ࡱ> LOKo bjbj <zfzf AAAAA$eeePDLeEEEEEyyy]______$!>$AyyyyyAAEE4yjAEAE]y]EM$$&8vI0&Y&&Ayyyyyyyyyyyyyy&yyyyyyyyy : Course Prefix, Number, and Title: ENG 102 Composition II Section Number(s): 1005 Department: Arts and Letters Instructor: Buell Academic Year: 2020 Semester: Spring Is this a GenEd class? Yes_X_ No___ Complete and submit your assessment report electronically to your department chair. As needed, please attach supporting documents and/or a narrative description of the assessment activities. You may use as many or as few outcomes as necessary. Class/Course OutcomesAssessment MeasuresAssessment ResultsOutcome Results Analysis In the boxes below, summarize the outcomes assessed in your class or course during the last year. If this is a GenEd class, include the appropriate GenEd objectives. In the boxes below, summarize the methods used to assess course outcomes during the last year. Include the criterion youll use to judge whether or not students have achieved the expected outcome.In the boxes below, summarize the results of your assessment activities during the last year. Include your judgement as to whether or not the criterion for student achievement has been met.In the boxes below, please reflect on this outcomes results and summarize how you plan to use the results to improve student learning.Outcome #1: Determine source appropriateness/credibility according to context. Assessment Measure: Using measure 7 of essay rubrics: evaluate the validity of the information. Criterion for achievement: Score a 7 or higher on essay rubric element. 90% of students must achieve this.Results: 25 of 26 completed this successfully on their second essay. Criterion Met: Yes/No1. Results Analysis: This should perhaps be a tighter component on the next rubric; students were effective with this, yet cross-correlated with their annotated bibliographies, there are still too many non-credible sources making their way into these essays. 2. Action Plan: Tighten rubric standards and introduce a rubric to the annotated bibliographies to check validity. Outcome #2: Correctly interpret and analyze source material and readings. Assessment Measure: Using measures 3 and 8 of essay rubrics: integrate evidence, examples, and details to support the central idea or thesis of the text; organize information into usable format. Criterion for achievement: Score a 7 or higher on both of the relevant rubric elements. 90% of students must achieve this.Results: 24 of 26 completed this successfully on their second essay. Criterion Met: Yes/No1. Results Analysis: This is showing good progress, but there is still room for improvement. 2. Action Plan: Make a statement on each source of not just if but how it will be implemented mandatory on annotated bibliographies. Outcome #3: Effectively incorporate and cite sourced material in written texts.Assessment Measure: Using measures 5 and 9 of essay rubrics: use standard edited English and the documentation style appropriate to the discipline; document sources of information. Criterion for achievement: Score a 7 or higher on both of the relevant rubric elements. 90% of students must achieve this.Results: 26 of 26 completed this successfully on their second essay. Criterion Met: Yes/No1. Results Analysis: These look good, though perhaps more rigour would be well-placed. 2. Action Plan: Tighten rubric requirements to more stiffly punish documentation errors.  Notes: While on the surface these seem like good results, there is plenty of tightening that can still be done. More content on source integration and documentation would be helpful as students expressed some confusion here in their discussion posts. Another similar area is with locating sources, so redevelopment for next year will involve sharpening this component. This was primarily a dual-enrollment course, so there are some issues attached to that as well. These students are generally high achievers. I generally only taught such 102 courses this semester. 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