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Educational Program Learning Outcome Assessment Plan



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Educational Program Learning Outcome Assessment Plan for the BA in English, 2009-10



Student Learning Outcomes


A. Learning Outcome

What should a graduate in the
B.A. in English
major know, value, or be able to do at graduation and beyond?

B. Data Collection & Analysis

1. What assessment tools and/or methods will you use to determine achievement of the learning outcome? 2. Describe how the data from these tools and/or methods will be/have been collected.

3. Explain the procedure to analyze the data.

C. Results of Evaluation

What were the findings of the analysis?

D. Use of Evaluation Results

1. List any specific recommendations.

2. Describe changes in curriculum, courses, or procedures that are proposed or were made/ are being made as a result of the program learning outcome assessment process.

Students will demonstrate the ability to critically analyze works of major writers (mostly British & American) who compose (d) in English and selected works of other major writers whose works can be read in English translations.

GE 1,2,6,7,&10


A satisfactory grade in English 304, a capstone course for all English majors
English 304 scores are collected and reported by the instructor of the class.
The goal is to make a grade of C or higher in English 304. Students who reach this goal have had a satisfactory SLO.

83.3% of the students (N=12) who completed English 304 in the current year made a score of C or higher (See Table VIII & Appendix A).


Students who did not have a C or better in the class will be encouraged to repeat the course and attend one-on-one help sessions with the instructor twice a week in the Writing Center.
In the spring of 2008, the Assessment Committee recommended that students pursuing the B.A. degree in English take the PRAXIS II exam sometime during their senior year. The entire English faculty considered this proposal during the 2008-09 academic year but concluded that this would cause an unnecessary cost for students. The Assessment Committee is now developing an “in house” pre & post test for the students who are pursuing the B.A. degree in English. A draft of this test should be ready to share with the English faculty early in the fall of 2010.

Students will demonstrate proficiency in expository writing and in the ability to determine such necessary considerations as thesis, purpose, audience, and organization.
GE 1,2 & 3

B.A. students generally take the Writing Proficiency Exam.

The DSU Office of Institutional Research reports the aggregate WPE scores to the Unit, after they have been evaluated by the faculty readers who have been chosen from the entire full-time faculty.

Students who receive a CR on the WPE have demonstrated SLO proficiency in this area.


For the current year, 71% of the students (N=7) in the B.A. program in English who took the Writing Proficiency Exam received a score of CR (See Table IX).


The two students who did not earn a CR (a passing evaluation) will enroll in English 301 to make up the deficiency.
Advisors will continue to encourage students to attend the preparation sessions prior to taking the WPE.

Students will demonstrate familiarity with research procedures and critical perspectives in the discipline.
GE 2 & 3

A satisfactory grade in English 304, a capstone course for all English majors
and
a portfolio review by the Assessment Committee of selected research/analytical papers written while the students were enrolled in the program
English 304 grades are collected and reported by the instructor of the course.
The portfolio is maintained by the student during the time the student is enrolled in the program.
The goal of English 304 is to make a grade of C or higher. If students meet this goal, they have had a satisfactory SLO.
The goal of the portfolio is to collect and present several papers written by the students during the course of their program of study. Each paper must have a grade of C or higher. The student presents the portfolio to the Assessment Committee.

83.3% of the students (N=12) who completed English 304 in the current year made a score of C or higher (See Table VIII & Appendix A.).

100% of the graduates (N=10) in the current year received a successful portfolio review from the Assessment Committee (See Table X).



The Assessment Committee is revising a rubric specifically aimed at evaluating papers written by students seeking the B.A. in English. This rubric, when completed, will be reviewed by the entire English faculty. NOTE: Students who earn the B.A. in English with a Concentration in Creative Writing are exempt from this evaluation because they take a specific course (ENG 490) which prepares them for portfolio presentation. The grade of B or higher in English 490 is considered a satisfactory SLO for students in this program.

Students will demonstrate an understanding of theories and practices of language and grammar.
GE 2, 7 & 10

A satisfactory grade in English 406 (History and Grammars of the English Language), a capstone course for all English majors
English 406 scores are reported by the instructor who teaches the class.
The goal in English 406 is to make a grade of C or higher. If students reach this goal, they have met a satisfactory SLO for this objective.


88% of the students (N=18) who completed English 406 in the current year made a score of C or higher (See Table XI & Appendix A).

The two students who made below a C for the final grade in ENG 406 failed the first exam. The next time the course is taught the instructor will offer a comprehensive, in-class review before the first exam.



Table VIII

Grades Reported from English 304 Classes


Year*


Total # of Students

Total # of Students with a Grade of C or Higher in Class



Per cent

Reaching Goal


2004

12

7

58%

2005

15

12

80%

2006

14

13

93%

2007

12

9

75%

2008

24

22

92%

2009

12

10

83.3%

*Note: Class is taught only in the Fall Term.

Table IX

WPE Results for Undergraduate English Majors

Year

# Taking the Exam

# Receiving Credit

% Receiving Credit

2005-06

10

9

90%

2006-07

5

4

80%

2007-08

4

4

100%

2008-09

4

2

50%

2009-10

7

5

71%


Table X

Portfolio Review for Senior English Majors


Year

# Reviewed by the

Assessment


Committee


# Reaching Target

Goal of 2.5 or

Higher

% Reaching

Target Goal

2005-06

5

5

100%

2006-07

9

9

100%

2007-08

6

6

100%

2008-09

9

9

100%*

2009-10

10

10

100%**

*Note: Totals include two students who took ENG 490 and made a grade of B or better.

**Note: Totals include one student who took ENG 490 and made a grade of B or better.


Table XI

Grades Reported from English 406 Classes



Year*



Total # of Students

Total # of Students With Grade of C

or Higher

Per cent

Reaching Goal

2005

15

13

86%

2006

13

10

77%

2007

20

15

75%

2008

15

12

80%

2009

20

17

85%

2010

18

16

88%

*Note: Class is offered only in the Spring Term.


Educational Program Learning Outcome Assessment Plan for the M.Ed. in English, 2009-10


Student Learning Outcomes



A. Learning Outcome

What should a graduate in the

M.Ed. in Secondary Education (English Emphasis)
major know, value, or be able to do at graduation and beyond?

B. Data Collection & Analysis

1. What assessment tools and/or methods will you use to determine achievement of the learning outcome? 2. Describe how the data from these tools and/or methods will be/have been collected.

3. Explain the procedure to analyze the data.

C. Results of Evaluation

What were the findings of the analysis?

D. Use of Evaluation Results

1. List any specific recommendations.

2. Describe changes in curriculum, courses, or procedures that are proposed or were made/ are being made as a result of the program learning outcome assessment process.

Students will demonstrate an advanced and comprehensive understanding of the works of major writers of British and American literature.

An oral comprehensive exam designed and administrated

by three professors on the graduate English faculty


The chair of the three-person examining committee reports the results of the exam to the unit.
The goal is to receive an evaluation of “pass” on the exam. Students who receive this score will have had a satisfactory SLO.

For the current year, 100% of the students (N=5) who took the comprehensive graduate exam received a passing score. (See Table XII & Appendix E.)




All candidates who are nearing completion of this program will be encouraged to read and study with care all of the suggestions on the M.Ed. reading list prior to taking the oral exam. The unit holds an orientation session with all of new students in the program in the fall semester of each year. At this orientation, special emphasis will be placed on preparation for the comprehensive exam

Students will demonstrate an advanced ability to write literary analysis essays on works of literature.

A graduate-level writing proficiency exam
The Graduate Committee designs and administers the exam and reports the results to the unit.
Students who receive a passing score on this exam have had a satisfactory SLO.


For the current year, 80% of the students (N=5) who took the GWPE in English made a passing score. (See Table XIII.)


The Graduate Committee is requiring the one student who did not receive credit for the GWPE to take an undergraduate class (English 204) that teaches the writing of essays that focus on the critical analysis of literature, especially poetry. The student must pass this class with a grade of B or better.

Students will demonstrate proficiency in teaching various methods of literature and composition.

A graduate-level portfolio documenting clinical field experience
The portfolio is maintained by the student and reported to the Graduate Committee.

This assessment tool was implemented in the Fall of 2006. Four students have finished the program, and seven are now building their portfolios. (See Table XIV and Appendix F.)


The Graduate Committee is continuing to evaluate the assessment tool for this SLO. The Graduate Committee, in consultation with faulty from the College of Education, is researching ways to strengthen this process.

Table XII

M. Ed. Oral Comprehensive Exam



Year

Candidates

# Number Receiving Credit

Pass Rate

2005-06

2

2

100%

2006-07

5

5

100%

2007-08

4

3

75%

2008-09

1

1

100%

2009-10

5

5

100%


Table XIII

Graduate Writing Proficiency Exam for M. Ed. Candidates in English




Year

Candidates

# Receiving Credit

Pass Rate

2006-07

2

2

100%

2007-08

2

2

100%

2008-09

6

5

84%

2009-10

5

4

80%


Table XIV

Field Experience Portfolio Evaluation for M. Ed. Candidates in English

Year

Candidates

# Receiving Credit

Pass Rate

2008-09

1

1

100%


2009-10

3

3

100%



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