expected Goal: 80% of the studentswill complete this SLO successfully.The ability to analyze diatoniccompositions is essential tosuccessful completion of this course,since MUS 4 is a prerequisite toMusic Theory II.

Action Plan: Redesign semesterlesson plan to allow more time forRoman Numeral analysis(01/22/2018)

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: NoStudents were assigned an 18th Century diatonic Chorale. They were asked to complete aRoman Numeral analysis of the composition. Two of the student's received A's on theassignment, One student received a B two students received C's and the last 2 studentsevaluated received F's for failing to turn in the assignment. Overall, the student's averagedabout 70% which didn't meet the performance target. (01/22/2018)

Action Plan: Student success couldcontinue at the expected rate, butthe complexity of the analysisprojects could be greater ifstudents had access to Sibeliussoftware for their analysis projects.They could also experience theprocess of analyzing a compositionand them reconstructing it againusing a synthesis of the elements to

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes100% of the students were able to successfully analyze diatonic Bach chorales and a BachInvention and identify scales, chord progressions, embellishing tones, and cadences. Analysisprojects were completed as a group and individually, depending on the difficulty.(12/16/2014)

Notes: Students analyze melodies,simple folk songs, and other diatonicselections throughout the course.

Direct: CapstoneProject/Assignment - This SLO onanalysis is closely related to SLO 3 oncomposition. Analysis is critical to anunderstanding of the way musicworks. Students will be assigned 2-3diatonic analysis projects during thesemester.

SLO Status: ActiveSLO 4: Analyze diatonic music compositions from the Common Practice period.





create an original work. Thisprocess would be greatly facilitatedby the use of Sibelius software.(12/16/2014)

By the end of the course, they will beable to successfully analyze diatonicSATB chorales and simple pianoand/or vocal scores.

SLO 4: Analyze diatonic music compositions from the Common Practice period.



Expected Goal: 80% of studentsmust complete this SLO at 70% orhigher in order to complete thiscourse. Achievement of this SLO isessential to successful completion ofthis course because writing musicusing the four-voice chorale style isfundamental to the study of musictheory.

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: YesStudents were assigned a four-voice keyboard composition utilizing proper counterpoint andvoice-leading. This project was assigned mid-semester and due at its end; several due datesfor rough drafts were given so that students could better refine their work and put forth theirbest possible effort. Accuracy of notation and professional presentation were emphasized, inaddition to musical accuracy and appropriateness. Both students received an A on theassignment, and enjoyed the creative application of concepts learned throughout thesemester. (02/06/2018)

Action Plan: Reinforce the rules offour-voice composition frequentlythroughout the semester; use peermentoring to assist weakerstudents; explore the use ofsoftware for this skill that wouldallow for individual drills andrepetitions outside of class.Software for these skills is availablefor iPads which were firstrequested in spring 2012 as part ofprogram review. (12/12/2013)

Semester Assessed: 2013 - 2014 (Fall 2013)Expected Goal Met: NoSuccess rates from students on four assessments during the semester ranged from a low of69% to a high of 96%. The class average was 77%. The skills and concepts associated withthis SLO are difficult for students who have little experience with music as a performer priorto studying music theory. They often struggle with reading treble and bass clef at the sametime. Reading notation at the piano prior to studying music theory is essential to success forthis SLO. (12/12/2013)

Direct: Exam/Quiz - In Course -Throughout the term of the coursestudents construct four-voice, SATB,chorale style exercises using figuredbass, Roman numeral analysis orother controlled frameworks.Through the use of embellishments(or non-chord tones) and borrowedchords students gradually addchromatic tones to functionalharmonic structures. Instructor willassess the achievement of this SLOthroughout the course.

SLO Status: ActiveSLO 2: Construct four-voice chromatic music compositions from a given framework.





Notes: Students are gradedfrequently throughout the course onassignments and activities usingSATB chorale style writing. On thefinal exam, this SLO is formallyassessed using the same frameworkfor each student.

SLO 2: Construct four-voice chromatic music compositions from a given framework.



Expected Goal: 80% of students willcomplete this assignmentsuccessfully. When studentsattempt to compose original music,they often find that their

Action Plan: Develop recruitmentstrategy ensuring the sustainabilityof the music theory series, MUS4,5,and 6 (09/16/2018)

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: YesThe instructor of record assigned many practice examples throughout the semester whichenabled the students to practice and develop a variety of skills including: roman numeral andfigured bass analysis of both diatonic and chromatic progressions from common practice eramusic, part writing, proper voice leading and text setting.

The final composition assignment required the students to compose an original 4 partchorale, which demonstrated proper voice leading, attention to phrase length and cadences,correct harmonic function and showed an understanding of secondary dominant functions.

Four students started the semester of which two students finished the course. Those twostudents had a combined average of 85% on this assignment. (09/16/2018)

Action Plan: To reinforce theimportance of analysis of musicusing traditional analysis symbolsand the synthesis of specificmusical elements into an originalcomposition in a specific style.

Semester Assessed: 2013 - 2014 (Fall 2013)Expected Goal Met: YesComposition of music has been combined with analysis for the purpose of data collection.Success rates for composition/analysis range from 72% - 95%. The class average is 80%.(12/12/2013)

Direct: CapstoneProject/Assignment - Musiccomposition is the ultimate synthesisof music analysis. Students writeoriginal compositions throughoutthe term based on specific concepts,scales, and chord progressions andthe use of diatonic and chromaticsequences. The instructor will assessthe capstone original composition byeach student based on theparameters given for the assignmentand its use of common practiceperiod techniques for chromaticmusical components.

SLO Status: ActiveSLO 3: Compose original four-voice chromatic music compositions using common practice period techniques.





understanding of the musical rulesand concepts they have beenstudying is not as thorough as theythought. They often have to haveadditional assistance or be given theopportunity to rewrite theircompositions.

Funding for the music software,known as Sibelius, would allowstudents to enter symbols on ascore and hear the outcomeinstantly. Currently, students mustalso perform their compositions, orfind someone who is able toperform it for them, thus limitingthe complexity of their individualcompositions. (12/12/2013)

Notes: Students were given 5analysis/compositions during thesemester. During fall 2013, studentshad 2 compositions and 3 analysisassignments. The number of eachtype depends on their ability tosynthesize the information they havebeen studying.

SLO 3: Compose original four-voice chromatic music compositions using common practice period techniques.



Expected Goal: 80% of the students

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: YesThe Instructor administered: four dictation, four sight singing, four keyboard and four largerwritten theory exams throughout the semester. One quarter of each theory exam wasdedicated to the analysis of excerpts from the common practice period including keyboardselections from the canon of Haydn, Beethoven and Mozart. Students were required toperform a phase analysis, identify cadences by type, and create a roman numeral and figuredbass analysis.

The class averages from this assignment were as follows:Exam 1 = 79%Exam 2 = 85%

Direct: CapstoneProject/Assignment - This SLO onanalysis is closely related to SLO 3 oncomposition. Analysis is critical to anunderstanding of the way musicworks. Students will be assigned 2-3chromatic analysis projects duringthe semester. Instructor willcombine multiple assessments of thechromatic analysis projects todetermine mastery of this SLO.

SLO Status: ActiveSLO 4: Analyze chromatic music compositions from the common practice period.





will complete this SLO successfully.The ability to analyze chromaticcompositions is essential tosuccessful completion of this course,since MUS 5 is a prerequisite toMusic Theory III.

Exam 3 = 84%Exam 4 = 92%

The combination of these four exams resulted in an overall average of 85% which surpassedthe performance target. Perhaps of equal importance is the noticeable trend of studentimprovement. (09/16/2018)

Action Plan: Require student to useSibelius software for notation sothey can hear the music as theyscore it or analyze it and apply theirear training skills to the skills ofwriting music. (03/20/2015)Action Plan: Funding needed foriPads with apps that allow studentto explore analysis and compositionof music individually at their ownpace and share with the group inpresentation format. (03/20/2015)Action Plan: Assign short analysisprojects more frequently, so thatanalysis becomes more familiar.(12/12/2013)

Semester Assessed: 2013 - 2014 (Fall 2013)Expected Goal Met: NoIn fall 2013, students successfully completed the analysis and composition of chromatic musiccompositions at rates ranging from a low of 72% to a high of 95%. (12/12/2013)

Notes: Students analyze SATBchorales with borrowed chords,chromatic piano pieces, and vocalscores using chromatic harmonies.They also identify embellishing tones(non-chord) tones using standardsymbols, such as P (passing tone), N(neighbor tone), etc.

SLO 4: Analyze chromatic music compositions from the common practice period.

MUS-53: Keyboard Proficiency


Semester Assessed: 2018 - 2019 (Fall 2018)Expected Goal Met: YesThere were no students enrolled in this course since the last time this SLO was assessed. ThisSLO will be assessed the next time the course is offered and students are enrolled in it.

Direct: Presentation/Performance -Students are assigned specific piecesfor repertoire, or they are allowed tochoose two pieces approved by the

SLO Status: ActiveSLO 2: Perform solo piano repertoire pieces in contrasting styles at an intermediate level of difficulty.





Expected Goal: 80% of students willperform two solo piano repertoirepieces at an intermediate or higherlevel in contrasting styles withaccuracy of pitches, rhythm, andexpression.

(12/31/2018)

Related Documents:MUS 53_Syllabus_SPR 2013_QuinCSU SB Piano Proficiency Requirements

Action Plan: This course is designedfor students who are alreadyadvanced pianists when they enterthe college, or students who havecompleted one or more levels ofMUS 32ABCD and who are readyfor transfer. Keyboard proficiencyentrance exams are required of allmusic majors and minors whotransfer. All music students areexpected to master keyboardproficiency. Resources needed:Keyboard laboratory withcommunications system and openlab times for practice. (03/27/2015)

Semester Assessed: 2012 - 2013 (Spring 2013)Expected Goal Met: Yes100% of students achieved this SLO successfully. The student performed one originalcomposition, "Suburbia," and one complex piece by contemporary composer, Brian Crain,"Rain." (03/27/2015)

Notes: Students may exceed thisrequirement by performing moredifficult repertoire, although twocontrasting pieces are still required.

instructor. Students practice theirrepertoire for the entire term of thecourse. Instructor evaluates theperformance using an instructor-designed rubric.

SLO 2: Perform solo piano repertoire pieces in contrasting styles at an intermediate level of difficulty.



Expected Goal: 80% of students willtranspose patriotic pieces the three

Semester Assessed: 2018 - 2019 (Fall 2018)Expected Goal Met: YesThere were no students enrolled in this course since the last time this SLO was assessed. ThisSLO will be assessed the next time the course is offered and students are enrolled in it.(12/31/2018)

Action Plan: This course is designedfor students who are alreadyadvanced pianists when they enter

Semester Assessed: 2012 - 2013 (Spring 2013)Expected Goal Met: Yes100% of students achieved this result. The pieces were "America," "Star-Spangled Banner,"and "My Country Tis of Thee," (03/27/2015)

Direct: Problem-Based Learning -Students are required by transferinstitutions to perform patrioticsongs. Instructor will evaluate theperformance of these pieces in SATBstyle and the transposition of each ofthem to at least three other keys.

SLO Status: Active

SLO 3: Perform at the keyboard and also transpose to at least three other keys besides the notated key standard patriotic songs at a tempo suitable for community orclassroom singing.


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other keys successfully. the college, or students who havecompleted one or more levels ofMUS 32ABCD and who are readyfor transfer. Keyboard proficiencyentrance exams are required of allmusic majors and minors whotransfer. All music students areexpected to master keyboardproficiency. Resources needed:Keyboard laboratory withcommunications system and openlab times for practice. (03/27/2015)

Notes: The CSU and UC transferprograms require this skill for entryto evaluate keyboard proficiency.

SLO 3: Perform at the keyboard and also transpose to at least three other keys besides the notated key standard patriotic songs at a tempo suitable for community orclassroom singing.



Expected Goal: 80% of students willharmonize melodies using primaryand secondary triads in the correctkey.

Semester Assessed: 2018 - 2019 (Fall 2018)Expected Goal Met: YesThere were no students enrolled in this course since the last time this SLO was assessed. ThisSLO will be assessed the next time the course is offered and students are enrolled in it.(12/31/2018)

Action Plan: Simplified Fall 2013SLO will make the skill beingassessed clearer to students.(03/28/2015)

Semester Assessed: 2012 - 2013 (Spring 2013)Expected Goal Met: Yes100% of students assessed successfully completed this SLO. (06/13/2013)

Notes: This SLO is required by theCSU and UC transfer institutions asevidence of keyboard proficiency.

Direct: Problem-Based Learning -Instructor evaluates the choice ofchords for harmony, the rhythmicperformance, and the choice ofaccompaniment style of the chordsperformed with the given melody.

SLO Status: ActiveSLO 4: Harmonize melodies at sight using primary and secondary chords and accompaniment styles appropriate for the given melody.



MUS-58: Gospel Choir


Expected Goal: 100% of students willperform the literature assigned in apublic performance.

Action Plan: Hold open classsessions and provide publicperformance opportunities.(02/28/2019)

Semester Assessed: 2018 - 2019 (Fall 2018)Expected Goal Met: YesStudents will perform a varied repertoire of selections from traditional to contemporaryAfrican-American gospel style for a diverse audience. (02/28/2019)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesTarget number of student met the intended assessment outcomes. Public performance ofselected repertoire along with workshop attendance broadened student understanding andmastery. (03/28/2015)

Action Plan: Continue to providepublic performance opportunities(03/23/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes100% of Students performed a varied repertoire from the African-American gospel style for adiverse audience. (12/04/2014)

Direct: Presentation/Performance -Students will perform a variedrepertoire of selections from theAfrican-American gospel style for adiverse audience.

SLO Status: Active

SLO 1: Distinguish and analyze choral music performance skills, including correct balance, blend, diction, tone production, rhythm, and pitch accuracy.



Expected Goal: 80% of studentsmust complete this SLO at 70% orhigher in order to complete this

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesExam scores involving assessment of student analysis and composition upon frameworks ofboth modulating and post tonal compositions were as follows: Exam 3: 86% (individual =6,9,9,9,10)Exam 2: 100% (individual = 10,10,10,10,10)Exam 1: 79% (individual = 8,8,8,8,8)This resulted in a Class Average of 88.3%. (02/27/2019)

Action Plan: The college needs toestablish a listening library area for


Direct: Exam/Quiz - In Course -Instructor will assess theachievement of this SLO throughoutthe course using quizzes and examsbased on modulating and post-tonalmusic compositions in various stylesand techniques used in 20th and21st century musical compositions.

SLO Status: ActiveSLO 2: Construct modulating and post-tonal music compositions from a given framework.





course. students so they can listen to moreselections from the post-tonal era.Rarely do they perform post-tonalmusic in their applied music studyor in their lower divisionensembles. (09/18/2015)

All students in the assessed class were able to construct modulating and post-tonal originalcompositions from parameters given to them by the instructor. (09/18/2015)Notes: This is the capstone course in

music theory for the associatedegree for transfer in Music.

SLO 2: Construct modulating and post-tonal music compositions from a given framework.



Expected Goal: 80% of students willcomplete this assignmentsuccessfully.

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: Yes4/5 or 80% of the students successfully completed the post-tonal composition assignment. 2students received scores of 100% and the other 2 received scores of 80%. Excluding thestudent who did not complete the assignment and therefore received a 0, the class averagewas 90%. (02/27/2019)

Action Plan: The college needs topurchase representative printed,musical scores and recordings fromthe 20th and 21st century thatillustrate modulating and post-tonal styles of music. To be able tocompose, students must see whatothers have done and hear how thesymbols other composers usedtranslated into sound.(09/18/2015)

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: Yes100% of students in the assessed class created an original composition using one of the stylesstudied as a model. (09/18/2015)

Direct: CapstoneProject/Assignment - The instructorwill assess the capstone originalcomposition by each student basedon the parameters given for theassignment(s) and its use ofmodulating and post-tonal musicalcomponents.

SLO Status: ActiveSLO 3: Compose original modulating and post-tonal music compositions.

MUS-6: Music Theory IIISLO 4: Analyze modulating and post-tonal music compositions.





Expected Goal: 80% of the studentswill complete this SLO successfully.The ability to analyze modulatingand post-tonal music compositions isessential to successful completion ofthis course, since MUS 6 is thecapstone course for the A.A.-T. inMusic.

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesThe students were assessed on their ability to correctly identify, analyze and labelmodulations. Additionally students were required to identify and analyze post tonaltechniques from the selected works of important 20th century composers. Studentscompleted this SLO with a 90% success rate. (03/01/2019)

Action Plan: Continue to assignanalysis projects based oncontemporary musical styles and toexpose students to more listeningand analysis through examinationof musical scores and recordings.(09/18/2015)

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: Yes100% of students who completed this course analyzed modulating and post-tonalcompositions. (09/18/2015)

Direct: CapstoneProject/Assignment - This SLO onanalysis is closely related to SLO 3 oncomposition. Instructor willcombine multiple assessments of theanalysis of modulating and post-tonal music compositions todetermine mastery of this SLO.

SLO Status: ActiveSLO 4: Analyze modulating and post-tonal music compositions.



Expected Goal: 80% of students willdemonstrate proficient performance

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: Yes13 out of 14 students performed music very successfully in on campus recitals during theSpring 2018 semester. This included 1 piano performer / 9 guitar performers / 3 singers. Theperformances included:

1. The diversity summit2. The guitar studio recital3. The vocal studio recital (09/06/2018)

Direct: Presentation/Performance -Students will perform throughoutthe semester to demonstrateincreasing proficiency inperformance techniques and varietyin repertoire. Instructors and musicfaculty will use a rubric developed bymusic faculty.

SLO Status: ActiveSLO 1_F2015: Demonstrate proficient performance skills in a recital on an instrument or voice using appropriate repertoire, musical interpretation and technique.





skills through improved techniqueand an increase in the variety ofrepertoire.

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: Yes9 out of the 10 guitar students enrolled in MUS 87 learned new repertoire and performedsuccessfully in the one of the recitals throughout the semester (07/13/2017)

Related Documents:Voice Performance Evaluation Sheet

Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: Yes10 applied voice students took lessons with 3 different vocal instructors. Instructors keptApplied Lesson Records for each student's lesson. The sheets outlined what wasaccomplished in the lesson, as well as areas that needed work for future lessons.Students studied songs that included English, Italian, French and German languages. Allstudents studied repertoire of varied styles, including arias from opera or operetta, musicaltheater and art song.Progress was assessed during the semester by students' participation on 2 masterclasses, aswell as a student recital.All students showed sufficient progress to meet the performance requirements as outlinedon the Evaluation Sheet. (09/13/2014)

SLO 1_F2015: Demonstrate proficient performance skills in a recital on an instrument or voice using appropriate repertoire, musical interpretation and technique.




Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes25/45 students were successful in the early weeks of the semester, while 31/35 weresuccessful on a quiz of similar difficulty and content the second-to-last week of the semester,indicating students became proficient with the recognition and classification of basicquestions in philosophy after a term's worth of exposure to philosophical material.

Direct: Exam/Quiz - In Course -Students were presented with ashort, in-class quiz comprised of 10questions. Students were asked toclassify each question as constitutinga philosophical question (a question


SLO Status: ActiveSLO 1: Examine and evaluate fundamental questions within the Western philosophical tradition and classify them within their appropriate subfields.


https://mvc.tracdat.com:443/tracdat/viewDocument?y=NYcHyLxzQgHP




Expected Goal: 15 or more correctresponses out of 17 questions wasdeemed successful. For such afoundational objective, a 90%success rate was deemed anappropriate performance target.

(09/15/2015)topically appropriate for aphilosophy course) or not. If thequestion qualified as philosophical,students were asked to sub-categorize it as most appropriatelyconsidered a question inmetaphysics, epistemology, valuetheory or logic. The quiz had 17questions total if questions of sub-categorization are included.

SLO 1: Examine and evaluate fundamental questions within the Western philosophical tradition and classify them within their appropriate subfields.




Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: Yes80% of the relevant questions on submitted midterm exams were rated 4 or better. Thismarks an improvement over previous assessment cycles, where success rates in the high 60'sto low 70's were noted for the same midterm questions. The inclusion of a quality sampleresponse on the midterm study guide may be responsible for this increase in student success.(09/15/2015)

Direct: Common, embeddedquestions within a test - On amidterm exam, students were askedto provide an exposition of the aimsand methodology of Descartes'sexplorations in metaphysics, asdetailed in Meditations. Responseswere assessed according to thefollowing scale, responses rated at 4


SLO Status: ActiveSLO 2: Recognize, restate, and explain how philosophical method is used to address fundamental questions and questions in everyday life.





Expected Goal: A success rate of70% or above was deemed anappropriate target.

or above deemed successful.

6 = Answer demonstrates firm graspof basic idea, fleshed out withappropriate details5 = Answer demonstrates firm graspof basic idea, but missing animportant detail or two4 = Answer demonstrates decentgrasp of the basic idea, but notfleshed out in much appropriatedetail3 = An incomplete answer or afundamentally incorrect answer thatnevertheless took some goodthought to work up2 = A fundamentally incorrectanswer that nevertheless evincesattendance in class1 = A fundamentally incorrectanswer that any reasonablyintelligent person might come upwith after reading the question0 = No serious attempt made toanswer the question

SLO 2: Recognize, restate, and explain how philosophical method is used to address fundamental questions and questions in everyday life.



SLO Status: ActiveSLO 3: Compare, contrast and assess these arguments in writing and speech within the context of the texts and traditions that inform them.






Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: Yes29/39 student essays assessed at C-level or better for conceptual knowledge on thisassignment, for a 74% success rate. Students continue to struggle with giving a completeexposition of Plato's thoughts on justice, too often focusing solely on his conception of socialjustice, without noting the parallels with his theory of individual morality, as the promptrequires. Revisions to the general writing guide distributed to students stressing theimportance of a complete response to the prompt seem warranted. (04/01/2015)

Direct: Rubric - Full-time facultycreated the attached analytic rubricin 2008 and have been revising ityearly since then. The rubric ismeant to be applicable to anyphilosophy essay assignments inPhilosophy 10, 10H, 12 and 35.Various aspects of a philosophyessay can be assessed individuallyusing this tool. For this round ofassessment, conceptual knowledgeconcerning Plato's politicalphilosophy and its relationship to histheory of individual morality asexpressed in Republic was assessedthrough the rubric.

Start Date: 02/23/2015SLO 3: Compare, contrast and assess these arguments in writing and speech within the context of the texts and traditions that inform them.




Semester Assessed: 2015 - 2016 (Fall 2015)Direct: Exam/Quiz - In Course -


SLO Status: Active


(Note: Following the consensus among district Honors Programs that methods of instruction, not course content, distinguish Honors courses from non-Honors courses, thePhilosophy 10H COR is in the process of being revised so that the SLOs are identical to the SLOs for Philosophy 10. The above SLO description anticipates this change.





Expected Goal: 15 or more correctresponses out of 17 questions wasdeemed successful. For such afoundational objective, a 90%success rate was deemed anappropriate performance target.

Expected Goal Met: Yes12/15 students were successful in the early weeks of the semester, while 13/14 weresuccessful on a quiz of similar difficulty and content the second-to-last week of the semester,indicating students became proficient with the recognition and classification of basicquestions in philosophy after a term's worth of exposure to philosophical material.(09/18/2016)

Course Students were presentedwith a short, in-class quiz comprisedof 10 questions. Students wereasked to classify each question asconstituting a philosophical question(a question topically appropriate fora philosophy course) or not. If thequestion qualified as philosophical,students were asked to sub-categorize it as most appropriatelyconsidered a question inmetaphysics, epistemology, valuetheory or logic. The quiz had 17questions total if questions of sub-categorization are included.


(Note: Following the consensus among district Honors Programs that methods of instruction, not course content, distinguish Honors courses from non-Honors courses, thePhilosophy 10H COR is in the process of being revised so that the SLOs are identical to the SLOs for Philosophy 10. The above SLO description anticipates this change.




SLO Status: Active








Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: Yes14/15 student essays assessed at C-level or better for conceptual knowledge on thisassignment, for a 93% success rate. Students showed a strong grasp of Plato's theory oferoticism vis a vis sexuality and education. (09/18/2016)

Direct: Writing Assignment - Full-time faculty created the attachedanalytic rubric in 2008 and havebeen revising it yearly since then.The rubric is meant to be applicableto any philosophy essay assignmentsin Philosophy 10, 10H, 12 and 35.Various aspects of a philosophyessay can be assessed individuallyusing this tool. For this round ofassessment, conceptual knowledgeconcerning Plato's theory oferoticism and its connection to histheory of education was assessedthrough the rubric.




PHI-11: Critical Thinking



Direct: Presentation/Performance -Recognizing rhetoric: Through


SLO Status: Active

SLO 3: Apply an assortment of rules and principles to analyze, evaluate, and compose arguments, distinguishing them from other forms of persuasive message throughcritically assessing textbook passages, newspaper articles, moral arguments, and mass media through an analysis of the various methodologies employed.





For 15 of 17 rhetorical devices studied in class, student groups were able to come up with anappropriate example at least 70% of the time. The two exceptions were rhetorical definition,with a 43% success rate, and rhetorical explanation, with a 57% success rate. For eachrhetorical device, student groups correctly identified clear instances at a rate of 85% orbetter, with innuendo as the sole exception (71%). Results warrant greater focus on theproblematic rhetorical devices in lecture and homework. (03/25/2015)

lecture and associated homework,students become familiar withvarious rhetorical devices and thecommonalities present that qualifythem as rhetoric. Students thenwork in small groups (5-6 studentseach, making for 6-7 groups in atypically sized class) to create a 100-200 word description of a musicvideo, employing each rhetoricaldevice studied at least once. Somegroups are tasked with using therhetorical devices to invite a positiveattitude toward the video amongviewers, other groups with using thesame rhetorical devices to invite anegative attitude. Students thenshare their work with other groups.In this later phase of the activitystudents identify the rhetoricaldevices operative in another group'swork and comment on which devicesthey thought were used mosteffectively.

Reviewing each group's originalpiece and their analysis of anothergroup's work, I look for rhetoricaldevices that were hard for studentsto identify, or rhetorical devices forwhich students could not create anappropriate example to include intheir piece.






Expected Goal: For each rhetoricaldevice, a 70% success rate increating an appropriate example wasdeemed an appropriateperformance target. For eachrhetorical device, 85% correctclassifications of clear instances wasdeemed an appropriateperformance target.





Expected Goal: A 90% success rate

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: No12/12 (100%) students correctly classified the three arguments.The students averaged scores of 1.67: 2 for utilitarianism, 1.75 for Rawlsianism, and 1.25 forMarxism. (09/18/2016)

Direct: Exam/Quiz - In Course -Students were presented with threewritten arguments, all for raising theminimum wage, and asked to classifythem as utilitarian, Rawlsian, orMarxian. A 5-6 sentence justificationof each response was requested.The Justifications were rated on a 2point scale: 0 for no appropriatejustification cited, 1 for some graspof the relevant theoretical apparatusand its application, 2 for a strong ofthe relevant theoretical apparatusand its application.


SLO Status: ActiveSLO 1: Recognize, explain, and compare traditional theoretical approaches to moral problems.





in correctly classifying the argumentswas deemed an appropriateperformance target.A 1.75 average for the students'justifications was deemed anappropriate performance target.

SLO 1: Recognize, explain, and compare traditional theoretical approaches to moral problems.




Expected Goal: A 70% success rate(C level or above) in both columns"Thesis or Evaluative Claim" and"Support for Claim and Applicationof Theory" was deemed an

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yes23/26 student essays assessed at C-level or better in both columns, for an 88% success rate.The group showed a strong awareness of the need to substantiate, not merely state, a clearthesis. Whether they sided with a Rawlsian approach to funding college education or not,almost all made an adequate effort to address potential objections to their stated views. Thisseemed like a particularly strong class, and it will be interesting to compare with futureclasses' performance on similar assignments. (09/18/2016)

Direct: Writing Assignment - Full-time faculty created the attachedanalytic rubric in 2008 and havebeen revising it yearly since then.The rubric is meant to be applicableto any philosophy essay assignmentsin Philosophy 10, 10H, 12 and 35.Various aspects of a philosophyessay can be assessed individuallyusing this tool. For this round ofassessment, ability to evaluate aRawlsian approach to affordablecollege education was assessedthrough the rubric.

SLO Status: ActiveSLO 3: Identify and evaluate the arguments offered to defend specific moral positions.





appropriate performance target.

SLO 3: Identify and evaluate the arguments offered to defend specific moral positions.





Direct: Presentation/Performance -After two lectures on Mill's OnLiberty and associated homework,students were arranged in groups of4-5 and presented with a set ofcards, each card detailing a situationraising issues related to free speech.Students were first asked to put intotheir own words arguments theyimagine Mill (a liberal utilitarian) andPlato (a quasi-utilitarian paternalist)might make regarding eachsituation. Then they asked toformulate their own arguments onthe scenario they found mostinteresting and orally report thesearguments when their group wasvisited by the instructor. Eachgroups performance was ranked ona 3 point scale: 0 points: littleattempt to formulate and defend aposition made by anyone in thegroup; 1 point: some attempt madeto formulate a position made by








most members of the group, but noadequate defense offered; 2 points:some members of the group able toformulate and adequately defend aposition, other group membersrelatively quiet when queried by theinstructor; 3 points: each groupmember able to formulate a positionand address instructor's criticalqueries with some sophistication.





Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yes24/28 student essays assessed at C-level in both columns, for an 85% success rate. The groupshowed a strong awareness of the need to substantiate, not merely state, a clear thesis. Allstudents but one stated a clear thesis in response to the specifics of the prompt, and all butfour made an adequate effort to address potential objections to their stated views. Thisseemed like a particularly strong class, and it will be interesting to compare with futureclasses' performance on similar assignments. (09/18/2016)

Full-time faculty created theattached analytic rubric in 2008 andhave been revising it yearly sincethen. The rubric is meant to beapplicable to any philosophy essayassignments in Philosophy 10, 10H,12 and 35. Various aspects of aphilosophy essay can be assessedindividually using this tool. For thisround of assessment, ability toformulate and defend a thesis on themorality of abortion was assessed.


SLO Status: ActiveSLO 6: Plan, organize, and write an essay that argues for a specific moral position.





Expected Goal: A 70% success rate(C level or above) in both columns"Thesis or Evaluative Claim" and"Support for Claim and Applicationof Theory" was deemed anappropriate performance target.

SLO 6: Plan, organize, and write an essay that argues for a specific moral position.




Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: No15/24 were able to provide an example of #1. 18/24 students provided an example of a validsyllogism, but 3 did not provide examples with the desired truth values.16/24 were able to provide an example of #2. 3 students provided examples with the desiredtruth values, but were valid.19/24 were able to provide an example of #3. This seemed to be the easiest construction forstudents.18/24 were able to recognize and explain the impossibility of #4. The 6 students who couldnot articulate the impossibility or thought it was possible had a 33% success rate withconstructions 1, 2 & 3, indicating a general conceptual deficiency regarding validity vs.soundness among these students.

Students averaged 71% correct responses overall, well below the performance target.(09/18/2016)

Direct: Exam/Quiz - In Course -Students were given 10 minutes inclass to attempt constructing theirown example arguments, one foreach of the following, with the hintthat one of the four is impossible. Inthe case of the impossibleconstruction, students were asked toexplain its impossibility in 3-4sentences.

(1) a valid syllogism with falsepremises and a true conclusion(2) an invalid syllogism with truepremises and a true conclusion(3) an invalid syllogism with falsepremises and a false conclusion(4) an valid syllogism with truepremises and a false conclusion


SLO Status: ActiveSLO 3: Define the concepts of validity and soundness and distinguish between them.





Expected Goal: A 90% average wasdeemed an acceptable performancetarget for this exercise.

SLO 3: Define the concepts of validity and soundness and distinguish between them.




Semester Assessed: 2014 - 2015 (Summer 2014)Expected Goal Met: Yes12/13 student essays assessed at C-level or better in both the "Conceptual Knowledge" and"Development and Support" columns, for a 92% success rate. This is impressive given thedifficulty of the assignment, but, again, many of these students have a background inphilosophy and the advanced nature of the course is evident early on, and only seriousstudents remained at the time of this assignment (17 students were enrolled at the beginningof term). (09/18/2016)

Direct: Writing Assignment - Full-time faculty created the attachedanalytic rubric in 2008 and havebeen revising it yearly since then.The rubric is meant to be applicableto any philosophy essay assignmentsin Philosophy 10, 10H, 12 and 35.Various aspects of a philosophyessay can be assessed individuallyusing this tool. For this round ofassessment, ability to distinguish C.S.Lewis's more traditionalunderstanding of faith and salvationin the Christian tradition in contrastto Kierkegaard's was assessed bynoting student performance in the"Conceptual Knowledge" and"Development and Support"columns of the rubric in anappropriate essay assignment.


SLO Status: ActiveSLO 2: Understand a variety of alternative viewpoints about the nature and role of religion.





Expected Goal: A 70% success rate(C level or above) in both"Conceptual Knowledge" and"Development and Support"columns was deemed anappropriate performance target.

SLO 2: Understand a variety of alternative viewpoints about the nature and role of religion.

PHY-10: Intro Gen Physics


Expected Goal: 75% of student coulddescribe atomic transmutationaccurately and solve numericalproblems of half-life

Semester Assessed: 2016 - 2017 (Multiple Semesters)Expected Goal Met: Yes75% of student could describe atomic transmutation accurately and solve numericalproblems of half-life (10/16/2017)

Direct: Exam/Quiz - In Course -Students assessment is based ontheir written description of atomicdecay, atomic transmutation, typesof atomic reactions, and theiranswers to simple numericalproblems on half-life calculations(initial quantity, Final quantity andhalf-life).

SLO Status: Active

SLO 9: Identify sources and types of radioactivity; define the half-life of a radioactive isotope; compare the processes of nuclear fission and nuclear fusion.


POL-1: American Politics


SLO Status: ActiveSLO 5: Explain the civil liberties and civil rights of individuals as articulated in the U.S. Constitution and federal court decisions.





Expected Goal: A target of 65%success rate has been determined bythe Political Science discipline. Theintent is to improve upon this.Related Documents:Pol 1 Hybrid SLO#5 Assessment(Fall 2015).docx

Related Documents:Pol 1 Hybrid SLO#5 Assessment (Spring 2017).docx

Action Plan: Assess every two twoyears. Next time, Spring 2019.(09/11/2017)

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesOut of 68 mid-term exams, 61 succeeded. In other words, 90% of students passed the mid-term exam. This represents a success rate for the SLO #5 of 90%, well above the target of 65%determined by the Political Science discipline. (09/11/2017)

Related Documents:Pol 1 Hybrid SLO#5 Assessment (Fall 2015).docx

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesOut of 148 mid-term exams, 131 succeeded. In other words, 88.5% of students passed themid-term exam. This represents a success rate for the SLO #5 of 88.5%, well above the targetof 65% determined by the Political Science discipline. (09/30/2016)

Direct: Exam/Quiz - In Course - Themid-term exam is a three essay test.Students choose from a selection ofessay questions based on thematerial from the first half of thecourse which covers theconstitution, federalism, civilliberties and civil rights.

SLO 5: Explain the civil liberties and civil rights of individuals as articulated in the U.S. Constitution and federal court decisions.


POL-4: Introduction to World Politics


Expected Goal: A target of 65%success rate was determined by thePolitical Science discipline. Theintent is to improve upon this.

Action Plan: I plan to assess thisSLO again with a similar methodnext time it's offered. (10/05/2018)

Semester Assessed: 2013 - 2014 (Fall 2013)Expected Goal Met: YesAnalysis of Machiavelli’s “The Prince” book-review:

13 Students

3 “A” grades6 “B” grades3 “C” grades1 less than “C”

Direct: Writing Assignment - Themain essay for this class was a bookreview of Machiavelli's "The Prince"with an emphasis on how thearguments in this classic text relateto the current global system.


SLO Status: ActiveSLO 6: Analyze and evaluate key topics such as globalization, conflict, cooperation, diplomacy, international law, human rights, and international political economy.


https://mvc.tracdat.com:443/tracdat/viewDocument?y=Wt7qA5elMzeU


https://mvc.tracdat.com:443/tracdat/viewDocument?y=qZ3MDEoZdlPa



POL-4: Introduction to World Politics


93% of the students succeeded in this assignment (02/29/2016)

SLO 6: Analyze and evaluate key topics such as globalization, conflict, cooperation, diplomacy, international law, human rights, and international political economy.





Action Plan: The performance goalwas partially met, but there is roomfor improvement. Elaborate moreon the specific topics studentsstruggled with next semester, andreassess this SLO. (05/19/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesTo assess this SLO, six multiple-choice questions from the cumulative final exam wereutilized. Four of the questions pertained to the psychodynamic perspective and twoquestions covered the humanistic perspective.For the question that asked students to identify the psychodynamic perspective based on abrief case, 8 out of 12 students (67%) gave the correct answer.For the question that asked psychodynamic perspective’s explanation to structure ofpersonality, 8 out of 12 (67%) students gave the correct answer.For the question that asked students to explain the purpose of projective tests, 9 out of 12students (75%) gave the correct answer.For the question that asked students psychosexual stages of personality development, 8 outof 12 (67%) students gave the correct answer.For the question that asked students to explain the concept of self-actualization from thehumanistic perspective, 11 out of 12 (92%) students gave the correct answer.For the question that asked students about humanistic therapy, 12 out of 12 (100%) studentsgave the correct answer.More than 70% of the students answered 3 out of the 6 questions correctly, and 67% of thestudents gave the correct answer to the other 3 questions, which was very close to my 70%target. The performance goal was partially met, but there is room for improvement. (05/19/2015)


Action Plan: Q3) relative to theSemester Assessed: 2015 - 2016 (Spring 2016)Direct: Exam/Quiz - In Course -


SLO Status: ActiveSLO-1: Explain and compare major theoretical perspectives of psychology






cognitive model, students wereasked how irrational thought wouldor would not hinder progress.

With the exception of the spring2016 Weds. night class, efforts toimprove student performancebetween semesters did not work.

The plan is to focus on the role ofirrationality and how it can hindertherapeutic outcomes and to re-measure in the fall of 2016. Isuspect that students were notfocusing on the hindering part andthat’s the area I’ll give additionalemphasis. (09/14/2016)

Expected Goal Met: YesRelative to the different perspectives in the treatment of abnormalities, the followingquestions were analyzed:

1) regarding the medical model, students were asked to identify the physical problemsassociated with a sniper in 1966 (who was later found to have a tumor).2) relative to the medical, psychoanalytic, and behavioral models as an example, studentswere asked to identify which models were about personal responsibility and which were not.3) relative to the cognitive model, students were asked how irrational thought would orwould not hinder progress.4) relative to the sociocultural model, students were asked to identify how disorders can berelated to economic status.

Fall 2015 MW code 29319 (N=37) Wed night code 29325 (N=32) TuTh code 29323 (N=35)Q1: 73% correct Q1: 81% correct Q1: 63% correctQ2: 89% correct Q2: 97% correct Q2: 83% correctQ3: 57% correct Q3: 50% correct Q3: 63% correctQ4: 95% correct Q4: 84% correct Q4: 91% correct

Spring 2016 MW code 24874 (N=31) Wed night code 24867 (N=36) TuTh code 24866 (N=33)Q1: 74% correct Q1: 72% correct Q1: 76% correctQ2: 87% correct Q2: 94% correct Q2: 85% correctQ3: 42% correct Q3: 78% correct Q3: 52% correctQ4: 90% correct Q4: 94% correct Q4: 88% correct

Conclusion: Across the board between sections as well as between semesters, students areNOT meeting the performance target via the question about the cognitive model and the roleof irrational thought (Q3) concerning one facet of SLO #1 with the exception of the spring,2016 Weds. night section. All other questions revealed success with the exception of TuTh infall of 2015 in dealing with the role of the medical model and biological issues. (09/14/2016)


Action Plan: Students continue tosucceed, but the fall 2017 class









improved by 7%. The action planwas to emphasis that noteverything is about consciouspsychological processes accordingto many models, thoughpsychology can play a role.Students like this and continue toget it, so the plan going forward isto continue with the emphasis.(02/27/2018)

Relative to the different perspectives in the treatment of abnormalities, the followingquestion was analyzed (the question combined 3 perspectives):

The medical, psychoanalytic, and behavioral models all agree that: The answer is thatabnormal behavior is associated with factors that are beyond he person’s conscious control.Spring 2016, Psy 1TuTh code 29323 (N=35) 83% correctFall 2017, Psy 1 TuTh code 28432 (N=39) 90% correct (02/27/2018)

multiple choice format betweenspring 2016 and fall 2017. All datawas calculated based on an itemanalysis of the comprehensive finalexam. The TuTh psych 1 sectionswere chosen because of overall lowsuccess rates, though all sections ofpsych 1 struggle with those rates.

Expected Goal: Students whoreceived at least a 70% correctresponse score of the

Related Documents:Psych 1 Assessment Materials Used for SLO MeasurementSpring 2018 (Zeeb).docx

Action Plan: The results of theassessment of this particular SLOdemonstrate that students needmore support in terms ofthe related concepts. Moreemphasis should be placed on thisSLO in lecture, in terms of givingstudentsaccess to appropriate informationand developing assignments morecatered to these concepts.

(06/15/2018)

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: NoThe assessment tool I used was a final exam that has been used for several semesters in thepast and requires the students to demonstrate mastery of the psychological theory conceptsbased on the information in the class. Students were also asked to specifically identifyimportant features of the theory and compare and contrast different theories discussed inthe course. In analyzing the SLO data, 13 out of 21 students assessed received a score of 70%or higher, which equates to 61% of the students. I believe this assignment and data doadequately measure the SLO as the student would demonstrate this mastery based on theirperformance on the final exam. I believe that the 61% of the sample did not reach aperformance target but does show that over half of the students were able to master theSLO. I think part of the reason for this result is that there was not a specific assignment tothis particular topic and not enough emphasis was placed on it in class. To address theseissues in assessing this particular SLO and to help students master this in the future, moreemphasis will be placed in lecture and in assignments, which will provide adescription/explanation of the different theories as to how students can effectively identifyimportant features of the psychological theories. In future semesters, I plan to assess adifferent SLO to address other SLOs put forward by the department. This SLO will be SLO #3which is; Identify the research methods used in psychological science. (08/28/2018)

Direct: Exam/Quiz - In Course -Students were given a final exam,which has been modified overprevious semesters to address thisparticular SLO. Students respondedto several questions, includingmultiple choice and essay formats toassess this particular SLO. Thisassessment required students torespond to several questions inconnection to the different theoriesof psychology covered in the course.This demonstrated whether studentscould understand the importantaspects of theory and if they couldidentify relevant information orrespond in an open-ended mannerto reflect understanding of theconcepts.








questions/items found in the examwould demonstrate satisfactorymastery of the SLO measured.






Action Plan: Reassess this SLO inthe upcoming semesters withquestions that focus on otherapplications of psychologicalprinciples to social andorganizational settings.(05/19/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesTo assess this SLO three questions from the final exam that focused onIndustrial/Organizational(I/O) Psychology were utilized.For the question that tested students' understanding of the focus of I/O Psychology, 11 out of12 (92%) students gave the correct answer.For the question that asked about various types of employment commitment, 11 out of 12(92%) students gave the correct answer.For the question that asked about the Hawthorne Effect, 10 out of 12 (83%) students gavethe correct answer. (05/19/2015)


Action Plan: SLO 4: spring 2017 didexcellently, but the fall 2017section dropped dramatically(13%), with 10 students answering“They confirmed the idea that whatwas good for business was good forthe employee.” It appearsimperative to again emphasis notjust the successful answer, but whyother choices are, well, wildly

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: NoA question was asked about how the Hawthorne Studies affected research: The answer was itmoved research away from time and motion studies and toward human relations.

Spring 2017, Psy 1, TuTh code 22570 (N=30—4 students did not show for the final) 80%correct

Fall 2017, Psy 1, TuTh code 28432 (N=39—all took the final) 66.7% correct (02/27/2018)

Direct: Exam/Quiz - In Course -Comprehensive Final Exam in amultiple choice format for used inspring and fall 2017 semesters. Abetween-sections analysis for thespring and fall 2017 semesters. Alldata was calculated based on anitem analysis of the comprehensivefinal exam. The TuTh psych 1sections were chosen because of


SLO Status: ActiveSLO-4: Understand and apply psychological principles to personal experience and social and organizational settings






incorrect.Overall success rates in psych 1continue to be low. The reasons arevaried and slippery (the fall 2017MW psych 1 had 91% retention anda success rate of 77%). Based on apilot study within the District a fewyears ago surveying psychologystudents about why they do notsucceed, it seems due to anabundance of issues not connectedto the discipline, and informalinformation from students seemsto substantiate that view. It wouldbe interesting to tease out thedifference in success betweenpsych “majors” vs. studentsotherwise taking psych 1. In anycase, clearly psychology is involvedand efforts by faculty to raiseinterest will remain. (02/27/2018)

overall low success rates, though allsections of psych 1 struggle withthose rates.

SLO-4: Understand and apply psychological principles to personal experience and social and organizational settings




Action Plan: Reassess this SLO in alarger classroom setting with adifferent assignment. (05/19/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesAll students wrote about their experiences in the 12-week program. Their essays were

Direct: Rubric - A short paper wasassigned to students at the end ofthe12-week Study Abroad Programto assess this SLO. In this paper the


SLO Status: ActiveSLO-5: Recognize and understand the impact of diversity on psychological research, theory, and application





Expected Goal: At least 75% of thestudents should receive 4 or 5 pointsout of 5 on the rating scale.

reviewed and scored on a 5-point scale, The main focus of this assessment project was to seewhether the student were able to recognize the impact on culture on human mind andbehavior.

Two students received 3 points (average) out of 5.Six students received 4 points (good) out of 5.Four students received 5 points (excellent) out of 5.The class average was 4.16 out of 5.83.3% of students received a good or excellent rating for this assignment. (05/19/2015)

students were asked to reflect onsome or all of the followingquestions: In what ways is theculture where you studied differentfrom your own? How is this culturesimilar to your own? What, ifanything, shocked you? How doesthis culture define “learning” or“knowledge”? How have culturaldifferences made you more aware ofyour own culture---of its benefits,limitations, strengths, or biases?In what ways might your ownculture/society benefit by learningfrom that of others, specifically fromthe one in which you studied?How do cultural differences allowothers to view you differently thanyou view yourself?

Students’ ability to recognize andunderstand the impact of diversityand cultural differences in humanbehavior and formation of attitudeswas rated based a rubric thatconsisted of a 5-point Likert typescale (1-Poor, 2-Below Average, 3-Average, 4-Good, 5-Excellent).

Action Plan: SLO 5: a complicatedquestion about how negative



SLO-5: Recognize and understand the impact of diversity on psychological research, theory, and application






stereotyping can translate intoracial/ethnic/genderdiscrimination. This is an interestingquestion to correlate with thequestion related to SLO 2 about therole of multiculturalism, whichseems relatively easy to grasp. Amess with the multiculturalismquestion, but the rathercomplicated question aboutnegative stereotype threat was asuccess in both spring and fall,2017, though the spring showed a7% increased success rate. The plangoing forward is to link the twodirectly during lecture anddiscussion as the question for thisSLO may be of interest, while thequestion about multiculturalismmay seem to banal?

Overall success rates in psych 1continue to be low. The reasons arevaried and slippery (the fall 2017MW psych 1 had 91% retention anda success rate of 77%). Based on apilot study within the District a fewyears ago surveying psychologystudents about why they do notsucceed, it seems due to anabundance of issues not connectedto the discipline, and informalinformation from students seems

A question was asked about stereotype threat, discrimination, and self-fulfilling prophecy.The answer was that research on stereotype threat shows that negative stereotyping cancause a self-fulfilling tendency in its victims.

Spring 2017: 80% correctFall 2017: 87% correct



multiple choice format for used inspring and fall 2017 semesters. Abetween-sections analysis for thespring and fall 2017 semesters. Alldata was calculated based on anitem analysis of the comprehensivefinal exam. The TuTh psych 1sections were chosen because ofoverall low success rates, though allsections of psych 1 struggle withthose rates.






to substantiate that view. It wouldbe interesting to tease out thedifference in success betweenpsych “majors” vs. studentsotherwise taking psych 1. In anycase, clearly psychology is involvedand efforts by faculty to raiseinterest will remain. (02/27/2018)





Action Plan: I plan on keeping myScience vs. Pseudoscience sectionthe same, as students didexceptionally well here, but forfuture classes I plan on revising my“reporting by the media” section toincorporate more examples of goodreporting. This semester I focusedon examples of bad reporting, andthat may have given some studentsthe idea that all reporting is bad,which is certainly not true. Inaddition to including severalexamples of good reporting, I planon having an in-classassignment/project where I canshow multiple clips of the news (or

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesAssignment results (SLO #2):

Section 22124 (21 students): Section 22114 (26 students):19 of 21 turned in the assignment 26 of 26 turned in the assignment16 of 19 received 70% or higher [84%] 18 of 26 received 70% or higher [69%]


Although we achieved our target, there is room for improvement as I believe this is a taskthat could easily see 90% or more of students succeeding. For the most part, studentsseemed to understand the difference between Science and Pseudoscience and earned thosepoints, but where some people made mistakes was on the popular media reports. Mostwere quick to notice irresponsible or incorrect reporting, which is good, but some students

Direct: Writing Assignment - One ofthe first topics covered in the coursewas Science vs. Pseudoscience, aswell as the proper interpretation ofstatistics (notably, that you cannotdetermine causation from acorrelation, as that seems to be anincredibly common mistake in thepopular media). Students weregiven an assignment that requiredthem to a) find an example of apseudoscience product beingpresented as science (e.g., PowerBalance bracelets, Magnet therapy,etc.) and b) a news report/articlethat presented scientificpsychological data. Students were

SLO Status: Active2: Critically evaluate research articles as well as information presented in the popular media.





Expected Goal: At least 70% ofstudents will achieve a passing grade(70% or higher) on their assignment.

other media) and have studentsdecide if it is or is not responsiblereporting, followed by a discussionof why or why not. (09/13/2016)

believed accurate reporting to be inaccurate. Although it is certainly important for studentsto use critical thinking and have a healthy dose of skepticism when evaluating media reports,I do not want them to automatically assume *ALL* reports are inaccurate. In future classes Iwill make sure to bring in and present multiple examples of responsible reporting, so thatboth sides of the issue are more clearly displayed. (09/13/2016)

asked to apply what they hadlearned in class to note why theproduct was a pseudoscience ratherthan a science, and to assess theaccuracy of the news report in a 2-3page paper.

Action Plan: All of the assessedstudents met the performancetarget. This may have reflectedwhen in the semester theassignment was given (week 13),such that students had hadsubstantial time to appropriatelygauge the disparity betweenprimary scientific articles andscientific journalism.

Though the performance targetwas met for the students whoturned in the assignment, 4 out of19 students did not submit theassignment. In future courses, I willreduce the number of homeworkassignments and change the policyfor late work; specifically, studentswill have a deadline and anaccompanying one week graceperiod to turn in assignments. After

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: Yes15 out of 19 final students turned in the final homework assignment. The overall average forstudents who turned in the assignment was 90%. 15 out of 15 students scored at or higherthan 75%.

(02/27/2018)

Direct: Writing Assignment - Thelast homework assignment in theclass has students critically analyze ascientific (psychology) media reportin terms of the original scientificarticle. Students had to compare thetwo reports and look for and notedisparities. Students had to addressthe questions for each of thefollowing sections:Media report: What claims are beingmade? What is the evidence tosupport the claims? Do you think theevidence supports the claims? Whatare limitations of the evidence?What are better ways to test theclaims? Scientific report: Whatclaims are being made? How did theactual researchers test the claims?Do you think the evidence supportsthe claims? What are limitations ofthe evidence? Are there better ways

2: Critically evaluate research articles as well as information presented in the popular media.





Expected Goal: At least 75% of thepapers assessed would achieve apassing grade (70% or higher).

that grace period, the assignmentswill no longer be accepted. This isin an effort to reduceprocrastination that may have beenan unintended consequence of theprevious policy – where studentscould turn in any late work until theweek prior to finals week. (02/27/2018)

to test the claims? Comparing mediareport to scientific report: Did themedia accurately report thescientific study? What are someimportant things the media reportleft out?

When grading the assignment, Ilooked for the following criteria:students summarized the mediareport, students understood andsummarized the scientific report,and students could identifydisparities between the two reports.

2: Critically evaluate research articles as well as information presented in the popular media.




Semester Assessed: 2013 - 2014 (Spring 2014)Expected Goal Met: YesI evaluated these two Introduction to Sociology classes Spring of 2014 for proficiency with theconflict theory using a brief video expose on the Heaven's Gate Cult. One class earned an83% average (N=38) while the other class earned an 85% (N=44). The lower scoring class wasoffered extra credit for collaboration with classmates. For the higher scoring class,collaboration was merely suggested. No significant difference between the two was found.

Direct: CapstoneProject/Assignment - Analyze asocial phenomena, such as a cult, agovernment policy or law, or aninstitution within society using asociological theory such as structuralfunctionalism, symbolic


SLO Status: ActiveSLO 1: Demonstrate a comprehension of the basic theoretical foundations of sociology.





Expected Goal: Eighty percent ofstudents should earn a C or betteron their theory papers.

(09/16/2014)interactionism or conflict theory.

Expected Goal: The rubricdistinguished between no mastery,low, medium and high mastery. Itwas expected that 70% of the classwould score at least with mediummastery.

Action Plan: Describe what plan todo in fall 2016 here (example:refining rubric, adding self-assessment for students(06/15/2016)

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yesplaceholder: describe the findings; what percentage of students apprpropriately appliedtheory; what percentage coorectly applied concepts (using the categories in the rubric) -Alsso - what learned from this and how modified teaching (06/15/2016)

Direct: Problem-Based Learning -Application paper in which studentsdirectly observed agroup/organization, analyzed andexplained group culture,socialization, structure and socialdynamics using concepts from twotheoretical perspectives. A rubricwas used to evaluate appropriateuse of course concepts andtheoretical perspectives.

SLO 1: Demonstrate a comprehension of the basic theoretical foundations of sociology.



Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yesthe data from Fall 2014 shows that 92% of students scored number 20 correctly, and that88% scored number 21 correctly. Between the two, 90% of students got these correct.

Direct: Common, embeddedquestions within a test - 20. Whichof the following is an example ofnonmaterial culture?

SLO Status: Active

SLO 3: Demonstrate a knowledge of the key concepts and principles in the following areas of specialty within Sociology: Culture, Socialization, Large Organizations, Crime andDeviance, Marriage and Family Relations, Race and Ethnic Relations, Gender and Age, the institutions of health care and education.





Expected Goal: 75% of the classshould get these correct.

(05/12/2016)a. Technologyb. Symbolsc. Clothingd. Utensilse. Books

21. Which of the following is anexample of material culture?a. Valuesb. Languagec. Beliefsd. Normse. Transportation

SLO 3: Demonstrate a knowledge of the key concepts and principles in the following areas of specialty within Sociology: Culture, Socialization, Large Organizations, Crime andDeviance, Marriage and Family Relations, Race and Ethnic Relations, Gender and Age, the institutions of health care and education.

SOC-10: Race/Ethnic Relations


Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: YesFor the questions listed, the following results were obtained:

1. Which phrase best describes discrimination?A. hating others because they are differentB. avoiding others because they are distinctiveC. perceiving others in negative termsD. denying others access to valued resources

Direct: Common, embeddedquestions within a test - Thefollowing questions will beembedded into the first exam:

Which phrase best describesdiscrimination?A. hating others because they aredifferentB. avoiding others because they are

SLO Status: ActiveSLO 1: Demonstrate a knowledge of classical and contemporary theoretical explanations of race and ethnic relations in the social sciences.





Correct response D. N=37, or 93%

2. Which of the following is not a characteristic of ethnicity?A. religionB. languageC. eye colorD. family practices

Correct response C. N=38, or 95%

3. Which of the following is not a type of discrimination?A. genocideB. integrationC. expulsionD. segregation

Correct response B. N=40, or 100%

4. Which is not part of Robert Merton's categorization of the relationship between prejudiceand discrimination?A. all-weather liberalB. active bigotsC. timid bigotsD. hypocritical liberals


5. The internal colonialism model of ethnic relations best fits which group(s) in the UnitedStates?A. Native AmericansB. African AmericansC. Mexican AmericansD. all of the above

distinctiveC. perceiving others in negativetermsD. denying others access to valuedresources

Which of the following is not acharacteristic of ethnicity?A. religionB. languageC. eye colorD. family practices

Which of the following is not a typeof discrimination?A. genocideB. integrationC. expulsionD. segregation

Which is not part of Robert Merton'scategorization of the relationshipbetween prejudice anddiscrimination?A. all-weather liberalB. active bigotsC. timid bigotsD. hypocritical liberals

The internal colonialism model ofethnic relations best fits whichgroup(s) in the United States?A. Native Americans

SLO 1: Demonstrate a knowledge of classical and contemporary theoretical explanations of race and ethnic relations in the social sciences.





Expected Goal: 5/7 questionsanswered correctly (71%)


6. Middleman minority theories do not emphasize which of the following?A. resources of ethnicsB. threats among ethnicsC. assimilation of ethnicsD. petit bourgeois activities

Correct response C. N=33, or 83%

7. Sociobiological theories of ethnicity emphasize which of the following?A. the impact of culture on genesB. the constraints of social structure on genesC. the strategies of genes to stay in the gene poolD. all of the above


The benchmark was met and exceeded for all but the last question. Future courses mightspend more time on sociobiology and the interplay between genetics and social behavior. (10/30/2017)

B. African AmericansC. Mexican AmericansD. all of the above

Middleman minority theories do notemphasize which of the following?A. resources of ethnicsB. threats among ethnicsC. assimilation of ethnicsD. petit bourgeois activities

Sociobiological theories of ethnicityemphasize which of the following?A. the impact of culture on genesB. the constraints of social structureon genesC. the strategies of genes to stay inthe gene poolD. all of the above

Students are expected to score atleast 5/7 on these measures to reachthe benchmark of 71%.

SLO 1: Demonstrate a knowledge of classical and contemporary theoretical explanations of race and ethnic relations in the social sciences.


SLO Status: ActiveSLO 1: Discuss and analyze the importance of the family as part of an interconnected system of social institutions embedded in a specific culture.





Expected Goal: 75% of studentsshould score an average of 75% ontheir papers.

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesThe average score for this research paper was 71.43%, which fell slightly below the target.(03/24/2015)

Direct: Writing Assignment -students assigned a research paperexploring the claims of a journalistwho recommends not marrying a"career woman" based on the socialscience research. Students arerequired to check the validity of thejournalist's use of these studies tosubstantiate his claims. With thisassignment, students see family asinterconnected to the economy andbusiness world.

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: YesStudents scored the following on the writing prompt:


Mean=4.64

Analysis: students were easily able to identify traditional Chinese values regarding boys asmore desirable, and the historical reasons for this (acquisition of property, continuation oflineage, continuity of care in old age, lengthy emotional ties over the life course). They tiedthis to their own cultures, which had preferences for boys or no preference (no onementioned a cultural preference for daughters but two students mentioned that motherstend to prefer girls and fathers, boys). Some became confused between the preference forone gender of child and an overarching male-dominated society. This is reflective of theChinese culture, where many families desire daughters, but NEED sons for the economic

Direct: Case-Based Study - Studentswill watch a film called China's LostGirls, about the government's one-child policy, and the social, political,and economic effects of this policyon families in China. They will thenengage a writing prompt to evaluatetheir analysis of the policy oncultural preference, prosperity, andabandonment/infanticide of femalechildren that occurred under thepolicy. Embedded in this analysis isthe realization of very realconsequences of the culturalpreference for boys and the eventualshortage of girls to marry oreducate. The goal is for students toidentify the interconnectedness of






Expected Goal: Students should earn4/5 (80%) on this exercise.

advantages.

Specifically, students pointed out that sons were sometimes preferred because they wereseen as cheaper, easier to care for, more likely to approve of the things that the father does,will work more for the family, or give the family status. This parallelled the Chinese desire forboys to care for the parents in old age, to obtain more farm acreage from the government, orto carry on the family name and give the family status. On the other hand, Latinx studentspointed out that they lived in a male-dominated household where men functioned asbreadwinners and girls were married and expected to be stay at home mothers. Thismanifested in more freedom for boys, and some individual, rather than societal preference.

A suggestion that comes away from these findings is the need to make sure that studentsunderstand the differences between societal-level and individual-level processes and howthese work interchangeably to create gender preference on each. (10/18/2017)

social institutions and the linkagesbetween what happens in largersociety and the effects on the micro-level, families. Another sub-goal isfor students to tie Chinese socialprocesses to their own lives andcultures.

The following open-ended questionsare included in the prompt:

1. How did cultural values affectpreference for boys in China?

2. Why were boys preferred overgirls?

3. What happens if a family violatesthe one-child policy?

4. In our culture, which gender (ifany) is preferred?

5. If your family is originally fromanother culture, how is genderpreference viewed?



SLO Status: Active

SLO 4: Use sociological concepts and theories to analyze the future of families (including divorce, remarriage, and alternative family structures).





Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: Nothe questions measured the current and future states of divorce and single parentfatherhood using sociological analysis. The results showed that 84% of students got question29 correct, 82% got question 34 correct, 67% got number 43 correct and 67% got question 39correct. Overall, students got half of the questions correct. (12/02/2015)

Direct: Common, embeddedquestions within a test - 34. (p. 390)One of the most consistent findingsof the research into the effects ofdivorce is thatA. mothers are often bitter andemotionally distraught.B. children recover rather quickly.C. fathers after divorce are not asinvolved with their children as theymay have been before.D. fathers resent paying alimony.

39. (p. 397) Children who seem finein the period shortly after theparents' divorce, but experienceemotional difficulties later in life, aresaid to suffer fromA. delayed anxiety.B. a delayed reaction called sleepereffect.C. adult depression.D. a delayed reaction called latentdepression.

29. (p. 385-388) Which of thefollowing individual risk factorsincreases the likelihood of divorce?A. premarital cohabitationB. young age at marriageC. being African AmericanD. all of the above






Expected Goal: 75% should score80% average or better on thesequestions

43. (p. 393) Single father familiesnow represent ____% of singleparent familiesA. 11B. 13C. 15D. 2


SOC-2: Amer Social Prob


Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: YesThe results were as follows:


Mean=4.08

After consideration of individual questions, it was noted that students did not have troubleidentifying the social and psychological effects of poverty on their lives, or the central

Direct: Case-Based Study - Studentswill view a documentary, Poor Kids(PBS), and learn about the centralconcerns and foci of underprivilegedchildren in three areas of the U.S.They will learn about rural and urbanpoverty and the barriers the childrenface in social mobility. Then, awriting prompt will be provided toask students about the children'scentral concerns, their identity shiftsdue to poverty, their outlook for

SLO Status: ActiveSLO 1: Recognize and identify important social problems confronting contemporary U.S.



SOC-2: Amer Social Prob


Expected Goal: Students should earn4/5 (80%) on the writing prompt.

concerns of the children (food, housing, preservation of belongings). Students readilyidentified the ways in which the children were forced to grow up prematurely, or theirconcerns reflected responsibility for adult problems, or their own disregard of their ownhappiness in light of other family members' contentment. Equally clear was students'analysis of the children's future. However, the final question regarding possible solutions tothe problem of child poverty was problematic for the students. Many appeared to focus onthe individual level and solutions to poverty that were locally or family-based. This suggeststhe need for more emphasis in lecture on policy and program-focused solutions and theinvestigation of solutions using social organizations and government or educationalinstitutions. (10/02/2017)

success, and possible program andsociety-based solutions. The promptcontains 5 open-ended questions.

The questions on the writing promptare as follows:

1. How did being poor affect thekids' lives in "Poor Kids?"

2. What were the children's centralconcerns in the film?

3. How did being poor force thechildren to grow up early, or concernthemselves with "adult" worries?

4. What do you think is the futurefor these kids, and why?

5. What could be done at thesocietal level to help families facingpoverty?

SLO 1: Recognize and identify important social problems confronting contemporary U.S.

SOC-20: Criminology


SLO Status: Active

SLO 3: Demonstrate a knowledge of the interrelationships between social organization, the perception of social harm, and the dynamics of social control.



SOC-20: Criminology


Expected Goal: 70% or average of3/5 on the quiz.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesThe measure was intended to assess how well students could apply criminological theory andthought to a specific incident of social disorder and public harm; namely, the LA Riots of1992. Students watched a video of the riots following a lecture on Merton's strain theoriesand then were asked to apply the lecture to analyze the catalyst, real reasons, and effects ofthe riots on social order. Overall, the average score was 88.7%, with 18/32 students (56%)obtaining an 80% or better and 35/38 (92%) of students landing above the 70% benchmarkset for proficiency. (03/25/2016)

Direct: Exam/Quiz - In Course -Students will submit a short essayquiz discussing the dynamics ofsocial control, the socialorganization, and the perception ofsocial harm as they relate to onehistorical event of disorder.

SLO 3: Demonstrate a knowledge of the interrelationships between social organization, the perception of social harm, and the dynamics of social control.

SPA-1: Spanish 1


Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents were able to meet the expected target. I averaged the scores in both Midterm andFinal exams, and the result was as follows. 91% of the questions were responded correctly inthe Midterm and 87% in the Final Exam. (06/12/2015)

Direct: Presentation/Performance -Students were shown videos withcultural content in each of theopening chapters of the book: USA,Paraguay, Argentina, Uruguay,Ecuador, El Salvador, Honduras,Nicaragua, Chile, Colombia andPanama. The content includesgeographical location, languagesspoken other than Spanish, food,places of interest, religions, climate,traditions, indigenous presence, etc.An important part of thepresentation of the country is thegeography of all the Spanishspeaking countries. Students identify

SLO Status: ActiveSLO 3: Reflect on and evaluate similarities and differences in specific cultural practices and perspectives.



SPA-1: Spanish 1


Expected Goal: The assessment ofthis learning outcome is by means ofa written questionnaire as well as amap of Latin America so they canidentify the countries. The target iscompleting 8 out of 10 culturalquestions that were given inMidterm and Final tests.

the location of the country in a map,the capitals, the nationalities, etc. inorder to become acquainted withthe location and the proximity ofother countries. After thepresentation, they are given a timeto reflect and voice his/her opinionabout the differences andsimilarities of Latin Americancultures and their own culture.

SLO 3: Reflect on and evaluate similarities and differences in specific cultural practices and perspectives.


SPA-12: Lat Amer Culture, Civilization


Action Plan: In order to improvestudent learning and to make thematerial from the textbook morecomprehensible, I have spoken tothe publisher's representative andhave requested that the textbook"Latin America and its People" be

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesThis course is now being offered on a continuous basis because it is part of the new ADT thatwas developed by the discipline; therefore, this is the first time this course has beenevaluated. Overall student performance was at 81%. Activities that helped students reachthe performance target were weekly readings and homework assignments that preparedthem for weekly quizzes, which in turn prepared them for the final exam. (02/19/2016)

Direct: Test/Retest - Students took afinal exam in which they were givenforty multiple choice questions.Throughout the semester studentscompleted homework assignmentsand took chapter quizzes thatprepared them for the exam.


SLO Status: ActiveSLO 1: Demonstrate an understanding of the evolution of Latin America’s political, economic, religious, cultural, and social systems from its origins through the present.





Expected Goal: The SpanishDiscipline has agreed upon an 80%target performance for student workassessed will indicate competency inthe SLO being assessed.

condensed from fifteen to twelvechapters. (02/19/2016)

Through the multiple choicequestions, students were assessedfor an understanding on theevolution of Latin America's political,economic, religious, cultural, andsocial systems from its origins to thepresent.

SLO 1: Demonstrate an understanding of the evolution of Latin America’s political, economic, religious, cultural, and social systems from its origins through the present.



Expected Goal: The Spanishdiscipline has agreed upon an 80%target performance for student work

Action Plan: In order to improvestudent learning and to make thematerial from the textbook morecomprehensible to students, I havespoken to the publisher'srepresentative and have requestedthat the textbook "Latin Americaand it's People" be condensed fromfifteen to twelve chapters.(02/28/2016)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesThis course is now being offered on a continuous basis because it is part of the new ADT thatwas developed by the Spanish discipline; therefore, this is the first time this course has beenevaluated. Overall student performance was at 82%. Activities that helped students reachthe performance target were weekly readings and homework assignments that preparedthem for weekly quizzes. As a whole, there activities prepared students for the final exam.(02/28/2016)

Direct: Test/Retest - Students took afinal exam which consisted of threecomprehensive essay questions.One question of the final exam was acompare and contrast compositionin which students focused on onetopic of Latin American culture vsU.S. culture. Students were assessedon knowledge of topic as well ashistorical events that have shapedboth cultures and civilizations.

Start Date: 11/11/2014SLO Status: ActiveSLO 2: Compare and contrast the Latin American way of life and world view with one’s own.





assessed will indicate competency inthe SLO being assessed.

SLO 2: Compare and contrast the Latin American way of life and world view with one’s own.




Expected Goal: The Spanishdiscipline has agreed upon on 80%target performance for student workassessed will indicate competency inthe SLO being assessed.

Action Plan: No action plan isneeded at the moment. Becausestudents are given time to preparetheir topic and review the notesand handouts they are giventhroughout the semester, they areable to provide a well structuredand developed presentation.(02/28/2016)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesThis course is now being offered on a continuous basis because it is part of the new ADT thatwas developed by the discipline; therefore, this is the first time this course has beenevaluated. Overall student performance was at 94%. Activities that helped students reachthe performance target were weekly lectures, weekly readings, homework assignments, andweekly quizzes. All these activities, as well as students research and planning, preparedstudents for Power Point presentation. (02/28/2016)

Direct: Presentation/Performance -Students prepared a Power Pointpresentation and presented it to theclass. Each student was assigned atopic that dealt with one historicalevent. Through these classpresentations, students were able toattain a more insightful view of thathave lead to the formation of LatinAmerica as a culture and civilization.Students presented varied topicsthat focused on politics, economy,religion, culture and societalsystems.


SLO Status: ActiveSLO 3: Interpret contemporary Latin American civilization and culture in light of its history.

SPA-2: Spanish 2





SPA-2: Spanish 2


Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesWhy did you choose that SLO?

I know from experience that many students tend to generalize the cultural aspects, one ofwhich is food/traditional dishes of Spanish speaking countries. My goal is to increase theawareness of differences of the student in cultural practices which include the preparation oftraditional recipes and/or dishes through reflecting and evaluating similarities anddifferences in the cultural aspect of food (recipes).What specific topic does this project focus on?The students researched a food or (platillo/specific food) that was specific to a region of aSpanish speaking country. The recipe or description of the food/recipe was shared with theclass in a 5 minute presentation focused on sharing the country and region where the recipeoriginated as well as the ingredients and preparation of recipe. This assignment was given onweek 9 of the semester. Students had been writing short (one paragraph of 6 – 8 sentences)short essay answers on homework and on exams throughout the semester.Describe your inquiry strategy, including the assessment toll, scoring criteria, and timeline.Students were informed to refer to Chapter 5 (Sabores y colores) in their text and use thevocabulary from the book and their own dictionaries. The text also provided an example ofthe exercise. Students were given the take home assignment/homework and submitted oneweek later. Additionally, I provided a model assignment/presentation by sharing my favoritedish and it’s preparation with the class before the final date to submit the assignment.

Grading:The paragraphs were scored holistically based on comprehension, content, grammar andvocabulary. Each category was assigned 5 points for a total of 20 points.The following rubric used was as follows:


Below find the results:

Direct: Writing Assignment -Student will research and write a 1.5page composition in Spanishdescribing two aspects of culture orhistory for an assigned Spanishspeaking country.





SPA-2: Spanish 2


5% did not meet expectations10% began to meet expectations70% met expectations

15% exceeded expectationsI was pleased with the results, as the ‘did not meet expectations’ category was a very smallpercentage and the majority of the students, a total of 85% of the students met or exceededexpectations. I explained the assignment again and provided more guidance and writtenexercises to the specific student. After a couple of weeks, I asked the student to re-submitthe assignment. The student scored better and moved to the met expectations category.What modifications were made to the curriculum?No modifications were made to the curriculum. However, the class continued to refer totheir research and new vocabulary they had learned through this assignment.Describe your re-inquiry strategy, including the timeline and results.The overall goal was met. All students met the expectations earning a score of 3 or more. Ihave continued to use this assignment and now include other aspects of research such as, inwhat cultural celebrations or occasions are the traditional dishes prepared? (09/14/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesThe following scale was used to grade the oral presentation. DID NOT meet expectations (69% and below) BEGAN to meet expectations (70 - 79%) MET expectations (80% -89%) EXCEEDED expectations 90% and aboveResults:



Notes: Rubric for Oral Presentationis attached.

Direct: Presentation/Performance -Students will present a 5 minuteindividual oral presentation inSpanish to their peers using amedium of their choice ( i.e. powerpoint, poster presentation)demonstrating their mastery of thelanguage. The target learningobjective is for the student todemonstrate their reflection andunderstanding of similarities anddifferences within cultures ofSpanish speaking countries.




SPA-2: Spanish 2









SPA-3: Spanish 3


Action Plan: Based on the results,for spring 2018 I set the goal toincrease the percentage of studentswho exceeded the

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesReading Assignment: Students were assigned two cultural readings on the Galápagos Islandsonline for chapter 2. They answered a questionnaire of eight questions per reading. Iselected five questions from one of the readings and students were tested on these

Direct: Exam/Quiz - In Course -Students were assigned two culturalreadings on the Galápagos Islandsonline for chapter 2. They answereda questionnaire of eight questions


SLO Status: ActiveSLO 3: Reflect on and evaluate similarities and differences in specific cultural practices and perspectives



SPA-3: Spanish 3


Expected Goal: The performancetarget was that at least 70% ofstudents would answer all fivequestions correctly based on theonline reading assignment on theGalapagos Islands. The expectationwas that 17 students out of 25would answer 5 questions correctlyin order to achieve the 70% targetgoal.

expectations to 75% or higher, andlower the percentage of studentswho did not meet the expectations.(04/25/2018)

questions for chapter 2. Students were informed to study the Galápagos Islands culturalcomponent of chapter 2.

Exceeded expectations – Answered five questions correctly.

Met expectations – Answered three or four questions correctly.

Did not meet expectations – Answered two, one, or no questions correctly.

The performance target was that at least 70% of students would answer all five questionscorrectly.The results were that 25 students answered five questions on chapter 2 exam on theGalápagos Islands. Below are the results.

56 % Exceeded expectations



(04/25/2018)

per reading. I selected fivequestions from one of the readingsand students were tested on thesequestions for chapter 2. Studentswere informed to study theGalápagos Islands culturalcomponent of chapter 2.

SLO 3: Reflect on and evaluate similarities and differences in specific cultural practices and perspectives


SPA-4: Spanish 4


Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesThe results were:

Direct: CapstoneProject/Assignment - Throughoutthe semester, students were


SLO Status: ActiveSLO 3: Reflect on and analyze authentic cultural products, making connections between these and personal experience within social, cultural and historical contexts.



SPA-4: Spanish 4


(Evaluation of similarities and differences of cultural perspectives)

10 puntos Excelente evaluación de semejanzas y diferencias de perspectivasculturales. 24 9 puntos Muy buena evaluación de semejanzas y diferencias de perspectivasculturales. 58 puntosBuena evaluación de semejanzas y diferencias de perspectivas culturales. 17 puntosPoca evaluación de semejanzas y diferencias de perspectivas culturales.06 puntosNo hay evaluación de semejanzas y diferencias de perspectivas culturales. 0

Based on the results, 80% of the students exceeded the expectations at the ‘excellent level’,16% met the expectations at the ‘very good’ level and 3% met the expectation at the ‘goodlevel’. No students preformed at ‘below expectations’.

(08/24/2017)

exposed and experienced thereading and analysis of poetry,essays and short stories written byauthors (both female and male) fromdifferent genres of Spanish languageliterature. Students were assigned togroups to share their individualanalysis and perspectives of theliterature. The group would thenshare a summary of the analysis withthe entire class. The class wouldthen come to a consensus (addingindividual perspectives that may bein contrast to the consensus)regarding the analysis of the piece ofliterature. Students were givenrubrics (see documents attached) toguide them in their analysis.Students could also add their ownperspective to the rubric. Studentswere also assigned to groups toprepare an oral presentation (inSpanish) to share with the class.Each presentation was focused onone of the genres of Spanish and thestudents participated in groups withdifferent colleagues for eachpresentation. (Rubrics and guidesare attached). The goal was toprepare for the student to completea ‘Final Semester Project’ whichconsisted of two parts: a writtenanalysis of 1.5

SLO 3: Reflect on and analyze authentic cultural products, making connections between these and personal experience within social, cultural and historical contexts.



SPA-4: Spanish 4


Expected Goal: To address theperformance outcomes of thestudents, the following scale wasused from the rubric (seedocuments)Reflejar y evaluar semejanzas ydiferencias de perspectivasculturales. Reflect on andanalyze authentic cultural products,making connections between theseand personal experiences withinsocial, cultural and historicalcontexts. SLO 3 10 puntos Excelenteevaluación de semejanzas ydiferencias de perspectivasculturales. 9 puntos Muy buenaevaluación de semejanzas ydiferencias de perspectivasculturales. 8 puntos Buena evaluaciónde semejanzas y diferencias de

pages in Spanish (rubric attached)and the presentation of that analysisto the class (rubric attached). Theliterary analysis could be completedusing a poem, essay or short storywritten in Spanish by an author froma Spanish speaking country. Thestudents were assigned a Spanishspeaking country, they had thechoice of the author and the literarypiece.




SPA-4: Spanish 4


perspectivas culturales. 7 puntos Poca evaluaciónde semejanzas y diferencias deperspectivas culturales. 6 puntos No hay evaluaciónde semejanzas y diferencias deperspectivas culturales.


When do you plan to assess?: 2014 - 2015 (Winter 2015)



Action Plan: In the future therubrics used through out thesemester to assess students'progress and oral skills will be usedto ensure students' success andprogram improvement based onthe student learning outcomes.(10/13/2016)

Semester Assessed: 2015 - 2016 (Winter 2016)Expected Goal Met: YesUsing the analytic rubric developed in collaboration with the Discipline for oral presentations,91% of the students earned a minimum of 16 points or more out of 20 on their final oralpresentation (final project). The performance target was exceeded by 11%. The resultsindicate that the consistent practice of oral presentations in conjunction with the consistentfeedback provided by the instructor and colleagues of the student provided a positive andproductive environment for the student to enhance and develop their conversation andpublic speaking skills in Spanish.

Final Project:For the ‘Final Course Project’ students were asked to select a topic that had been discussedand reviewed during one of the 5 weeks of the winter intercession (6 weeks total) and furtherdevelop an individual final video presentation that would be shared with the class.

The assignment included a four minute video. This video was focused on accurate andrelevant information based on the student's researched topic. It was required for the

Direct: Presentation/Performance -Spanish 8 is an intermediateconversation course; therefore, oralpresentations are completed twice aweek and sometimes on a dailybasis. The themes of thepresentations related to the weeklycourse themes with the first onehaving a personal perspective(sharing a description of theirfamily). The second presentationcontinued the personal theme withthe student’s career and universityplans. The themes that continuedreflected topics such as: food inrelation to health and nutrition, theenvironment and the political arena.







Expected Goal: Performance TargetUsing the analytic rubric developedin collaboration with the Disciplinefor the oral presentations, at least

Related Documents:Rúbrica Para Evaluar Exposiciones Span 8.docxSpan 8 - Presentations Rubric

student to use formal and appropriate vocabulary based on a formal presentation accordingto the rubric used. Students were given a list of topics to further develop in theirpresentations (My ideal job is.., The educational system in.. , The importance of health... etc) (10/13/2016)

The first day of class, the studentsdiscussed and collaboratedregarding the typical skills needed tocomplete an effective oralpresentation. Based on the classdiscussion, it was apparent thatstudents needed a basic foundationfor developing effective oralpresentation skills. I introduced arubric that is used by ‘ToastmastersInternational’ to assess a speaker’sskill set. This rubric was utilized forthree of the six weeks of the winterterm (rubric included in documents). For the second three weeks, asecond rubric was introduced withthe same style and pointrequirements as the first rubric;however, the skills for this rubricwere based on the Student LearningOutcomes for the course (Spanish 8).Each week, students presented shortoral presentation on a variety ofthemes that were evaluated usingthe rubric. Therefore, studentsbecame very familiar with the goalson the rubric and each presentationprovided an opportunity to practice.



https://mvc.tracdat.com:443/tracdat/viewDocument?y=SYtIngVVZZHk

https://mvc.tracdat.com:443/tracdat/viewDocument?y=7Qne4lY5b7r3




80% of the students in Spanish 8 willbe able to earn a minimum of 16points out of 20 on their final oralpresentation (final project).Notes: See attached rubric copy



General Education - Information Competency & Technology Literacy - Students should be able to use technology to locate, organize, and evaluateinformation. They will be able to locate relevant information, judge the reliability of sources, and evaluate the evidence contained in those sourcesas they construct arguments, make decisions, and solve problems.





Expected Goal: 60% of studentsshould demonstrate that they cansuccessfully answer the question atthe time of the posttest.

Action Plan: This topic falls underthe rubric of paleoanthropology,which is very difficult forintroductory students to assimilatein a short time. It may be thesubject matter, or the questionitself may not be clear enough toadequately assess the problem. Infuture semesters, alternatemethods of assessing this SLO andsubject should be explored.(09/17/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: NoSLO 6Given the genetic evidence that Neandertals and Homo sapiens interbred, which model forthe origin and spread of Homo sapiens is least likely to be correct?a) complete replacement/out of Africab) multiregional evolution/regional continuityc) partial replacement/assimilationd) None of the above

Pretest: 15/46 correct (33%)Post-test: 16/41 correct (39%)

This topic falls under the rubric of paleoanthropology, which is very difficult for introductorystudents to assimilate in a short time. It may be the subject matter, or the question itselfmay not be clear enough to adequately assess the problem. In future semesters, alternatemethods of assessing this SLO and subject should be explored. (09/17/2015)

Direct: Exam/Quiz - Pre-Post -Students will be given a pre-test withquestions agreed upon byanthropology faculty to correlatewith this SLO. Pre-test will not counttoward their grade. Post-testquestions will be given either as aseparate post-test or embeddedwithin a midterm/final, as decidedupon by each faculty member.


SLO Status: ActiveSLO 6: Assess current debates in human biological evolution and diversity.



Action Plan: Continue to offerwarm-up projects for each materialthat is introduced. (10/22/2014)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesStudents successfully utilized pencil, colored pencil, pastel, ink, and watercolor materials.

Direct: Problem-Based Learning -Students explore a variety ofmaterials throughout the semester.

SLO Status: ActiveSLO 1: Identify and employ proper use of color media and associated materials.





Expected Goal: Students shouldbecome familiar with the variouscolor media and employ themsuccessfully in their projects.Overall, the success rate was 80% onall of the projects.

Follow-Up: Warm-ups for eachmaterials will be ongoing.(04/30/2015)

Only a few students did not meet the expectations. (10/22/2014)These materials include pencil,pastel, ink, watercolor, and coloredpencil.

Expected Goal: I expect 90% of theclass to be successful, especiallysince this is an upper-level coursewith more time dedicated toportfolio development.

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesAll but one student did a fantastic job -- the one student did an average job. the results weregreater than 90% successful. (11/02/2015)

Direct: Presentation/Performance -Students use pencil, pastel, coloredpencil, and ink/watercolor to createa series of drawings.

SLO 1: Identify and employ proper use of color media and associated materials.




Expected Goal: 80% pass rate with Cor better

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesStudents demonstrated an advanced knowledge of the vocabulary used within the digitalmedia program(s) (05/12/2016)


Direct: Exam/Quiz - Pre-Post -Technical vocabulary quiz given atbeginning, midterm and ending ofcourse


SLO Status: Active2: Demonstrate fundamental familiarity and technical vocabulary related to digital imagery, computer equipment, and related software useful to artists.





Expected Goal Met: YesThe result is 72%. (10/19/2015)

2: Demonstrate fundamental familiarity and technical vocabulary related to digital imagery, computer equipment, and related software useful to artists.




Expected Goal: 80% pass rate with Cor better

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesStudents demonstrated a knowledge of electronic/digital media and the process required tocreate in this environment. (05/12/2016)


Direct: Presentation/Performance -Students are given assignmentsbased on the creation of electronicimagery,image transfer and typedemonstrations


SLO Status: Active3: Demonstrate a variety of technical and creative skills involving electronic imagery, image transfer, and type generation in a body of digitally created works.




Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: YesStudents achieved a 81% success rate (12/08/2016)

Direct: Exam/Quiz - Pre-Post - quizgiven at beginning of each module,again at the ending of each module.


SLO Status: Active

1: Demonstrate more confidence and facility with an intermediate level of knowledge, including technical vocabulary related to the foundations of fine art, digital imagery,computer equipment, and related software useful to artists.





Expected Goal: 80% success rate Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesStudents are able to define and apply elements of art and principles of design to create fineart.At the time of this report, student success rate for module quizzes is 82%. (05/12/2016)

Action Plan: Have adjusted lectureand lab delivery length to reflectnecessary improvements in certainmodule areas. (12/22/2014)Follow-Up: follow up (05/13/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: NoCurrently achieving 72% success rate,adjusting delivery times and lengths to spend more time on specific items. (12/22/2014)

1: Demonstrate more confidence and facility with an intermediate level of knowledge, including technical vocabulary related to the foundations of fine art, digital imagery,computer equipment, and related software useful to artists.




Expected Goal: 80% or greater

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesStudents demonstrated a variety of technical skills through the presentation of portfolios.(05/12/2016)


Direct: Portfolio Review - Studentspresent body of work for portfolioreview at mid term and final term


SLO Status: Active3: Demonstrate an increased variety of technical and creative skills involving electronic imagery, image transfer, and type generation in a body of digitally created works.

BIO-16 (formerly BIO-30): Human Reproduction and Sexual BehaviorSLO 2: Explain the purpose of the major ethical principals that guidesexuality research, practice and education.






Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: YesThe following topics were selected for the Group Project:History of HIV/AIDSHistory of SyphilisHuman Papilloma Virus VaccineProstitutionMedia messages about SexHealth Benefits of SexSexual Orientation and the LawMale Menopause

All students explained the topic thoroughly and avoided difficult to understand researchterminology. They presented their topic to their classmates and made it comprehensible tothem.All of them wrote the required 10-12 page paper detailing the information in theirpresentation.The time spent presenting the power point presentation ranged from 12 to 20 minutesincluding the time to answer questions.The written paper was typed using a font size 12, and the required ten scientific references.The number of slides used in the power point presentation ranged from 12 to 35.

Feedback was provided after every presentation and discussion was encouraged.

The data measured what was intended to measure-that is student retention of conceptsdiscussed in class. These data measure what students have learned, had a difficult timelearning, and what was easier for them to learn. Through this data, I can create a moreeffective learning environment for students were they can learn in the most efficient mannerpossible.

No previous data is available to compare. However, by collecting semester data after each

Direct: Writing Assignment -Students were asked to self-selectinto a group of two to threestudents. Within their group theywere asked to select a president(leader and organizer of the group),a secretary (record keeper), and theother members will serve as taskhandlers (researching, writing,editing, graphics, etc.). It is veryimportant that your group have aperson responsible for organizingyour group project, but notresponsible for completing theproject individually. The presidentshould be able to delegateresponsibility and ensure thesuccessful completion of the project.S/he should also appoint a second incommand or a second in commandshould be selected in case the groupleader drops the course or is unableto fulfill the responsibility as thegroup leader.

The goal of their group presentationwas to select one topic related toour course- HUMAN REPRODUCTIONAND SEXUAL BEHAVIOR. Studentshad to write a 10-12 page researchpaper and create a ten to fifteen

SLO Status: Active





Expected Goal: 100% will presenttheir topic

class, it will be easier to analyze not just what works for each individual class, but rather whatworks best for all students.

The performance target of 100% was reached since all student completed their assignedproject and presented their paper in class.

The learning activities in this assessment included doing scientific research on the topic andanalyzing and summarizing the information in a comprehensive and understandable manner.(03/12/2017)

minute power point presentation onthe topic for their classmates andme. They had to select a topic fromthe below list. To avoid duplicateprojects, students were asked to tellme their topic before doing anywork.

SLO 2: Explain the purpose of the major ethical principals that guidesexuality research, practice and education.




Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: YesDescription of data:The contraceptives methods in this activity included:Oral contraceptivesContraceptive Skin PatchVaginal contraceptive RingContraceptive ImplantsInjectable ContraceptivesEmergency ContraceptionIntrauterine Devices

Direct: Presentation/Performance -Instead of the traditional lecture oncontraception scheduled for thatnight, students were given ahandout and asked to fill in theboxes with the advantages anddisadvantages of each of the birthcontrol methods, along with howwell each method protected againstpregnancy and sexually transmitteddiseases. They were told that they

SLO Status: Active

SLO 5: Describe the principles and value of contraception/birth control use.





Expected Goal: Performance Target:70% of the students will be able tocorrectly answer questions relatedto this SLO

Male CondomFemale CondomDiaphragm and SpermicideCervical CapContraceptive SpongeVaginal SpermicidesAbstinenceFertility Awareness methodsWithdrawalMale SterilizationFemale Sterilization

All of the students were able to correctly list the advantages, disadvantages , as well as theeffectiveness for pregnancy and STD protection for the birth control methods listed in theactivity. However, there was some discussion of whether or not emergency contraceptionwas the same as the abortion pill. The confusion was cleared using the book as a reference.At the end of this activity, the Fertility Awareness Method ( FAM ) was explained in detailsince it was something that the students wanted to know more about, since they liked that itwas the natural method of birth control and no pills or medications were needed . Oneaspect that was emphasized was that most of these methods of birth control do not provideprotection against STD’s with the exception of male and female condoms as well asabstinence

No previous data is available to compare.

The learning activities embedded in this assessment that helped students reached theperformance targets were:Contraception QuizActivity: Advantages, Disadvantages, and Effectiveness of Contraceptive Methods(03/12/2017)

could use their book if they had to.

This activity was meant to be funand educational at the same time.

Thirty minutes were allowed for thisactivity

SLO 5: Describe the principles and value of contraception/birth control use.






Expected Goal: Each student isasked to prepare a Genetic DisorderPamphlet on a genetic disorderselected from the list of disorderssupplied by the instructor.

Action Plan: Introduce short casestudies during the lecture oncurrent relevant topics andgenerate class discussion followedby a short written statement fromeach student. (06/27/2016)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesStudents like to learn about a specific disease in more details, and become an expert on thetopic. Therefore, it was assumed that the assignment will be satisfying to students. Indeed,all students prepared nice pamphlets that were very informative. A few older studentsexperienced some difficulties navigating through Microsoft Word to present their work in thepamphlet format. The instructor organized help for them which solved the problem.(02/26/2016)

Direct: Writing Assignment - Eachstudent is asked to prepare aGenetic Disorder Pamphlet on agenetic disorder selected from thelist of disorders supplied by theinstructor. A pamphlet shouldinclude following sections: title,author, description of the illness,symptoms and diagnosis, availabletreatment or cure, prevention, andreferences (minimum three sourcesare required). The goal is to preparea pamphlet that is easy to read andunderstand by a patient unfamiliarwith genetic terminology. The textshould be organized in completesentences and logical paragraphs;the tone should be professional, thelanguage sensitive.

Action Plan: More time will bespent on explaining disorders thatstudents have difficulties incomprehending. (02/20/2017)

Semester Assessed: 2016 - 2017 (Fall 2016)Expected Goal Met: NoStudents varied in their understanding of genetic disorders. Some disorders were easilycomprehend, while others created misunderstanding. Overall, 71% of students answered allquestions correctly on the test. (02/20/2017)

Direct: Exam/Quiz - In Course -Students are introduced to a numberof genetic disorders during the class.The tests contain questions relatedto the subject, for example: Whichof the following is true regarding


SLO Status: ActiveSLO 3 :2015: Discuss genetic disorders and clinical applications using current information, terms and concepts.





Expected Goal: 75 % of students willanswer questions correctly.

Klinefelter syndrome?A) sterility and shows mildmental impairmentB) female phenotypeC) XYY genotypeD) due to non-disjunction ofchromosomes after fertilization

SLO 3 :2015: Discuss genetic disorders and clinical applications using current information, terms and concepts.



Expected Goal: 70% of the studentswill successfully answer 70% of thequestions on the post exam.

Action Plan: To maintain thesuccess rate of the students, I willbe constantly revising the examquestions using various anatomicalterms and ask students forfeedback of improving the exam,questions, and also how to improveinstruction related to terminology.2/12/2015 (02/12/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesA pre-test was given during the first several class sessions during the fall and wintersemesters that involved the use and integration of anatomical terminology. The expectedresults were quite low from the pre-test, with averages which were approximately 27%. Thesame questions were also integrated into a post-test given at the end of the semester to thestudents that remained throughout the entire semester. The final average for the use ofanatomical terminology was nearly 80% for all sections combined. Throughout the semesterterminology is vital to the understanding of human structures, functions, and directionalcharacteristics. Therefore a student must become very familiar with terms from thebeginning if they are to succeed not just in the first semester, but also through the secondsemester of the course. So the post-test results were not surprising for students that wereable to learn and understand the terminology and finish the course. (02/12/2015)

Direct: Exam/Quiz - Pre-Post - Preand post tests which will consist ofmultiple choice questions withspecific anatomical terms in bold.Each question pertains to the term inbold. Some questions also includedphysiological principles orrelationships pertaining to thehighlighted term.

SLO Status: ActiveSLO 1: Use appropriate anatomical and physiological terminology in discussion of principles and relationships regarding the human body.

BIO-50B (formerly AMY-2B): Anatomy and Physiology IISLO 1: Use appropriate terminology in discussing anatomical and physiological principles and relationships pertaining to the course subject matter






Expected Goal: Target performancewould be to have an average scoreof 80% on the 20 question exam.This would be an average score forall students in the course at the endof the semester.

Action Plan: Data from thisassessment support the retentionof specific anatomical terms themore they are used and the longerstudents are exposed to thoseterms (for two consecutivesemesters as opposed to only oneunit in one semester).Therefore terms need to be utilizednot only throughout the unit inwhich they are introduced butthroughout the year.Perhaps those terms that are onlyutilized during a system specificunit should be included regularly onquizzes throughout both semesters.(03/16/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: NoThe average score on the pre-test was 9.2 out of 20 questions which is 46%.The average score on the post-test was 15 out of 20 questions which is 75%.Individual question analysis shows that 6 of the 20 questions were answered correctly by 80%of the students and about half of the questions were answered correctly by 70% of thestudents.3 of the 20 questions were answered incorrectly by over half of the students.

Analysis of the 6 questions that were answered correctly by 80% of the students reveals that5 out of 6 of these questions were in the T/F format. In contrast, all three of the questionsthat were answered incorrectly by over half of the class were multiple choice type questions.

In addition, the terms being assessed in the questions that most students got correct wereterms that had been utilized throughout two semesters (anatomy 2A and 2B).The three questions answered incorrectly by 50% of the students were questions about termsthat were specific to one system or unit (such as renal compensation or atelectasis in therespiratory unit). These terms are not often revisited throughout the semester.

In conclusion, it appears that utilizing terms repeatedly throughout both semesters ofanatomy is the optimum method for retention of those terms. However, it would be difficultto do this with terms that are specific to a given system or organ that is not studied inanatomy 2A. (12/11/2014)

Direct: Exam/Quiz - Pre-Post - Preand post test were given. The examincluded 20 multiple choicequestions with specific anatomicalterms in bold. Each questionpertained to the term in bold. Somequestions also included physiologicalprinciples or relationships pertainingto the highlighted term.In addition, a tally of the totalnumber of students with the correctanswer was recorded for eachquestion. This allows an analysis andcomparison between thosequestions with the highest % ofcorrect responses and those with thelowest.


SLO 1: Use appropriate terminology in discussing anatomical and physiological principles and relationships pertaining to the course subject matter


SLO Status: Active

SLO 5: Apply the scientific method and the process of scientific thought, including the literature search, using historically important examples and examples from classindividual projects.





Expected Goal: All students areexpected to prepare a foldercontaining explanations of protocolsused for four experimentsconducted during the semester.

Action Plan: Future improve therubric for the writing assignmentwhere all students are expected toprepare a folder containingexplanations of protocols used forfour experiments conducted duringthe semester: 1. Human Genetics:Alu variation, 2. Fruit Fly Genetics,3. Insect DNA Barcoding, and 4.Bacterial Transformation.(06/27/2016)Follow-Up: Providing the rubricreally help. In addition, in Fall 2017students were also shown someexamples of protocols fromprevious students that furtherimproved the assignment quality.(01/21/2018)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesAccording to students, this was the most difficult assignment in the entire semester. It testedtheir detailed understanding of each procedure. About 30 % of students missed someimportant steps in their protocols. It is planned to spend more time explaining theexperiments during the labs, and to modify the assignment for future semesters. Theinstructor already designed new power point presentations where each protocol was explainstep by step. The presentations will be used in spring 2016. (02/26/2016)

Direct: Writing Assignment - Allstudents are expected to prepare afolder containing explanations ofprotocols used for four experimentsconducted during the semester: 1.Human Genetics: Alu variation, 2.Fruit Fly Genetics, 3. Insect DNABarcoding, and 4. BacterialTransformation. The description ofeach experiment requires inclusionof proper controls and scientificjustification for every step presentedin the protocols.

Expected Goal: 90 % of students willbe able to identify the insect

Action Plan: continue theexperiment (08/24/2017)Follow-Up: The experiment wasalso successful in Fall 2017.(01/21/2018)

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesOver 90 % of students were able to finish the project and provide the correct name of theinsect. (08/24/2017)

Direct: Problem-Based Learning -Students were provided with thesample of an insect prepared fromthe stomachs of swallows. They hadto isolate DNA, amplify it and sendfor DNA sequencing. The insect wasidentified by searching databaseswith the received sequence.

Action Plan: There would be moreSemester Assessed: 2017 - 2018 (Fall 2017)Direct: CapstoneProject/Assignment - Each student






Expected Goal: 70 % of students willbe able to design an experiment

discussion about this assignment inclass supported with samples ofproposals and research papers.(01/21/2018)

Expected Goal Met: NoMany students had hard time finding the topic to experiment on. Over 50% of proposals hadsound foundation. (01/21/2018)

was expected to present anexperimental proposal for the topicof his/her interest, regarding the on-going research on cliff swallows,using the Bio-11 knowledge, labs .









Expected Goal: At least 60% of the

Action Plan: In the future we mayassign a pre and post Tests (use thesame Test) to our students. Thismay help us to compare our resultsmore effectively to gauge ourstudent's performance.(02/27/2018)Follow-Up: Fall Term of 2018, andFall Term of 2019 (10/31/2019)

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: YesAn average of 69% or higher grades in the responses to all 15 questions suggests thatstudents know more when they are towards the completion of the course as compared to theDistrict wide average which is 62% (combined face to face, internet based and webenhanced). (02/27/2018)

Direct: Exam/Quiz - Standardized -Two SLOs (SLO 1 & SLO 3) for thiscourse were assesses during FallTerm of 2017. The SLOs wereassessed using 15 questionsrandomly picked throughout thecourse materials that wasadministered (online) during the lasttwo weeks of the semester. Theonline Test was was timed. (Active)

SLO Status: ActiveSLO 3: Identify current governmental policies, including fiscal and monetary policy, to remedy the macroeconomic problems and assess the effectiveness of these policies





students will correctly answer eachof the related SLO (s) assessed.Notes: In the future we may assign apre and post Tests (use the sameTest) to our students. This may helpus to compare our results moreeffectively to gauge our student'sperformance.

SLO 3: Identify current governmental policies, including fiscal and monetary policy, to remedy the macroeconomic problems and assess the effectiveness of these policies








SLO Status: ActiveSLO 3: Identify current governmental policies to remedy the microeconomic problems and market failures, and assess the effectiveness of these policies.



SLO Status: Active













Expected Goal: A minimum of 70%of students should show evidence ofintegrating sufficient, relevant,thoughtful evidence.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesBy the end of the semester, all students had at least one paper that demonstrated effectiveintegration of sufficient, relevant, thoughtful evidence drawn from primary and secondarysources. Of the 23 students who completed all five major, graded essays, 20 students showedachievement of this SLO on every single paper. (07/25/2016)

Direct: Writing Assignment -Students write 6 formal essays in thisclass. I will evaluate essays forevidence of support from literaryworks.

SLO Status: Active

SLO 5 - 2014: Support premises about literary works by effectively integrating sufficient, relevant, thoughtful evidence drawn (as appropriate) from primary and secondarysources

ENG-1BH: Hon Critical Think/WritSLO 7-2014: Evaluate the relevance, validity, and authority of information, and use and cite this information ethically






Expected Goal: A minimum of 70%of students should be using andciting information ethically, whileevaluating information from sources.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesOf the 24 students who completed Essay 5, 22 evaluated and cited ethically information forsources. (07/25/2016)

Direct: Writing Assignment -Students write 6 formal essays in thisclass. I will evaluate Essay 5 forevidence of students evaluatinginformation and correct use ofcitations.

SLO Status: ActiveSLO 7-2014: Evaluate the relevance, validity, and authority of information, and use and cite this information ethically




Expected Goal: The departmentwould like at least 70% of studentsto demonstrate a clearunderstanding of the SLO.

Action Plan: Continue using currentlab exercises and providingopportunities for students to utilizea variety of map types to determinedistance, slope, area, elevation andheight. (04/26/2018)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes72% or 13 of 18 students accurately applied the legend to help determine approximategeologic age of the islands. (12/08/2014)

Direct: Problem-Based Learning -Students are required to analyze amap of the Hawaiian Archipelagoand apply knowledge regardinglegends to determine approximategeologic age of the various islands.


Direct: Scenario-Based Test -Students were given a contour map


SLO Status: ActiveSLO 1: Exhibit competency in the use of maps by determining distance, area, slope, elevation and height





Expected Goal: The discipline wouldlike at least a 70% success ratecompleting this lab.

31 of 35 students completed the assessment with a grade of 70% or higher, resulting in a passrate of 88.5%. (05/19/2016)

with various topographic featuresfor which they needed to: interpretcontour lines, analyze slope,illustrate drainage and and identifytopographic features including hills,ridges, valleys and depressions.

SLO 1: Exhibit competency in the use of maps by determining distance, area, slope, elevation and height


GEG-3: World Regional Geog


Expected Goal: The discipline wouldlike to see at least 70% of studentsachieving at least 70% on the SLOassessment.

Semester Assessed: 2017 - 2018 (Spring 2018)Expected Goal Met: YesPerformance target was met. 90% of students successfully demonstrated understanding ofthe SLO at a score of 70% or higher. (04/26/2018)

Direct: Writing Assignment -Students were assessed on severalSLOs in a series of short answerquestions to be responded to in-class as an in-class assignment.

SLO Status: ActiveSLO 1_ (2013): Interpret information about spatial features and relationships revealed through maps.



Semester Assessed: 2015 - 2016 (Summer 2015)Direct: Exam/Quiz - In Course -

SLO Status: ActiveSLO4: Evaluate the eligibility requirements for such benefits.





Expected Goal: Students mustreceive a grade of 70%.

Expected Goal Met: YesStudents were given exams regarding public assistance eligibility requirement. (09/23/2015)

Students will be examined regardingeligibility requirements.

SLO4: Evaluate the eligibility requirements for such benefits.


PHY-4C: Heat, Light and Waves


Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes70% of the students scored more that 70% in the given problems related to this SLO(09/30/2015)

Direct: Exam/Quiz - In Course -Students are assessed on the basis oftheir written response to wordproblems that involve both analyticaland numerical answers. Students areexpected to evaluate their answer (ifit makes sense). Also theirhomework assignments, lab workand computer program work aretaken into account.

An example of an word problemrelated to the above SLO is givenbelow:When a massive concrete sculptureis hung from a steel wire, thefundamental frequency for


SLO Status: Active

SLO 1: Apply the definitions of oscillatory and wave motion to construct solutions to problems.





Expected Goal: We expect 70% ofthe students to answer problemsrelated to this SLO and score morethan 70% on these problems, andprovide a clear perception of itduring their lab work,

transverse standing waves on thewire is 250.0 Hz. The sculpture (butnot the wire) is then completelysubmerged in water. (a) What is thenew fundamental frequency? (b)Why is it a good approximation totreat the wire as being fixed at bothends? The density of Aluminum is2000 kg/m^3.

SLO 1: Apply the definitions of oscillatory and wave motion to construct solutions to problems.




Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes75% achieved the target (09/16/2015)

Direct: Exam/Quiz - In Course -Students are assessed on the basis oftheir written response to word


SLO Status: Active

SLO 2: Define the concepts of fluid mechanics, including pressure, density, and buoyancy, and use them to solve approriate problems.





Expected Goal: 70% of the studentsshould be able to get at least 80% onthe written portion of suchproblems.

problems that involve both analyticaland numerical answers. Students areexpected to evaluate their answer (ifit makes sense). Also theirhomework assignments, lab workand computer program work aretaken into account.

An example of a written problem is:Find the time its takes for a cone-shaped container to drain out if itstop has a radius of R and bottom hasa hole of r (r <<R). The angle fromthe central axis to the side is theta.Calculate a numerical time byassuming some reasonable numbersfor the parameters given.

SLO 2: Define the concepts of fluid mechanics, including pressure, density, and buoyancy, and use them to solve approriate problems.




SLO Status: Active

SLO 3: Explain the concepts of therodynamics, such as temperature, heat and internal energy, and their relationships to each other and apply these concepts to solve problems.





Expected Goal: 70% of the studentsshould be able to get more than 90%on the written portion addressingthis SLO

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesMore than 80% achieved the target (09/16/2015)

Direct: Exam/Quiz - In Course -Students are assessed on the basis oftheir written response to wordproblems that involve both analyticaland numerical answers. Students areexpected to evaluate their answer (ifit makes sense). Also theirhomework assignments, lab workand computer program work aretaken into account.

Inactive Date: 02/28/2015

SLO 3: Explain the concepts of therodynamics, such as temperature, heat and internal energy, and their relationships to each other and apply these concepts to solve problems.





Direct: Presentation/Performance -Students are evaluated on the basis


SLO Status: Active

SLO 5: Record and analyze measured data in a laboratory environment by applying concepts related to material presented in lecture.





Expected Goal: 80% of the studentsare expected to record and analyzethe data properly

90% performed above the target (09/16/2015)of their lab experiment outcomes,lab reports, interviews

SLO 5: Record and analyze measured data in a laboratory environment by applying concepts related to material presented in lecture.





Action Plan: Elaborate more on thetopic of cognitive therapy, andreassess this SLO in the upcomingsemesters. (05/19/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: Yes5 questions from the final exam that focused on application of psychological therapies wereutilized for this assessment project.For the question that asked about the techniques used in psychoanalysis, 11 out of 12 (92%)students gave the correct answer.For the question that asked about the application of aversive conditioning in treatment ofnicotine addiction, 10 out of 12 (83%) students gave the correct answer.For the question that asked about the application of cognitive therapy, 8 out of 12 (67%)students gave the correct answer.For the question on the use of family therapy, 11 out of 12 (92%) students gave the correctanswer.For the question on the general nature of psychotherapy, 11 out of 12 (92%) students gavethe correct answer.More than 70% of the students gave the correct answer to most questions aboutpsychotherapy, and only struggled with one question regarding psychotherapy. Moreemphasis will be given to this topic in the upcoming semesters. (05/19/2015)


Action Plan: A question regardingSemester Assessed: 2015 - 2016 (Spring 2016)Direct: Exam/Quiz - In Course -


SLO Status: ActiveSLO-2: Describe and demonstrate an understanding of applied areas of psychology






the impact on psychology ofmulticulturalism was examined.

Naturally, I’m picking areas thatneed improvement and this onecertainly does. I’m not sure whymulticulturalism seems to bedifficult to grasp. In all sections inboth semesters, I held a studysession prior to the finalexamination and emphasized viafact, concept, and application whymulticulturalism is so important.Frankly I’m surprised by the resultsand the lack of improvement. Ishall do some more cogitating, butwill assesses this particularquestion in the fall of 2016. (09/14/2016)

Expected Goal Met: NoA question regarding the impact on psychology of multiculturalism was examined.

Fall 2015 MW code 29319 (N=37) Wed night code 29325 (N=32) TuTh code 29323 (N=35)Q1: 49% correct Q1: 31% correct Q1: 26% correct

Spring 2016 MW code 24874 (N=31) Wed night code 24867 (N=36) TuTh code 24866 (N=33)Q1: 58% correct Q1: 58% correct Q1: 36% correct

Conclusion: Both between sections as well as between semesters showed miserableoutcomes despite a marked improvement between semesters. (09/14/2016)



Action Plan: SLO 2: weirdly,students chose, besides the correctanswer, that psychologists wouldrepresent a narrower range ofethnic identities, or to a lesserextent, that behavioral universalsthat apply to everyone will beemphasized. The plan was toemphasize the role of cultural byengaging students about their ownculture—which actually wasentirely a new approach. While thesuccess rate went up 23%, it was

Semester Assessed: 2016 - 2017 (Multiple Semesters)Expected Goal Met: NoA question regarding the impact on psychology of multiculturalism was examined: Which ofthe following is most implied by psychology’s trend toward multiculturalism? The answer isfewer principles will be presumed to apply widely to populations.

Spring 2016 26% correctFall 2017 49% correct (02/27/2018)

Direct: Exam/Quiz - In Course -Comprehensive Final Exam in amultiple choice format betweenspring 2016 and fall 2017. All datawas calculated based on an itemanalysis of the comprehensive finalexam. The TuTh psych 1 sectionswere chosen because of overall lowsuccess rates, though all sections ofpsych 1 struggle with those rate






still 21% below the target. I’veasked classes about this and theremay be a bias about psychologistsin play or in some cases about howcultures are ignored. Suspectingthat immigration bias may be afoot,the plan is to provide a basis forpositive contributions by variouscultures, while not ignoringnegative contributions as well asnoting that all cultures have bothelements. This has been theemphasis and it may be working,but it seems clearly necessary totease out any imprints that may behindering learning in this area.(02/27/2018)





Action Plan: Elaborate more on thetopics of experiment and meta-analysis in the upcomingsemesters, and reassess this SLO.(05/19/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes-The pre-test scores were low. For the eight descriptions they had to identify one studentanswered 6 correctly, two answered 5 correctly, two answered 4 correctly, and the remainingstudents answered less than 4 questions correctly ()% to 50% correct). This pre-test helped todemonstrate the improvement of student understanding of SLO #3.

Direct: Exam/Quiz - Pre-Post - SLO#3: Two questions were targetedregarding visual development andresearch on cats.Spring 2014 results (N=31):Fall 2014 Results (N=26):Q#1: 68% accurately answeredQ#1: 71% accurately answered


SLO Status: ActiveSLO-3: Identify the research methods used in psychological science





Expected Goal: The goal was toimprove the percentage of studentscorrectly answering the selectedmultiple-choice questions listedabove.

-On the final exam when calculating the average number of correct responses for thequestions pertaining to this SLO, the combined average was 81% correct. The questions oncorrelational research, surveys, and case histories has the highest averages (94%, 91%, and85% correct respectively, while the questions on experimental research and meta-analysishas 73% and 61% correct, respectively.

(02/21/2015)Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesThe final exam that was given at the end of the semester included multiple-choice questionson various topic pertaining to the research methods used in psychology.One question asked the students to identify the placebo effect. 85% of the studentsanswered this question correctly. Another question asked the students to identify a double-blind experiment, and 82.5% of the students gave the correct answer to this question. To thequestion that asked the students to identify the difference between experimental and controlgroups, 95% of the students gave the correct answer. Lastly, 97.5% of the studentssuccessfully identify the survey method in a different question.70% of the students correctlyidentified a negative correlation,whereas only 62.5% of the students gave the correct answerto the question where they were asked to identify the independent variable of anexperiment. The results of this assessment clearly states that the students have mostlyachieve this learning outcome. However, more emphasis should be given to the lecturecoverage of the independent and dependent variables in the upcoming semesters to increasestudent's success on this particular topic. (02/05/2015)

Q#2: 65% accurately answeredQ#2: 67% accurately answered

Action Plan: 2 questions regardingresearch methods and health wereaddressed:

Q1 the widely reported relationshipbetween Type A behavior and heartriskQ2 the relationship betweenpsychological therapy and cancer

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yes2 questions regarding research methods and health were addressed:

Q1 the widely reported relationship between Type A behavior and heart riskQ2 the relationship between psychological therapy and cancer survival

Fall 2015 MW code 29319 (N=37) Wed night code 29325 (N=32) TuTh code 29323 (N=35)Q1: 78% correct Q1: 59% correct Q1: 51% correctQ2: 84% correct Q2: 59% correct Q2: 89% correct

Direct: Exam/Quiz - In Course -Assessment Tool: ComprehensiveFinal Exam in a multiple choiceformatA between-sections analysis for the3 psych 1 sections in fall 2015 for the3 SLOs listed above; the sameanalysis for 3 sections of psych 1 inspring 2016; a between-semestersanalysis for fall 2015 vs. spring 2016.







survival

The Q1 and Q2 and the results areabout as fuzzy as the results for SLO2: While I’m not at all clear aboutthe why of the results betweensections as well as betweensemesters, I will focus in this areaand reassess in the fall of 2016. (09/14/2016)


Spring 2016 MW code 24874 (N=31) Wed night code 24867 (N=36) TuTh code 24866 (N=33)Q1: 80% correct Q1: 72% correct Q1: 94% correctQ2: 38% correct Q2: 94% correct Q2: 79% correct


Conclusion: Weird differences between fall 2015 sections on both questions, with the Weds.night class showing the greatest problem. Spring 2016 sections showed markedimprovement with the exception of the MW class in understanding the relationship betweenpsychological therapy and cancer survival.

(09/14/2016)

All data was calculated based on anitem analysis of the comprehensivefinal exam.

Action Plan: SLO 3: it is notconclusive, but emphasis onhostility and how it raises bloodpressure (asking students to thinkabout deep frustrations insituations not easily avoidable),may be making in-roads. That willbe the plan going forward to see ifit indeed works. Why somestudents continue to incorrectlychoose that Type A persons inhibittheir arousal to stress is interesting.Therefore examples to illustrate

Semester Assessed: 2016 - 2017 (Multiple Semesters)Expected Goal Met: YesA question about the widely reported relationship between Type A behavior and heart riskwas asked: the answer is that it applies particularly to the emotions of hostility and anger.

Spring 2016 51% correctFall 2017 82% correct



Direct: Exam/Quiz - In Course -Comprehensive Final Exam in amultiple choice format betweenspring 2016 and fall 2017 a between-sections analysis for the TuTh psych1 section in spring 2016 comparedwith the TuTh psych 1 in fall 2017(spring 2016 had been previousassessed). All data was calculatedbased on an item analysisof the comprehensive final exam.The TuTh psych 1 sections werechosen because of overall low







what that is incorrect will be done.(02/27/2018)

success rates, though all sections ofpsych 1 struggle with those rates.





Action Plan: 1. In future classes, Iwould spend more time (at the verybeginning of the semester) onstatistics, to help convey at leastthe very basics to students. This is*NOT* an ideal use of time, butstudents absolutely need to have abasic understanding of statistics toget the most out of this class, andhonestly, for upper division classesafter they transfer.

2. As noted previously, currentstatistics classes are not adequatelypreparing students for PSY 50. Iwould strongly encourage thedevelopment of a statistics classoffered by the psychologydepartment, so we could betterprepare students.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesFinal Paper results (SLO #3):

Section 22124 (21 students): Section 22114 (26 students):18 of 21 submitted a paper 24 of 26 submitted a paper12 of 18 received 70% or higher [67%] 18 of 24 received 70% or higher [75%]

Total (47 students):42 of 47 submitted a paper30 of 42 received 70% or higher - [71% Success]

At this point, students had written each individual section at least once in previousassignments, but this was the first assignment that required them to put it all together into afull APA style paper. Although many students still had particular difficulty in theResults/Discussion sections, overall their scores were much better than on the PP with 71%of all students (who turned in a paper) receiving a passing score. I believe with a betterstatistical knowledge base coming into this class, the results on the final paper would behigher and we would achieve a higher success rate. In a non-assessed opinion, studentsunderstood what was supposed to go into each section, what the purpose of each sectionwas, and the basics of how to piece the various sections together. Stronger writing and

Direct: Writing Assignment - For thefinal project/paper of the course, theentire class (both sections)participated in an onlinepsychological experiment(opl.apa.org) on mental rotation.Students were asked to recruitfriends/family to participate as wellin order to increase the size of ourdata set. Students analyzed the data(with instructors help) in classthrough both MS Excel andStatCrunch. Three articles on thetopic were assigned to the entireclass, and each student wasresponsible for finding threeadditional (relevant) articles on theirown in order to write their finalpaper. Students were responsiblefor reading each paper, writing a(graded) summary for each, and

SLO Status: Active3: Design and conduct research projects including analyzing and interpreting the results of data utilizing statistics.





Expected Goal: 1. At least 70% ofstudents will achieve a passing grade(C, 70%) or better on theirResults/Discussion section.2. At least 70% of students willachieve a passing grade (C, 70%) orbetter on their Final, Full APA StylePaper.

3. Currently there are two pre-requisites for PSY50: PSY 1(general) and MAT12 (stats). Iwould strongly consider adding anEnglish writing class to that list aswell. Writing is an essentialcomponent, and many studentsseemed unprepared.

(09/13/2016)

statistical skills would benefit the quality of papers (and grades) quite a bit. (09/13/2016)

with our results into APA-stylereports.

1. After collecting data and dataanalysis, students were required toturn in a “partial” paper covering theResults (including two tables andtwo figures) and Discussion sectionof the experiment. This Partial Paper(PP) was used to assess “analyzing &interpreting the results of datautilizing statistics.”

2. After the PP was returned withfeedback, students need to writeand submit a full APA-style paper(Title Page, Abstract, Introduction,Methods, Results, Discussion,References, Tables, Figures) whichwas used to assess SLO #3.

Action Plan: Before thisassignment, students have hadpractice on each section of the

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: No15 out of 19 students turned in the final paper. 9 out of 15 (60%) scored at or higher than

Direct: Writing Assignment - Aprimary purpose of this course is tobe able to write an empirical APA

3: Design and conduct research projects including analyzing and interpreting the results of data utilizing statistics.





Expected Goal: At least 75% ofstudents will achieve a passing grade(70% or higher) on the paper.

paper in lab and have written aprior empirical APA paper as anassignment. One way to raisescores on the final paper would beto have students submit (more)drafts of the paper for review inlab. Another is to quiz students (ashomework) frequently from weekto week, so that students continueto retain taught information.Another possibility is to require amore formal organization of notes– perhaps requiring them toexplicitly write out what goes ineach section of the paper and toadd in important notes (e.g., not toadd author’s first names to in-textcitations in the Introduction). Itmay also be beneficial tocollaborate with the Writing Centeron campus to help strugglingstudents.

This is a critical learning objectiveso improving students’understanding and writing of theempirical paper is paramount.Students seem to understand thematerial when taught, but do notseem to retain it throughout thesemester. Improving week-to-weekretention of material may be thekey to reaching the performance

70% on the assignment.

I did not reach the performance target for this assignment. This is a very difficult assignmentfor students – here at Moreno Valley College and at the University of California Riverside.Students had a lot of difficulty primarily with both academic writing and statistical reporting.With the introduction of the new PSY 48 class, the statistical portion of the paper of futurestudents should improve. (02/27/2018)

paper. The final paper for the class isa complete empirical APA paperbased on data collected in the class.This paper included all of the majorsections of the empirical APA paper:Title page, abstract, introduction,method, results, discussion,references, and figures/tables.






target. (02/27/2018)





Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: NoThe class got one of the two questions right 78% of the time, but only 13% got both answersright. (03/24/2015)

Direct: Common, embeddedquestions within a test - Theassessment involved two multiplechoice questions.

18. Which of the following is perhapsthe most important problem withexperiments?a. They give relatively insignificantinsights into the sources of attitudesand behavior.b. They do not provide an adequateaccount of people’s lives.c. Their results are not generalizablebeyond the specific subjects studied.d. The analysis may contain data onvariables that are not measured inways the sociologist might prefer.e. The analysis may not contain dataon all the variables in which asociologist may be interested.

19. Which of the following is an

SLO Status: ActiveSLO 2: Demonstrate a knowledge of the social scientific method of research.





Expected Goal: The class shouldanswer both questions accurately70% of the time, or one of these two85% of the time.

advantage of field research?a. It may provide rich, detailedinformation about the people whoare observedb. The results can readily begeneralized to the populationc. It is cost-effectived. It does not take much timee. It can yield a high response rate

These questions test whether

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: NoThe assessment yielded an average of 59% success rate. For question 2, 86% answeredcorrectly, for question 18, 24% answered correctly; for question 19, 33% answered correctly.(03/18/2014)

Direct: Common, embeddedquestions within a test - 2. _____refers to a conclusion drawn fromsociological research that is meantto apply to broad categories ofpeople but to which manyexceptions will always exist.a. Specializationb. Generalizationc. Stereotyped. Mutual exclusione. Systematization

18. Which of the following is perhapsthe most important problem withexperiments?a. They give relatively insignificant

SLO 2: Demonstrate a knowledge of the social scientific method of research.





Expected Goal: On average 80% ofstudents should get these right toreflect success in achieving the SLO

insights into the sources of attitudesand behavior.b. They do not provide an adequateaccount of people’s lives.c. Their results are not generalizablebeyond the specific subjects studied.d. The analysis may contain data onvariables that are not measured inways the sociologist might prefer.e. The analysis may not contain dataon all the variables in which asociologist may be interested.

19. Which of the following is anadvantage of field research?a. It may provide rich, detailedinformation about the people whoare observedb. The results can readily begeneralized to the populationc. It is cost-effectived. It does not take much timee. It can yield a high response rate

SLO 2: Demonstrate a knowledge of the social scientific method of research.


SLO Status: Active

SLO 2: Objectively examine the culturally accepted means to creating and sustaining a family (including mate selection, dating rituals, marriage, and reproductive practices).





Expected Goal: 75% of the class getsthese correct.

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesTotal results for this grouping of questions was: averaging the correct answers for each ofthese questions, students scored 75% correct. (05/12/2016)

Notes: 2. (p. 210-211) Which of thefollowing did not contribute to theend of traditional courtship patternsin the United States?A. migration from rural areas tocitiesB. higher standards of livingC. growth in passionate love as abasis for marriageD. extended adolescence

3. (p. 211-212) DatingA. shifted the balance of power infavor of womenB. was a system of exchanging goodsfor companionshipC. had its heyday from 1945-1970D. was rare until 1920

4. (p. 226) A marriage in which theemphasis is on self-development,flexible roles, and opencommunication is calledA. institutional marriageB. companionate marriageC. individualistic marriage

Direct: Common, embeddedquestions within a test - courtship,changes in courtship, dating,companionate marriage, hooking up,reasons for marriage






D. companionable marriage

6. (p. 210) CourtshipA. is a process that began in the1900s in the United StatesB. began with young men calling onyoung women in their homesC. is publicly visible and has rulesand restrictionsD. all of the above are true aboutcourtship

8. (p. 210) After the 1900s, the keyresource that young people in theUnited States gained, which changeda centuries-old system of courtshipwas:A. education.B. land.C. inheritance.D. spending money.

9. (p. 211) A primary component ofthe early system of dating was thatA. couples had to have sexualintercourse in order to know if theywere compatible.B. couples let their parents pick thedate.C. the man was expected to pay forall the expenses of the date.






D. the couple expected to make alldecisions about the date jointly.

10. (p. 212) Hooking upA. became common in the 2000sB. does not always imply sexualintercourseC. does not imply romanticattractionD. all of the above

11. (p. 242) Increasingly, people inAmerican society enter into marriagebecause:A. they enjoy the openness, self-disclosure, communication, andmutual dependence that marriagebrings.B. of dissatisfaction with the datingscene.C. they want to increase their levelof personal satisfaction.D. of the spiritual side of marriage.



General Education - Self-Development & Global Awareness - Students should be able to develop goals and devise strategies for personaldevelopment and well being. They will be able to demonstrate an understanding of what it means to be an ethical human being and effectivecitizen in their awareness of diversity and various cultural viewpoints. Students will engage with a diverse set of other learners to produceprofessional work. Students will understand and act on standards of professionalism and civility, including the RCCD standards of student conduct.





Semester Assessed: 2016 - 2017 (Summer 2016)Expected Goal Met: Yes89% of the students assessed passed the written portion of the Final exam with a 70% orhigher. (07/28/2016)

Action Plan: To improve studentlearning, unit quizzes will be giventhroughout the semester to furthersupport the comprehension of thematerial. Also, further class timewill be dedicated to the discussionand understanding of thedifferences between the Deaf andhearing cultures and grammaticallanguage structures. (09/15/2016)

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: No38% of the students assessed passed the written portion of the Final exam with a 70% orbetter. (06/08/2016)

Action Plan: To improve studentlearning, unit quizzes will be giventhroughout the semester to furthersupport the comprehension of thematerial. (12/16/2015)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: No41% of the students assessed met the target performance. (12/16/2015)

Direct: Exam/Quiz - In Course -Students are required to take awritten exam comprised of multiplechoice and essay questions thatdemonstrate their understanding ofthe differences between the Deafand hearing cultures andgrammatical language structures.

SLO Status: Active

SLO 3: Reflect on and evaluate similarities and differences between the Deaf and hearing cultures and demonstrate an understanding of the grammatical differences betweenAmerican Sign Language and English.



SLO Status: Active3: Participate in critical discussions and reviews, assessing artworks by identifying, defining, and properly using the associated art terminology.





Expected Goal: Students use theirvisual language to describe andreview a series of works.

Action Plan: I will continue to offerthe critique format throughoutfuture semesters. (12/09/2015)Follow-Up: Critiques are ongoing.(04/30/2015)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesStudents successfully critique one another in the appropriate format, using formal artterminology. (12/09/2015)

Direct: Presentation/Performance -In additional to creating works of art,it is essential that students develop avisual vocabulary and providefeedback to other students usingappropriate terminology regardingdrawing and design techniques.The critique is an importantculmination of each Watercolorassignment, where students gatherto formally review, interpret, andevaluate one another's artwork.

Action Plan: I will continue toimplement this technique-driventype of critique into the earlierclasses. (02/24/2017)Follow-Up: I have also createdseveral new examples from demoto have on hand for comparison ofwhat is working and what is not.(02/24/2017)

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: Yes100% success (02/24/2017)

Direct: Presentation/Performance -Following the even wash exercise,students examine their own workand that of others. They areinstructed to look for streaks, backruns, and blot marks that should notbe there in a successful even wash.They discuss how the varyingdegrees of saturation, the size ofbrushes used, and the amount ofwater the brush holds as possibleenhancements or drawbacks to theexercise. This verbal discussion in acritique format allows them toexercise their burgeoning visuallanguage in reference to the manykinds of aquarelle techniques.

3: Participate in critical discussions and reviews, assessing artworks by identifying, defining, and properly using the associated art terminology.





Expected Goal: 90%

3: Participate in critical discussions and reviews, assessing artworks by identifying, defining, and properly using the associated art terminology.



Expected Goal: Students areexpected to use their visualvocabulary to identify the elementsand principles of design, as theypertain to painting.

Action Plan: Critique will continueto be an essential part of thecourse. (11/18/2015)Follow-Up: Critiques are ongoing.(04/30/2015)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesStudents were successful in identifying techniques and formulating feedback. (11/18/2015)

Direct: Presentation/Performance -Students gather together to offerfeedback and suggestions for theartists. Pros and cons are examined,and techniques are identified.

Action Plan: I will continue toincorporate these technique-oriented critiques. (02/24/2017)

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: Yes100%. Excellent. (02/24/2017)

Direct: Presentation/Performance -When I have return students inIntermediate Watercolor, it isfascinating to see the difference inthe skill level there as opposed toBeginning. They not only have abetter grasp of techniques but also aconfidence and visual language thatinspires the newer students. Forexample, in our visual comparisonsof the even-wash warmups,Intermediate students are able to


SLO Status: Active3: Participate in critical discussions and reviews, assessing more advanced artworks by identifying, defining, and properly using the associated art terminology.





Expected Goal: 100%

identify their progress both manuallyand by describing the tools,techniques, and desired effects ofthe ever-important even wash. Inobserving their fellow students'work, they are also able to commentupon the improvements made withexperience and practice.

3: Participate in critical discussions and reviews, assessing more advanced artworks by identifying, defining, and properly using the associated art terminology.







Semester Assessed: 2013 - 2014 (Fall 2013)Expected Goal Met: YesGrades improved on assessments. In future, to further improve student achievement ofSLOs, more active/group learning activities are planned. (12/31/2013)



Action Plan: In the future we mayassign a pre and post Tests (use thesame Test) to our students. This

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: YesAll three SLOs for this course were assesses during Fall Term of 2017. The SLOs were assessed

Direct: Exam/Quiz - In Course - TheSLOs were assessed using 15questions randomly picked

SLO Status: Active

SLO 3: Evaluate the impact of policies on different groups/sectors in the economy.







may help us to compare our resultsmore effectively to gauge ourstudent's performance.(02/27/2018)

using 15 questions randomly picked throughout the course materials that was administered(online) during the last two weeks of the semester. The online Test was was timed. Anaverage of 69% or higher was noted in the test results. An average of 69% or higher grades inthe responses to all 15 questions suggests that students know more when they are towardsthe completion of the course as compared to the District wide average which is 62%(combined face to face, internet based and web enhanced). (02/27/2018)


throughout the course materials thatwas administered (online) during thelast two weeks of the semester.

SLO 3: Evaluate the impact of policies on different groups/sectors in the economy.








SLO Status: ActiveSLO 4: Evaluate the impact of macroeconomic policies on such issues as: the distribution of wealth and income, economic growth, and the global economy.


SLO Status: Active

SLO 4: Evaluate the impact of microeconomic policies on such issues as: the distribution of wealth and income, consumer welfare, the environment, degree of competition,and the global economy.










SLO 4: Evaluate the impact of microeconomic policies on such issues as: the distribution of wealth and income, consumer welfare, the environment, degree of competition,and the global economy.




Expected Goal: Each report isevaluated as "needs improvement,""okay," "good," or "very good"relative to the point in the semesterand the student's success with

Action Plan: Even though theperformance target was met and100 percent of students met thetarget, next time I teach the course,I plan to do more readings andimitative exercises and perhapslimit or specify the genre ofcreative writing students engage.(09/16/2018)

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesThe result of the assessment is 23/23 students, or 100 percent, met the SLO. (09/16/2018)


Direct: Presentation/Performance -Students present an oral report tothe class, focusing on a specific poetand poem(s) and how the writingreflects the historical and/or culturalcontext.


SLO Status: Active

SLO 1: Demonstrate understanding of the elements and processes of creative writing in poetry and short fiction drawn from multiple historical, cultural, and nationaltraditions





relating the writer's place in thehistorical/cultural context of his/hertime. Initial oral reports in the first 8weeks of the semester are likely tobe less complete and specific indetail than reports that are givenlater in the semester. As a result, myassessment level of expectationbecomes more rigorous as thesemester progresses.

Expected Goal Met: YesIndividual students present oral reports that include historical / national contexts,biographical information, and literary analysis of one creative writing of poetry or shortfiction. 100% of students complete this assignment and demonstrate competence in theseliterary skills. (11/24/2015)

Action Plan: Because studentswere struggling to see whyoverusing adjectives could weakena piece of writing, I assigned anessay from Ted Kooser whichaddresses adjectives specifically.(05/23/2012)

Semester Assessed: 2011 - 2012 (Spring 2012)Expected Goal Met: No10% of the class correctly filled-in more than 12 words. 25% filled-in between 10-12 words.65% filled-in less than 10. I’m not as interested in how many words they’ve correctly filled-inas much I’m interested in the discussion that ensues. This lesson builds on the correct andincorrect choices alike. (11/24/2015)

Direct: Writing Assignment - I take apoem and remove every fifth word.Students then fill-in the blank spaceswith words of their own. This forcesthe students to make choices withword selection (hopefully choosingwords that will correspond with areasonable reading), much like theywill be doing in their own originalwriting. After 15 minutes, I read thepoem, in its original form, givingstudents the chance to correcttheir work. Then, I ask them to pick 4nouns that are most essential to thepoem’s meaning (I also ask foradjectives and verbs). This is a greatexercise to make students consciousof the power of words, the mostfundamental unit for writers.Ultimately, our discussion stems forour interpretation of specific words,






and most importantly, this exercisepromotes the kind of close-reading Iask them to perform all semester. Iplan to keep measure further classesin the future.





Expected Goal: At least 70% ofstudents should demonstrate regularparticipation with understanding andinsight.

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: Yes24 of 25 students received a score of "4" at least once during the semester, indicating thatthey contributed insightfully to continue and develop the class discussion about a literary textwithout needing to be called upon. 22 of 25 regularly received at least a score of "3"indicating they participated at least with understand and were able to contribute to ongoingclass discussion if they did not advance the discussion themselves.

(07/25/2016)

Direct: Presentation/Performance -I evaluate student participation on adaily basis. I will tabulate studentparticipation, primarily theirdiscussion of literature withunderstanding and insight.

SLO Status: Active





SLO Status: ActiveSLO 5: Reflect upon contemporary concerns of, and issues regarding, African Americans in a global context and based on an understanding of US history.





Expected Goal: At least 70% ofstudents will successfully completethe assignment with a grade of C orhigher.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesNearly 78% of students successfully completed the assignment with a grade of C or higher.Although students performed well, 9 or the 10 students who did not do so did not completethe assignment AT ALL. Another type of assessment tool/method might provide better results(oral presentation, discussion). (09/22/2015)

Direct: Writing Assignment - Afterreading the memoir Coming of Agein Mississippi, students will writeabout Anne Moody's experiencesand reflect on how much Americansociety has changed (or notchanged) since the Civil RightsMovement of the 1950-60s.

SLO 5: Reflect upon contemporary concerns of, and issues regarding, African Americans in a global context and based on an understanding of US history.




Expected Goal: At least 70% ofstudents will complete theassignment with a grade of C orhigher.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesNearly 78% of students successfully illustrated their comprehension of contemporary issuesand problems related to American women through a historical analysis essay based onprimary and secondary documents. The remaining students did not complete the assignmentAT ALL. Of those who completed the assignment (31), all successfully completed theassignment with a grade of C or higher. (10/06/2015)

Direct: Writing Assignment - Withthe use of primary and secondarysources, students will write a takehome essay that analyzes thecontemporary issues and problemswith regard to American women in aglobal context and society in light oftheir roots in the past.

SLO Status: ActiveSLO 6: Comprehend contemporary issues and problems with regard to American women in a global context and society in light of their roots in the past.







Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesOnly 2 students (11%) did not complete the assignment with a grade of A (90% or higher).(09/24/2015)

Direct: Writing Assignment -Students will write a 4-6 historicalanalysis using primary and secondarysources examining issues of race,class, gender, and ethnicity in theantebellum era.


SLO Status: ActiveSLO 5: Demonstrate an understanding of U.S. History through current analytical categories of race, class, gender and ethnicity.





Semester Assessed: 2012 - 2013 (Spring 2013)Expected Goal Met: YesConnecting historical events to contemporary issues often makes history "real" for studentsand allows them to see the relevance of the field. Through active oral participation, one candetermine if students are understanding those connections. 100% of the students completedthis assignment with a grade of B or higher. (09/29/2015)

Direct: Presentation/Performance -Students will be required tocontribute orally to class discussionson an ongoing basis to illustrate theirunderstanding of America's growthin a global context.

SLO Status: ActiveSLO 5: Demonstrate an understanding of America's growth in a global context.

HMS-18: Introduction to Social WorkSLO5: Demonstrate an introductory knowledge of issues of diversity in race, ethnicity, culture, class, gender, sexual orientation, religion, physical or mental ability or age





Expected Goal: All students mustsuccessfully pass this exam.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesAll successful students passed the multicultural, cognitive, and religious issues exam.(09/23/2015)

Direct: Exam/Quiz - In Course -Students will be given an examregarding their understanding ofmulticultural, cognitive, and religiousissues.

SLO Status: Activeacross the micro-macro continuum.

HMS-4: Intro Human Services


Expected Goal: All students mustsuccessfully present their research inan oral and written fashion.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents were able to present their data regarding stress and time management techniquesand how they themselves would use these techniques once they became Human Servicesprofessionals. (09/26/2015)

Direct: Presentation/Performance -Students will make an oral andwritten presentation regarding theirresearch of time management andstress reducing related techniques.

SLO Status: ActiveSLO5: Discuss the concept of self-support and well-being and demonstrate a beginning understanding of stress and time management techniques.



Semester Assessed: 2018 - 2019 (Fall 2018)Expected Goal Met: YesAll students are expected to be on-time, have their music in order, to demonstrate mutual

Direct: Presentation/Performance -Summative assessment of learnedskills in the form of a concert/major

SLO Status: ActiveSLO 4_F2014: Adhere to professional level ensemble performance and rehearsal standards of conduct.






respect during rehearsals and performances. This is continually reinforced throughout thesemester and contributes to a positive learning and performance environment. (03/09/2019)

Action Plan: Refine directions givento students on the syllabus andthroughout the term onprofessional conduct in rehearsalsand performances (03/28/2015)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: YesEnter this later (09/10/2015)

performance followed by groupdiscussion of performance skills,including correct balance, blend,diction, tone production, and pitchaccuracy.

SLO 4_F2014: Adhere to professional level ensemble performance and rehearsal standards of conduct.




Semester Assessed: 2018 - 2019 (Fall 2018)Expected Goal Met: Yes90% of students successfully demonstrated diatonic scales using the piano with a grade of Cor better. (12/31/2018)

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesThe students were tested at both the midterm and the final: At the midterm, the studentsaveraged 78% a success rate and by the final the class average had risen to 87%.(07/13/2017)Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: Yes84% of students were able to demonstrate knowledge of diatonic scales using the piano.(10/15/2015)

Direct: Exam/Quiz - In Course - Aone-on-one exam (known as a"Keyboard Exam/Jury") is given bythe Instructor.

SLO Status: ActiveSLO 6: Demonstrate diatonic scales using the piano.

MUS-31: College ChoirSLO 1: Demonstrate proper vocal technique, including memorization if required, and adhere to professional level ensemble performance and rehearsal standards of conduct.



MUS-31: College Choir


Expected Goal: 90% of students willperform correctly with technique,posture, breathing, and vowelplacement.

Action Plan: Continue to recruitstudents for this choir and to workcollaboratively with the otherchoirs and the music program atthe college to build a strongerchoral program. (09/18/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: Yes100% of students who completed the course learned the Latin text, exhibited good diction,and used good vocal technique. All students exhibited professional levels of conduct inrehearsals and in the performance. (09/18/2015)

Direct: Presentation/Performance -Students will perform their vocalparts individually and in small groupswhile demonstrating propertechnique, posture, breathing, andvowel placement.

Expected Goal: 90% of students willbe successful in maintainingprofessional level of conductthroughout the semester.

Action Plan: Continue to evaluatestudents throughout the semesterand in the final, public performancefor professional standards ofconduct. (09/18/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: Yes100% of students displayed professional level ensemble performance and rehearsalstandards of conduct. (09/18/2015)

Direct: Presentation/Performance -The instructor will assess theprofessionalism of individuals inmaintaining standards of conduct inperformance and rehearsal.

SLO Status: Active

SLO 1: Demonstrate proper vocal technique, including memorization if required, and adhere to professional level ensemble performance and rehearsal standards of conduct.



Action Plan: Research and adopt anonline aural skills program suitablefor MUS 4 (02/26/2019)Follow-Up: After much research

Semester Assessed: 2018 - 2019 (Fall 2018)Expected Goal Met: No2/5 of the students assessed far surpassed the minimum expectations for this SLO. Anotherstudent performed slightly above the minimum expectations and the final 2 students did not

Direct: Exam/Quiz - In Course -Instructor plays complex diatonicmelodies on the electronic keyboardor from computer-generated

SLO Status: ActiveSLO 6: Notate complex diatonic melodies and chord progressions from aural examples.





Expected Goal: 70% of students willachieve the minimum level for thisoutcome.

into a variety of aural skillsprograms, www.teoria.com hasbeen chosen as an aural skillssupplement to MUS 4. The websiteallows students to practice melodicdictation and a number of otheraural skills anywhere they have aninternet connection. Additionally,it was the least expensive of all theear training courses at $15/year.(02/26/2019)

reach the minimum level for this outcome. (02/26/2019)

Action Plan: To meet the minimumperformance target for this mostdifficult skill, students need toolsthat allow them to spend adequatetime in individual drills prior toevaluations of their achievement inclass. The iPad has many apps thatcan help them achieve their eartraining goals. Access to the labwhere the iPads are stored in a cartwill be necessary to allow them topractice these listening skills aslong as they need to. (12/16/2014)

Semester Assessed: 2014 - 2015 (Fall 2014)Expected Goal Met: No62.5% of students were able to successfully achieve the minimum level for this skill. Notatingcomplex diatonic melodies and chord progressions from listening only is a time-consuming,individual development process. Each student works at a different level because of prior andcurrent musical exposure, performance experience, and knowledge of music theory.(12/16/2014)

Notes: This SLO requires thatstudents drill individually at theirown level to improve their skills toachieve the expected outcome forMUS 4. If the instructor is the onlysource for dictation of melodies,then some students are behind theexpected level and some studentsare ahead. The program needs toprovide technology that wouldaddress the need for students to drillindividually.

sounds. Students notate the soundsthey hear as musical symbols thatare correct for pitch class andrhythmic values.

SLO 6: Notate complex diatonic melodies and chord progressions from aural examples.



SLO Status: ActiveSLO 6: Notate chromatic melodies and chord progressions from aural examples.





Expected Goal: 70% of students willachieve the minimum level in auralskills dictation of chromatic melodiesand chord progressions required forthis course.

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: YesThe instructor administered 4 dictation quizzes throughout the semester each of whichconstituted 1.4% of the students total grade. The quizzes involved the following components:

1) 8 bar examples of rhythmic dictation employing everything from beat level rhythmic valuesdown to subdivisions with ties and other syncopations.

2) 4 bar examples of melodic dictation involving the use of chromaticism in the form ofsecondary dominant arpeggios and passing and neighboring motion.

3) 2 bar harmonic dictation examples involving starting motion from the tonicand utilizing both diatonic progression and secondary dominants.

Students were allotted 5 hearings for each example. The results were as follows:1. 78.5%2. 80%3. 77%4. 60%

The combined average of 73.9% surpassed the performance target.

(09/16/2018)

Action Plan: Use Sibelius softwarefor melodic and harmonic dictationfor students so they can writenotation symbols for music theyhear performed by the instructor,on an instrument, or electronicallyusing Sibelius sounds. (03/20/2015)Action Plan: Develop an MVC

Semester Assessed: 2013 - 2014 (Fall 2013)Expected Goal Met: YesStudents were successful at rates ranging from 80% to 99% on all assignments specific toaural skills (dictation) and sightsinging. Future assessment results should disaggregate thedata for sightsinging and dictation so the results can be analyzed separately. The target wasmet because most of these students were vocal majors. (12/12/2013)

Notes: This SLO requires thatstudents drill individually at theirown level to improve their skills toachieve the expected outcome forMUS 5. If the instructor is the onlysource for dictation of melodies,then some students will be behindthe expected level and somestudents will be ahead. The programneeds to provide technology thatwould address the need for studentsto drill individually using iPads andapps appropriate for this type of eartraining instruction.

Direct: Exam/Quiz - In Course -Instructor plays chromatic melodieson the electronic keyboard or fromcomputer-generated sounds.Students notate the sounds theyhear as musical symbols that arecorrect for pitch class and rhythmicvalues. Instructor will assessstudents individually on accuracy forpitch and rhythm taken as dictation.

SLO 6: Notate chromatic melodies and chord progressions from aural examples.





"method" for teaching aural skillsfor melodic and harmonic dictationand rhythmic dictation. Use thatmethod consistently beginning inMUS 3 and continuing in MUS 4, 5,and 6. Explore software that willallow dictation to be given fromsources other than an electronickeyboard through the use of"samples" or synthesized sounds ofother instruments. Research showsthat students do best when thedictation comes from their primaryinstrument, although they mustlearn to take dictation from othersounds. (12/12/2013)

SLO 6: Notate chromatic melodies and chord progressions from aural examples.





Direct: Presentation/Performance -After two lectures on Mill's OnLiberty and associated homework,students were arranged in groups of4-5 and presented with a set ofcards, each card detailing a situationraising issues related to free speech.








Students were first asked to put intotheir own words arguments theyimagine Mill (a liberal utilitarian) andPlato (a quasi-utilitarian paternalist)might make regarding eachsituation. Then they asked toformulate their own arguments onthe scenario they found mostinteresting and orally report thesearguments when their group wasvisited by the instructor. Eachgroups performance was ranked ona 3 point scale: 0 points: littleattempt to formulate and defend aposition made by anyone in thegroup; 1 point: some attempt madeto formulate a position made bymost members of the group, but noadequate defense offered; 2 points:some members of the group able toformulate and adequately defend aposition, other group membersrelatively quiet when queried by theinstructor; 3 points: each groupmember able to formulate a positionand address instructor's criticalqueries with some sophistication.








Expected Goal: The target of 65%success rate has been determined bythe Political Science discipline.Related Documents:Pol 1 Hybrid SLO#6 Assessment(Fall 2015).docx

Related Documents:Pol 1 Hybrid SLO#6 Assessment (Spring 2017).docx

Action Plan: Assess every twoyears. Next time, Spring 2019.(09/11/2017)

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesOut of 64 essays, 45 succeeded. In other words, 70% of students passed the essayassignment. This represents a success rate for the SLO #6 of 70%, only slightly above thetarget of 65% determined by the Political Science discipline. (09/11/2017)

Related Documents:Pol 1 Hybrid SLO#6 Assessment (Fall 2015).docx

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesOut of 141 essays, 109 succeeded. In other words, 78% of students passed the essayassignment. This represents a success rate for the SLO #6 of 78%, well above the target of65% determined by the Political Science discipline. (09/30/2016)

Direct: Writing Assignment - This isthe main essay for the Pol 1 course. Iprovide the students with thereading material in a comprehensivepackage. The essay question iscompare and contrast modernliberalism and modern conservatism.


SLO Status: ActiveSLO 6: Analyze the role of culture, diversity and ideology in shaping public opinion and public policy in the United States and California.





Action Plan: Reassess this SLO inthe upcoming semesters withquestions that focus on otherapplications of psychologicalprinciples to social andorganizational settings.

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesTo assess this SLO three questions from the final exam that focused onIndustrial/Organizational(I/O) Psychology were utilized.For the question that tested students' understanding of the focus of I/O Psychology, 11 out of12 (92%) students gave the correct answer.



SLO Status: ActiveSLO-4: Understand and apply psychological principles to personal experience and social and organizational settings


https://mvc.tracdat.com:443/tracdat/viewDocument?y=cNZRV6AkX7VG


https://mvc.tracdat.com:443/tracdat/viewDocument?y=4ak9VyJrbv3O





(05/19/2015)For the question that asked about various types of employment commitment, 11 out of 12(92%) students gave the correct answer.For the question that asked about the Hawthorne Effect, 10 out of 12 (83%) students gavethe correct answer. (05/19/2015)


Action Plan: SLO 4: spring 2017 didexcellently, but the fall 2017section dropped dramatically(13%), with 10 students answering“They confirmed the idea that whatwas good for business was good forthe employee.” It appearsimperative to again emphasis notjust the successful answer, but whyother choices are, well, wildlyincorrect.Overall success rates in psych 1continue to be low. The reasons arevaried and slippery (the fall 2017MW psych 1 had 91% retention anda success rate of 77%). Based on apilot study within the District a fewyears ago surveying psychologystudents about why they do notsucceed, it seems due to anabundance of issues not connectedto the discipline, and informalinformation from students seemsto substantiate that view. It wouldbe interesting to tease out thedifference in success between

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: NoA question was asked about how the Hawthorne Studies affected research: The answer was itmoved research away from time and motion studies and toward human relations.

Spring 2017, Psy 1, TuTh code 22570 (N=30—4 students did not show for the final) 80%correct

Fall 2017, Psy 1, TuTh code 28432 (N=39—all took the final) 66.7% correct (02/27/2018)

Direct: Exam/Quiz - In Course -Comprehensive Final Exam in amultiple choice format for used inspring and fall 2017 semesters. Abetween-sections analysis for thespring and fall 2017 semesters. Alldata was calculated based on anitem analysis of the comprehensivefinal exam. The TuTh psych 1sections were chosen because ofoverall low success rates, though allsections of psych 1 struggle withthose rates.






psych “majors” vs. studentsotherwise taking psych 1. In anycase, clearly psychology is involvedand efforts by faculty to raiseinterest will remain. (02/27/2018)





Action Plan: Reassess this SLO in alarger classroom setting with adifferent assignment. (05/19/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesAll students wrote about their experiences in the 12-week program. Their essays werereviewed and scored on a 5-point scale, The main focus of this assessment project was to seewhether the student were able to recognize the impact on culture on human mind andbehavior.

Two students received 3 points (average) out of 5.Six students received 4 points (good) out of 5.Four students received 5 points (excellent) out of 5.The class average was 4.16 out of 5.83.3% of students received a good or excellent rating for this assignment. (05/19/2015)

Direct: Rubric - A short paper wasassigned to students at the end ofthe12-week Study Abroad Programto assess this SLO. In this paper thestudents were asked to reflect onsome or all of the followingquestions: In what ways is theculture where you studied differentfrom your own? How is this culturesimilar to your own? What, ifanything, shocked you? How doesthis culture define “learning” or“knowledge”? How have culturaldifferences made you more aware ofyour own culture---of its benefits,limitations, strengths, or biases?In what ways might your ownculture/society benefit by learning


SLO Status: ActiveSLO-5: Recognize and understand the impact of diversity on psychological research, theory, and application





Expected Goal: At least 75% of thestudents should receive 4 or 5 pointsout of 5 on the rating scale.

from that of others, specifically fromthe one in which you studied?How do cultural differences allowothers to view you differently thanyou view yourself?

Students’ ability to recognize andunderstand the impact of diversityand cultural differences in humanbehavior and formation of attitudeswas rated based a rubric thatconsisted of a 5-point Likert typescale (1-Poor, 2-Below Average, 3-Average, 4-Good, 5-Excellent).

Expected Goal: A performancetarget of 70% success rate on the

Action Plan: SLO 5: a complicatedquestion about how negativestereotyping can translate intoracial/ethnic/genderdiscrimination. This is an interestingquestion to correlate with thequestion related to SLO 2 about therole of multiculturalism, whichseems relatively easy to grasp. Amess with the multiculturalismquestion, but the rathercomplicated question aboutnegative stereotype threat was asuccess in both spring and fall,2017, though the spring showed a

Semester Assessed: 2016 - 2017 (Multiple Semesters)Expected Goal Met: YesA question was asked about stereotype threat, discrimination, and self-fulfilling prophecy.The answer was that research on stereotype threat shows that negative stereotyping cancause a self-fulfilling tendency in its victims.

Spring 2017: 80% correctFall 2017: 87% correct



Direct: Exam/Quiz - In Course -Comprehensive Final Exam in amultiple choice format for used inspring and fall 2017 semesters. Abetween-sections analysis for thespring and fall 2017 semesters. Alldata was calculated based on anitem analysis of the comprehensivefinal exam. The TuTh psych 1sections were chosen because ofoverall low success rates, though allsections of psych 1 struggle withthose rates.






SLOs being assessed. 7% increased success rate. The plangoing forward is to link the twodirectly during lecture anddiscussion as the question for thisSLO may be of interest, while thequestion about multiculturalismmay seem to banal?

Overall success rates in psych 1continue to be low. The reasons arevaried and slippery (the fall 2017MW psych 1 had 91% retention anda success rate of 77%). Based on apilot study within the District a fewyears ago surveying psychologystudents about why they do notsucceed, it seems due to anabundance of issues not connectedto the discipline, and informalinformation from students seemsto substantiate that view. It wouldbe interesting to tease out thedifference in success betweenpsych “majors” vs. studentsotherwise taking psych 1. In anycase, clearly psychology is involvedand efforts by faculty to raiseinterest will remain. (02/27/2018)



SLO Status: Active1: Explain the terminology, concepts, and ethics fundamental to research design and methodology.






Expected Goal: At least 70% ofstudents will achieve a passing grade(70% or higher) on each quiz.

Action Plan: Students seem wellversed on the basic terminology ofresearch methods, likely due to thefact much of the material is reviewfor them. In future classes I think itwould be beneficial to have awritten assignment on the ethics ofexperimentation. Perhaps design ascenario (or set of scenarios) andhave students identify what (ifanything) is an ethical violation,and how they could fix it.

Also, for future assessments, it maybe more valuable to assess thestudents capabilities in applyingtheir knowledge ofterminology/concepts, rather thanjust being able to identify them.This could be done by havingstudents create mini-experimentsor research designs off of a simpleresearch question. (09/13/2016)

Semester Assessed: 2015 - 2016 (Spring 2016)Expected Goal Met: YesQuiz results (SLO #1):

Ethics Quiz:Section 22124 (21 students): Section 22114 (26 students):17 of 21 took the quiz 24 of 26 took thequiz12 of 17 received 70% or higher [71%] 22 of 24 received 70% or higher [92%]

Total (47 students):41 of 47 took the quiz34 of 41 received 70% or higher - [83% Success]

Non-Experimental Quiz:Section 22124 (21 students): Section 22114 (26 students):20 of 21 took the quiz 26 of 26 took thequiz20 of 20 received 70% or higher [100%] 26 of 26 received 70% or higher[100%]


Basics of Experimental Quiz:Section 22124 (21 students): Section 22114 (26 students):16 of 21 took the quiz 26 of 26 took thequiz14 of 16 received 70% or higher [88%] 23 of 26 received 70% or higher [88%]

Direct: Exam/Quiz - In Course -Chapter 3 in the assigned textbook isentirely on Ethics in research,Chapter 4 is on non-experimentalmethodology (e.g., Surveys, CaseStudies, Naturalistic Observations,etc) and Chapter 5 introduces thebasics of experimental research (e.g.,Independent vs. Dependentvariables, reliability, validity, etc).Students were given an in-class quiz(10 questions) for each chapter,focusing on the topics presented inthe textbook and lecture.

1: Explain the terminology, concepts, and ethics fundamental to research design and methodology.






All sections passed each of the three classes with a 70% or higher. Students did particularlywell on the non-experimental quiz, and showed the lowest overall score on the ethics quiz.This could be, in part, due to the chapter on Ethics being a bit more dry and less intuitive thanother chapters. Additionally, as PSY-1 is a pre-req. for this course, students had likely alreadyhad some experience with experimental and non-experimental methods in previous courses. (09/13/2016)

Action Plan: When aggregated, theSLO objective was achieved.Independently, however, fourquestions had below-anticipatedperformance. In future classes/labs,it would be beneficial to getstudents more practice onproposing research project designs– with an emphasis on theory andcorrelational/experimental designs.Additionally, more time spent onmeta-analysis would be beneficial –specifically, proposing meta-analyses and reviewing more ofthem in class. (02/27/2018)

Semester Assessed: 2017 - 2018 (Fall 2017)Expected Goal Met: Yes19 students out of 19 final students took the final exam. Percentage of students correctlyanswering each question addressing Course Content:CC1. 74%CC2. 95%CC3. 74%CC4. 58%CC5. 89%CC6. 84%CC7. 89%CC8. 100%CC9. N/ACC10. 53%

Aggregated percentage: 79.5% (02/27/2018)

Direct: Exam/Quiz - In Course - Thecumulative final exam addresses theCourse Content of PSY-50 listed onthe Course Outline of Record, withthe exception of #9 (“Library andLiterature Research in Psychology”).Questions used to address eachCourse Content objective include thefollowing:CC1. Scientific method andexperiment: #56. A theory is __astatement about the probablerelationships among a set of abstractvariables.CC2. Descriptive research methods:#46. Someone who lived in adifferent culture and attempted toobserve the people and environmentand describe these observationswould likely be using what method?CC3. Experimental design: #1.Valentina is investigating teaching






Expected Goal: At least 70% ofstudents will correctly answer theaggregated questions addressing theCourse Content.

styles on educational performance.There are three teachers in threedifferent classrooms: lecture-based,active-learning, and student-centered. What type of researchdesign is she using?CC4. Subject sampling: #37. Whichof the following is considered adefining characteristic of a “trueexperimental design”?CC5. Bias and control: #4. What’sthe problem with only publishingpositive results?CC6. Review of statistics: #16. Whichanalysis can you use between twocontinuous variables?CC7. Experimental ethics: #25.Which university body is responsiblefor deciding whether research isethical?CC8. APA editorial style #69. Whichof the following is not a majorsection of an empirical APA paper?CC9. Library and Literature Researchin Psychology: Final exam #: N/ACC10. Laboratory topics: #13. (SeeNotes)






Notes: CC10. Laboratory topics: Finalexam #13. A meta-analysis of allpossible studies, published andunpublished, reduces which issue?




Expected Goal: 75% of the class getsthese correct.

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesTotal results for this grouping of questions was: averaging the correct answers for each ofthese questions, students scored 75% correct. (05/12/2016)

Notes: 2. (p. 210-211) Which of thefollowing did not contribute to theend of traditional courtship patternsin the United States?A. migration from rural areas tocitiesB. higher standards of livingC. growth in passionate love as abasis for marriageD. extended adolescence

3. (p. 211-212) DatingA. shifted the balance of power infavor of women

Direct: Common, embeddedquestions within a test - courtship,changes in courtship, dating,companionate marriage, hooking up,reasons for marriage

SLO Status: Active






B. was a system of exchanging goodsfor companionshipC. had its heyday from 1945-1970D. was rare until 1920

4. (p. 226) A marriage in which theemphasis is on self-development,flexible roles, and opencommunication is calledA. institutional marriageB. companionate marriageC. individualistic marriageD. companionable marriage

6. (p. 210) CourtshipA. is a process that began in the1900s in the United StatesB. began with young men calling onyoung women in their homesC. is publicly visible and has rulesand restrictionsD. all of the above are true aboutcourtship

8. (p. 210) After the 1900s, the keyresource that young people in theUnited States gained, which changeda centuries-old system of courtshipwas:A. education.






B. land.C. inheritance.D. spending money.

9. (p. 211) A primary component ofthe early system of dating was thatA. couples had to have sexualintercourse in order to know if theywere compatible.B. couples let their parents pick thedate.C. the man was expected to pay forall the expenses of the date.D. the couple expected to make alldecisions about the date jointly.

10. (p. 212) Hooking upA. became common in the 2000sB. does not always imply sexualintercourseC. does not imply romanticattractionD. all of the above

11. (p. 242) Increasingly, people inAmerican society enter into marriagebecause:A. they enjoy the openness, self-disclosure, communication, andmutual dependence that marriagebrings.






B. of dissatisfaction with the datingscene.C. they want to increase their levelof personal satisfaction.D. of the spiritual side of marriage.




Expected Goal: 75% should score an80% or better on their papers

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: No61% scored 80% or better on their research paper which emphasized the research directlyrelating to their lives. (12/02/2015)

Direct: Writing Assignment - In theirresearch paper covering a topic onmarriage and family, one of thequestions I asked them was:“Answer: Does this researchinfluence you to think about thistopic differently? How?

SLO Status: Active

SLO 3: Demonstrate an ability to apply the concepts, theories and research offered throughout the course to students’ personal lives.


SLO Status: Active






Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: Nothe questions measured the current and future states of divorce and single parentfatherhood using sociological analysis. The results showed that 84% of students got question29 correct, 82% got question 34 correct, 67% got number 43 correct and 67% got question 39correct. Overall, students got half of the questions correct. (12/02/2015)

Direct: Common, embeddedquestions within a test - 34. (p. 390)One of the most consistent findingsof the research into the effects ofdivorce is thatA. mothers are often bitter andemotionally distraught.B. children recover rather quickly.C. fathers after divorce are not asinvolved with their children as theymay have been before.D. fathers resent paying alimony.

39. (p. 397) Children who seem finein the period shortly after theparents' divorce, but experienceemotional difficulties later in life, aresaid to suffer fromA. delayed anxiety.B. a delayed reaction called sleepereffect.C. adult depression.D. a delayed reaction called latentdepression.

29. (p. 385-388) Which of thefollowing individual risk factorsincreases the likelihood of divorce?A. premarital cohabitationB. young age at marriage






Expected Goal: 75% should score80% average or better on thesequestions

C. being African AmericanD. all of the above

43. (p. 393) Single father familiesnow represent ____% of singleparent familiesA. 11B. 13C. 15D. 2


SPA-1: Spanish 1


Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesStudents were able to meet the expected target. I averaged the scores in both Midterm andFinal exams, and the result was as follows. 91% of the questions were responded correctly inthe Midterm and 87% in the Final Exam. (06/12/2015)

Direct: Presentation/Performance -Students were shown videos withcultural content in each of theopening chapters of the book: USA,Paraguay, Argentina, Uruguay,Ecuador, El Salvador, Honduras,Nicaragua, Chile, Colombia andPanama. The content includesgeographical location, languages




SPA-1: Spanish 1


Expected Goal: The assessment ofthis learning outcome is by means ofa written questionnaire as well as amap of Latin America so they canidentify the countries. The target iscompleting 8 out of 10 culturalquestions that were given inMidterm and Final tests.

spoken other than Spanish, food,places of interest, religions, climate,traditions, indigenous presence, etc.An important part of thepresentation of the country is thegeography of all the Spanishspeaking countries. Students identifythe location of the country in a map,the capitals, the nationalities, etc. inorder to become acquainted withthe location and the proximity ofother countries. After thepresentation, they are given a timeto reflect and voice his/her opinionabout the differences andsimilarities of Latin Americancultures and their own culture.




Start Date: 11/11/2014SLO Status: ActiveSLO 2: Compare and contrast the Latin American way of life and world view with one’s own.





Expected Goal: The Spanishdiscipline has agreed upon an 80%target performance for student workassessed will indicate competency inthe SLO being assessed.

Action Plan: In order to improvestudent learning and to make thematerial from the textbook morecomprehensible to students, I havespoken to the publisher'srepresentative and have requestedthat the textbook "Latin Americaand it's People" be condensed fromfifteen to twelve chapters.(02/28/2016)

Semester Assessed: 2015 - 2016 (Fall 2015)Expected Goal Met: YesThis course is now being offered on a continuous basis because it is part of the new ADT thatwas developed by the Spanish discipline; therefore, this is the first time this course has beenevaluated. Overall student performance was at 82%. Activities that helped students reachthe performance target were weekly readings and homework assignments that preparedthem for weekly quizzes. As a whole, there activities prepared students for the final exam.(02/28/2016)

Direct: Test/Retest - Students took afinal exam which consisted of threecomprehensive essay questions.One question of the final exam was acompare and contrast compositionin which students focused on onetopic of Latin American culture vsU.S. culture. Students were assessedon knowledge of topic as well ashistorical events that have shapedboth cultures and civilizations.

SLO 2: Compare and contrast the Latin American way of life and world view with one’s own.


SPA-2: Spanish 2


Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesWhy did you choose that SLO?

I know from experience that many students tend to generalize the cultural aspects, one ofwhich is food/traditional dishes of Spanish speaking countries. My goal is to increase theawareness of differences of the student in cultural practices which include the preparation oftraditional recipes and/or dishes through reflecting and evaluating similarities and

Direct: Writing Assignment -Student will research and write a 1.5page composition in Spanishdescribing two aspects of culture orhistory for an assigned Spanishspeaking country.





SPA-2: Spanish 2


differences in the cultural aspect of food (recipes).What specific topic does this project focus on?The students researched a food or (platillo/specific food) that was specific to a region of aSpanish speaking country. The recipe or description of the food/recipe was shared with theclass in a 5 minute presentation focused on sharing the country and region where the recipeoriginated as well as the ingredients and preparation of recipe. This assignment was given onweek 9 of the semester. Students had been writing short (one paragraph of 6 – 8 sentences)short essay answers on homework and on exams throughout the semester.Describe your inquiry strategy, including the assessment toll, scoring criteria, and timeline.Students were informed to refer to Chapter 5 (Sabores y colores) in their text and use thevocabulary from the book and their own dictionaries. The text also provided an example ofthe exercise. Students were given the take home assignment/homework and submitted oneweek later. Additionally, I provided a model assignment/presentation by sharing my favoritedish and it’s preparation with the class before the final date to submit the assignment.

Grading:The paragraphs were scored holistically based on comprehension, content, grammar andvocabulary. Each category was assigned 5 points for a total of 20 points.The following rubric used was as follows:


Below find the results:5% did not meet expectations10% began to meet expectations70% met expectations

15% exceeded expectationsI was pleased with the results, as the ‘did not meet expectations’ category was a very smallpercentage and the majority of the students, a total of 85% of the students met or exceededexpectations. I explained the assignment again and provided more guidance and writtenexercises to the specific student. After a couple of weeks, I asked the student to re-submit




SPA-2: Spanish 2


the assignment. The student scored better and moved to the met expectations category.What modifications were made to the curriculum?No modifications were made to the curriculum. However, the class continued to refer totheir research and new vocabulary they had learned through this assignment.Describe your re-inquiry strategy, including the timeline and results.The overall goal was met. All students met the expectations earning a score of 3 or more. Ihave continued to use this assignment and now include other aspects of research such as, inwhat cultural celebrations or occasions are the traditional dishes prepared? (09/14/2015)

Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesThe following scale was used to grade the oral presentation. DID NOT meet expectations (69% and below) BEGAN to meet expectations (70 - 79%) MET expectations (80% -89%) EXCEEDED expectations 90% and aboveResults:





Notes: Rubric for Oral Presentationis attached.

Direct: Presentation/Performance -Students will present a 5 minuteindividual oral presentation inSpanish to their peers using amedium of their choice ( i.e. powerpoint, poster presentation)demonstrating their mastery of thelanguage. The target learningobjective is for the student todemonstrate their reflection andunderstanding of similarities anddifferences within cultures ofSpanish speaking countries.




SPA-2: Spanish 2







SPA-3: Spanish 3


Action Plan: Based on the results,for spring 2018 I set the goal toincrease the percentage of studentswho exceeded the expectations to75% or higher, and lower thepercentage of students who did notmeet the expectations.(04/25/2018)

Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesReading Assignment: Students were assigned two cultural readings on the Galápagos Islandsonline for chapter 2. They answered a questionnaire of eight questions per reading. Iselected five questions from one of the readings and students were tested on thesequestions for chapter 2. Students were informed to study the Galápagos Islands culturalcomponent of chapter 2.

Exceeded expectations – Answered five questions correctly.

Direct: Exam/Quiz - In Course -Students were assigned two culturalreadings on the Galápagos Islandsonline for chapter 2. They answereda questionnaire of eight questionsper reading. I selected fivequestions from one of the readingsand students were tested on thesequestions for chapter 2. Studentswere informed to study the


SLO Status: ActiveSLO 3: Reflect on and evaluate similarities and differences in specific cultural practices and perspectives



SPA-3: Spanish 3


Expected Goal: The performancetarget was that at least 70% ofstudents would answer all fivequestions correctly based on theonline reading assignment on theGalapagos Islands. The expectationwas that 17 students out of 25would answer 5 questions correctlyin order to achieve the 70% targetgoal.

Met expectations – Answered three or four questions correctly.

Did not meet expectations – Answered two, one, or no questions correctly.

The performance target was that at least 70% of students would answer all five questionscorrectly.The results were that 25 students answered five questions on chapter 2 exam on theGalápagos Islands. Below are the results.

56 % Exceeded expectations



(04/25/2018)

Galápagos Islands culturalcomponent of chapter 2.

SLO 3: Reflect on and evaluate similarities and differences in specific cultural practices and perspectives




Action Plan: - Will continue using arubric to assess students'performance during presentations.


Direct: Writing Assignment - Basedon observations in previous classes,the many of the Spanish speakingstudents at Moreno Valley College


SLO Status: Active

SLO 3:Demonstrate knowledge of and an appreciation for their cultural heritage; i.e. the peoples and cultures of the Spanish-speaking world, the dialectal variations, the history,icons (both popular and historical), music and food, literature and film.





(04/25/2018)Presentation/Rubric: Students in groups of 2 were given a topic to present. This presentationwas based on the influence of other languages (Visigoths, Arabic, Náhuatl, Quechua, Greekand English) in the Spanish language (vocabulary). Students used the vocabulary andinformation learned in class in addition to researching more on the topic to present differentfacts of the influence of these language in the Spanish language. A rubric was used to assesstheir knowledge and performance based on a 5 point scale for each area (short composition,organization, content, vocabulary/orthography and participation). This presentation includedexamples of the vocabulary and a short video on the subject matter

8 = exceeded expectations1 = met expectations1 = did not meet expectations

I believe this assignment helps students to understand more of the history of the Spanishlanguage development over the years and what makes this language one of the mostimportant romance languages in the world.

The performance target was to achieve that at least 70 to 75% of students would "meetexpectations' or beyond which it was accomplished. (04/25/2018)Semester Assessed: 2014 - 2015 (Spring 2015)Expected Goal Met: YesWhat were the results of the first draft? Based on the results, what goal was set? 55% DID NOT meet expectations

20% BEGAN to meet expectations 25% MET expectations

My goal was to see the met expectations category increase to 75% and significantly decreasethe did not meet expectations category.What modifications to the curriculum were made?

are very familiar and haveknowledge of the Mexican culturebecause of its geographicalproximity to California and becausemany of the students have familyand/or extended family still living inMexico. Therefore, the studentshave the opportunity to visit Mexicoand are familiar with variations inmusic, food, etc. However, very fewknow of and have the opportunityto appreciate other cultures fromthe Spanish-speaking world.

Assessment - developing a shortessay (maximum 1 page) on oneaspect of culture or history from aSpanish-speaking country, excludingMexico. Students selected the topicby means of a lottery system.Students were asked to complete aone page essay in Spanish on oneaspect of culture or history from aSpanish-speaking country (excludingMexico). Because the students lackof experience developing a ‘researchpaper’ in Spanish, a writing sessionwas completed in class in which eachstudent developed the introductory






Expected Goal: The following scalewas used to grade the essay.

Did not meet expectations:scored 3 Began to meet expectations:scored 4 Met expectations: scored 5

What were the results of the firstdraft? Based on the results, whatgoal was set?

55% DID NOT meetexpectations

20% BEGAN to meetexpectations

I indicated to the class that the 1 page essay was to be considered their 'first draft' and wouldbe further developed into a two page essay. I developed a series of writing exercises to helpstudents develop the critical components of a well-structured and grammatically appropriateessay. I also continued to offer and utilize the power of 'peer tutoring', forming peer groupswith an identified leader who assisted in the review of the writing activities and later drafts ofthe final essay. I also met with each student individually to review aspects of the essay thatneeded development or editing..Describe your re-inquiry strategy, including the timeline and results.

Three (3) weeks after the first draft was completed intervention strategies (peer tutoring,targeted writing activities) were utilized and the students handed in a second/final draft ofthe essay.


12% BEGAN to meet expectations78% MET expectations

(09/14/2015)

paragraph with the assistance of atemplate provided by the professor.Students also had the opportunity torequest and offer peer tutoring.After the students developed theintroductory paragraph, theycompleted their first draft at homeand handed it in to the professorone week later. The shortessay/draft was graded based theusage of appropriate grammar and awell-structured essay.






25% MET expectationsMy goal was to see the metexpectations category increase to75% and significantly decrease thedid not meet expectations category.



SPA-4: Spanish 4


Semester Assessed: 2016 - 2017 (Spring 2017)Expected Goal Met: YesThe results were:(Evaluation of similarities and differences of cultural perspectives)

10 puntos Excelente evaluación de semejanzas y diferencias de perspectivasculturales. 24 9 puntos Muy buena evaluación de semejanzas y diferencias de perspectivasculturales. 58 puntosBuena evaluación de semejanzas y diferencias de perspectivas culturales. 17 puntosPoca evaluación de semejanzas y diferencias de perspectivas culturales.06 puntosNo hay evaluación de semejanzas y diferencias de perspectivas culturales. 0

Direct: CapstoneProject/Assignment - Throughoutthe semester, students wereexposed and experienced thereading and analysis of poetry,essays and short stories written byauthors (both female and male) fromdifferent genres of Spanish languageliterature. Students were assigned togroups to share their individualanalysis and perspectives of theliterature. The group would thenshare a summary of the analysis withthe entire class. The


SLO Status: ActiveSLO 3: Reflect on and analyze authentic cultural products, making connections between these and personal experience within social, cultural and historical contexts.



SPA-4: Spanish 4


Based on the results, 80% of the students exceeded the expectations at the ‘excellent level’,16% met the expectations at the ‘very good’ level and 3% met the expectation at the ‘goodlevel’. No students preformed at ‘below expectations’.

(08/24/2017)

class would then come to aconsensus (adding individualperspectives that may be in contrastto the consensus) regarding theanalysis of the piece of literature.Students were given rubrics (seedocuments attached) to guide themin their analysis. Students could alsoadd their own perspective to therubric. Students were also assignedto groups to prepare an oralpresentation (in Spanish) to sharewith the class. Each presentationwas focused on one of the genres ofSpanish and the studentsparticipated in groups with differentcolleagues for each presentation.(Rubrics and guides are attached).The goal was to prepare for thestudent to complete a ‘FinalSemester Project’ which consisted oftwo parts: a written analysis of 1.5pages in Spanish (rubric attached)and the presentation of that analysisto the class (rubric attached). Theliterary analysis could be completedusing a poem, essay or short storywritten in Spanish by an author froma Spanish speaking country. Thestudents were assigned a Spanishspeaking country, they had thechoice of the author and the literary




SPA-4: Spanish 4


Expected Goal: To address theperformance outcomes of thestudents, the following scale wasused from the rubric (seedocuments)Reflejar y evaluar semejanzas ydiferencias de perspectivasculturales. Reflect on andanalyze authentic cultural products,making connections between theseand personal experiences withinsocial, cultural and historicalcontexts. SLO 3 10 puntos Excelenteevaluación de semejanzas ydiferencias de perspectivasculturales. 9 puntos Muy buenaevaluación de semejanzas ydiferencias de perspectivasculturales. 8 puntos Buena evaluaciónde semejanzas y diferencias deperspectivas culturales. 7 puntos Poca evaluaciónde semejanzas y diferencias deperspectivas culturales. 6 puntos No hay evaluaciónde semejanzas y diferencias deperspectivas culturales.

piece.




SPA-4: Spanish 4SLO 3: Reflect on and analyze authentic cultural products, making connections between these and personal experience within social, cultural and historical contexts.

When do you plan to assess?: 2014 - 2015 (Winter 2015)



Related Documents:Rúbrica Para Evaluar Exposiciones Span 8.docxSpan 8 - Presentations Rubric

Action Plan: In the future therubrics used through out thesemester to assess students'progress and oral skills will be usedto ensure students' success andprogram improvement based onthe student learning outcomes.(10/13/2016)

Semester Assessed: 2015 - 2016 (Winter 2016)Expected Goal Met: YesUsing the analytic rubric developed in collaboration with the Discipline for oral presentations,91% of the students earned a minimum of 16 points or more out of 20 on their final oralpresentation (final project). The performance target was exceeded by 11%. The resultsindicate that the consistent practice of oral presentations in conjunction with the consistentfeedback provided by the instructor and colleagues of the student provided a positive andproductive environment for the student to enhance and develop their conversation andpublic speaking skills in Spanish.

Final Project:For the ‘Final Course Project’ students were asked to select a topic that had been discussedand reviewed during one of the 5 weeks of the winter intercession (6 weeks total) and furtherdevelop an individual final video presentation that would be shared with the class.

The assignment included a four minute video. This video was focused on accurate andrelevant information based on the student's researched topic. It was required for the studentto use formal and appropriate vocabulary based on a formal presentation according to therubric used. Students were given a list of topics to further develop in their presentations (Myideal job is.., The educational system in.. , The importance of health... etc) (10/13/2016)

Direct: Presentation/Performance -Spanish 8 is an intermediateconversation course; therefore, oralpresentations are completed twice aweek and sometimes on a dailybasis. The themes of thepresentations related to the weeklycourse themes with the first onehaving a personal perspective(sharing a description of theirfamily). The second presentationcontinued the personal theme withthe student’s career and universityplans. The themes that continuedreflected topics such as: food inrelation to health and nutrition, theenvironment and the political arena.The first day of class, the studentsdiscussed and collaboratedregarding the typical skills needed tocomplete an effective oralpresentation. Based on the classdiscussion, it was apparent thatstudents needed a basic foundationfor developing effective oralpresentation skills. I introduced arubric that is used by ‘Toastmasters




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Expected Goal: Performance TargetUsing the analytic rubric developedin collaboration with the Disciplinefor the oral presentations, at least80% of the students in Spanish 8 willbe able to earn a minimum of 16points out of 20 on their final oralpresentation (final project).Notes: See attached rubric copy

International’ to assess a speaker’sskill set. This rubric was utilized forthree of the six weeks of the winterterm (rubric included in documents). For the second three weeks, asecond rubric was introduced withthe same style and pointrequirements as the first rubric;however, the skills for this rubricwere based on the Student LearningOutcomes for the course (Spanish 8).Each week, students presented shortoral presentation on a variety ofthemes that were evaluated usingthe rubric. Therefore, studentsbecame very familiar with the goalson the rubric and each presentationprovided an opportunity to practice.

