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FALL 2014 Course SLO Assessment Reports - 4-ColumnEl Camino College

El Camino: Course SLOs (BSS) - Political Science

Course SLOs 1 and ctu.unitid = 714 Assessment Methods & Standard and Targetfor Success / Tasks Results Action & Follow-Up

ECC: POLI 1 - Governments of the United Statesand California - SLO #1 Articles andAmendments - In a multiple choice test, studentswill demonstrate knowledge of the basicprinciples of the United States Constitutionincluding its Articles and Amendments, as wellas those for the government of California.

Course SLO Assessment Cycle:2014-15 (Fall 2014)

Input Date:11/08/2013

Course SLO Status:Active

Assessment Method Description:The assessment tool used for assessing this SLOwas comprised of a multiple choice test askingeight questions. See related document foradditional information.Assessment Method:Exam/Test/QuizStandard and Target for Success:The target for success will be met if 75% of thestudents are able to answer each questioncorrectly.

Related Documents:PS 1 SLO Questions

02/09/2015 - After analyzing the data, one can see thatthe standard was met on two of the questions while theremaining six questions fell short of the 75% threshold.Data results also show a wide range in terms ofstudents’ performance in answering some of thequestions. The range of correct responses were from alow of 26% on question #6 to a high of 99.5% onquestion #4. Overall though these were positive resultsas only 1 out of the 8 questions was missed by morethan 50% of the students (question 6). This indicatesthat the students are understanding the material yet withtopics/areas where there could be some improvement.Furthermore, given that the test was given towards theend of the semester, and much of the material in thecourse covering the Constitution is given at thebeginning of the semester, it shows that they are able tomake the pertinent connections between the rest of thecourse topics in relation to the Constitution. Also, whencomparing this time’s assessment results with theprevious time this SLO was assessed, the number ofquestions missed by more than 50% went down from 3to 1. Based on the findings, faculty in our departmentagree that we need to focus and spend more time goingover the material, especially in those areas wherestudents failed to reach the 50% mark, but also to worktowards reaching that percentage goal to meet thestandard. We also discussed the idea for the next timethis SLO is assessed, to take each individual studentoverall score and use that data to evaluate the student asa whole in their knowledge rather than each individualquestion. Consistent with our department goal ofenhancing the quality of education and better preparingstudents to understand Constitutional issues, we willcontinue to discuss among the faculty the differentteaching strategies/practices covering such topics.While we had proposed previously to assess at adifferent time during the semester, this time it was donetowards the middle –end, perhaps the next time thisassessment takes place also, the exam needs to be givenat the beginning-middle to test that variable.Standard Met? :NoSemester and Year Assessment Conducted:2014-15 (Fall 2014)Faculty Assessment Leader:Eduardo Munoz and Laurie Houske

02/28/2016 - Conduct the assessmentearlier during the semester.

Action Category:Teaching Strategies

04/28/2015 3:24 PM Generated by TracDat a product of Nuventive. of 4

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ECC: POLI 3 - Introduction to Principles andMethods of Political Science - SLO #1Ideologies - In a written essay, the students willdiscuss and critically analyze the major politicalideologies found among contemporary politicalsystems.




Assessment Method Description:The proposed assessment will consist of an essayexam which will be evaluated based on thefollowing rubric (see attached).

Describe the elements of Marxist Communism.How does Leninism and Maoism differ fromMarxist Communism?

or

Describe the elements of Conservatism,Liberalism, Socialism and Communism. Howare each of these ideologies represented inpolitical systems today? How do they differfrom historic representations?Assessment Method:Essay/Written AssignmentStandard and Target for Success:70 % of the class will score a 6 or better on therubric.

02/09/2015 - 09/08/2014 - Results:Rubric scores for Organization:94% scored 36% scored 2Rubric scores for Content Knowledge:44% scored 356% scored 2

Rubric scores for Supporting Arguments and examples:33% scored 356% scored 211% scored 3Total Rubric Scores33% scored 911% scored 839% scored 717% scored 6

100% of the class scored a 6 or better representing abasic understanding of the material. Students had achoice of questions to answer regarding ideology andthis might have aided in their overall success of thematerial.

Analyzing each of the rubric areas individually hasgiven us theopportunity to look at student performance in greaterdetail.

Students scored very well in organization but this isreally not that unexpected as analysis of ideologycomes with a built in organization. Students also didwell in the area of content knowledge but not to thesame high levels. Where students struggled was inoffering supporting arguments. While they still scoredwell there were some students that scored a one in thisarea.

Finally, these high results could be reflective of aunique class situation. This class had a high drop outrate but the remaining students in the course all didquite well on the exam. So this could merely be areflection of the lower performing students dropped theclass already and are not reflected in these results fromthe final.Standard Met? :YesSemester and Year Assessment Conducted:2014-15 (Fall 2014)Faculty Assessment Leader:Laurie Houske

02/09/2016 - In the future a continuedfocus needs to be placed on thedevelopment of critical analysis.Students do well with organization andcontent knowledge but critical analysiswill always require additional activities.Critical analysis requires practice andstudents should be given time in class topractice these skills. This should bedone in class discussions where studentsconsider differing arguments andanalyze each one. I consider this anongoing effort to develop criticalthinking skills and should be done inmost of our Political Science courses.This particular SLO if tested at the endof the semester should lead to strongresults but it would be interesting toteach this material earlier in thesemester and see if it leads to differentresults.




ECC: POLI 5 - Ethnicity in the AmericanPolitical Process - SLO #1 Inclusion Strategies -In a written essay students will demonstrateknowledge and analyze theinclusion strategies used by minority groupswithin the democratic system as applicable tourban politics.




Assessment Method Description:The assessment tool used for assessing this SLOwas comprised of the following essay prompt:

The subject of your paper will center on thehistory of race, ethnicity, and gender in relationto political parties and the effects on voting onthe national and local arenas. You can choose towrite collectively on the different groups orchoose one group and focus on their politicalprevalence within the party and national politicalscene.

Assessment Method:Essay/Written AssignmentStandard and Target for Success:Using a rubric that is scaled from 3 to 1 studentsare assessed via their effectiveness across threedomains: "organization;" "content knowledge;"and "supporting arguments and examples."Please see related document for additionalinformation.

Related Documents:Grading Rubric

01/23/2015 - Overall the assessment results from thisSLO were satisfactory but percentages likely couldhave been higher given the usage next time of aquestion prompt that is more strictly tailored to thetheme of inclusion strategies. This being the case, froma total of 27 students in my section (who actually turnedin the paper), six students scored a 9 for 22.2% andthirteen students scored an 8 for 48%. Taken together,however, students scoring either an 8 or 9 (that is,nineteen total) combined for a 70.4% success ratewhich exceeds (just barely) the 70-75% benchmark.Generally, I take this to mean that students showedgood success with connecting their analysis to thecentral concerns of the course material and additionallywere able to extrapolate in key areas with appropriateexamples. A more detailed review of the data revealsthat the strongest area(s) in evaluation performance bythe students based on the rubric was in terms of“content knowledge” and “supporting arguments andexamples.” Seventeen and fifteen students respectivelyscored a 3 on both of these categories. But this is not tosay that students did not fare well with “organization,”as even fourteen students scored a 3 on this domain, sothere wasn’t much variance in student performance asfar as scoring at a 3 on any category. In fact, only onestudent scored a 1 in any category, which means I had asignificant number of students who scored a 2 on“organization,” “content knowledge,” and “supportingarguments and examples” (twelve, ten, and twelvestudents respectively). Specifically, outside thenineteen students who scored an 8 or 9, I also had threestudents score a 7, four score a 6, and one score at a 5.What I interpret this data to mean is that studentsactually did quite well in executing the basic parametersof the assignment but perhaps experienced somedifficulties with either securing (or connecting) sourcematerial more precisely to their explanatoryframeworks. And this of course can lead to analysisthat tends to be more “editorial based” rather than“research driven.” To mitigate this apparent weaknessamong the students one clear strategy to adopt would beto explain more consistently during lecture how theexecution of proper “research methods” can determineto a significant extent the accuracy that can be broughtto bear upon an essay prompt. Especially concerningthe theoretical underpinnings of this SLO, whichaddress specific phenomena like “inclusionarystrategies,” I think it would be very helpful to take moretime during lecture to explain the research process incontext of contemporary examples that highlight groupdemocratic behavior. To effectively capture thestudents’ attention for this objective, using multimedia

01/23/2016 - 1.) Make use of morecontemporary examples whenappropriate during lectures throughoutthe semester.2.) Continue to collaborate amongfaculty teaching the course, in creatingcommon assessments and gradingstandards.



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would be ideal here.Standard Met? :YesSemester and Year Assessment Conducted:2014-15 (Fall 2014)Faculty Assessment Leader:Christopher Blake LeeFaculty Contributing to Assessment:Eduardo Munoz

Related Documents:Grading Rubric


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