SHORELINE COMMUNITY COLLEGE
Shoreline Community College Self Study 2001-02
DOCUMENT CODE: 2.18b
DOCUMENT DESCRIPTION: Shoreline's Annual Outcomes Assessment Report--1999-2000 contains descriptions of 12 faculty assessment development projects funded with the State Outcomes Assessment allocation through the grant award process conducted by the Institutional Effectiveness Committee. Extensive appendices contain examples of project output. This document is also available at
SHORELINE COMMUNITY COLLEGE
ANNUAL OUTCOMES ASSESSMENT REPORT—1999-2000
EXECUTIVE SUMMARY
The major focus of 1999-2000 outcomes assessment activity at Shoreline Community College was on 12 faculty assessment development projects:
• Developmental ESL Assessment (continuing), Vince Barnes, (206) 546-4675, vbarnes@ctc.edu
• Critical Thinking Assessment of Nursing Students (new), Janice Ellis, (206) 546-4756, jellis@ctc.edu
• Outlook (Assessment) Newsletter (continuing), Stephen Goetz, (206) 546-4587, sgoetz@ctc.edu
• Classroom Assessment Project (continuing), Stephen Goetz, (206) 546-4587, sgoetz@ctc.edu
• Reading Outcomes and Assessment in Developmental English Courses (continuing), Dutch Henry,
(206) 546-5807, dhenry@ctc.edu
• English 100 Master Course Outline Revision (new), Dutch Henry, (206) 546-5807, dhenry@ctc.edu
• ABE/ESL Assessment (continuing), Jo McEntire, (206) 546-5805, jmcentir@ctc.edu
• English 101 Composition Study (continuing), Gary Parks, (206) 546-4785, gparks@ctc.edu
• Quantitative Reasoning Outcomes and Assessment in Microeconomics (new), Timothy Payne,
206-546-4706, tpayne@ctc.edu
• Analytical Reasoning Outcomes and Assessment in Macroeconomics (new), Timothy Payne,
206-546-4706, tpayne@ctc.edu
• English 100 Rubric Development (new), Sean Rody. (206) 546-6983, srody@ctc.edu
• Math Learning Center Evaluation (new), Margaret Rogers, (206)-546-5825, mrogers@ctc.edu
Educational Improvements Made/Actions Taken
(directly or indirectly as a result of assessment-related activities)
In the 1999-2000 academic year, Shoreline began allocating assessment funds to faculty and staff development efforts through a new competitive grant process, developed and implemented by the college's Institutional Effectiveness Committee (IEC).
Availability of funds and solicitation of proposals was announced in presentations to academic division meetings, on the faculty listserv and in the campus intranet newspaper; a Request For Proposals and a proposal submission form were posted on the Institutional Effectiveness web site. Major criteria for evaluation of the proposals included support for Shoreline's Strategic Plan and responsiveness to accreditation assessment requirements as set forth by the Commission on Colleges
Division chairs were encouraged to stress to their faculties the important roles of assessment in improvement of instruction and accreditation.
As a result of these activities, the six continuing and six new faculty outcomes assessment projects listed above were funded.
In addition to implementing the new grants process, the IEC successfully proposed a new assessment strategy for inclusion in the Shoreline's 2000-01Strategic Plan:
Develop and implement a comprehensive Assessment Plan which will lead to a well-documented set of core outcomes, performance standards and related assessments for each course in the Shoreline Community College Catalog.
Outcomes, standards, and assessments should, in each case, reflect appropriate academic criteria and/or industry-based skill standards, and represent a collaborative effort of Shoreline faculty qualified to teach the course. In addition, assessments must meet commonly accepted criteria for reliability, and validity based on appropriate internal and external benchmarks.
Key Strengths of Assessment Effort
As a result of the actions described above Shoreline now has a well publicized faculty-oriented procedure which focuses the allocation of funds on course- and program-level development efforts for outcomes assessment in all areas. Six new initiatives were stimulated, some in areas where interest in assessment has not been historically evident. The most heavily weighted aspect used in evaluating funding proposals is consistency with Shoreline's Strategic Plan and the accreditation assessment requirements of the Commission on Colleges.
In addition, the College has formally committed, through its Strategic Planning process, to a goal of outcomes-based assessment in all courses offered.
Areas of Assessment Effort Needing Improvement
Two major improvement needs have been identified for the coming year.
• For 1999-00 availability of funds was not announced until late in Fall Quarter. The result has been that many projects did not gain momentum until the middle of the academic year and, consequently some attained only partial completion of their goals. Further, it seems likely that some faculty who might otherwise have submitted proposals, may have chosen not to because of the lateness of the announcement.
• Although the grant process appears to have stimulated some new development activity, there remain a number of areas where systematic outcomes assessment has not become a priority. Raising interest and removing barriers to assessment development continue to be significant challenges.
Major Projects/Priorities for 2000-2001
The major focus of assessment activity for 2000-2001 will again be on faculty development projects. Fund availability was announced and an RFP was posted on the Shoreline Intranet during Spring Quarter, . It is expected that the IEC will award grants for continuing projects in October and for new projects in November, 2000.
The 2000-01 year will also be the first of a two-year self-study process culminating in Shoreline's decennial accreditation evaluation in October, 2002. The self-study process will provide an opportunity for careful examination of the status and quality of outcomes assessment in all aspects of Shoreline's instructional program.
B. NARRATIVE REPORT
1. DESCRIPTION: What major assessment-related activities did you continue/initiate this year using the outcomes assessment allocation provided by the state?
• Developmental ESL Assessment (continuing). Nine faculty members met on four different occasions and also worked independently to produce a rubric sheet for ESL 098, a rubric with descriptors for ESL 099 and 100, as well as benchmark papers for different levels. These were all incorporated into a handbook (Appendix A) for Academic ESL faculty, which includes policies and procedures for the program.
• Critical Thinking Assessment of Nursing Students (new). (1) Response forms for the California Critical Thinking Dispositions Inventory (CCTDI) were entered into an Excel program designed to score and analyze the data. This was done by a work study student whose pay was provided through the grant. Scores for 4 years were entered. Of these, scores only part can be analyzed for beginning and ending scores for the same student. We will analyze all beginning scores to look at aggregate trended data and then analyze all ending scores for aggregate trended data. Our institutional researcher is now scoring and analyzing the data. In the coming fall, nursing faculty will review the scores and analysis with the intent of determining specific areas of needed curricular improvement.
(2) A scoring rubric for the nursing process paper was developed. Two nursing faculty members, Bette Perman and Betty Hanrahan each scored the same set of papers using the new rubric. An analysis of inter-rater reliability and correlations of these scores with CCTDI results will be conducted in the fall and included in the Program Improvement Plan.
• Outlook (Assessment) Newsletter. Seven Shoreline faculty members participated in a two and one-half hour discussion about the philosophy underlying their grading policy during a pervious year. The panel was chosen to represent a broad spectrum of disciplines, yet constituting a small enough group to develop a cohesive conversation. The session participants were:
Bruce Amstutz Art, Visual Communications Technology
Robert Francis Economics
Steve Goetz Biological Sciences, moderator
Norman Gregory Nursing
Kathleen Lynch Speech Communications
Gary Parks English
Josephine Pino Biological Sciences, Biotechnology
An edited transcription of the conversation was PageMaker formatted to produce a 14 page issue of Outlook Online entitled "A Discussion on Grading: How We Grade." It is available online at:
and was available in HTML format as well as a downloadable printable PageMaker formatted document. Discussion topics included: grade inflation; grading as a message; the personal nature of grades; the effect of student evaluation on grades and evaluating proficiencies.
• Classroom Assessment Project. The goals of Shoreline’s Classroom Assessment project are:
• To create an opportunity for faculty across campus to talk about teaching and learning on a regular basis
• To create a structured opportunity for faculty to explore the Classroom Assessment Techniques (CATs) compiled and presented in the Classroom Assessment Technique handbook by Angelo and Cross
• To institutionalize the use of assessment (finding out who are students are and where they are in their learning) as an integral, ongoing aspect of teaching at Shoreline, rather than as a self-conscious and occasional intervention
During this tenth year of Shoreline’s ongoing Classroom Assessment meetings, the eleven participants met three times per quarter during Winter and Spring quarters to examine specific Classroom Assessment Techniques (CATS) as well as to discuss particular classroom issues (late and absent students, responses to cheating and plagiarism, inadequate note taking skills, etc.) in a constructive atmosphere with peers from across the campus. This year’s participants were (asterisks next to probationary faculty):
Stephen Bogart* math
Stephanie Diemel* physics
Kelly Hamilton biology lab technician, part-time
instructor in biology
Shalin Hai-Jew* communication, English
Pearl Klein* English, developmental English
Eric Genz-Mould* biology
Diana Knauf* psychology
Molly Morse* medical lab technology
Josephine Pino biology
Sean Rody* English, developmental English
Neal Visihth* English
• Reading Outcomes and Assessment in Developmental English. “Reading Outcomes and Assessment in Developmental English Courses” gathered faculty to develop and revise reading outcomes for English 080, 090, and 100. In addition, we discussed reading texts appropriate for each level and gathered and discussed sample assessment measures. Revised outcomes, sample assessment measures, and an outcomes and assessment grid were developed for future use (See Appendix B).
• English 100 Master Course Outline Revision. “Revision and Development of English 100 Course Outcomes and Assessment Tools” gathered faculty, both full and part-time, to collaboratively revise and develop English 100: Analytical Reading and Writing Course Outcomes and Assessments. New outcomes were developed and a new English 100 Master Course Outline produced (See Appendix C). Assessment tools were gathered, tested, and discussed in terms of their appropriateness and ability to generate authentic results. An assessment grid was produced that includes General Education Outcomes, Course Outcomes, Related Abilities, Sample Assessment Tools, and Evaluation Criteria.
• ABE/ESL Assessment (report pending)
• Quantitative Reasoning Outcomes and Assessment in Microeconomics, and Analytical Reasoning Outcomes and Assessment in Macroeconomics. There were two assessment projects undertaken in the Economics department, “Quantitative Reasoning Outcomes and Assessment in Microeconomics” and “Analytical Reasoning Outcomes and Assessment in Macroeconomics”. These projects involved coordinating Economics faculty members, both full and part-time, to collaboratively discuss, examine and develop quantitative and analytical reasoning outcomes, create appropriate assessment tools, and develop a packet of exercises for classroom assessment use (See Appendix D)
• . The objectives of the project were the following:
• Educate Economics faculty about what learning outcomes are and how they are assessed
• Collaboratively develop specific quantitative reasoning outcomes for ECON 200 and analytical reasoning outcomes for ECON 201
• Collaboratively create sample assessment tools for these outcomes
• create a packet of exercises for classroom assessment use that can be utilized by different faculty members
• develop recommendations for future Economics department work on outcomes and assessments
• English 101 Composition Study. We continued the English 101 composition study to measure competencies in writing among our transfer-level composition students. We also collected demographic information on these students and information on their perceptions of instructional quality in various skill areas such as reading, research writing, organization of writing, development of ideas, etc. A detailed report of study results is available at
• English 100 Rubric Development. This project allowed a group of English faculty to create an English 100 assessment rubric to be used department wide. It will help to clarify the role of English 100 within the institution and to clarify the nature and the writing expectations of the class. The project was done in coordination with Dutch Henry's "Revision and Development of English 100 Course Outcomes and Assessment Tools" project.
We were able to meet roughly five times to discuss the criteria for the rubric (“roughly” because some work was done at the same time as the "Revision and Development of English 100 Course Outcomes and Assessment Tools" project). We looked at other examples of rubrics from other colleges and from other departments here at Shoreline. We eventually used an “affinity” process whereby we created a list of assessment criteria and then carefully placed each criterion in an appropriate place within the rubric.
We had intended to evaluate the rubric in “norming” sessions but, unfortunately, we ran out of time. The rubric created is included with this report (See Appendix E).
• Math Learning Center Evaluation. The Math Learning Center is available to all math students from arithmetic through multivariable calculus. Each term slightly more than half of the eligible students use the facility. The goal of this project is to learn as much as possible about the approximately 800 students who elect to use the MLC each term.
Over the years we have maintained records of the daily use of the MLC. Each student who comes in at least once has a card recording the day of each visit. We created an electronic replica of this card and work-study students entered usage information for every student who used the Math Learning Center during Fall 1999 and Winter 2000.
2. ANALYSIS/JUDGMENT: Overall, how significant is the current influence of the assessment initiative on the educational environment and day-to-day operation of your college? Please provide some analytical detail about the reasons for your judgment--what do you perceive to be the major factors contributing to the level of influence as you see it?
• Developmental ESL Assessment The development of the rubrics, the model papers and especially the norming sessions the faculty engaged in should be very helpful in ensuring that all faculty use the same criteria in evaluating student writing. In the past, there was little standardization in terms of what constitutes acceptable writing. Faculty can now refer to the rubrics and students can also use the rubrics to determine areas of strength and difficulty.
• Critical Thinking Assessment of Nursing Students Measurement of critical thinking is a requirement of our National League for Nursing Accreditation. Determining the most valid and reliable method for this measurement is important to guide our assessment activities and to be able to use the results for program improvement. The major focus of this project was the data gathering. The actual analysis must come from the entire nursing faculty as they respond to statistical information.
• Outlook (Assessment) Newsletter This Outlook issue is our first online only edition and, with its single concept focus, is a departure from issues developed over the previous eight years, which contained four or five faculty articles examining current assessment projects at Shoreline, or considerations of classroom strategies and personal philosophy about elements of teaching and learning. The discussion about grading philosophy and mechanisms that developed from the project was a very candid, personal and thoughtful examination of a highly emotional and often controversial issue. It is hoped that the Outlook Online discussion will stimulate more exploration, and perhaps structured discussions about grading among our faculty.
• Classroom Assessment Project. After nine years of experience, we’ve found that the ongoing Classroom Assessment group continues to be a very effective wonderful way of introducing the concept and value of assessment to new teachers. It is a structured opportunity for faculty from across campus, and in different stages of their careers to connect with their peers in a constructive and mutually supportive environment. For non-tenured faculty particularly, which comprised most of our group this year, the meetings provide a nonjudgmental setting to explore strategies and concerns about their teaching with honesty and candor. The Classroom Assessment group is also, above all, an ongoing, institutionalized, assessment-centered process with which faculty engage, disengage, and reengage over the years.
Participant questionnaires returned by this year's participants indicated an appreciation for having an ongoing opportunity for relaxed and candid interaction with their peers about such topics as teaching techniques, encouraging student involvement and responsibility, structuring group interactions in the classroom, dealing with difficult situations and learning about campus resources. All participants who returned questionnaires recommended that the Classroom Assessment project continue, and that they would want to be involved during the coming year.
Suggestions for changes included: including more part-time faculty, arranging a more convenient meeting time, organizing some meetings around a single topic, distribute meeting handouts and materials in advance and including a workshop opportunity for practicing some of the CATs.
• Reading Outcomes and Assessment in Developmental English. Our reading outcomes and assessment work has significant influence on instructors’ approaches to teaching reading and student learning at Shoreline. Our collaborative work on reading texts, assessments, and outcomes has changed the genres and levels of difficulty in the readings presented to students in English 080, 090, and 100. As a result, students are reading a wider, more complex variety of texts and doing so with a more sophisticated “toolbox” of reading strategies.
• English 100 Master Course Outline Revision. The assessment initiative is having significant instructional and administrative influence on the day-to-day operation of the Shoreline Community College English Department. The English 100 work provided faculty the opportunity to gather and discuss in detail the daily, weekly, and quarterly instructional challenges of English 100. Assessments, outcomes, goals, student work, texts, instructional philosophies and approaches, and other instructional issues were discussed in ways that improve daily instruction in the classroom and the administrative support of classroom instructors. The revised English 100 MCO and Assessment Grid provides guidelines, suggestions, and outcomes for all English 100 instructors and students.
• ABE/ESL Assessment (report pending)
• Quantitative Reasoning Outcomes and Assessment in Microeconomics, and Analytical Reasoning Outcomes and Assessment in Macroeconomics
1. Educate Economics faculty about what learning outcomes are and how they are
Assessed. There were five faculty members involved in these two projects:
Tim Payne (project manager)
Robert Francis
Bruce Christopherson
Dongwa Hu
Jimmy Kelsey
One of the most important accomplishments of these projects was a new level of communication and understanding amongst full-time and part-time Economics faculty members. Not only are all of us more informed about outcomes assessment, but we were able to create a consensus around many important issues in teaching Economics. By openly discussing and listening to each other’s views and teaching methods, we all became active learners as well as better educators. In the process of creating a mutually-agreeable packet of classroom assessment exercises we also created a considerable amount of “buy-in” from our faculty members, increasing the chances that what we created will be used successfully.
2. Collaboratively develop specific quantitative reasoning outcomes for ECON 200 and
analytical reasoning outcomes for ECON 201. The next step was to identify specific competencies and course content appropriate for both microeconomics and macroeconomics assessment. This step created a lively debate among all faculty members involved, each advocating their “pet” ingredients. What we produced was a broad and inclusive set of subject areas demonstrating a variety of competencies.
3. Collaboratively create sample assessment tools for these outcomes. Having identified specific outcomes desired, our faculty team then set out to create classroom assessment tools to assess competencies in individual subject areas. In this process, we assigned different topics to different faculty members during each meeting (see Agendas in section D), for which they designed a sample assessment exercise. At the next meeting each faculty member presented a draft of their classroom exercise for review and modification by others.
4. Create a packet of exercises for classroom assessment use that can be utilized by
different faculty members. The edited drafts of each classroom exercise were revised and formatted by the project manager and combined in a packet of exercises for both Microeconomics and Macroeconomics. These packets will be distributed to each instructor of Economics at Shoreline Community College. We anticipate that instructors will begin conducting these exercises in classes beginning Summer quarter 2000.
• English 101 Composition Study. In most departments/programs and among most instructors who care (by far the majority here), assessment is a significant part of the instructional environment. Faculty are interested in learning, and the seed funding for inquiry into student learning outcomes provides crucial support for faculty. In my program, English, the direct influence has been significant. Several instructors use the writing assessment rubric we developed for the English 101 Composition study, and instructors use the results of the study for instructional change.
• English 100 Rubric Development. The rubric is intended to be a tool to help clarify and complicate the assessment of student writing in English 100 classes at Shoreline Community College. We did not have a chance to assess the effectiveness of the rubric yet, but we plan to do so next academic year. Many of the instructors involved in the rubric creation also teach English 100 and several of those instructors will be using the rubric in their class in the near future.
This will have a tremendous impact on the day-to-day assessment of student writing in the classroom because it can be an essential tool for the assessment of student writing.
3. EXAMPLES OF IMPACT: In what specific ways have various assessment-related activities/ findings/results contributed to particular institutional improvements in the last year?
• Developmental ESL Assessment These instruments also allow the faculty to eliminate some variables from the complex task of analyzing the quality of the program. This will allow us to make better planning decisions.
• Classroom Assessment Project. It is difficult, other than using questionnaires, to quantify the impact of the Classroom Assessment project because of its very nature as an opportunity for teachers to talk to teachers about classroom strategies and concerns. The classroom impacts identified by the participants - changing instructional strategies, increased awareness of student needs, raising standards relating to student classroom and learning responsibilities, increased instructor intentionality - are difficult to measure but very powerful. Over the years the project has embedded awareness and involvement with assessment into the fabric of this institution. Over 151 faculty members have participated over the years, with many faculty engaging with the group for two, three and even four years. Meeting attendance is strictly voluntary, yet participants rarely missing meetings and frequently indicate that this is the one meeting which they would not miss. While meetings usually begin with a presentation of various techniques from the Angelo/Cross handbook, most of the sessions were occupied with very lively discussions of the participants' own classroom strategies and concerns.
• Reading Outcomes and Assessment in Developmental English. With the development of revised reading outcomes and assessment measures our Developmental English Handbook provides a continuous source of information for faculty to consult in their ongoing classroom work. Faculty are talking more regularly and more consistently about their own expectations and the department standards for progression through the Developmental English sequence.
• English 100 Master Course Outline Revision. Collaborative revision and development of English 100 outcomes and assessments directly improved the instruction in English 100 and will therefore help students move to English 101 and other college-level courses with improved reading, writing, and critical thinking skills and better understanding of the demands and expectations of college-level content area courses.
• ABE/ESL Assessment (report pending)
• English 101 Composition Study. We have had department discussions and taken initiative on how to address two areas needing improvement as revealed through the composition study. These two areas are instruction in mechanics (grammar, sentence structure, etc.) and introductory research writing. Based on findings regarding students’ proficiency in mechanics as well as their perceptions of mechanics instruction in English 101, we have initiated the rejuvenation of a two-credit grammar course as a supplement to our offerings. In regard to research writing, we are surveying English 102 (research writing) instructors to determine student readiness for English 102 tasks coming from English 101.
The study has also improved department coherence in regard to assessment criteria and provided a bedrock of common terminology, assessment categories, etc. An additional use it that we have worked through the advising/counseling staff and faculty to improve placement based on findings related to the poor performance of improperly placed students.
• English 100 Rubric Development. The impact is going to come primarily in the coming year. We finished the rubric just before the end of the spring quarter. The less direct example of impact would be the camaraderie and the discussions that the process created. English instructors were able to share ideas and assist each other in a healthy academic environment.
4. LINKAGES: To what extent, and in what ways, are outcomes assessment activities and results being linked to or coordinated with ongoing planning processes at your campus—especially efforts related to accreditation and/or internal or external institutional accountability?
• Critical Thinking Assessment of Nursing Students As mentioned above, the NLNAC requires that we examine critical thinking. However, the underlying reason is the necessity for critical thinking on the part of registered nurses in the workforce. This is consistently identified as a very high priority by employers of RNs.
• Classroom Assessment Project. For a considerable number of faculty, particularly non-tenured faculty who comprised the majority of this year's group, the Classroom Assessment project has been an effective introduction to the idea of assessment in higher education. In pervious years, many participants have gone on to join other groups exploring assessment at levels beyond the individual classroom.
• Reading Outcomes and Assessment in Developmental English. The revision of reading outcomes and assessment measures has contributed to the ongoing revision of master course outlines for English 080, 090, and 100, revisions which are required for Shoreline’s upcoming accreditation.
• English 100 Master Course Outline Revision. The revision and development of the English 100 Master Course Outline and Assessment Grid prepares the course for Shoreline’s upcoming accreditation process. It provides a model for future MCO revision. It also allows for internal program review and improvement for ongoing institutional accountability.
• ABE/ESL Assessment (report pending)
• English 101 Composition Study. We undergo an ongoing Program Review process; the composition study information has provided several significant pieces of information for this. We are also using the rubric-writing and assessment procedures as models for change in other courses and to help revise Master Course Outlines for accreditation. More than anything, the project (and others like it in English) have brought more consciousness of the importance of measuring student learning (for measurable areas) and using a few key indicators for program effectiveness.
• English 100 Rubric Development. This project can be clearly linked to many of Shoreline Community College’s core values; however, the values to which this project is most closely linked would have to be collaboration, excellence, student success, and support. The collaboration came from the weekly meetings of the faculty who were able always to contribute to the project, but who were also able to reexamine their own approaches to instruction and to seek the advise of others. The commitment to excellence came for the effort to clarify the expectations of the writing assignments given in the classroom. The student success criterion comes from the clarification also. If students are aware of the program-wide expectations then they are more likely to succeed. The support will be ongoing to the faculty and staff who will have the need to know the expectations of one of the core classes on campus.
• General. Through the efforts of the IEC, a specific assessment component has been added to the 2000-2001 Shoreline Strategic Plan:
Develop and implement a comprehensive Assessment Plan which will lead to a well-documented set of core outcomes, performance standards and related assessments for each course in the Shoreline Community College Catalog.
Outcomes, standards, and assessments should, in each case, reflect appropriate academic criteria and/or industry-based skill standards, and represent a collaborative effort of Shoreline faculty qualified to teach the course. In addition, assessments must meet commonly accepted criteria for reliability, and validity based on appropriate internal and external benchmarks.
In the evaluation of all faculty proposals for assessment funding, the most heavily weighted factor is consistency with Shoreline's Strategic Plan and the accreditation assessment requirements of the Commission on Colleges.
5. PRIORITIES: What major priorities/projects have been defined for your campus assessment effort in 2000-2001? What major issues do you face in the coming year?
• Developmental ESL Assessment In the coming year, we would like to focus our efforts on reading outcomes. Reading is a vital academic skill, but the program has no standardized means of evaluating student ability from level to level.
• Critical Thinking Assessment of Nursing Students Results of the CCTDI and Rubric analyses will be reviewed by the Nursing faculty and incorporated into an overall Program Improvement Plan.
• Outlook (Assessment) Newsletter Next year, I hope to continue the concept of single issue Outlook Online editions, soliciting faculty articles exploring such issues as How We Test and The Impact of Student Evaluations.
• Reading Outcomes and Assessment in Developmental English. As a result of this project, we are currently planning to propose the continuation of this project for another year in order to continue developing reading assessment measures, gather student work from those measures, and development a reading rubric for “college-level” reading skills.
• English 100 Master Course Outline Revision. In the coming year the English 100 Master Course Outline and Assessment Grid will be introduced to new faculty, explored further by current faculty, provide a model for future MCO revision, and be tested more specifically with student work.
• ABE/ESL Assessment (report pending)
• Quantitative Reasoning Outcomes and Assessment in Microeconomics, and Analytical Reasoning Outcomes and Assessment in Macroeconomics. The Economics faculty members involved in the 1999-2000 projects have identified some project priorities for 2000-2001. First, our project did not create assessment tools for all outcomes identified as important. Our working team identified several specific topics and competencies in both microeconomics and macroeconomics that require assessment tools similar to the ones developed in this year’s project. Second, we need to collaboratively create a process of assessment analysis in order to better review our teaching process. Several questions need to be answered:
• What concepts are students struggling to understand?
• How do we measure our effectiveness as individual instructors?
• How do we measure our effectiveness as a department?
• What changes could be made in our pedagogical styles to enhance student comprehension?
• How can the steps taken in the Economics department be spread throughout our program (into International Studies, Political Science, History, etc.)?
Time for continued discussion amongst our faculty members is greatly needed.
• English 100 Rubric Development. The priorities for this project and other like it is to continue to build a clear, collaborative base for all the faculty in the English Program, and to make that base clear to those within and outside of the program. This rubric is but one more piece of a much larger puzzle.
• General. The major focus of assessment activity for 2000-2001 will again be on faculty development projects. Fund availability was announced and an RFP was posted on the Shoreline Intranet during Spring Quarter . It is expected that the IEC will award grants for continuing projects in October and for new projects in November, 2000.
The 2000-01 year will also be the first of a two-year self-study process culminating in Shoreline's decennial accreditation evaluation in October, 2002. The self-study process will provide an opportunity for careful examination of the status and quality of outcomes assessment in all aspects of Shoreline's instructional program.
6. BUDGET: Please provide budget subtotals of assessment money spent in 1999-2000 using the following format
|CATEGORY |AMOUNT SPENT |NOTES/COMMENTS |
|Salaries and benefits: |(indicate NA for “not applicable”) | |
|assessment liaison & |1) & | |
|institutional researcher |2) 15,500.00 | |
|clerical support |3) 53.94 | |
|other (please specify) |4) NA | |
|total salaries/benefits |5) 15,553.94 | |
|Assessment project costs (faculty stipends/reassigned | 21,262.50 | |
|time, mini-grants, instrument costs, scoring costs, | | |
|etc.) | | |
|Professional development costs (travel, consultants, | 6,864.00 | |
|workshops, resource materials, etc.) | | |
|Support costs (supplies, printing, postage, etc.) | 130.00 | |
|Other: (optional) | | |
|laptop computer |3,995.87 |for faculty check-out, analyses |
| | |and presentations related to |
| | |outcomes assessment. |
SHORELINE COMMUNITY COLLEGE
ANNUAL OUTCOMES ASSESSMENT REPORT—1999-2000
APPENDICES
Appendix A
Developmental ESL Handbook
Section 1: Policies and Procedures
a. Program Overview
b. Moving Students
• At the beginning of the quarter
• At the end of the quarter
c. Overloads
d. Student grade reporting
e. Introduction to the Rubric
f. Using the Rubric
g. Out-of-Class Writing
h. In-Class Writing
i. Role of the Assistant Division Chair
j. Role of the International Programs Office
Section 2: Rubric with graded in-class model papers for ESL 098.
Section 3: Rubric and Descriptors with graded model papers for ESL 099 and 100.
Section 4: Master Course Outlines
Section 5: Shoreline Grading Policy
Program Overview
The Developmental ESL Program is designed to prepare students to function effectively in academic transfer and technical courses by moving their writing and reading skills toward near-native like proficiency, while operating under the assumption that most students will probably always write with an "accent" and given the time-frame constraints. Students are placed into courses according to their scores on a placement test, which includes listening, reading, and writing components. ESL 098 is a ten-credit writing and reading course intended to introduce students to academic writing, reading and vocabulary development. Many students in ESL 098 are also enrolled in ESL 095, an academic listening and note-taking course, which includes some speaking activities as well. Students from any of the other ESL courses (099/100) may also be enrolled in ESL 095. The next level, ESL 099, is also a ten-credit course intended to further the academic reading and writing skills begun in ESL 098. Students are expected to use a more sophisticated vocabulary, write with fewer errors and deal with more complex topics and assignments. ESL 100 is a five-credit course. This is the last class before students enroll in English 101, which is regular freshman composition. Because students are just ten weeks away from English 101 and because this is only a five-credit course, it is fairly rigorous. Students are expected at this level to be able to read college level materials. Though it is normal to see grammar errors at this level, especially in in-class writing, students will have to eliminate most of these by the end of the quarter in order to pass. Please see the Rubric, Rubric Descriptors, and Master Course Outlines for more information about the requirements of these courses.
Moving students
At the beginning of the quarter:
Though students are tested before being placed into an ESL class, occasionally students are misplaced. This can be due to number of factors. First, especially for immigrant/refugee, students there may be a long period of time between testing and enrollment. Some students improve during this time. Secondly, some students—especially international students--legitimately complain that they were not feeling well or were exhausted when they took the test, because of jet lag or other problems associated with international travel. Thirdly, there is the element of human error. We try to have at least two experienced faculty members read each placement essay; however, sometimes we simply make mistakes, and sometimes it’s not possible to have two readers, if, for example, a test has been given during a break and students have advising appointments before all faculty are back on campus. We do not generally re-test students, so the original placement test is not always indicative of a student’s ability.
For these reasons, it is very important to evaluate the students in your class as soon as possible after the quarter begins, whether or not any student has actually requested to move up or down. This should be done on the second or third day of class. To ensure an accurate picture of the students’ ability, an in-class writing sample is best, administered under controlled, test-like conditions, using the rubric(s) and benchmark papers as guides. In addition, it is also helpful for instructors to get a picture of the students’ reading abilities. Though we have not yet developed clear reading standards for the different levels, some sort of teacher-made test can at least indicate a student’s relative skills.
If a student has specifically requested to move, the instructor should let the Assistant Division Chair know and provide him/her with the writing sample and any other helpful information about the student. Because other classes are often full, it may not be possible to move the student right away, or at all. Instructors should not tell students to go talk to other instructors; the Assistant Division Chair will find a third reader if necessary and check with advisors on the enrollment situation in the International Office. Sometimes it seems necessary to actually move a student down to a lower level. This can be rather difficult. Before recommending this to a student, check with the Assistant Division Chair.
In general, keep in mind that it is time-consuming to move students; it also can hinder their progress because even missing two or three days of a class can cause a student to fall behind. For these reasons, students are moved only in very clear cases of misplacement. Please keep in mind that it is not unusual to have a fairly wide spread in a single class. This spread cannot simply be ameliorated by shifting numbers of students around at the beginning of the quarter.
Occasionally, instructors may be approached by individual students petitioning to get into a class. Instructors should refer these students to the International Programs Office. Waiting lists are maintained and enrollment handled entirely by the IPO office staff. Instructors should not make unilateral decisions about allowing students into their classes.
At the end of the quarter
Occasionally, at the end of the quarter, students may ask to be allowed to skip the next ESL level. Students often have unrealistic views of their own abilities or have ulterior motives for desiring to move up, such as parental/peer pressure, financial problems. While these are very real to the student, the only factor that we can consider is whether or not the student's writing and reading skills are up to par. So, in general, this is not done. However occasionally there are students who demonstrate remarkable improvement in both reading and writing skills and a "skip" may be in order. If a student has requested to skip, and it is clear to the instructor that the student is not ready, the instructor should just tell the student that he/she is not ready. If the instructor is unsure, he/she should contact the Assistant Division Chair, who will need to review an in-class writing sample taken under controlled conditions. The Assistant Division Chair may seek input from a third instructor and make a determination. Potential consequences of skipping a level need to be conveyed to the student. These include: being at the lower end of the next class, rather than the upper end; having to put extra time into ESL work, to the detriment of work for other classes; a feeling of constantly being behind everyone. In the past, students who have been allowed to skip have regretted it.
Overloads
The enrollment cap for Developmental ESL classes is 25 and every effort is made to stick to it. However, sometimes the college is required to offer students classes, even if the classes are all full. Every effort will be made to contact you to get your permission for overloading. But in cases where the college is obliged to offer a class, there may be no choice except to overload your class. In cases where the college is not obliged to offer a class, the international program advisors will ask your permission first. Your willingness to accommodate students is greatly appreciated.
Student Grade Reporting
All students in developmental ESL classes are allowed to register in the final weeks of the quarter for the next level. This becomes problematic when students end up not passing the current class. Their registration for the following quarter must be changed but if the IPO and the students have to wait for grades in the mail through normal channels, it can be difficult to make changes in their schedules because classes fill up. In order to ensure that students can do this in a timely manner, it's very important for faculty to report final grades to the International Programs Office as soon as grades are determined, before faculty turn grades into the registrar and leave for the quarter break. It's also very helpful if faculty can inform students as well, either directly or by posting grades on office doors. (Please note, however, that privacy laws prohibit the use of student numbers or social security numbers for this purpose. Faculty may assign random numbers to students, however.)
Student Complaints
Occasionally, students complain about their teachers. Ideally, when students have complaints, they will speak to the instructor first. Faculty should engender an atmosphere in the classroom and with students that makes students feel comfortable speaking frankly with faculty about problems. If students do not feel comfortable speaking with their teacher, they normally go to the International Programs Office advisers or directly to the Assistant Division Chair. Advisers in the IPO may be able to solve the problem for the student by explaining college policies and academic expectations. However, if the nature of the complaint is clearly related to the individual faculty member, the student will be referred first to the Assistant Division Chair. The Assistant Division Chair normally will not speak to faculty members without getting first-hand information from students. The Assistant Division Chair will listen to student complaints, while maintaining the students' anonymity, but also protecting the faculty member from arbitrary, capricious, or frivolous complaints. If the complaint is of a serious enough nature, the Assistant Division Chair will contact the faculty member for a conference and may ask the faculty member to make changes in his/her teaching and may also request class observations, student evaluations or other measures. The ADC may refer very serious complaints to the Division Chair or to the Human Resources office.
The role of the Assistant Division Chair
The Assistant Division Chair is a tenured faculty member who has been given one-third release time to coordinate the Developmental ESL portion of the ESL/ABE/GED program. In addition to all of the duties and responsibilities associated with being a faculty member, the ADC is responsible for the following:
• Coordinating program operations along with the Director of Adult Basic Education.
• Coordinating enrollment and placement issues with the International Office.
• Scheduling placement test readers.
• Organizing placement test norming sessions.
• Along with the Director of ABE, serving as a second reader for all placement tests.
• Scheduling teaching assignments with the Director of Adult Basic Education.
• Scheduling courses with the Humanities Office and Director of Adult Basic Education, based on enrollment trends, including proofreading multiple drafts of quarterly constructions.
• Leading program report writing and budget requests.
• Writing interim reports, such as Strategic Planning progress reports.
• Responding to student complaints about faculty.
• Responding to faculty complaints about students.
• Responding to outside inquiries about the program.
• Responding to faculty complaints about rooms or other facilities.
• Ameliorating philosophical and occasionally personal disagreements among faculty.
• Observing associate faculty at least once annually and writing observation reports; proposing improvement plans as needed.
• Hiring new associate faculty.
• Mentoring new associate faculty.
• Coordinating program goals and directions.
• Coordinating curriculum development.
• Organizing and running program meetings.
• Meeting weekly with other Assistant Division Chairs in Humanities.
• Monitoring enrollment in order to make recommendations about adding or dropping classes at the beginning of the quarter.
• Participating as a non-voting member of the Humanities Planning Council.
• Writing requests for full-time faculty.
• Insuring faculty compliance with program and college policies.
• Advocating for the program at the division and college level.
• Developing means to gather data about the program.
• Gathering data about the program.
• Organizing and serving on Ad Hoc program committees.
• Serving as a liaison between the Division Chair and the faculty.
• Fulfilling regular faculty responsibilities such as serving on tenure, hiring, and governance committees, teaching a two-thirds load in the Developmental level and advising students.
• Responding to student requests to skip classes or to be replaced by reading writing samples and seeking input from other faculty members.
The Role of the International Programs Office
The IPO provides numerous essential services to the populations served in the ESL Program. The IPO is responsible for giving placement tests to both immigrant and international students, monitoring enrollment, handling immigration and visa issues, maintaining student records, providing academic advising, monitoring academic achievement, recruiting international students, reporting immigrant student achievement to relevant government agencies. For faculty teaching Developmental ESL, the IPO is an excellent resource for help with student issues. Faculty may review placement exams and speak with advisors about particular students.
Introduction to the ESL 099/100 and ESL 098 Rubrics
Faculty in the ESL program have developed two rubrics to be used by all faculty in evaluating student essays. The rubrics (and the descriptors that go along with the ESL 099/100 rubric) are the result of a collaborative effort by associate and full-time faculty members who regularly teach upper level ESL classes. The rubric and the descriptors were developed because of a perception that more standardization was needed in responding to student writing and in determining what constitutes good writing, and therefore what constitutes passing. In spite of the great effort that went into producing these materials, differences in opinion persist. This seems inevitable, given the nature of language and language learning. Nevertheless, a viable program depends upon a broad general agreement in key areas. What follows are general guidelines on the role of the rubrics with in- and out-of-class writing. Please note that reading is also an important component of the course and students need to demonstrate appropriate reading skills.
Using the Rubrics
First, the rubrics and the corresponding descriptors need to be seen as sets of guidelines to help teachers identify areas of strength and weakness and thereby make determinations about whether or not any given paper is passing. The rubrics and descriptors are also useful for students in identifying problem areas and in understanding exactly what is meant to receive, for instance, a “not passing” on verbs.
Different teachers employ different teaching methods with equal effectiveness. It is up to individual teachers to decide exactly how many papers will be written and which papers will be used to determine whether or not a student passes the class. However, at a minimum, students should be able to achieve a passing level on at least one formal in-class paper and two formal out of class essays to pass from ESL 098 to ESL 099 and from ESL 099 to 100, based on the appropriate rubric. Of course it is up to the teacher to determine how many attempts a student may have to achieve this. As a general guideline, students should write 3 to 4 formal, revised out of class essays per quarter. In addition, it is strongly recommended to give students opportunities to practice doing in-class writing before they are asked to do evaluative in-class writing.
However, this raises questions about the relative weight of the rubric items: Does a “not passing” in any one area constitute a not passing paper? Clearly a student who receives a not passing level in verbs or other single “global” areas should not pass out of ESL 100; similarly, if a student demonstrates weakness in three or four areas, even if these areas are not “global” (prepositions, articles, spelling) the student’s paper should not be considered passing. Can we as easily say the same of students who demonstrate a weakness in only, say, articles? First of all, it is unlikely that a student will have weaknesses in only one area. In the event that such a case does arise, the instructor can make a judgment him/herself or seek counsel from other experienced instructors. Indeed, it is highly recommended that in borderline cases, papers be shared with one or two other instructors. This kind of collaboration is useful in continuing to strengthen instructors’ ability to consistently implement the rubrics and in supporting the instructor in the event the student does not agree with the teacher’s assessment. All faculty members should be willing to offer help to faculty who request it and they should not hesitate to ask for such assistance themselves. Finally, every attempt has been made to allow for inevitable weaknesses in students' writing in the descriptors part of the rubric, with the view that a "not passing" in any area constitutes a not passing paper. In other words, we have tried to write flexibility into the descriptors, but strive to hold the line on the rubric itself.
As ESL instructors, we face unique challenges. We must continually search for, define, and then redefine the appropriate balance between supporting our students by providing opportunities they would not otherwise have, while also insuring that students meet the expectations of the college, the community, and the state. While we all want the best for our students, we enter shifting terrain when we begin to speculate about a student’s potential for eventual progress. Teachers in all levels need to be accountable for the students they pass on. It is not fair to other instructors (or to students, for that matter) to have students who are making too many errors in areas that should have been mastered in lower classes. At the same time, we have to understand that as students are given increasingly difficult assignments, their control of grammar may suffer. This does not necessarily mean that the student never demonstrated skill in this area in a lower level. In addition, we need to keep in mind that given the complexities of language learning and the limited time frame allotted, we cannot expect students to achieve a native-like fluency in written English. This important point needs to be kept in mind as we employ the rubrics.
Out of Class Writing
In order to prepare students for English 101 and other classes, it is imperative that they be given opportunities to write several different kinds of essay. Different instructors use different approaches. Some use theme-based textbooks which tend to elicit papers based on the content being studied. Other instructors use a rhetorical pattern approach by teaching students how to write standard rhetorical forms, with content generated by the student. There are also hybrid versions of these two approaches. All are acceptable, provided students are given ample opportunity to write. In an ESL 100 class, considering the restrictions imposed by a ten-week quarter, this might mean 3-5 out of class papers, including process-based revisions. In order to provide consistent feedback and to help the students determine the pattern of error in their papers, the rubric should be used to evaluate out-of-class papers. Out-of-class writing may be supplemented with journal writing, summaries of news articles or other methods. While journal writing in the developmental levels is a useful supplement, it should not be seen a substitute for essay writing. ESL 098 students might write 3 to 4 out-of-class essays.
In-Class Writing
In-class writing should be seen as an essential component of the developmental ESL program. Writing faculty have found that students’ in-class writing is not as good as writing done out of class. After all, we can not on the one hand expound on the necessity of process in writing, with the use of multiple drafts, etc., then punish students whose in-class writing seems to be of a lower quality. However, standards reflected in the rubrics and descriptors still must be met, in the best judgement of the instructor, and according to these guidelines.
In-class writing can be done in different ways. However, for purposes of promotion to the next level, certain standards must be agreed upon and adhered to. The main purpose of in-class writing is to insure a true picture of the students’ abilities. This means that fairly strict measures must be taken regarding security. During evaluative in-class writing sessions, students should not be allowed access to written materials, such as textbooks. An instructor might deem notes necessary, but care should be taken that these are in phrase or outline form, not entire sentences, passages, or paragraphs. Dictionaries are acceptable, though there is some doubt about the capabilities of some electronic dictionaries. Whenever possible, major in-class papers should be done in two-hour blocks. This is straightforward in ESL 099 and 098 because these courses are 10 credits, but it is problematic in ESL 100. One approach is to use two class periods. On the first day, students do a rough draft, which is collected at the end of the class. These pages are then initialed or otherwise marked by the instructor. The following day, the instructor gives back the rough drafts, while also inspecting and initialing students’ writing paper to insure that it is blank. These measures might seem severe, but it is a good way for instructors to be sure students have not worked on their papers at home and brought the work to class.
In-class writing is an essential component of the instructors’ decision about a student’s passing. A student with exceptional out-of-class writing, but poor in-class work should not pass. The students of course may and should be given more than one opportunity to do in-class writing that is used to make passing/not passing determinations.
The following papers with comments from faculty should serve as additional guideposts in helping instructors make important decisions about their students’ writing.
ESL 098 In-Class Writing Samples
Example 1
Rating: Not Pass
Principle Weaknesses: Thesis statement, support, topic sentences, conclusion, verbs and sentence boundaries
Living In Seattle
When people come to the U.S.A., they need know a lot of important things about thise country, to avoid having culture shock. It is always difficult live in new country especially if people don’t know language, life style, traditional habits this country. If people come to Seattle they not experience a big culture shock. But they should cope with many obstacles. such as language, climate, and communication. Language can be a big problem for people from Ukraine. At first look, everything seems the same. People think it is very easy study English because it has the same alphabet and sub.+verb.+abj. But this language has difficult spelling and people can have a lot of problems to write correct these words. Many words have a different meaning. That language has article, which people from Ukraine always forget to write. So it can be a problem with studing English.
The climate seems the same like in Ukraine, but it to much rains here in Seattle. The people can have depression. and that is not good for their health, they cannot work good and they will be have just bad things. So, climate can be a big problem for living in Seattle.
Isolation is one of a big problem experience a culture shock. If people don’t have friends or relatives in this city, they can have a really experience a big culture shock. Nobody can’t help people, take care about themself They have feel very lonely.
So, if people come to Seattle they not ecperience a big culture shock but they can have a hard time to cope a lot of obstacles.
ESL 098 Example 2
Rating: Not Passing
Principle Weaknesses: Sentence boundaries, clause structure
Living In the United States
Travelling to and living in the United States. Some people would meet very different culture shock and lifestyle between the U.S and Taiwan. He or She should take more time to learn the customs of their destination and also need to learn their lifestyle and culture. If someone is planning to living in the U.S. There are some things, someone should know about the umost important things to know their language and customs, etc.
One important thing to learn about the American language, which is one area that could cause serious culture shock for a visitor from Taiwan in the U.S. First all, the language spoken in the America is English, which is totally different from Chinese. The English alphabet is very different from the Chinese alphabet. For example: while you were writing from English, you used to write English alphabet such as “A, B, C. . . .” On the other hand, In our country, We used to write Chinese alphabet such as [Chinese characters]. Another problem for Taiwanese would be the pronunciation. The U.S. and Taiwan have very different pronunciatin. For example: American use English to pronunce “You” kk:Ijul. In contrast, with Chinese “You” we pronunce [Chinese characters]. This difficulty, along with the difficulty of learning a new alphabet. The reason would cause problems in communication for Taiwanese visitor. They would feel very different in communication with American people when someone learn new language.
Another important thing to learn about American customs and also is one area that could cause serious culture shock for a visitor from Taiwan in the U. S. First, The customs is very different between with the U.S. and Taiwan. For example: In the U.S. a couple is very equal in their family. they need to share house-work with each other and also take care of children and house. In contrast with Taiwan, a couple is not equal status in their family. The woman needs to do a lot of house-work and take care of children, and house. a man Just only work out and earn money. If the woman work a full time job, she also has full time house-work. That is very different from a American couple. So, if someone who is male will live in the U.S. He needs to learn how to do house-work and take care of children.
The United States is a little comple customs and language. It would talk a visitor many years to fully understand all the customs and language. If someone is planning to live in the United States. They should be learning their culture and language and also know their lifestyle and customs because these are very different from Taiwan. However, any visitor should be learning other countries culture when he or she is planning to live other countries, anyway.
ESL 098 Example 3
Rating: Passing
Principle Weaknesses: Some problems with noun phrases, word form, verbs and other mechanics; however, these are not too serious.
Culture Shock
A person from Ethiopia Should know about united States, if this person come to live here. It’s not easy for some one to move from third world country to live to a very developed Country Like America. This person will face a very huge different between Ethiopia and America in so many things Like Language, food and freedom.
First, those two countries have different language estauran letters and tonality. This person is going to have a very difficult time to communcate with American People, because those two countries spoke different languge. for example, In Ethiopia If I want write “food,” It is going be like this “gufn,” So for the person from Ethiopia to live in the new country.
United State will be have cultural shock to communcate, read and write to American people.
Second, food in those two Countries are very different. In Ethiopia most people eat engera and a very hot spicy sause and It’s not good to eat in puplic out side the house. If someone does that people will talk about that person espesialy for woman. In compare, to the United State most people eat outside the house and in puplic too. Most American food aren’t that hot. Most people east bread and sandwich, so for this person It is going be very hard to find engera at all for the first few years. In this case it is going a cultural shock for this person to adapte In the new country.
Third, those two countries have big different when It comes to freedom. In Ethiopia we don’t have that much freedom to say what we want. For example, In Ethiopia If some one say something about the geverment bad thing, The next day he or she will be ended in the preson. In countrast, to the United State people can say what ever they want and nothing happen to them. This person when he start living here It will be a big cultural differenc between Ethiopia and the United State, So it is going be unexpected cultur shock for that person.
In counculsion, people move from their country to another country for so many resons, but no one get ready for what kind of estaura shock going to face in the new country. It’s not that easy to live in foreign Country. When we start living in the new country everything will be difficult to adjust like, languge, food and freedom. Anyway when some one leave their country of orgin, The only Thing to do is be felxble and cope with the new culture. After that everything will be easy and learn things from the new country people.
ESL 098 Example 4
Rating: High Passing
Principle Weaknesses: There are some problems with noun phrases, spelling and word choice, but overall, for an in-class 098 paper, it is very solid.
Important things about the U.S.
It is very important to predict and avoid having estaur culture shock before visiting a
new country. Understanding a new culture can help to avoid a lot of trouble, feel confident, comfortable, and of course, to adjust more quickly in that country. Before coming to live to the U.S. newcomer from Ukraine should know about some important things such as behavior of
American people, climate and religion.
One important cause of significant problems is behavior of American people. It is known that people from the U.S. are different from people who live in the countries of Europe. They have their own beliefs, traditions, narture and of course they live the countries, that give more rights for them (it is my opinion). They feel confident, and to me, they believe more to people who are Americans too. For example, if somebody hit your car and it is not your fault, he can accuse you because he sees that your language is not very well and that you don’t know your own rights and ambient people will believe him more because they are Americans too. Of course it can happen with everybody who visits a new country, but people can avoid a lot of trouble when they will be ready to uncontemplated conditions.
Climate is the second factor to be a course of having serious culture shock. Ukraine like America, has four seasons of year too, but the difference between seasons is really considerable. For example, winter in Ukraine is very cold, windy and snowy. while in U.S. more rainy. To me this factor can cause a lot of uncomfortable condition for newcomers from Ukraine, because too raining can be a cause of fatigue, an inability to work well for them.
Religion also can contribute to culture shock. It’s known that before in Ukraine prevailed communism. It meant that could not believe to any religion. People who freely spoke about God were placed to prison. When you ask today 10 Ukrainian people, 8 or more of them say you that they are not Christians. but in American 8 people of 10 ones will say you that they are. That is really unusual for newcomers from Ukraine especially for it was for me when I came to the U.S. To me understanding about religion can also be a cause of culture shock for Ukrainian newcomer to the U.S.
To me it is very important to know about things that can contribute a culture shock because newcomer can help him/herself to avoid or skip some stages of culture shock. It will be easier to cope with obstacles that can happen with him the U.S.
ESL 098 Example 5
Rating: Not Passing
Principle Weaknesses: Clause structure, verbs, and topic sentences
The South Korea is a small country, which compare with the United States. These days, population are getting included more and more. So: people want to to live a lage and the best moderm country in the United States. However, someone decide to come to the U.S. they think about culture shock because it is not easy to move to different country because new comers become face to language problems, different customes and medical systems. If a person who decid to move to the U.S. he or she should know about how Americans speak language, what are their customs and where a sick person should go before you come to here: other wize he or she gets serious cultur shock.
First, using language is English, but Americans use many estau in their conversation. it is very different that a person had learned in Korea. For example, when a American ask you “do you have time?”, many Koreans think this person propose to date with me? and to become afraid because most Korean know asking time is “Excuse me, what time is it now? American conversation is estaur different. A new comer doesn’t understand their talking. Also, American speak very fast so he or she who come to the U.S. should go to school.
The major problem is American customs. For example, when you have interview for a job, he or she should contact a interviewer eyes. Korean customes never look up a interviewer eyes. it is very rude behavior. Also, American customes is represent oneself assosively. A Korean, should learn about a best way of introducing oneself honestly. If you faild to find a joab, he or she is depressed and get into
Another important things is medical system in the U.S. In Korea, when people get sick simply go to a drugstore and tell their estaura then a permersist makes several pilles and sells a customer, for example a person gets some injection from disease antimycin (or) penicillin are sold at the drugstore. In the U.S. never sell those kind of medicine. A person who gets sick should have an appointment with Doctor first, after that the Dr. diagnose and gives a prescription, then gets medicine. If he thinks that he can buy any medicine at the drug store he used does in Korea, probably, he wold be disappointed.
There are many differences between in the U.S. and Korea, so Koreans who want to live here they should learn about language, customes medical systems and many things therefore people are able to avoid their serious culture chock,
ESL 099 In-Class Writing Samples
Example 1: (Compare/Contrast immigration in your country and in the U.S.)
Rating: Not Pass (range: 1.3--1.5)
Principle Weaknesses: Clause structure, verbs, topic sentences, weak organization
Today, there is a big relationship between Japan and the U.S. I'm here in the U.S to study English and I see a vast amount of people who immigrate from everywhere in the world here. On the other hand, when I come back to Japan, I saw people who immigrate from Asia, Europe, North American and the U.S. These immigrants are big influenced to each countries.
These twenty years or so, immigrants are increase each years in Japan. Almost of them do an independent enterprise or become an English teacher. I had a friend who is from the U.S. She came to Japan about two years ago. Now she is teaching English at Junior High and privetly. These jobs are good pay so I heard almost every her friends who come from the U.S had one of the reasons to come to Japan. This is we can say to other countries immigrantes in Japan. For example, it is so popular to learn other languages for any aged people today. Also, we have a place which has many kinds of international estaurants. This is another poplur thing in Japan. These ideas are from the U.S.'s immigrantes, because the immigration's economic are bigger than Japan. In Japan, we like to imitate things which is popular in other countries.
However, I recommend a lot of American come to teach English in Japan. I hear all of them are saying it is hard to live here because of Japan's prices of commodities are high. I'm here in the U.S. I was surprised how low it is. Food, electric, car, education and houses are much lower than Japan. Every immigrants are much easier to having life here than their countries. Also the U.S has jobs for immigrants. The U.S's companies didn't care where they were born or who is your parents are. The companies see people's ability for their companies. It is able to get jobs in the U.S. That is the most of reasons to immigrate for immigrants.
In Japan, there has a lot of immigrants to live but they have problems to find good pay jobs, place to live and join the society. On the other hand, the U.S is the place for immigrants. It is easy to join the society. It can find jobs and place to live. But I don't know the U.S's situation is the better than Japan's situation For immigrants are much better but for the U.S's future'll be good or bad. I like I can enjoy other countries foods and languges but I want to the people don't forget to learn their own history and cultures. I suggest, we who succeed to the future in this earth enjoy the immigration's ideas, at the same time, we learn and study at our own things for keeping in the future.
ESL 099 Example 2: What are the advantages/Disadvantages of learning English in the US and your country?
Rating: High Pass (range: 3.3-3.6)
Principle Weak Areas: no conclusion, spelling, some noun areas, but these are minor.
Learning English is one of the most talked-about topic among the Japanese people. Most Japanese starts learning English as soon as they proceed to a junior high school. They have two or three English classes a week in a junior high school, and most of them continue learning English in a senior high school. Although many of them continue to learn English in colleges or English learning schools, there are very few people who are proficient in English in Japan. Some people say it is because the teaching systems of the Japanese schools are leaning to teaching grammar, and some people say it is because Japanese language is very different from English. An idea that most people agree is that going to the United States is the best way to learn English. The idea seems right because they need to use English if they go to the United States. But it has not only advantages but also disadvantages as well as learning English in Japan has.
The first advantage of leaning English in the United States is opportunities to use English. If you live in the US, you have lots of opportunities to speak, read and listen to English. You can speak to your host family, teachers, or someone sitting next to you on the bus. You can read anything written in English such as newspapers, books and signs on the street. You can listen to English all the time from radio, TV, your friends or teachers. These opportunities help you be used to English, and you cannot have them in Japan.
The second advantage is the possibility to learn natural English which American people use. You can acquire natural English skill by listening to native English speakers' conversation: natural accent, pronunciation, and structure of sentences. This is also an advantage that you can not have in Japan. In fact, many Japanese people who learned English in Japan pronounce some words strangely and have wrong accent because they were taught English by Japanese.
On the contrary, leaning English in the US ivolves some disadvantages. For example, your English might be inclined toward spoken language. In fact, many people who learned English in the US have a lack of grammatical correctness when they write essays and talk to someone. They talk much in English and understand English spoken by someone, but they have bad grammar in speaking and writing. In this case, learning English in Japan has an advantage.
ESL 099 Example 3: What are the advantages/Disadvantages of learning English in the US and your country?
Rating: Pass (range: 2.0-2.5)
Principle Weak Areas: Noun Phrases, Tense Shifts
In my country, Japan, most of the people study English in school at least 6 years before going to college. Some of them continue to study it in Japanese university, English conversation school, or go abroad to study it in the United States. These day, studying abroad is getting very poplar way to study English. However, there are the advantages and disadvantages of learning English in Japan and in the United Stated.
First, the advantage of studying English in Japan is that Japanese people can achieve high English grammar skills. As I heard from a former ESL teacher, when Japanese international students take a grammar test, they usually receive higher scores than other contries' students. Despite the grammar skills, they have a lot of trouble with hearing and speaking English. This is a major disadvantage of studying English in Japan because they hardly hear native speakers' pronunciations or speak with them during learning English.
On the other hand, the advantages of study English in the United States is that there are lots of opportunities to speak with native speakers. Even if the Japanese students don't attend school, they can learn many real English, which native speakers use in daily's lives. But, as my experience, there is a few disadvantage of studying English in the United States either. For example, when I figured out a meaning of sentence from a newspaper, I have to know some previous informations such as American history, events and so on. It took a long time to figure out.
Studying language is not a easy task. The place to study it, which in Japan or in the United States, doesn't promise to improve the English skills. Even though Japanese students study abroad in the United States but don't speak native speakers positively, they would not learn much. Improving the English skills is based on their attitudes, not where they belong.
ESL 099 Example 4: What are the advantages/Disadvantages of learning English in the US and your country?
Rating: Borderline (1.9?) The committee recommends that instructors share papers like this with colleagues to get their input. Also, length should be taken into account. This is a longer paper, which gives the writer more opportunities to make mistakes. Try to look at errors proportionally.
Principle Weak Areas: noun phrases, verbs
English is the most common language in the world because it is the only way to communicate with others in different country. For example, businessmen have to speak and write English to reach out more buyer in different countries. They put many efforts learning English from middle school to college or more. That's why many of them want to go to American to study English. But there are advantages and disadvantages to study English in the United States and also, in Korea.
Advantage of studying in the United States is learning quickly to spend much time to talk with American. In Korea, if you want to talk with American to improve your English, you have to pay at least one hundred dollar for two hours. But in the U.S., every one will be your teacher. Even though you go to McDonald, you have a chance to learn English. How can you order some food at the fastfood restaurent? You just live as others, but your English skills improve everyday.
Another advantage is studying English with an American culture and history. When I live in Korea, I don't know about "the fourth of July." I don't have any knowledges about American culture and history. But if you are in the U.S. you will know "independence day, Veterance day, thanksgiving day." Those days, people gather in specific place to have a big party. On independent day, you will see the firework and experince American culture with them. Also, on thanksgiving, traditionally they eat turkey for celibration. If you study in Korea, you don't have any chance to know these kind of things. You just sit at the school and repeat "apples" and "trees" everyday form English teacher who is Korean. In Korea, they aren't teach about America cultures and history. The most important things to teach English in Korea are Grammar and vocabulary, not communication or hearing. But we feel more comfortable to know English because it is the first step to learn English.
But studying English in the U.S. include some disadvantage than studying in Korea. First of all, when you first go to America you might be scared to death, because you are not good in English. In Korea, English teacher is Korean. If you have a question, you ask her/him in Korean. But, in America, everyone speak English. When I was in high school in America, teacher asked me to answer a question, but I couldn't answer it. Everyone was laughed at me. It hurted my feeling, so next day I couldn't go to school. I felt weired from everyone in my school.
Another advantage is that you might forget your own language. People think that it's impossible to forget their own language, but for example, if I give an English book to read and explain in Korean, you can't explain perfectly to use Korean. You learn most vocabulary words in English, you don't know those words in Korean. It is hard to catch two rabbits in the same time.
As you read, everything face up with advantages and disadvantages because every situation can't be a perfect. Studying English in the U.S. and in Korea also has advantages and disadvantages. It will be better to study English in the U.S., or in Korea because both country has their own way to improve English skills. But I suggest you to study English in the U.S. because you will have more chances speaking and hearing English.
ESL 099 Example 5: What are the advantages/Disadvantages of learning English in the US and your country?
Rating: Not Passing (Range 1.4-1.6)
Principle Weak Areas: S/V, coherence, phrasing/expression, pronouns
Studying English is very different way between the U.S. and my country, and studying English is very difficult for everybody because English is a second language. There are advantages and disadvantages of studying English in the U.S and in my country.
First, there is advantages of studying English in the U.S. When students study English in the U.S., student have enough books or any materials, and they can practice to speak English everyday. For example, when I take English class in the U.S., I can buy enough books I want. I have enough dictionaries, grammar books and reading books. Thereto, I can't find many materials in libraries or internets. Sometimes my teacher give me the newspaper for discusse in class. Speaking and listening are very important for students. Studying English in the US, students must speak English to my friends and their teacher everyday and they can't not speak their language so students may improve their English easy. Everyday in my class, students must listen to their teacher explain lesson, so they can understand so fast.
Second, in my country have some disadvantages when students take English class. We don't have enough English books or any materials because English is not popular in my country, so the English books in my country are very expensive and hard to buy. In the English class, students usually study grammar and write the sentence. Students don't practice to speak English in class, and almost all students speak their language. In my country students don't have listening in class, and they have to use English tapes at home if they want.
Method teaches English betweent U.S. and my country the same, but my country is affected by document. In my country have disadvantage when student take English class because we don't have enough books and materials. In the U.S. have advantages when student take English class and they can inprove their English very easy.
ESL 100 Out of Class Writing Samples
(First draft out of class essays).
Example 1
Rating: high pass
Rationale: Content:
plenty of specific examples, explanations; transitions clear, fluent
Organization:
meets all requirements more than adequately
Mechanics:
a few article and plural problems, but they don’t interfere too much
There are many tennis players in the world these days. Some of them play tennis just for fun, and some of them play for a good exercise. We also watch many professional tennis players playing the game on TV. Anybody can be a tennis player. However, it is not easy to be a good tennis player. Tennis is a very tough sport. I think most of the people who play tennis want to be the good tennis player. To be the best tennis player, they need to have good concentration and a lot of practice.
It is very important to have good concentration to be a good tennis player. They need to concentrate on the game all the time. “Concentration” in the tennis game means that to think carefully what you are going to do at next point and keep watching the balls carefully. The game sometimes takes a very long time, for example, three hours, four hours, and occasionally much longer. For instance, I watched one tennis game on TV. It started at noon and the score was still 4-3 at five in the evening so they had to play again next day. The players have to keep concentrating even though the game takes a very long time. When the player loses concentration, that is the time she will lose the game. I recall a game I played. I was ahead; the score was 5-1. All I needed to win this game was to win one more point. I had five points so I felt over confident and started to think about the coming game. Finally, I lost the game. The tennis players must concentrate on every single point in the game.
Not only is concentration needed, of course a lot of practice is necessary to make a good tennis player. Without practicing, no player can play tennis very well. She can be a weak tennis player even though she had been practicing for long time formally, but not recently. When I had not practiced tennis for only two months, I lost my tennis arm and I could not play like I used to. If a person can’t play tennis because of some reason, she must do at least some exercises at least. She can stretch every day, keep moving and built up the muscle by weight lifting. I think the player still needs to hit the ball once a week even if she doesn’t have a partner to play with or even if you don’t have time. The best practice is to play tennis at least three-hour everyday and concentrate on one problem on each day.
They must concentrate when they play the match. They have to practice everyday if they want to be a great tennis player. Not many people can have both traits perfectly because they are tough to acquire The player needs to use all herself to be a good tennis player. She needs to use her brain for concentration and her body for practice. When the player has these two important traits perfectly, that is the time to participate in the U.S. Open and Wimbleton.
ESL 100 Example 2
Rating : Not Passing (Very Low)
Main problems: Content:
cohesion
Organization:
unclear or misplaced thesis
Grammar:
verb forms
clause structure
phrasing/clarity
The money had invented for many thousand years. Since the beginning of money era, people just used money to change the materials that they could not make or product. At that time people did not have many choices to select for shopping because the business was not developed like now. Sometimes they might not get goods they were really satisfied, even though they had to spend their money. Most of the reasons to accomplish trade were for survival. Instead, they of course not cared about what service they could obtain. However, people did not give up the trade because of disappointment.
Now business is getting more complex than before. In addition, the consumers are changing their position during the selling process. They spending their money not only get what they need, but also try to obtain what they want. For example, there are more and more consumers prefer to force one service more than the goods itself. Thus, the sellers also try to adjust their structure to several parts. One important part is the cashier. Fortunately, any kinds of stores must insist the cashiers for basic business like getting bill or returning change. As we known, 7-11 has only cashier for its business. Actually a cashier is a person who we must touch to complete our trades. Because we might not consult every time we shop, sometimes we only pay the money to a cashier and get out. This view encourages me to concern a question that all consumers must concern: What makes a good cashier? In my opinion, a good cashier must be kind and honest.
A good cashier must have good manners. The cashier using polite attitude to customers is very important. It dose not mean the cashiers can’t have individual personality. The purpose is to make customers to feel nice for shopping there by good attitudes. The first glance between a cashier and a customer is very important. A facile customer uses a smile to get good relationships with consumers, and then promotes his/her work currently. A cashier also has many ways to show his/her kindness. For example, a cashier can be a listener when a customer is telling his personal stories. Especially in the United States, the old people like to talk to the cashier after they pay their money. Another example is a cashier can change his voice loudly or softly if it is necessary, when he faces the old or young children.
The honest means the cashier can’t cheat customers for getting extra money. Of course, you agree that a cashier has no right to beguile a customer for charging them higher price. However, a cashier may have a chance to run the price two times on the same material if the customer does not pay attention to that. Another example is that some cashiers always try to return less change than the amounts they should retune to the customers. After the customers are gone, they put the extra money into their packets. This always happens. No matter what I think a good cashier must be honest all the time.
We can see that a good cashier is one who is kind and honest. Of course, there are numberless details can be true. Therefore, this is no one more important or concrete. If all cashier are standard like my description, we must very enjoy for shopping.
ESL 100 Example 3
Rating: high not pass
Rationale: Content:
does not follow the assignment exactly
Organization:
seems adequate
Mechanics:
s/v agreement
plurals
phrasing/clarity
Comment: This could be a passing in-class essay
Nowadays basketball has become one of the most popular sports in the world beside soccer. Basketball is a game, which contain of five people on each team and both of them tries to beat each other by relying on their strategies and their teammate as well. In order to become a well-established team, each player should know these two important things in basketball such as offense and defense.
Offense is one of the most important things in playing basketball. As a player, we show know how to make points in certain ways. We can either shoot the ball or we lay the ball in. Indeed, we also can slam it into the ring if we have sufficient height and strength. For example, last summer on 1998, at the NBA finals, Michael Jordan made four points in two attempt shots that led his team to the victory and won the championship. The first shot that he made was a lay up and the second one was a jump shot. He succeeds in shooting that two balls because he always practices his offense. Can you imagine what gonna happens if Michael Jordan did not practice his offense or did not know even how to play offense? I think he and his team could not win that championship.
Defense is the same important as offense because is one of the factors that can determine one team’s victory. Offense without defense is useless. Just like Yin-Yang, everything should be balance, so defense must be applied as well as offense. In defense, we should know the way of guarding our opponent: steal the ball from them, block their shot, and take over the rebound from them. An example that illustrate this print is also the defense which was done by Michael Jordan at his last game on the NBA finals championship last summer 1998. At that time, he made a spectacular moment on defense by stealing the ball, which led him to become the champions, from his opponent, Karl Malone. If Michael and his team did not perform such a good defense then probably his team could not have won the championship up to six times in a decade.
So, if we do not want to be the one that make our team to fail, we must know how to play offense. When we are in defense position, we should notice every move that opponent do through their movement in order to intercept their offense. Although it may find some difficulty to beat the opponent, but I am sure that if one team has followed these two important things, then the chance to defeat their opponent will be higher than the other teams that do not concentrate on those.
ESL 100 Example 4
Rating: Passing
Rationale: Content:
strong
Organization:
the implied thesis is a little weak
Mechanics:
no serious areas of weakness
One day, when I got home tired from a hard day at school, a little son called my name and told everyone that I was home. His mother came to me and asked me about my day with a smile, and said she had made tonight’s dinner for everyone including me even though she didn’t need to. Immediately, I felt my tiredness melt. Sometimes, when she is home from work, I meet this warm welcome. Now, I’m comfortable, and feel as if this is my home in America.
Actually, this is my third house since I have lived with an American family. Since I had heard about a lot of difficulties in the home stay program from my friends, and also I knew from my own experiences how hard it is to find a good host family whom you can live with totally at ease. Of course, it’s not easy because there are a lot of differences between foreign students and American families, for example, language, culture, food, habit, religion, and so on. What is the bridge that connects us? I believe it is the warmth and respect that we share.
Not only do I receive a warm welcome, I always feel their warmth. Everyday, they remember to greet me. Even though I’m in my room, they say good night to me. This seems like a very ordinary thing, but it’s not because my former host family did not do this. Because of this, I know they always think of me. And I feel as if I’m one of them. In addition, when they’re going to do something, they always ask me if I want to join them, for instance, having a Birthday party, snow skiing, watching movie, or shopping. So I don’t feel lonely or like an outsider.
So as you can see, they always include me warmly and think of me. However, they also respect me and give me my own time and space. It is enjoyable to join their activities; on the other hand, it’s precious for me to have my own time. So, sometimes I don’t join them, but they don’t mind. On the contrary, they are glad that I’ll meet new friends or have a good experience. Even their four years old son doesn’t come into my room unless I allow it. I always have a choice. We have mutual respect.
Thus, their warmth and respect give me comfort and the similarity of our values makes me feel at ease. Actually, I had known them before I decided to live with them because I had met them through my classmate in the home stay program. So, my case is a little different from the normal home stay program since the home stay companies usually introduce students to the American families. It’s not familiar to call them “a host family any more, for there is so much more than friendship between us already. When I think about the home stay program, I think the home stay companies should let the students have an opportunity to meet the American families first. This way, students would have a sense of what living with a particular family would be like, and how they would be treated. Then if they could find the warmth and respect that I found, they could start their hopeful life in America like I have.
ESL 100 Example 5
Rating: Borderline
Rationale: Content:
fairly short paragraphs, perhaps lacking adequate support
Organization:
the thesis is not stated emphatically and the introduction comprises half of the paper, though it adequately hooks the reader.
Mechanics:
some subject verb/agreement errors, and verb form problems
Comment:
most raters agreed that if written in class, the paper would be passing. It seems to be a classic “borderline paper.”
It was Sunday evening, the rain was so heavy that we could not tolerate it. It was a week after a car accident happened to couple of members of our church. That evening, I was told by my friend who was still in the hospital, visiting people who got injured from the accident, that the girl in that accident was in a very critical condition and she might not made it until the day after. I was shocked because I did not expect that she would be that critical. I arrived at the hospital at five o’clock. My Pastor was there because the family of that girl called him as soon as they knew that she was dying. He prayed for her and twenty minutes later she passed away. Everybody in that ICU room were speechless, we were shocked that she was leaving us so soon.
My Pastor was there all along, from the day she got the accident until she breathed her last breath. Although this experience made him feel discouraged, but he was there to comfort and encourage all of us, the church members. It made me glad that I have a local church with a good pastor like him. A good pastor must have a skill of leadership because he is the leader of the whole church. To fulfill his responsibility as a pastor, he must be a caring and hardworking person.
My pastor had been led our church for six years with his gentle humble heart. He is very strict and discipline but he always care about us. One day when there was a riot in Indonesia, he gathered all of us in his house and prayed together, asked for God’s protection towards our families in our country, until two o’clock in the morning. He is like our own father. With his warmth and kindness, he always encourages us when we were down.
Instead of being a caring person, he must also be hard worker too. Sometimes he has to travel to Eugene, Portland, and Corvallis to preach there. He must have been very tired, but he still preaching every Sunday morning and evening in our church. He is a very responsible man, he always know how to do his job perfectly.
In conclusion, a good pastor has to be caring and hardworking. A church will not be a good church without a good pastor. Of course, a pastor is an ordinary human being, who can make mistakes. But, I think my pastor is doing his best for our church to be a good pastor.
ESL 100 Example 6
Rating: Not passing
Rationale: Content:
adequate specific examples
minor cohesion problems
Organization:
Org. structure seems clear
Mechanics:
word choice errors
sentence fragments
word form errors
phrasing/clarity
clause structure
There are many edifying problems in our society. One of the problems, many children prefer to play video games and stay in their rooms instead of studying and going to school. Therefore, we have to think how we can let the children concentrate to study unintentionally. I thin the most considerable solution is how we can spend a significant time at school; in other words; how teachers can make children become interested in studying. It depends on the teacher because I had a great time in my high school for two years and my teacher was one of the good teachers, so I enjoyed school and I began to like studying. Therefore, I believe that he was strict and had a sense of humor and these two things make a good teacher.
Every teacher needs to be strict person in order to students become hard working. A lazy life just makes students corrupt. If a teacher who was kind and friendly but not strict would be treated as same level as students. Students would not respect the teacher at all. Therefore, teachers should pretend to be strict even though they are not strict and which is not related to their personality. My geology teacher was known as strict because he gave a lot of assignments and tests. Also, he demanded us some rules, which were that we should have been on time in the class, cleaned up all over the classroom, and so on. Even he was a teacher he kept his own rules by himself. He was always on time in the class, so I felt guilty when I entered the classroom after he got there. His rule made us to be hard working. I could spend my high school life very significantly through his rule.
However, it is insufficiency that a teacher is just strict for students. A strict teacher must be good but many students are not satisfied or wearied. In order to be a good teacher, the teacher must have a good sense of humor. Because of good humor, student become to study and never asleep during the lesson. The lesson of the biology was interesting, so students were involved in the lesson by the teacher. My teacher usually taught with amusing jokes or he told us his experiences. Accordingly, I learned and enjoyed then I became more interested in biology.
What makes a good teacher is strict and sense of humor. If a teacher does not have one of these factors, he can be a teacher, but he cannot be a good teacher like my biology teacher. He demanded of students that we should be on time in class. And so many things he made rules but all his rules were for ourselves and it was common in our society. Obviously, the students could not hate him because of his sense of humor. My teacher knew what was the most important thing to help students was to improve himself as a teacher.
Appendix B
ENGLISH 100 ASSESSMENT TABLE
|GENERAL EDUCATION OUTCOME|COURSE OUTCOME |RELATED ABILITIES |SAMPLE ASSESSMENT TOOLS |EVALUATION CRITERIA |
|I. A. COMMUNICA-TION | | | | |
|Able to read |Use a variety of skills |--Use components of the |Detail strategies and |--Strategies adequate and|
| |and strategies to read |reading process such as |approaches used in |appropriate for text, |
| |college-level material |prereading, questioning, |reading a college-level |thesis and support |
| | |monitoring, annotating, |text in a journal or |accurately identified |
| | |using background |reading log, identifying |with supporting detail |
| | |knowledge, and reviewing |background knowledge, | |
| | |--Use a productive |paraphrasing and | |
| | |strategy for checking |summarizing text to | |
| | |comprehension, such as |identify thesis and | |
| | |paraphrasing and |support | |
| | |summarizing | | |
| | |--Demonstrate strategies | | |
| | |for identifying thesis, | | |
| | |supporting ideas, and | | |
| | |rhetorical strategies | | |
| | |Analyze, evaluate, |--Write textual analysis |--Identify important |
| | |synthesize, and criticize|journal entries |parts of a reading and |
| | |a wide variety of texts |--Write an essay |connect them accurately |
| | | |evaluating a text’s ideas|to the larger whole |
| | | |--Write an in-class essay|--Clearly detail one’s |
| | | |synthesizing several |opinion of a text, |
| | | |readings |showing sufficient |
| | | | |support |
| | | | |--Accurately connect |
| | | | |several different |
| | | | |readings through ideas |
| | | | |and citations |
| | |Assess the credibility of|--Write a journal entry |--Accurately identify the|
| | |a reading |examining the |depth and detail of a |
| | | |thoroughness and detail |reading |
| | | |of a reading |--Sound and accurate |
| | | |--Compare another text on|comparisons and |
| | | |the same subject to the |reasonable conclusions |
| | | |first reading |based on comparison |
| | |Independently use a |--Use a dictionary to |Effective use of |
| | |dictionary |locate definitions, word |dictionary to solve |
| | | |histories, and word usage|problems and answer |
| | | |in reading/journal |questions raised while |
| | | |entries |reading |
|Able to listen, observe |Observe and listen to |--Interpret verbal and |--Take notes in the |Accurate identification |
|and speak |gain and interpret |non-verbal cues |traditional, outline, or |of main ideas, supporting|
| |information |--Use a variety of |Cornell format |ideas, questions and |
| | |effective listening | |answers, and presenter’s |
| | |strategies , such as note| |style |
| | |taking and asking | | |
| | |questions | | |
| |Express ideas clearly to |Check for understanding |--Ask questions during |Accurate summarizing and |
| |ask for and give |by asking questions and |lectures which summarize |questioning |
| |information |making statements |part of a presentation | |
| | | |and ask for additional | |
| | | |clarification | |
| | |Participate effectively |--Contribute to small |--Effective, productive |
| | |in small-group and whole |group discussions and |participation in group |
| | |class discussions |presentations |work and presentation of |
| | | |--Participate daily in |group findings |
| | | |whole class discussions |--Attentive, effective |
| | | | |class participation |
|Able to write in Standard|Write clearly and |--Write academic papers |--Write an analysis of a |SEE ATTACHED ENGLISH 100 |
|English |effectively |that show fundamental |course reading |WRITING RUBRIC |
| | |essay form, including an |--Write a personal | |
| | |introduction, supporting |narrative essay on a | |
| | |ideas and details, and a |chosen topic | |
| | |conclusion |--Write an argumentative | |
| | |--Write a variety of |essay on a chosen topic | |
| | |essays, including | | |
| | |narrative, analytical, | | |
| | |and argumentative | | |
| | |--Write effective | | |
| | |paragraphs with a topic | | |
| | |sentence as a unifying | | |
| | |idea, effective patterns | | |
| | |of development, and | | |
| | |adequate transitions | | |
| | |--Write essays that use | | |
| | |relevant and sufficient | | |
| | |supporting evidence and | | |
| | |details | | |
| | |--Develop a clear thesis | | |
| | |that is appropriate to | | |
| | |the assignment | | |
| | |--Identify and describe | | |
| | |characteristics of voice | | |
| | |and point of view in | | |
| | |writing | | |
| | |--Write with few | | |
| | |mechanical and | | |
| | |grammatical errors | | |
| | |--Editor for grammar and | | |
| | |punctuation and correct | | |
| | |sentence structure | | |
| | |problems such as | | |
| | |fragments, run-ons, | | |
| | |parallelism, dangling | | |
| | |modifiers | | |
| | |Write an accurate summary|Write a summary of a |Identify main idea and |
| | |of reading material |college-level text |key supporting ideas |
| | | | |accurately |
| | |Write a formal outline |--Write a formal outline |--Identify main ideas, |
| | | |of a college-level text |supporting ideas and |
| | | |--Write a formal outline |details and their |
| | | |of an original essay |arrangement accurately |
| | | |during the writing | |
| | | |process | |
| |Utilize writing as a |--Use a writing process, |--Show all materials |--Materials reflect a |
| |process |i.e. prewriting, |generated during the |process with identifiable|
| | |drafting, revising, and |writing process, notes, |strategies, measurable |
| | |editing |revisions, brainstorming,|results, and productive |
| | |--Use appropriate |changes, etc |conclusions |
| | |strategies for each stage|--Write a self-reflection|--Self-reflection shows |
| | |of the writing process |on the writing process |consideration of all |
| | |--Incorporate peer and |used to produce an essay |parts of the process used|
| | |instructor’s comments in |or other writing |and connections to the |
| | |revision |--Describe the use of |results generated |
| | | |peer and instructor’s | |
| | | |comments during revision | |
|Able to recognize and |Recognize and examine own|Identify beliefs and |--Write a self-evaluation|--Clear, accurate |
|critically examine |and others’ beliefs and |values as they effect |identifying one’s own |identification of beliefs|
|attitudes and values |values as expressed in |decisions and actions |beliefs and values |and values and reasonable|
|expressed by others in |oral and written texts | |--Write an analysis |connections to ideas and |
|oral and written form | | |identifying an author’s |actions in the world |
| | | |beliefs and values as |--Clear, accurate |
| | | |they are expressed in |identification of beliefs|
| | | |writing |and values and accurate |
| | | | |connections to textual |
| | | | |support |
|I. C. GENERAL INTELLECT.| | | | |
|ABILITIES | | | | |
|Able to acquire, |Identify and evaluate own|Use self-reflection and |--Write a self-evaluation|--Clear, accurate |
|understand, process and |strengths and weaknesses |peers and instructor’s |of own work using course |evaluation of own work |
|draw conclusions from |as readers, writers, and |comments to identify |criteria |using English 100 Writing|
|information using |learners |strengths and weaknesses |--Write an action plan |Rubric |
|observation, analysis, | | |for revision of work |--Clear connections, |
|interpretation, | | |based on peer and |understanding and use of |
|speculation, and | | |instructor feedback |feedback in revision plan|
|evaluation | | | | |
|Able to identify problems|Use a variety of |--Identify problems in |--Write a |--Accurate identification|
|and engage in |problem-solving |reading, writing, and |problem-solution essay |of problem, appropriate |
|problem-solving using |strategies to solve |study skills |identifying an academic |response, and effective |
|alternative answers |academic problems |--Use appropriate |problem, posing a |evaluation of the results|
| | |strategies to respond to |solution, and evaluating | |
| | |academic problems |the results | |
|Able to use basic |--Use library and other |--Use library resources, |--Locate information on a|--Effective presentation |
|research methods and |appropriate resources to |such as the Internet, |topic of class discussion|of useful information |
|apply current |retrieve information |microfilm, databases, and|and present findings to |from appropriate sources |
|technologies to retrieve,|--Select and incorporate |library holdings to |class |--Detailed use of outside|
|evaluate and use |resources into class |gather information |--Write an essay |sources in essay |
|information |assignments |--Choose appropriate |incorporating outside | |
| | |resource material |sources | |
|I.D. SOCIAL FUNCTION. | | | | |
|Able to understand and be|--Demonstrate active |--Take notes, ask |--Take notes during |--Effective and accurate |
|open to different |listening techniques |questions, and summarize |presentations |notes in traditional, |
|viewpoints and behaviors |--Accurately summarize |ideas presented during |--Ask questions of |recall-clue, or Cornell |
| |ideas different from own |presentations |presenters |format |
| | |--Summarize ideas |--Write a summary of |--Accurate summary |
| | | |ideas presented | |
|Cooperate in working with|Demonstrate | |--Small group tasks and |--Fulfilling roles and |
|others |responsibility by coming | |presentations |responsibilities of group|
| |to class on time, getting| |--Completing assignments |work |
| |along with others, | |on time |--Adequate group |
| |showing respect for | | |performance |
| |others, and meeting | | |--Meeting course |
| |deadlines and obligations| | |requirements for on time |
| | | | |work completion |
|III. A. ATTITUDES AND | | | | |
|VALUES | | | | |
|Able to function |--Use problem-solving |--Identify problems |--Write a group |--Clear identification of|
|effectively under |strategies when conflicts|within conflicts |evaluation that describes|problem, appropriate |
|conditions of ambiguity, |arise in the classroom |--Suggest problem-solving|problems the group |problem-solving strategy,|
|uncertainty and conflict |--Use of problem-solving |strategies |encountered and how it |and effective assessment |
| |strategies when |--Use problem-solving |responded to them |of results |
| |difficulties arise in |strategies | | |
| |reading and writing tasks|--Assess results of | | |
| | |problem-solving strategy | | |
|Identify personal values |--Identify and describe |Show understanding of |--Write a self-evaluation|--Clear, detailed, and |
|and cultural mores and |own value systems |value systems |that describes one’s own |accurate identification |
|consciously employ these |--Identify and describe | |value system |and description of values|
|in ethical decision |values different from own| |--Write an essay |--SEE ATTACHED ENGLISH |
|making | | |describes values as they |100 WRITING RUBRIC |
| | | |are depicted in a text | |
| | | | | |
| | | | | |
Appendix C
COURSE INFORMATION
|Course Name: |English |100 | | |Credits: |5 |
| |Dept. |# |Alpha |AU Code | | |
|Title: (Limit to 48 characters) |Analytical Reading and Writing |
| | |
|Effective Quarter of Change: |A013 |
Description: (Limit to 320 characters including spaces and punctuation. Do not include title, prerequisites or grading options. Combine lecture/lab descriptions.)
Instruction in critical reading, writing and thinking skills necessary for successful work in college.
Prerequisites:
English 100 or higher reading/writing placement with recommendation or equivalent with instructor’s permission. Must show placement results for first class.
|Will registration require instructor approval? |Yes | |No |x |
Grading Option(s):
| | |Mandatory Decimal | |Mandatory P/0.0 | |Mandatory P/Z |x |Student Option |
DEGREE/TRANSFER INFORMATION
(Check all that apply.)
|Degree/Certificate: (Name program) | |Transfer: (Complete: College or University, Course # and Grey Area.) |
| |AAS | | | | | | | | | |
| | | | | | | | | | | |
| |AAAS | | |to | |as | | | |Grey Area |
| | | | | | | | | | | |
| |Certificate | | |to | |as | | | |Grey Area |
Degree Requirements:
|General Education Requirements: |Communication Skills|x |Quantitative | |Multicultural | |Integrated | |
| | | |Reasoning | |Education | |Studies | |
| | | | | | | | | |
|Related Instruction: |Communication Skills|x |Quantitative | |Human | | | |
| | | |Reasoning | |Relations | | | |
| | | | | | | | | |
| | | | | | | | | |
|Distribution: |Humanities | |IntraAmerican | |Social Science| |Science | |
| | | |Studies/ | | | | | |
COURSE OUTCOMES AND COMPETENCIES
General Education Outcomes: (Delete all General Education Outcomes that are not included in this course. Below each remaining General Education Outcome, type in BOLD the specific competency for this course.)
I. SKILLS
Students will be able to demonstrate competence in communication, quantitative reasoning, general intellectual (critical thinking) and social functioning skills.
A. A. Communication
1.Demonstrate the ability to read, listen and interpret, and communicate through spoken or written forms of Standard English.
READING:
a. a. Use a variety of skills and strategies to read college-level material.
i. Use components of the reading process such as prereading, questioning, monitoring, annotating, using background knowledge, and reviewing.
ii.Use a productive strategy for checking comprehension, such as paraphrasing and summarizing.
iii. Demonstrate strategies for identifying thesis, supporting ideas, and rhetorical strategies.
b.Analyze, evaluate, synthesize, and criticize a wide variety of texts.
• Assess the credibility of a reading.
d. Independently use a dictionary.
LISTENING, OBSERVING AND SPEAKING:
a.Observe and listen to gain and interpret information.
i. Interpret verbal and non-verbal cues.
ii. Use a variety of effective listening strategies, such as notetaking and asking questions.
b.Express ideas clearly to ask for and give information.
i.Check for understanding by asking questions and making statements.
ii. Participate effectively in small-group and whole-class discussions.
WRITING:
a. Write clearly and effectively.
i. Write academic papers that show fundamental essay form, including an introduction, supporting ideas and details, and a conclusion.
ii. Write a variety of essays, including narrative, analytical, and argumentative.
iii.Write effective paragraphs with a topic sentence as a unifying idea, effective patterns of development, and adequate transitions.
iii. Write essays that use relevant and sufficient supporting evidence and details.
iv. Develop a clear thesis that is appropriate to the assignment.
v. Identify and describe characteristics of voice and point of view in writing.
vi. Write using appropriate and varied sentence structures.
vii. Write with few mechanical/grammatical errors.
viii. Edit for grammar and punctuation and correct sentence structure problems such as fragments, run-ons, parallelism, dangling modifiers.
ix. Write an accurate summary of reading material.
x. Write a formal outline.
b. Utilize writing as a process.
i. Use a writing process, i.e. prewriting, drafting, revising, and editing.
ii.Use appropriate strategies for each stage of the writing process.
iii.Incorporate peer and instructor’s comments in revision.
b. 2.Demonstrate ability to recognize and critically examine attitudes and values expressed by others in oral and written form.
a. Recognize and examine beliefs and values as expressed in oral and written texts.
C. General Intellectual Abilities
1. Demonstrate ability to acquire, understand, process and draw conclusions from
information using observation, analysis, interpretation, speculation and evaluation.
a. Evaluate strengths and weaknesses as readers, writers, and learners.
2. Demonstrate ability to identify problems and engage in problem-solving using alternative answers.
a. Use a variety of problem-solving strategies to solve academic problems.
3.Demonstrate ability to use basic research methods and apply current technologies to retrieve, evaluate and use information.
a. Use library and other appropriate resources to retrieve information.
b. Select and incorporate resources into class assignments.
D. Social Functioning
1.Demonstrate the ability to understand and be open to different viewpoints and behaviors.
a. Demonstrate active listening techniques.
b. Accurately summarize ideas different from their own.
a. 3. Demonstrate cooperation and teamwork in relating to and working with others.
a. Demonstrate responsibility by coming to class on time, getting along with others, showing respect for others, and meeting deadlines and obligations.
III. ATTITUDES AND VALUES
Based on their knowledge of themselves, the students will demonstrate the capability for continued self-direction.
A. Exhibit the ability to function effectively under conditions of ambiguity, uncertainty and conflict.
a. Use problem-solving strategies when conflicts arise in the classroom.
b. Use of problem-solving strategies when difficulties arise in reading and writing tasks.
B. Identify personal values and cultural mores and consciously employ these in ethical decision making.
a. Identify and describe their own value systems.
b.Identify and describe values different from their own.
Specific Course Outcomes: (Type in all outcomes and competencies that are specific for this course and not related to General Education Outcomes.)
Course Content/Major Course Topics: (List or outline major topics.)
Reading processes and strategies
Writing processes and strategies
Critical thinking
Academic essay forms and rhetorical strategies
Assessment Tools: (Mark those that apply.)
|X |Essay Test |X |Performance Test tTest | |Performance |X |Project(s) |
| |
| |Multiple Choice Test |X |Portfolio |X |Paper(s) |X |Oral Presentation(s) |
| |
|X |Other: (describe) |See attached Outcomes and Assessment Grid |
Appendix D
Assessing Learning Outcomes in Microeconomics
A Classroom Research Tool Kit
Classroom assessment is a method of providing the instructor immediate feedback of students’ competency in the skills and abilities necessary for understanding important topics. This packet provides a series of short (1 – 4 minutes) in-class exercises covering a variety of topics (see next section) in Microeconomics. Designed for use during the discussion of a topic, the responses to these exercises can be quickly checked (not graded) by the instructor, allowing students to demonstrate their knowledge and mastery of skills.
Topics/content/subject matter:
|Microeconomics |Macroeconomics |Micro/Macro |
| | | |
|1. Scarcity, choice, and opportunity cost |1. Scarcity, choice, and opportunity cost |Scarcity, choice, and opportunity cost |
|2. Comparative economic systems: |2. Comparative economic systems: |Comparative economic systems: tradition, |
|tradition, market, command |tradition, market, command |market, command |
|3. Comparative advantage |3. Comparative advantage |Comparative advantage |
|4. Positive vs. normative econ. |4. Positive vs. normative econ. |Positive vs. normative econ. |
|5. Supply and demand analysis |5. Measuring Unemployment | |
|6. Elasticity |6. Inflation | |
|7. Costs of Production: Relationship |7. GDP and National Income accounting | |
|between average, total and marginal | | |
|8. Market structures |8. Measuring Economic growth |. |
|9. Labor and factor markets |9. Multipliers | |
|10. Market failures: Public goods and |10. Market failures: Public goods and |Market failures: Public goods and |
|externalities |externalities |externalities |
|11. Present value |11. Foreign exchange | |
|12. Income distribution |12. Income distribution |Income distribution |
| | | |
|Topics not |Topics not |Topics not |
|covered in packet |covered in packet |covered in packet |
|Efficiency and productivity |Money and banking |Short Run versus long run |
|Marginal analysis |The FED |Role of government in a market economy |
|Constant vs. increasing costs |Monetary and fiscal policy |Equity vs. efficiency |
|Diminishing marginal utility |Deficits and debt |Production Possibilities & increasing |
| | |opportunity costs |
|Government market manipulation/govt. |International trade | |
|failure | | |
|Externalities |Business cycle | |
|Change in demand versus quantity demanded |Comparative economic philosophies: Smith, | |
| |Marx, Keynes, Friedman | |
| |Aggregate Demand and Supply analysis: | |
| |components and changes | |
| |Macro policy and unemployment | |
| |Historical applications of Macroeconomics | |
Desired Outcomes/General abilities/competencies:
• Graphical analysis
• Using evidence/data/information to draw conclusions
• Choosing appropriate methods/tools of analysis to communicate knowledge
• Understanding relationships between variables: total, marginal and average
• Understanding relationships between variables: correlation vs. causation, etc.
• Using models to describe, explain and predict: demand and supply, aggregate demand and supply
• Ability to apply tools of economics in order to understand and appreciate a variety of current events and issues
Scarcity, Choice, & Micro Opportunity Cost Name_____________________________
Directions: Suppose that a country’s production possibilities of cars and motorcycles for a year are represented in the following graph (numbers in millions). Circle the correct answer(s) for each of the following.
1. Can the country produce 5 million cars and 10 million motorcycles in the same year?
Yes
No
2. The PPC would increase (get pushed out) if the country had more: (circle one or more)
natural resources
money
capital
technology
demand for its products
labor
3. If the country produces 3 million cars, how many motorcycles can it also produce?
0
2 million
4 million
10 million
4. If the country decides to produce 4 million cars instead of 3 million, what is given up?
Nothing
Money
2 million motorcycles.
5. If you were in charge, how many cars and motorcycles would you produce? Draw that point on the PPC.
Comparing Economic Micro
Systems Name______________________________
Directions: Given each characteristic listed below, place an X in the column of the economic system(s) displaying that characteristic.
|Characteristic |Traditional |Market Economy (Capitalism) |Command Economy (Socialism) |
| |Economy | | |
| |(tribalism) | | |
|No central government | | | |
|exists | | | |
|Limited government | | | |
|involvement in economy | | | |
|Government ownership of | | | |
|resources | | | |
|(especially capital) | | | |
|Private ownership of resources | | | |
|(by individuals) | | | |
|Typically agrarian | | | |
|(non-industrial) with low | | | |
|economic output | | | |
Comparative Advantage Micro
Name____________________________
Directions: Assume that the following table represents the amount of vodka and Coke © that can be produced with x hours of labor in the United States and Russia.
| |U.S. |Russia |
|Vodka (million liters) |2 |1 |
|Coke © (million liters) |4 |1 |
1. Which country has an absolute advantage in producing vodka? ___________
2. Which country has an absolute advantage in producing Coke©? ___________
2.
3. What is the cost of vodka in U.S. (in terms of Coke given up to produce vodka)?
Answer: 4 Cokes must be given up to produce 2 vodka,
cost of vodka = 4 cokes/2vodka = 2 Cokes per vodka
1 vodka = 2 Cokes
4. What is the cost of vodka in Russia (in terms of Coke given up to produce vodka)?
1 vodka = Cokes
5. What is the cost of Coke in U.S. (in terms of vodka given up to produce Coke)?
1 Coke = vodkas
6. What is the cost of Coke in Russia (in terms of vodka given up to produce Coke)?
1 Coke = vodkas
7. Which country has a lower cost (in Coke given up) of producing Vodka? ___________
8. Which country has a lower cost (in vodka given up) of producing Coke? ___________
9. Which country has an comparative advantage in producing vodka? _______
Positive versus Normative Micro
Economics name
Directions: Given each statement listed below, place an X in the column designating whether the statement is a positive or normative economic statement, or neither.
Statement: Positive Normative Neither
|"Resident tuition at Shoreline Community College is $500 per quarter." | | | |
|"Resident tuition at Shoreline Community College is $50,000 per quarter."| | | |
|"Tuition at Shoreline Community College is much too high, and unfair to | | | |
|struggling students." | | | |
|"The government should reduce taxes | | | |
|so that working Americans can keep more of their hard-earned money." | | | |
Supply and Demand Micro
name_________________________________
a. Given the following market supply and demand schedules for pizza slices:
1) Graph and label the supply and demand curves.
2) The equilibrium price is ______and the equilibrium quantity is _______.
3) Suppose the price is $2. On the graph, mark the quantity demanded and quantity supplied and denote the surplus or shortage.
P
Pizza Slices (daily)
|Price ($) |Quantity |Quantity |
| |demanded |supplied |
|2.50 |1 |15 |
|2.00 |3 |10 |
|1.50 |7 |7 |
|1.00 |11 |4 |
|0.50 |14 |2 |
Q
b. Suppose that people’s tastes change and they want to eat more pizza as indicated in the table below.
1) Graph and label the new demand curve using the axes above.
2) Is this a change in demand or a change in quantity demanded? (circle one)
3) Extrapolating from the graph, the new equilibrium price is about _______and the new equilibrium quantity is about _______.
4) With the new higher price, businesses are producing more. Is this a change in supply or a change in quantity supplied? (circle one)
Pizza Slices (daily)
|Price ($) |Old Quantity |New Quantity |Quantity |
| |demanded |demanded |supplied |
|2.50 |1 |5 |15 |
|2.00 |3 |6 |10 |
|1.50 |7 |11 |7 |
|1.00 |11 |15 |4 |
|0.50 |14 |17 |2 |
Price Elasticity of Micro
Demand Name_____________________________
Suppose that a major airline charges $250 for a one-way ticket from New York to LA and sells 3,000 tickets per day. Assume you are given a price elasticity of demand (Ed) = 2.4 for airline tickets in this price range.
If the price increases by 10%, what will happen to the airline’s total revenue?
1. What is the initial total revenue?
2. What is the new price?
3. How many tickets will be sold with this new price?
4. What is the new total revenue?
5. What is the difference between the initial and the new revenue?
6. To increase the total revenue, should the airline raise its ticket price?
Measuring Costs of Micro
Production:The relationship Name______________________ between average, marginal and total
Assume the following table shows short run daily costs of production for a small manufacturing firm. Fill in all missing total, average and marginal cost information.
|Q |TC |ATC |MC |
|(quantity of output) |(Total Cost $) |(Average Total Cost $) |(Marginal Cost $) |
| | | | |
|0 |10 |--- |--- |
| | | | |
|1 |_____ |_____ |6 |
| | | | |
|2 |20 |_____ |_____ |
| | | | |
|3 |_____ |9 |_____ |
| | | | |
|4 |_____ |_____ |9 |
| | | | |
|5 |50 |_____ |_____ |
When an additional unit of output is produced and;
a. marginal cost increases, the average cost ________________ (increases, decreases, or remains the same). MC ___ATC
b. marginal cost decreases, the average cost ________________ (increases, decreases, or remains the same). MC ___ATC
c. marginal cost of hiring a worker is greater than the average cost, the average cost ________________ (increases, decreases, or remains the same).
MC ( ATC, ATC ___
d. marginal cost of hiring a worker is less than the average cost, the average cost ________________ (increases, decreases, or remains the same).
MC ( ATC, ATC ___
e. Given the answers to parts c. and d., when an additional unit is produced and the marginal cost is equal to the average cost, the average cost ______________ (increases, decreases, is minimized, or is maximized).
MC = ATC, ATC ___
Market Structures Micro
name_________________________________
1. The firm represented in the graph on the right P
is a; (circle at least one)
monopoly D
oligopoly
monopolistically competitive firm
perfectly competitive firm
Q
2. The firm represented in the graph on the right P
has no competition and is a; (circle at least one)
monopoly
oligopoly
monopolistically competitive firm D
perfectly competitive firm
Q
3. A firm that competes against quite a few other firms and brands its product to
differentiate it from the competitors is a; (circle)
monopoly
oligopoly
monopolistically competitive firm
perfectly competitive firm
4. A firm that competes against a few other firms and is highly interdependent (affected by the actions of those firms) is a; (circle)
monopoly
oligopoly
monopolistically competitive firm
perfectly competitive firm
5. Order the following firms from most competitive to least competitive (number 1 to 4).
Joe’s Apple Orchard (produces apples)
Seattle City Light (produces electricity)
General Motors (an auto producer)
Sal’s Pizza (a pizza restaurant)
Labor Market and Micro
The Minimum Wage name_________________________
The following table shows the demand and supply of labor at different hourly wages (in dollars).
Demand of Labor Supply of Labor
Wage ($/hour) Quantity (hours) Wage ($/Hour) Quantity (hours)
7 90 7 70
8 80 8 80
9 70 9 90
10 60 10 100
a. Draw the supply and demand curves of labor.
b. What is the wage and the quantity of labor at equilibrium?
c. Suppose the government passes the minimum-wage law and nobody can earn less than $10 per hour. What would the new quantity of labor in the market be? Show what happens graphically.
d. Who gains and who loses from this law?
e. What are some possible explanations that a minimum wage law may not cause unemployment? (see New Jersey/Pennsylvania study, for example)
Market Failures: Micro
Public Goods & Externalities Name_______________________
1. Suppose the optimal production mix of national defense and other stuff (houses, shoes, etc.) is shown on the graph below. On the graph below, plot the resulting production mix if the government doesn’t produce national
defense but we instead rely on private businesses to produce and sell national defense.
Pure capitalism (no government production) will result in: (circle)
Too much national defense.
or
Too little national defense.
2. Suppose the optimal production mix of education and other stuff (houses, shoes, etc.) is shown on the graph
below. On the below graph, plot the resulting production mix if the government doesn’t produce education but we instead rely on private businesses to produce and sell education.
Pure capitalism (no government production) will result in: (circle)
too much education.
Or
too little education.
3. Suppose the optimal production mix of cars (that create pollution and congestion costs) and mass transit (which has lower costs of pollution and congestion) is shown on the graph below. On the below graph, plot the resulting production mix if the government doesn’t impose any regulation or taxes on cars.
Pure capitalism (no government regulation) will result in: (circle)
too many cars.
Or
too few cars.
Present Value Micro
Name_________________________
1. $100 invested at an 10% interest rate will grow to ________ in one year.
2. $100 invested at an 10% interest rate will grow to ________ in two years.
3. The present value of $100 to be received in one year is _______ if the discount rate is 10%.
4. The present value of $100 to be received in three years is _______ if the discount rate is 10%.
Distribution of Income: Micro Inequality and Equality Name______________________
1. Use the following income data (based on pre-tax income) to construct a Lorenz Curve using the axis below. Be sure to label both axes.
|Quintile of population |% of total national income |Cumulative % |
| | |of national income |
|1 |_____ |4 |
|2 |9 |_____ |
|3 |_____ |28 |
|4 |23 |_____ |
|5 |_____ |100 |
2. Show the impact of a progressive tax system by drawing a new Lorenz curve.
3. What does a quintile mean in this context?
Assessing Learning Outcomes in Macroeconomics
A Classroom Research Tool Kit
Classroom assessment is a method of providing the instructor immediate feedback of students’ competency in the skills and abilities necessary for understanding important topics. This packet provides a series of short (1 – 4 minutes) in-class exercises covering a variety of topics (see next section) in Macroeconomics. Designed for use during the discussion of a topic, the responses to these exercises can be quickly checked (not graded) by the instructor, allowing students to demonstrate their knowledge and mastery of skills.
Topics/content/subject matter:
|Microeconomics |Macroeconomics |Micro/Macro |
| | | |
|1. Scarcity, choice, and opportunity cost |1. Scarcity, choice, and opportunity cost |Scarcity, choice, and opportunity cost |
|2. Comparative economic systems: |2. Comparative economic systems: |Comparative economic systems: tradition, |
|tradition, market, command |tradition, market, command |market, command |
|3. Comparative advantage |3. Comparative advantage |Comparative advantage |
|4. Positive vs. normative econ. |4. Positive vs. normative econ. |Positive vs. normative econ. |
|5. Supply and demand analysis |5. Measuring Unemployment | |
|6. Elasticity |6. Inflation | |
|7. Costs of Production: Relationship |7. GDP and National Income accounting | |
|between average, total and marginal | | |
|8. Market structures |8. Measuring Economic growth |. |
|9. Labor and factor markets |9. Multipliers | |
|10. Market failures: Public goods and |10. Market failures: Public goods and |Market failures: Public goods and |
|externalities |externalities |externalities |
|11. Present value |11. Foreign exchange | |
|12. Income distribution |12. Income distribution |Income distribution |
| | | |
|Topics not |Topics not |Topics not |
|covered in packet |covered in packet |covered in packet |
|Efficiency and productivity |Money and banking |Short Run versus long run |
|Marginal analysis |The FED |Role of government in a market economy |
|Constant vs. increasing costs |Monetary and fiscal policy |Equity vs. efficiency |
|Diminishing marginal utility |Deficits and debt |Production Possibilities & increasing |
| | |opportunity costs |
|Government market manipulation/govt. |International trade | |
|failure | | |
| |Historical applications of Macroeconomics | |
|Externalities | | |
|Change in demand versus quantity demanded |Business cycle | |
| |Comparative economic philosophies: Smith, | |
| |Marx, Keynes, Friedman | |
| |Aggregate Demand and Supply analysis: | |
| |components and changes | |
| |Macro policy and unemployment | |
Desired Outcomes/General abilities/competencies:
• Graphical analysis
• Using evidence/data/information to draw conclusions
• Choosing appropriate methods/tools of analysis to communicate knowledge
• Understanding relationships between variables: total, marginal and average
• Understanding relationships between variables: correlation vs. causation, etc.
• Using models to describe, explain and predict: demand and supply, aggregate demand and supply
• Ability to apply tools of economics in order to understand and appreciate a variety of current events and issues
SCARCITY, CHOICE, & Macro OPPORTUNITY COST Name_____________________________
Directions: Suppose that a country’s production possibilities of cars and motorcycles for a year are represented in the following graph (numbers in millions). Circle the correct answer(s) for each of the following.
1. Can the country produce 5 million cars and 10 million motorcycles in the same year?
Yes
No
2. The PPC would increase (get pushed out) if the country had more:
natural resources
money
capital
technology
demand for its products
labor
3. If the country produces 3 million cars, how many motorcycles can it also produce?
0
2 million
4 million
10 million
4. If the country decides to produce 4 million cars instead of 3 million, what is given up?
Nothing
Money
2 million motorcycles.
5. If you were in charge, how many cars and motorcycles would you produce? Draw that point on the PPC.
Comparing Economic Macro
Systems Name__________________________
Directions: Given each characteristic listed below, place an X in the column of the economic system(s) displaying that characteristic.
|Characteristic |Traditional |Market Economy (Capitalism) |Command Economy (Socialism) |
| |Economy | | |
| |(tribalism) | | |
|No central government | | | |
|exists | | | |
|Limited government | | | |
|involvement in economy | | | |
|Government ownership of | | | |
|resources | | | |
|(especially capital) | | | |
|Private ownership of resources | | | |
|(by individuals) | | | |
|Typically agrarian | | | |
|(non-industrial) with low | | | |
|economic output | | | |
Comparative Advantage Macro
Name_______________ _______
Directions: Assume that the following table represents the amount of vodka and Coke © that can be produced with x hours of labor in the United States and Russia.
| |U.S. |Russia |
|Vodka (million liters) |2 |1 |
|Coke © (million liters) |4 |1 |
2. Which country has an absolute advantage in producing vodka? ___________
2. Which country has an absolute advantage in producing Coke©? ___________
3.
4. What is the cost of vodka in U.S. (in terms of Coke given up to produce vodka)?
Answer: 4 Cokes must be given up to produce 2 vodka,
cost of vodka = 4 cokes/2vodka = 2 Cokes per vodka
1 vodka = 2 Cokes
4. What is the cost of vodka in Russia (in terms of Coke given up to produce vodka)?
1 vodka = Cokes
5. What is the cost of Coke in U.S. (in terms of vodka given up to produce Coke)?
1 Coke = vodkas
6. What is the cost of Coke in Russia (in terms of vodka given up to produce Coke)?
1 Coke = vodkas
10. Which country has a lower cost (in Coke given up) of producing Vodka? ___________
11. Which country has a lower cost (in vodka given up) of producing Coke? ________
12. Which country has an comparative advantage in producing vodka? ___________
Positive versus Normative Macro
Economics name_______________
Directions: Given each statement listed below, place an X in the column designating whether the statement is a positive or normative economic statement, or neither.
Statement: Positive Normative Neither
|"Resident tuition at Shoreline Community College is $500 per quarter." | | | |
|"Resident tuition at Shoreline Community College is $50,000 per quarter."| | | |
|"Tuition at Shoreline Community College is much too high, and unfair to | | | |
|struggling students." | | | |
|"The government should reduce taxes | | | |
|so that working Americans can keep more of their hard-earned money." | | | |
Measuring Unemployment Macro
Name______________________
Suppose a sample of 540 people were surveyed, and of those 540, 490 were working full time or part time. Of the 50 not working, 10 were full-time college students, 20 were retired, 5 were under sixteen years of age, 5 have stopped looking for work because they believed there were no jobs for them, and 10 were actively looking for work.
a. How many of the 540 surveyed are in the labor force?
b. What is the unemployment rate among the 540 surveyed people?
Measuring Inflation: Macro
Constructing a Price Index Name_________________________
Directions: Assume that the following table represents prices in two different years for a hypothetical market basket of consumer goods and services. Fill in the blanks in columns [3] and [5], and answer questions 1 - 3.
|Item |[1] |[2] |[3] |[4] |[5] |
| |Market Basket |Price in Year 0 |Base year 0 cost = |Price in Year 1 |Current year 1 cost =|
| |Quantity |(Base year) |P0 x Q |(current year) |P1 x Q |
| | | |= [1] x [2] | |= [1] x [4] |
|Car |1/5 |$10,000 | |$20,000 | |
| | | |_ _ _ | |_ _ _ |
|Gasoline |500 gallons |$1.00/gal. | |$1.50/gal | |
| | | |_ _ _ | |_ _ _ |
|Insurance policy |1 |$500 | |$250 | |
| | | |_ _ _ | |_ _ _ |
|Cost of market basket| | | | | |
|(sum of costs) | | | | | |
| | | | | | |
| | | |_ _ _ | |_ _ _ |
|Formula for a Price Index: |
| |
|Price Index = Current year cost of market basket |
|Base year cost of market basket X 100 |
1. The price index for year 1 (with a base year of year 0) is ___________
2. The price index for year 0 (with a base year of year 0) is ___________
|Formula for calculating inflation rate (%) |
| |
|% rate of = (Price index in current year) - (Price index in base year) X 100 |
|inflation (price index in base year) |
3. The rate of inflation between year 0 and year 1 is ________%
Measuring GDP and Macro
National Income Name_____________________
Directions: Given a hypothetical economy with the expenditures illustrated above, answer the following questions:
1. What is the GDP (Gross Domestic Product)? GDP = $
formula:
2. What is the National Income? NY = $
formula (expenditures approach):
formula (incomes approach):
3. What is the government budget deficit (or surplus)? Deficit (surplus) = $
formula:
Measuring Economic Macro
Growth Name_____________________
Economists use two measures of growth-real GDP and per capita real GDP-to compare how economies grow over time.
1. The real GDP of Singapore was approximately $109,787 million Singapore dollars in 1996 and approximately $102,299 million in 1995. What was the economic growth rate?
2. According to the above question, if during the same period of time Singapore’s population increased, is the economic growth rate using per capita real GDP higher or lower than your calculation above?
3. If Singapore keeps a constant economic growth rate as above, how many years will it take to double the real GDP? (use the Rule of 72)
4. What are some of the major causes of economic growth?
•
•
•
Government Spending Macro
and Taxation Multiplier Name________________________
Directions: Answer questions 1-6 on the basis of the following information.
Assume that; equilibrium real GDP = $800 billion
potential real GDP = $900 billion
MPC = 0.80
there is no international trade
1. What is the size of the GDP gap?
2. What is the government spending multiplier?
3. How much must government spending increase to eliminate the GDP gap?
4. What is the tax multiplier?
5. How much must taxes fall to eliminate the GDP gap?
6. Discuss why the amount of government spending increase needed is smaller than the amount of taxes decrease needed to close the given GDP gap.
Market Failures: Macro
Public Goods & Externalities Name_____________________
1. Suppose the optimal production mix of national defense and other stuff (houses, shoes, etc.) is shown on the graph below. On the graph below, plot the resulting production mix if the government doesn’t produce national
defense but we instead rely on private businesses to produce and sell national defense.
Pure capitalism (no government production) will result in: (circle)
Too much national defense.
or
Too little national defense.
4. Suppose the optimal production mix of education and other stuff (houses, shoes, etc.) is shown on the graph
below. On the below graph, plot the resulting production mix if the government doesn’t produce education but we instead rely on private businesses to produce and sell education.
Pure capitalism (no government production) will result in: (circle)
too much education.
Or
too little education.
5. Suppose the optimal production mix of cars (that create pollution and congestion costs) and mass transit (which has lower costs of pollution and congestion) is shown on the graph below. On the below graph, plot the resulting production mix if the government doesn’t impose any regulation or taxes on cars.
Pure capitalism (no government regulation) will result in: (circle)
too many cars.
Or
too few cars.
Foreign Exchange Macro
Market Name_____________________
For the most part, the exchange rate between U.S. dollars and the Euro is floating.
What effect will each of the following events have on the Euro value of the U.S. dollar (does the dollar get stronger/appreciate or weaker/depreciate)?
a. The French government bans the import of American movies.
b. Americans learn that drinking red wine imported from France will prevent heart disease.
c. An American mutual fund purchases stock in Renault, a French auto manufacturer.
d. New York foreign exchange speculators believe the Euro is going to depreciate in the next few hours.
Distribution of Income: Macro
Inequality and Equality Name______________________
6. Use the following income data (based on pre-tax income) to construct a Lorenz Curve using the axis below. Be sure to label both axes.
|Quintile of population |% of total national income |Cumulative % |
| | |of national income |
|1 |_____ |4 |
|2 |9 |_____ |
|3 |_____ |28 |
|4 |23 |_____ |
|5 |_____ |100 |
7. Show the impact of a progressive tax system by drawing a new Lorenz curve.
8. What does a quintile mean in this context?
Analytical Framework
Outcomes Assessment in Economics
Appendix E
English 100 Rubric
| |Focus & Content |Organization |Style |Mechanics |
|A |Essay is driven by a complex thesis. |Writing includes effective transitions within and |Word choice is consistently varied, |Writing includes correct verb tenses, complete |
| |All body paragraphs support the thesis. |between paragraphs. |appropriate, exact, and suited for the |sentences, proper parts of speech, and well-chosen |
| |Each paragraph has a main focus supported by |All paragraphs are arranged with logical sequencing. |audience. |concrete adjectives and adverbs. |
| |well-chosen details and integrated examples. |All paragraphs show a logical internal organization. |A variety of sentence structures are used |Writing lacks spelling errors. |
| |Work addresses all requirements of the assignment. |Introduction grabs reader’s attention and establishes |correctly and appropriately. |Pronouns seldom used inappropriately. |
| | |purpose, focus and organization. | |Point of view, verb tense, subject and verb agreement|
| | |Conclusion pulls together all main ideas without being| |and number agreement rarely shift. |
| | |repetitious or summarizing; links to introduction, and| |Strong choice of verbs applied. |
| | |reinforces the paper’s purpose. | |Free from punctuation errors. |
|B |Essay is thesis-driven. |Writing uses effective transitions within and between |Word choice is usually varied, appropriate, |Verb tenses seldom shift. |
| |Majority of paragraphs supports the thesis for a |paragraphs. |exact and suited for audience. |Infrequent fragments and/or run-ons. |
| |sense of unity. |Most paragraphs are arranged with logical sequencing. |Essay employs a variety of sentence |Correct use of parts of speech. |
| |Most paragraphs provide sufficient secondary support.|Introduction clearly establishes paper’s purpose, |structures, usually correctly. |Correct spelling use. |
| |Work addresses nearly all requirements of the |focus and organization. |Writing demonstrates some understanding of |Pronouns seldom used inappropriately. |
| |assignment. |Most paragraphs show a clear purpose and focus. |connotative and denotative meanings of words.|Point of view rarely shifts. |
| | |Conclusion pulls together all main ideas without being| |Subjects and verbs agree. |
| | |repetitious or summarizing; attempts to link to | |Singular and plural appropriately used. |
| | |introduction, and attempts to reinforce paper’s | |Articles chosen well. |
| | |purpose. | |Most prepositions used correctly. |
| | | | |Adjectives and adverbs well selected. |
| | | | |Punctuation marks used correctly. |
| | | | |Capitalization and lower case used precisely. |
| | | | |Possessives and contractions applied fluently. |
|C |Ideas are loosely organized in relation to the focus |Majority of paragraphs has one focus or main idea |Word choice lacks variety and may, at times, |Verb tenses may shift inappropriately at times. |
| |and to one another. |each. |be inappropriate for audience. |Infrequent fragments and/or run-ons. |
| |Thesis is adequate, but lacks complexity. |Some transitions may be formulaic or not well |Sentence structures are predictable with some|Parts of speech sometimes inappropriate. |
| |Facts, examples and/or other kinds of details that |integrated in text. |variety. |Occasional spelling errors. |
| |support the thesis develop the body. |Most paragraphs arranged with logical sequencing. |Writing uses connotative or denotative |Pronouns sometimes used inappropriately. |
| |Response addresses a majority of requirements of the |Most paragraphs show a logical internal organization. |meanings of words incorrectly at times. |Point of view shifts occasionally. |
| |assignment. |Introduction weakly establishes paper’s purpose, focus|Word choice may be imprecise. |Subjects and verbs seldom disagree. |
| | |and organization. |Essay employs a variety of sentence |Singular and plural appropriately used. |
| | |Conclusion pulls together all the main ideas. |structures. |Articles chosen well. |
| | | |Most sentences complete, with some sentences |Most prepositions used correctly. |
| | | |demonstrating effective coordination and |Adjectives and adverbs well selected. |
| | | |subordination. |Punctuation marks used adequately. |
| | | | |Capitalization and lower case used appropriately. |
| | | | |Possessives and contractions applied correctly. |
|D |Most paragraphs are not clearly related to the |Organization is apparent but weak. |Word choice is predictable, inappropriate and|Verb tenses change often. |
| |thesis. |Transitions are often lacking or unrelated to context.|can be distracting. |Frequent fragments and/or run-ons. |
| |Thesis is vague, missing, narrow, superficial, or |Global organization is apparent but weak. |Sentence structures are unvaried and basic. |Parts of speech awkward. |
| |indirect. |The internal paragraph organization is apparent but |Work demonstrates lack of understanding of |Frequent spelling errors. |
| |Response addresses few requirements of the |weak. |connotative or denotative meanings of words. |Pronouns missing or in disagreement or used |
| |assignment. |An underdeveloped or unrelated introduction and/or |Frequent misuse of common words and phrases. |incorrectly. |
| | |conclusion appears in the writing. |Garbled sentence structure is noticeable in |Proper nouns lacking. |
| | |More than one paragraph was written with inadequate |several places. |Point of view shifts. |
| | |support. |There is faulty connotation or homonym use. |Subjects and verbs sometimes disagree. |
| | |Introduction does not establish paper’s purpose, focus|Most complete sentences with some sentences |Careless use of singular and plural. |
| | |and organization. |demonstrating effective coordination and |Inappropriate use of articles or missing articles. |
| | |Conclusion pulls together some of the main ideas. |subordination. |Inaccurate preposition choices. |
| | | | |Lack of or overuse of adjectives and adverbs. |
| | | | |Faulty use of punctuation marks. |
| | | | |Inappropriate capitalization and lower case use. |
| | | | |Incorrect possessive and contractions. |
-----------------------
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Interest income = $100 bil.
Investment = $200 bil.
Exports = $200 bil.
Consumption = $800 billion
Taxes = $300 bil.
Rental income = $200 bil.
Imports = $100 bil.
Wages & salaries = $600 bil.
Government spending on goods & services = $100 bil.
Transfer payments = $200 bilbil.
Profits = $200 billion
Depreciation = $100 billion
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Assessment
=Feedback
=Measurement
Teaching
=Activities
=Assignments
Content
=Knowledge
=Subject Matter
Goal
=Outcomes
=Abilities
=Competencies
Teaching
=Activities
=Assignments
................
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