Teaching and Learning Project: Assessment Report
Teaching and Learning Project: Assessment Report
English 90 – Fall 2004
College Wide SLO’s addressed/background information:
Developmental Education : English 90
English 90 Outcome: Write expository essays which integrate and synthesize course readings and are clearly focused, fully developed, and logically organized.
Research Question:
How effectively are we teaching students to write argumentative/persuasive essays that are clearly focused, fully developed and logically organized?
Study design
• Method: All 90 instructors will assign a four to five page, typewritten, persuasive essay that draws upon at least three, and no more than five, short non-fiction articles that have been provided by the instructor or found within the course reader. (Students should not be researching and finding articles/essays on their own for this assignment). These argumentative/persuasive essays much include a concession/refutation. Although English 90’s focus is not the teaching of formal argumentation, students should be aware of basic logical fallacies: oversimplication, hasty generalizations, either/or thinking, faith-based reasoning. This paper may be the last or second to last essay assigned. (LINK TO ASSIGNMENT PROMPTS)
• Sample: FROM Fall 2004
During fall flex, January ’05, we read and holistically scored 240 argumentative/persuasive essays from 16, fall 04, sections (LINK TO INSTRUCTORS’ NAMES)
Scoring Technique: We used a holistic rubric for scoring essays. (LINK TO RUBRIC and ANCHOR PAPERS)
Description of Proficiency: Using an agreed upon rubric, we assessed students’ work to be high, medium or low with proficient including all high and medium; not proficient included all low. (LINK TO SAMPLES)
Expectations: Establish baseline data.
Results: from fall 2004
We assessed 69% of the papers to be proficient. Of these, 27 papers (11%) were rated as High, and 140 (58%) were rated as Medium.
Meaning or Analysis
Analysis indicated that many of the papers failed for a surprising reason: the assignment. In other words, students could not produce a proficient, persuasive paper because the original assignment was faulty somehow. Consequently, this information should be helpful as we design essay assignment for our students. Please look under the English 90 link on our English department Blackboard classroom for helpful sample assignments and more detailed information about this assessment.
Use of results:
Action Plan: Monitor instructor argumentative assignment to adhere to parameters of course outline and provide constructive feedback to instructors who need assistance. Post model assignments on Blackboard for faculty to follow.
Timeline for Implementation: Spring 05
Responsible Parties: Karen Haskell
Part II: Follow-up Report
(To be completed by Joellen Hiltbrand after Aug. 05 flex scoring of spring 05 papers)
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