Assessment Overview
Discipline/Program Name English & Reading Developmental Studies Assessment Year 2009-2010
Learning Outcome Outcome Type Methodology n History Benchmark Results
Strength of Results
1. Communication (essay
writing skills) SLO Pre-Post Test 538 8
Student scores increase by +1.5 over the semester.
+1.4, +1.8, 1.6, +2.7 Strong
2. Reading Proficiency Discipline Pre-Post Test 229 N/A
70% proficiency in each skill set
Benchmark met and exceeded in most cases Strong
3. Retention and Success
Rates Other Institutional Research 1,928 2
60% student success rate
ENG 030: 65%, ENG 060: 63%, ENG 090: 59%, REA 030: 82%, REA 060: 69%, REA 090: 72%
ENG : Neutral, REA: Strong
4. n/a (as part of the English
Department, assessment
report, which also
assessed four Learning
Outcomes)
Describe the Learning Outcome That You Have Measured
SLO/GE, Discipline or Other
Pre-Post Test, Judged Competition, Embedded Questions, Rubric Graded Essay
Number of Students Assessed
# of Years This Outcome Has Been Assessed
Measurement Standard
Report the Results of Your Data Analysis
Strong: Exceeds Benchmark Neutral: Meets Benchmark Weak: Misses Benchmark
Recommendation: Complete this Assessment Overview Table after you have completed your Assessment Summary in the following template.
Program / Discipline Assessment Report
Program/Discipline: Liberal Arts and Professional Programs: Developmental English and Reading Responsibility: Jamey Trotter: English Michelle Van De Sande: Reading
Program/Discipline's Mission Statement:
The Developmental Studies Program’s mission in a learning-centered college is to provide basic academic skills to prepare students for
success and retention in transfer core courses and vocational programs. The Developmental Studies Program is committed to improving
student learning through continuous assessment which guarantees student access to quality education, job readiness, and personal
satisfaction. The purpose is simply to “develop” students to at point whereupon they are ready and able to succeed in college transfer
classes.
Program/Discipline's Assessment History:
By using the assessment process as an evaluative technique, how has it previously affected your program's curricula and/or
teaching strategies?
By having a beginning-of-the-semester and an end-of-the-semester in-class essay examination, our Developmental Studies classes
have become more academically rigorous because faculty understand the importance of scores improving over the course of the
semester, as do students.
Over the past five years, the faculty of Developmental Studies has responded to assessment data from September 2004 that found
that students’ skills of summarization were weak. We revised curriculum to increase the number of formal summaries to a minimum
of five and promoted more consistency in grading criteria in all levels of composition instruction. Beginning Fall 2006, ENG 090
courses required a minimum of five summaries, and REA 090 faculty would emphasize summary writing in activities for reading
comprehension.
Developmental and transfer-level course faculty meet together at the beginning and end of each term to score pre- and post-writing
blue book essays. Blue book essays contain a summary as well as a response to a college-level article from the newspaper.
Developmental course instructors are also encouraged to do a mid-semester blue book essay to prepare students for the end-of-
semester post-writing essay.
By using the assessment process as an evaluative technique, what changes to student learning have been noted?
Students have found that they are more confident about their writing and grammar skills after taking developmental
courses. Students improve their blue book diagnostic essay scores from the beginning to the end of the semester,
demonstrating that their skills in reading, summarizing, generating a thesis, organizing and supporting a thesis, and
using correct grammar and mechanics do improve over the course of the semester. Students therefore have concrete
proof that their writing abilities have increased, relating back to point one – confidence in one’s reading and writing
abilities is essential to succeeding in college and indeed life.
Another impact we’ve observed on student learning is that the students understand right up front that the
developmental class they are has high academic standards (by engaging in an essay exam on the first or second day of
the semester).
Students understand they are able to transfer their new ability to write an in-class essay to other classes (e.g. history).
What unintended consequences, if any, have occurred because of the assessment process?
Full-time and adjunct faculty come together at both the beginning of the semester and the end of the semester to
scores the hundreds of Blue Book essays; this provides an exceptional professional development opportunity for both
entities, as well as a greater sense of collegiality within the department. Further, before we score the essays, we spend
lots of time norming, which results in a greater level of equality in grading across the department.
We found that while students may pass a course in the Developmental Studies sequence (ENG 030, 060, 090; REA
030, 060, 090), they may not decide to move on and take the next class in the sequence.
Instructors have found that our students may need to take a lower level Developmental course to prepare them for
ENG060 / REA060 or ENG090 / REA 090; hence, we added ENG030 / REA 030 to our departmental course
offerings.
Instructors have found that our students that fall below the minimum cut-off score in ENG 030 and REA 030 do not
have the ability to benefit in a 030 course. Our department will begin enforcing the cut off score of 25 in these
courses, and we are exploring other options for these students.
Who receives information about your department's assessment and why? (Please note if you plan on altering either of these
items for the coming year.)
We share this report and ask for feedback about our results from all instructors who teach Developmental courses and
with the Chair of the English and Developmental Studies. This has not changed.
Part 1: Previous Academic Year Assessment Summary
Previous Academic Year: Previous Academic Year: 2009-2010
Last year we used three methods to assess our Developmental Studies program:
1. The blue book diagnostic essay
2. Reading pre- and post-test
3. Retention data generated from Institutional Research
The Blue Book Diagnostic Essay
We found that students blue book scores did increase from the beginning to the end of the semester, and we
met our benchmark that student scores would increase by 1.5 points or more on a twelve-point scale.
However, it is perhaps a concern that students student’s scores leaving the lower-level class are NOT equal
to or greater than the students entering the next level (for example, a student leaving ENG 060 would score
equal to or higher than a student entering ENG 090).
Reading Pre- and Post-Tests
The reading pre- and post-tests underwent many changes for REA030 and REA090. For REA060 a pre and
post test has been established that consistently measures each skill set. As of spring 2010, the REA 030 and
REA090 pre and post tests have been established. Because of the nature of the program, we have now
found that the results are consistent. We have developed tests that effectively measures student growth and
skill deficiencies
Retention Data Generated from Institutional Research
Institutional Research captured data to show us how many students passed, failed, were passing and
progressing through our developmental sequence from ENG 030, ENG 060 to ENG 090 into the transfer-
level ENG 121 course. We found that while students might pass ENG 030, ENG 060 and ENG 090, fewer
students went on to enroll in the next course in the sequence. Since retention is one of our foremost goals,
most full-time developmental instructors added into their performance objectives for the year two retention
goals such as using the Early Alert system offered from the Advising office, making out midterm grade
reports for students, and encouraging students to enroll in the next developmental course in the sequence.
Outcome1 #: Communication Outcome Title: In-Class Blue Book Essay Exam, Pre- and Post-Semester
Outcome Type (choose one):
Discipline/Program X SLO/GE Other
If Student Learning Outcome/General Education
(choose one): X Communication Society and
Culture/Diversity and Global Awareness Problem
Solving/Critical Thinking Quantitative Reasoning
Technology Interpersonal Skills/Leadership and
Teamwork Aesthetics Values and Ethics
Information Management Personal Development
and Responsibility
Outcome Description:
Students in ENG 060 and 090 demonstrate the ability to respond to an (persuasive) article by
summarizing the article and then responding to it with a supported opinion.
Benchmark for success 1) Please specify what percentage of the sample size is
expected to meet or exceed your benchmark.
2) What is the rationale for choosing this measure?
Students in each type of class show progress from the beginning (pre) semester scores to the
ending (post) semester scores. In other words, we expect the students’ scores to increase,
demonstrating that learning has occurred. The benchmark is an improvement of one-point-five
points, or more, on a twelve-point scale.
Description of assessment process: 1) What assessment methods were used to measure this
outcome (i.e. pre/post test, portfolio review, etc.)?
2) How do these methods show students are learning?
3) What frequency is this outcome being measured (i.e.:
each semester, yearly, every other year, etc.) and why?
In both the Fall and the Spring semesters, ENG Faculty and Instructors come together in the first
week of the semester and then the second-to-last week of the semester (in conjunction with the
administering of the exam) to score hundreds of the exam booklets. ENG 060 and 090 exam
booklets are mixed together, so there is no differentiating of the classes. We use an 18-point scale
to score the essays, and we spend a lot of time norming the scale before we begin live scoring. All
essays receive two reads by two different people, in order to further standardize scoring. There are
4) How many students made up the sample size?
approximately 550 student scores over the academic year that comprise the sample size. An
increase in scores from the beginning of the semester to the end of the semester demonstrates
student learning.
Results What were the results of the assessment process? (List
results for each method, if more than one were used.)
FA ENG 060 scores: +1.486 from pre to post
SP ENG 060 scores: +1.883 from pre to post
FA ENG 090 scores: + 1.646 from pre to post
SP ENG 090 scores: +2.748 from pre to post
What did the department learn? 1) How did group performance compare to the
benchmark?
2) How does the data compare to the previous year, if
applicable?
3) If multiple measures were used, how do they compare
to each other?
1) Indeed, students’ scores improved from the beginning of the semester to the end, demonstrating
an improved ability to communicate through an improved ability to write an in-class essay exam, a
task that requires the student to read an article, understand it, demonstrate that understanding
through a written summary, and then respond to that article through an argument of their own (that
is appropriately supported).
2) The data from last year shows scores for the post-test for ENG 060 to be slightly higher at 7.32;
last year’s dip in post-060 scores, however, is offset by the increase in ENG 090 scores, which in
the previous year averaged out at 8.49.
3) N/A
Student performance summary 1) Based on the findings, how does the department rate
student performance in regards to this outcome (strong,
weak, or neutral)?
2) How does this assessment affect plans for this coming
year in terms of curricula, teaching strategies, and
assessment methods?
We’re going to classify these results as neutral to strong. The Spring 090 class was particularly
strong at an increase of 2.748, while the other numeric increases in scores are about what we
expect to see. When compared to the previous year’s data, the average scores for post ENG 090
demonstrates growth, from 8.49 in the previous year to 9.681 (averaged out) this year. This
increase in scores demonstrates, perhaps, a reflection in the department’s focus on academic rigor
in ENG 090. We plan to continue the in-class essay exam in our curriculum for the upcoming year
because it seems to be a way to keep our finger on the pulse of our student’s communication skills
(an SLO) in a quantifiable manner.
5.4395.078
7.639 7.3296.925 6.961
9.28510.077
0
2
4
6
8
10
12
FA 09 ENG 060 SP 10 ENG 060 FA 09 ENG 090 SP 10 ENG 090
Pre-Test
Post-Test
Outcome #2: Reading Proficiency Outcome Title: REA 030, 060, & 090 Pre and Post Test
Outcome Type (choose one):
X Discipline/Program SLO/GE Other
If Student Learning Outcome/General
Education (choose one): Communication
Society and Culture/Diversity and Global
Awareness Problem Solving/Critical
Thinking Quantitative Reasoning
Technology Interpersonal Skills/Leadership
and Teamwork Aesthetics Values and
Ethics Information Management Personal
Development and Responsibility
Outcome Description:
Students in all levels of reading classes are tested in the beginning (pre) and at the end (post) of the
semester via a standardized reading diagnostic that breaks reading skills into various categories
dependent on the level of the reading class.
Benchmark for success 1) Please specify what percentage of the sample size
is expected to meet or exceed your benchmark.
2) What is the rationale for choosing this measure?
Students should test at 70% or above in each skill area, at the end of the semester. Scores reveal that
most students enter the semester at below 70% proficiency (thus the reason they tested into the class);
therefore, if we can students testing at an average of seventy percent or more, we will demonstrate
appropriate student academic growth.
Description of assessment process: 1) What assessment methods were used to measure
this outcome (i.e. pre/post test, portfolio review)?
2) How do these methods show students are
learning?
3) What frequency is this outcome being measured
(i.e.: each semester, yearly, every other year, etc.)
and why?
4) How many students made up the sample size?
1.) In both the Fall and the Spring semesters, reading students are given a pre and post reading
assessment. The pre and post assessments measure the same skill areas.
2.) If the post assessment results show a higher score for the post assessments as compared to the pre
assessment, this is an indication the students have increased their understanding.
3.) This is an assessment that is given each semester.
4.) There are approximately 26-030 students’ scores, 90-060 students’ scores, and 115-090 students’
scores collected each semester during the academic year.
Results What were the results of the assessment process?
(List results for each method, if more than one were
used.)
36
72 73 74 68.583
91 88 86 88
0
20
40
60
80
100
Thesis/Main Idea Details Inferred MeaningVocabulary Total
Spring 2010REA 030 - Pre & Post Tests
Pre Test
Post Test
7568
48
79
38
90
45
6352
63.8
88
69
90
4250
81 82
5649
70.6
0102030405060708090
100
Fall 2009REA 060 - Pre & Post Tests
Pre Test
Post Test
6856 54
36 34
88
63 57 59
85 8096
46 54
81 8068 73
020406080
100120
Spring 2010REA 060 - Pre & Post Tests
Pre-Test
Post-Test
What did the department learn? 1) How did group performance compare to the
benchmark?
2) How does the data compare to the previous year,
if applicable?
3) If multiple measures were used, how do they
compare to each other?
REA 030
Students in Reading 030 showed considerable growth in each assessment area. This was done through
concentrated classroom instruction and homework reinforcement for these areas.
The reading department will continue to emphasize direct instruction and practice for the specific skill
areas measured.
Student Data: 26 students
Accuplacer Reading Comprehension Score Average (25-39): 35.30
Course Grade Average: 3.17 (10-As, 10-Bs, 3-Cs, 1-F, 2 -WD)
Pre-Test Score Average: 68.48/100
Post-Test Score Average: 88.40/100
REA 060
Students in Reading 060 showed considerable growth in all skill areas except Inference; these scores fell
slightly for the post-test, but still remained high. Overall the scores improved compared to fall semester.
The emphasis on improving these scores through professional development workshops targeted toward
specific skills proved successful.
The reading department will continue to work on student success specifically in the following areas:
62 67
16
81
60 5846
62
87 86
6579 73 73
85 80
0102030405060708090
100
Spring 2010REA 090 - Pre & Post Tests
Pre-Test
Post-Test
transitions and patterns of organization. This will be done through targeted practice in these areas.
Student Data: 91 students
Accuplacer Reading Comprehension Score Average (40-61): 49.14
Course Grade Average: 2.46 (13-As, 22-Bs, 19-Cs, 4-Ds, 7-Fs, 26-WD)
Pre-Test Score Average: 58.58/100
Post-Test Score Average: 73.13/100
REA 090
Students in Reading 090 showed considerable growth in all areas except Inferred Meaning. Inferred
Meaning remained about the same for the pre and post tests. The area that showed the greatest growth
was Organization/Transition; however, this will still remain a target area since the post-test score lower
at 65%.
The reading department will continue to focus on student growth for organization/transitions. This will
be done through direct instruction and practice. The department will continue to maintain the student-
centered practices for all other areas to maintain consistent growth.
Student Data: 112 students
Accuplacer Reading Comprehension Score Average (62-79): 67.32
Course Grade Average: 2.2 (16-As, 42-Bs, 18-Cs, 7-Ds, 23-Fs, 6-WD)
Pre-Test Score Average: 63.58
Post-Test Score Average: 80.44
Student performance summary 1) Based on the findings, how does the department
rate student performance in regards to this outcome
(strong, weak, or neutral)?
2) How does this assessment affect plans for this
coming year in terms of curricula, teaching
strategies, and assessment methods?
1.) The reading department would classify these results as average to strong. The REA030 results
showed a significant increase, REA 060 remained average while REA090 results were very strong. This
increase shows the department’s focus on teaching these skills in a very direct manner and increasing
formative assessment throughout the semester.
2.) The department plans to continue focus on these specific academic skills and to continually measure
progress through formative and summative assessments. We will hold department planning and best
practices workshops for each course prefix. These workshops will help to inform progress and keep all
instructors on the “same page” concerning teaching and assessment practices.
Outcome #: Success Rates Outcome Title: Student Success Rates: Personal Development and Responsibility
Outcome Type (choose one):
Discipline/Program X SLO/GE Other
If Student Learning Outcome/General
Education (choose one): Communication
Society and Culture/Diversity and Global
Awareness Problem Solving/Critical Thinking
Quantitative Reasoning Technology
Interpersonal Skills/Leadership and Teamwork
Aesthetics Values and Ethics
Information Management X Personal
Development and Responsibility
Outcome Description:
Students demonstrate a growth in Personal Development and Responsibility by succeeding in ENG
030, 060, and/or 090 AND/OR REA 030, 060, and/or 090. In order to succeed in any of these classes,
one must be responsible, and as well, by succeeding in a Developmental Studies class, one
experiences Personal Development.
Benchmark for success 1) Please specify what percentage of the sample size
is expected to meet or exceed your benchmark.
2) What is the rationale for choosing this measure?
Sixty-percent of students to complete the course with a passing grade. Standard bell curve.
This is in line with the national standards for developmental studies students.
Description of assessment process: 1) What assessment methods were used to measure
this outcome (i.e. pre/post test, portfolio review)?
2) How do these methods show students are learning?
3) What frequency is this outcome being measured
(i.e.: each semester, yearly, every other year, etc.) and
why?
4) How many students made up the sample size?
Institutional Research (IR) provides the below data.
Results What were the results of the assessment process?
(List results for each method, if more than one were
used.)
ENG 030
201010 201020 201030 AY Totals
Pass (A,B,C) -- 35 25 60
Not Pass (D, F) -- 13 6 19
Withdrew -- 7 7 14
TOTAL: -- 55 38 93
65% Students successfully complete ENG 030.
ENG 060
201010 201020 201030 AY Totals
Pass (A,B,C) 18 91 96 205
Not Pass (D, F) 3 41 39 83
Withdrew 1 21 16 38
TOTAL: 22 153 151 326
63% students successfully completed ENG 060.
ENG 090
201010 201020 201030 AY Totals
Pass (A,B,C) 58 230 189 477
Not Pass (D, F) 15 111 101 227
Withdrew 10 54 57 121
TOTAL: 83 395 347 825
59% of students successfully completed ENG 090.
REA 030
201010 201020 201030 AY Totals
Pass (A,B,C) -- 26 23 49
Not Pass (D, F) -- 6 0 6
Withdrew -- 3 2 5
TOTAL: -- 35 25 60
82% of students successfully completed REA 030.
REA 060
201010 201020 201030 AY Totals
Pass (A,B,C) 17 74 54 145
Not Pass (D, F) 2 23 12 37
Withdrew 1 7 22 30
TOTAL: 19 104 88 211
69% of students successfully completed REA 060.
REA 090
201010 201020 201030 AY Totals
Pass (A,B,C) 34 160 102 296
Not Pass (D, F) 5 30 38 73
Withdrew 1 22 21 44
TOTAL: 40 212 161 413
72% of students successfully completed REA 090.
What did the department learn? 1) How did group performance compare to the
benchmark?
2) How does the data compare to the previous year, if
applicable?
3) If multiple measures were used, how do they
compare to each other?
The performance group compared about equally with the benchmark.
Student performance summary 1) Based on the findings, how does the department
rate student performance in regards to this outcome
(strong, weak, or neutral)?
2) How does this assessment affect plans for this
coming year in terms of curricula, teaching strategies,
and assessment methods?
Students entered Reading 030 with an above average Accuplacer score. These students were very
successful in this course and had an average course grade of 3.17. Only 1 student failed the course and
2 students withdrew.
The reading department will work towards maintaining above average success rates by continued
focus on skill development and maintain student engagement through D2L course shells.
Students in Reading 060 enter the course with an average Accuplacer score. They exited the course
with a C average and 4 out of 85 students withdrew from the course.
The reading department will work towards higher success rates for reading 060. There will be efforts
made to help the students that are failing the course to successfully pass. This will be done through
more tutoring efforts, Early Alert, and teacher interventions in the classroom.
Students entered (Spring) Reading 060 with a below average Accuplacer score which could account
for so many students withdrawing from the course. Although the course grade was above average, the
success rate was not very high due to the numerous withdraws.
The reading department will work on targeting students with lower Accuplacer test scores and helping
them gain the necessary skills by additional online practice and Student Success Center and individual
tutoring.
Students entered (Spring) Reading 090 with a below average Accuplacer score; this could account for
the fact that 30 students failed the course and 6 students withdrew. Even though the average post-test
scores improved, there are still too many students that are not successful in Reading 090.
The reading department will focus on student success for Reading 090. This will be done by using the
Student Success Center and identification of struggling students through Early Alert. Focus on
specific skills such as, study and organizational skills, time management, and specific reading
comprehension strategies will help target areas of weakness.
Part 2: Current Academic Year Assessment Plan
Your program may wish to examine how retention differs among sections of an important course or you
may choose to do an analysis of grade inflation across courses within your program/discipline. Such items
aren't truly student outcomes, but they certainly affect learning. As such, these outcomes will be classified
as "Other" in the summary you create next year. (Measuring such outcomes is purely optional.)
Two or more instruments of measuring an objective may provide greater clarity and validity, but only one
is required. The department or program makes the decision. The Program Assessment committee and
deans are available for consultation.
In the past, some programs have been identified purely by prefix or in some cases by the type of section
offered. Sometimes, a very limited pool of students have been available for such a program to assess, or
the program lacks full-time faculty to plan, assess, and report outcomes. If your program has such
difficulties, please contact either the Program Assessment committee's chair or your School's Program
Assessment committee representative. We will work with you to find a solution.
CTE programs with external accreditation may use the accreditation report to in addition or in lieu of
these forms, please contact the Program Assessment committee representative if this format is desired. In
absence of this contact, these forms are expected.
Outcomes are to be measured annually. Exceptions are made with VPI approval for outcomes that clearly
need a less (or more) frequent review.
Outcome minimums
At least two outcomes are to be program/discipline-related.
At least two outcomes are to be General Education in nature. One General Education outcome must be
continued from the prior year to develop a historical trend. General Education outcomes need to be
assessed and reported annually, regardless of the frequency of reporting for other outcomes.
Both outcomes above are classified as "student learning" outcomes, requiring benchmarks and analysis. It
is strongly recommended that you use the table provided in Part 1 of this report for this function.
Definitions and examples of these outcomes are provided in Appendix A at the end of this document. Your
Program Assessment committee is available to assist.
An assessment report is requested annually. Such a report may only consist of a report on General
Education outcomes and a plan summarizing where your program is in an assessment with multi-year
frequency.
Current Academic Year: 2010-2011
Intended Learning Outcomes (only include if they differ from those noted in Part 1)
We intend to measure the same Learning Outcomes.
Assessment Method(s) (only include if they differ from those noted in Part 1)
We intend to use the same assessment methods.
Benchmarks (only include if they differ from those noted in Part 1)
We intend to use the same benchmarks.
Have you submitted a separate budget worksheet? (Choose by bolding; for information about this worksheet, please
refer to the specific budgeting e-mail sent by the committee chairperson.)
Yes No
Please submit this report (including both last year's summary and this year's plan) in a Word document to the Program Assessment
committee chairperson (Cheyne Bamford: [email protected]). If you have any questions about the process, please contact the
chairperson.