SLO Report Language Arts

Transcription

1 Academic (LA) - Communication Studies COMS- 010 COMS- 020 SLO Report Language Arts Spring 2014 Name SLO Name SLO Reporting Period Interpersonal Communication 1 Apply acquired interpersonal communication skills to build, nurture, and sustain healthy, interpersonal relationships 2 Manage conflict by analyzing, evaluating, and modifying communication behavior 3 Examine the role of family, culture, microcultural groups, media, and society, in shaping of sense of self and others. 4 Analyze and evaluate communication competence and ethics including appropriate and effective communication strategies 5 Analyze and evaluate the uses and effects of computer-mediated communication. SLO 1 Analyze, evaluate, and modify communication behavior to overcome obstacles and create shared meaning in relationships. Oral Communication 1 Identify socially significant topics; then compose, outline, and deliver inmative and persuasive speeches 09/30/2016 4:27 PM Page 1 of

2 COMS- 035 Name SLO Name SLO Reporting Period Intercultural Communication using an extemporaneous delivery style, while managing speech apprehension. 2 Analyze and evaluate one s own, and the speeches of others, using sound reasoning and evidence that support the claims made in inmative and persuasive speeches through oral communication.] 3 Participate in civic engagement and advocate positive change. 4 Adapt speeches based upon audience analysis and communicate respectfully with a diverse audience 5 Ethically and effectively utilize technology to research and deliver speeches 1 Apply cultural dimensions as a framework to anticipate, address, and overcome the impact of cultural differences on intercultural interactions. 2 Evaluate different ms of cultural communication and consider multiple perspectives. 3 Evaluate the decisive role of power, as embedded in communication, in the 09/30/2016 4:27 PM Page 2 of

3 COMS- 045 Name SLO Name SLO Reporting Period Small Group Communication social/historical, economic, and political mations of cultures and recognize the potential becoming an agent of change. 4 Demonstrate social and global responsibility in the context of intercultural communication and community engagement. 5 Demonstrate competence in traditional and emerging ms of communication technology as relevant to global communication and inmation. 1 Demonstrate the ability to apply the principles of small group communication theory and improve group communication 2 Demonstrate the ability to critically analyze and evaluate group communication including roles, conflict management, diverse viewpoints, leadership, and principled negotiation within the group process. 3 Research, prepare, present, and negotiate a group project/presentation focusing on socially and culturally significant topics and advocate social change. 09/30/2016 4:27 PM Page 3 of

4 Academic (LA) - English 001A Name SLO Name SLO Reporting Period 4 Cooperatively work in a group and personal responsibility, ethics, and civility in communication 5 Demonstrate proficient use of technology in group discussions and presentations English Composition Critically analyze primarily academic nonfiction readings with consideration of principles of unity, coherence, tone, purpose, audience, and context Organize inmation (support) from reading, experience, and class discussion into an argument with a clear thesis Organize paragraphs into a logical, effective, sequence developing the central idea of the essay to a logical, satisfying conclusion Write and revise essays at the thesis, paragraph, sentence levels, including a research essay of at least 1500 words, using MLA style Find, analyze, interpret, and properly cite print, non-print, and electronic sources using MLA style Apply conventional mechanics (e.g. 70% 70% 70% 70% 70% or above (average of all data) 70% 09/30/2016 4:27 PM Page 4 of

5 001B 001C Name SLO Name SLO Reporting Period punctuation, spelling, grammar) and proficiency in using academic written English. English Composition 1 Read and respond critically to various works of literature Critical Thinking/Composition 2 Assess the impact of literary devices such as symbolism, figurative language, irony, tone, rhythm, rhyme, etc 3 Write and revise critical essays, totaling at least 8,000 words, that analyze various works of literature, document research sources, and a command of college-level essay writing 4 Evaluate and make appropriate inferences about literature from diverse cultural and historical contexts 70% 70% 70% 70% 1. Read and respond critically to various college-level readings in diverse cultural and historical contexts, distinguishing between fact and opinion, literal and inferential meanings, and warranted and unwarranted assumptions from available data. 70% 2. Identify and evaluate deductive/inductive arguments, claims, frames of reference, 70% 09/30/2016 4:27 PM Page 5 of

6 A Name SLO Name SLO Reporting Period stated and unstated premises, conclusions, authority, and common logical fallacies in reasoning and argument. 3. Evaluate diction and language, recognizing denotative, connotative, and rhetorical uses of language and exploring literary devices such as irony, overstatement, and paradox. 4. Research a problem and propose a solution, in correct academic prose at transfer level, assessing the credibility of, and accurately citing, outside sources. Women in Literature 1 Describe images of women in literature Fundamentals of Creative Writing/Poetry 2 Analyze the relationship of gender in literature to society 3 Analyze the relationship of the individual reader to gender in literature 4 Compare and contrast images of women in distinct genres of literature 1. Compose poems using standard poetic characteristics and elements. 2. Create a portfolio of poetry which s development of poetic expression. 70% 70% 70% 70% 70% 70% 70% 70% 3. Analyze published 70% 09/30/2016 4:27 PM Page 6 of

7 071B 071C 080 Name SLO Name SLO Reporting Period Fundamentals of Creative Writing/Fiction Fundamentals of Creative Writing/Drama Mexican American Literature examples of poetry. 4. Participate in a workshop setting. 1. Compose works of fiction using standard principles and ms of fiction. 2. Create a portfolio of fiction which s development of narrative skills. 3. Analyze published examples of fiction. 4. Participate in a workshop setting. 1. Compose dramatic works using standard principles and ms of drama. 2. Create a portfolio of dramatic works which s development of playwriting skills. 3. Analyze published examples of drama. 4. Participate in a workshop setting. 1. Describe, compare, and contrast the major periods of Mexican- American literature. 2. Analyze the major themes and elements contained in the literature. 3. Identify and explain the key historical, social, and cultural issues of Mexican-American literature. 70% 70% 70% 70% 70% 70% 70% 70% 70% 70% 70% 70% 09/30/2016 4:27 PM Page 7 of

8 084B 086B Name SLO Name SLO Reporting Period Survey of American Literature Survey of English Literature II 4. Examine and interpret Mexican-American literature in different literary genres. 5. Identify and evaluate patterns of ethnic relations and integration theories between the dominant American community and the Mexican-American community. 1. Using appropriate terminology, categorize and assess literary genres (poetic, narrative, and dramatic), ms, and motifs in representative American literature from 1865 to the present. 2. Apply established critical approaches (e.g., psychological, gender, historical, sociological, multicultural, Marxist, deconstructive) to analyze the relationship between cultural context and literary m. 3. Discuss personal insights into the literature and relate the social and cultural contexts to their own lives. 8 Use correct academic prose at the transfer/college level to write in depth on specific subjects assigned by the instructor 1. Using appropriate terminology, categorize 70% 70% 70% 70% 85% Students were evaluated on the topic originality, title, well-supported thesis statement. 70% 09/30/2016 4:27 PM Page 8 of

9 092 Name SLO Name SLO Reporting Period and assess literary genres (poetic, narrative, and dramatic), ms and motifs in representative British literature from 1789 to the present. 2. Apply established critical approaches (e.g., psychological, gender, historical, sociological, multicultural, Marxist, deconstructive) to analyze the relationship between cultural context and literary m. 2. Apply established critical approaches (e.g., psychological, gender, historical, sociological, multicultural, Marxist, deconstructive) to analyze the relationship between cultural context and literary m. 3. Discuss personal insights into the literature and relate the social and cultural contexts to their own lives. Essay Development 1 Develop an organized essay reflecting sentence variety, syntactic complexity, and paragraph efficiency using expository or argumentative rhetorical modes 2 Plan and write impromptu essays and other timed writing assignments 3 Edit compositions in order to remove 70% will 70% 70% 70% 70% 09/30/2016 4:27 PM Page 9 of

10 335 HUMNT- 002 Name SLO Name SLO Reporting Period mechanical errors such as punctuation, spelling, and capitalization 4 Demonstrate the ability to read and comprehend beginning college level reading materials and to use them as a springboard their own writing 5 Utilize vocabulary appropriate to beginning college level English Basic Writing Skills 1 Demonstrate the ability to control sentence structure and basic mechanics Introduction to World Literature 2 Exhibit the ability to use the writing process (prewriting, drafting, revising) to complete essays that support a main idea statement 3 Reflect on own writing process 1. Identify major authors and works in world literature from antiquity to the 21st century. 2. Analyze recurring or disparate themes and tropes in world literature from antiquity to the 21st century. 3. Define and apply literary terms necessary reading, discussing, comprehending, analyzing, and writing about multiple genres in world literature. 70% 70% 70% 70% 70% 70% 70% 70% 4. Support an interpretation 09/30/2016 4:27 PM Page 10 of

11 Academic (LA) - English as a Second Language Name SLO Name SLO Reporting Period ESL-091 College Reading and Writing 2 3.out-of-class essays using textual evidence. 3.Write a variety of out-of -class essays at the advanced level. 4. Write in-class essays 4.Write in-class essays in response to cold prompts at the advanced level. ESL-106 Grammar Writers 2 Paragraph-writing #4. Compose wellwritten paragraphs at the advanced level of writing proficiency. ESL-302 Introduction to College Reading and Writing ESL-312 Introduction to the Essay ESL-313 Introduction to College Reading ESL-314 Advanced Listening and Speaking Skills 2. Other sources 2. Summarize, paraphrase, incorporate and credit material from other sources in writing. Grammatical accuracy Application - SLO #2 Discussion Techniques Demonstrate sentence variety and lexical and grammatical accuracy at a high-intermediate level Apply reading skills to comprehend, analyze, interpret, and evaluate a reading passage at the high intermediate level. 3. Use effective conversation and discussion techniques to exchange and expand on inmation and ideas at an intermediate-high level of speaking proficiency. ESL-316 Grammar Writers 1 1 Identify and mulate simple, compound, and complex grammatical and syntactic structures. 70% or more students received a P- or higher score on the portfolio 70% or more students receive a P- or higher score on the final exam. 70% passing grade paragraph-writing activities 70% of class passes the grade the activity/ies. The target was that no more than 30% of students would fail to pass the test due to lack of grammatical accuracy 70% or higher reaching 70 total points on the rubric. 70% of students will achieve 70% passing rate on this assessment. ESL-317 English Pronunciation 3 #4 Pronounce phrases, sentences, questions Orally produce phrases, sentences, and questions with natural- 70% of students will 09/30/2016 4:27 PM Page 11 of

12 Name SLO Name SLO Reporting Period ESL-322 Paragraph Development Sentence Control ESL-327 English Pronunciation 2 Native-like stress, rhythm, and intonation sounding stress, rhythm, and intonation 4. Demonstrate sentence variety and grammatical accuracy in writing. * 4. Link words naturally in sentences with nativelike stress, rhythm, and intonation. passing grade of 70% The four grading options each of the above categories is: 1 - needs more practice 2 - almost there 3 - good job 4 - fantastic!!! = a total of 16 points are possible. Students scoring a 3 or 4 in Rhythm and Intonation / Native Like Stress would pass this SLO ESL-332 Basic Writing Skills 2 Technology use Use technology writing and review of grammar ESL-333 Basic Reading Skills 2 ESL-334 Basic Listening/Speaking 2 Comprehension and Analysis #3 (effective mid-spring 2013) 2. Apply reading skills to comprehend and analyze a reading passage at the intermediate-low level of reading proficiency Use effective conversation techniques to exchange inmation and ideas at an intermediate-low level of speaking proficiency ESL-337 English Pronunciation 1 Use of Technology 4. Use technology to improve articulation, aural discrimination, and oral production of speech. ESL-342 Basic Writing Skills 1 Technology Use technology writing and review of grammar 09/30/2016 4:27 PM Page 12 of 100% use of technology passing with 70% Each section should practice at least two of the items listed in the course content. 80% of students meet this SLO. 65% of teaching faculty require or encourage students to use word-

13 Academic (LA) - Journalism Name SLO Name SLO Reporting Period ESL-343 Basic Reading Skills 1 ESL-344 Basic Listening and Speaking 1 BROAD- 042A BROAD- 042B Introducction to Radio Broadcast and Theory Intermediate Theory and Practices of Radio Broadcast #1. Use pre-reading skills Technology Use pre-reading strategies to predict content. Demonstrate improvement in listening & speaking skills at a novice-high proficiency level through the use of technology. 1 Operate radio console and engineer remote broadcast 5 Produce remote and special event broadcasts processing mal writing in ESL 342. There were two criteria success: 1. students use more than one strategy to predict content and 2. at least 50% of students predict the content correctly. 100% 75% of all students who are evaluated on the assessment will receive at least a 2 in the last assessment. 75% of all students who are evaluated will receive at least a 2 in each of the assessments. BROAD- 042C Advanced Theory and Practices of Radio Broadcast 2 Manage and operate the radio station 75% of all students who are evaluated will receive at least a 2 in each of the assessments. JOURN- 021 Communications Media and Society 2 Analyze how the Digital Age has changed the way media messages are produced, distributed, and consumed. The Media Experience Project is worth 75 points. would be more than 75 percent of the students receiving at least a C (52 or above). The quiz is worth 20 points. would be than more than 75 percent of the students 09/30/2016 4:27 PM Page 13 of

14 Name SLO Name SLO Reporting Period receiving at least a B (16 or above). JOURN- 032A JOURN- 032B JOURN- 032C JOURN- 032D JOURN- 035A JOURN- 035B JOURN- 035C Academic (LA) - Reading READ- 101 Media Production 1 2 Apply the ethical principles involved in the pursuit of truth, including accuracy, fairness, and transparency Media Production 2 1 Apply the ethical principles involved in the pursuit of truth, including accuracy, fairness, and transparency in photojournalism Journalism Lab - Beginning Editorial Management and Advertising Journalism Lab - Production and Design Introduction to Editorial Management Development of Editorial Management Skills Intermediate Editorial Management 1 Apply the ethical principles involved in the pursuit of truth, including accuracy, fairness, and transparency in journalism 2 Identify the news element and integrate it into the process of designing the layout of the news story 1 Define operations of a newspaper publication 1 Identify the major elements in page production 1 Identify the major elements in section production Analytical Reading Critical Reading Read and comprehension of academic materials through a variety of written responses. Three of the four should receive satisfactory or excellent scores in the three criteria. The student should receive satisfactory or excellent scores in the three criteria. Students should receive a satisfactory or excellent level to show success of the SLO. The student should receive satisfactory or excellent scores in the all criteria. would be more than 75 percent of the students receive 7 or above from 10 points. Students should receive a C or above to show success with this SLO. Students should receive a C or above to show success with this SLO. Board grading. Department was looking to have 70% success rate SLO. Critical Reading Read and The departments goal is 09/30/2016 4:27 PM Page 14 of

15 Academic (LA) - Reading Writing Center Academic (LA) - World Languages READ- 301 READ- 350 Name SLO Name SLO Reporting Period comprehension of academic materials through a variety of written responses. Essentials of Reading Comprehension Identify implied main ideas and supporting details of reading selections Practical Reading Comprehension Identify the main ideas and supporting details of reading selections. LS-090 Directed Tutoring Experience Reading responses LS-210 Supervised Tutoring Demonstrate improvement ARABC- 001B CHIN- 001A Develop short answer or paragraph length responses to readings. #2 2. Diagnose tutee needs and implement tutorial plans individual tutees 1. Demonstrate improved permance in learning activities related to course subject matter. Elementary Arabic 1 Read and write in an advanced introductory level of Arabic script Elementary Mandarin 6. Identify Skill Identify a limited number of character components and high-frequency characters in areas of immediate need. Where specific characters and combinations have been memorized, can read instructional and directional purposes, standardized messages, such as some prices in stores, time/date on 09/30/2016 4:27 PM Page 15 of to reach a 70% success rate. The department strives to have 70% SLO achievement in this process. The department strives to have 80% SLO achievement in this process. 80% of students competency in this SLO Students, generally, would experience help and support in their assignments with the peer tutors. I am expecting all students to be able to perm the tasks with a minimum of 80% accuracy. Test Scoring guideline: 1. Need to Say or write Chinese character right completely and will gain 1 point. 2. Need to write each character's Romanized spelling system of Chinese (Pinyin) and will get 1 point. (Exam paper) No

16 Name SLO Name SLO Reporting Period schedules, etc. FREN- 001A FREN- 002A Elementary French-First Semester SLO 6 - Culture Recognize facts about culture, customs, and geography of France and Francophone countries and relate them to one s own culture. Intermediate French SLO 6 - Culture Cite at least three important cultural cornerstones of the French-speaking world, drawing from literature, film, music, society, history, stereotypes, or any other area of the cultural tableau of the While the content of the questions varied, and objective scoring was not a practical means of assessment, I graded each student's work holistically. With each question worth 3 points, the total possible was 30 points. I considered 20 points to be the lowest passing score. (approximately 67%). However this score should not be seen as equal to an objective score of 67%. As a holistic grade, while I may have found some errors in students' answers, other answers often exceeded my expectations, and this was not reflected in the final grade. Theree, as a criterion success, 70% of the class should receive a score of 67% or more on the Web Quest assignment. To meet the SLO, 80% of the class would have to score 70% or better on the assignment. 09/30/2016 4:27 PM Page 16 of

17 JAPAN- 001B JAPAN- 002B Name SLO Name SLO Reporting Period culture(s) in the Frenchspeaking world, and point out salient and relevant aspects of each. Elementary Japanese 1 Competency Speak, read, and listen The student's response in Japanese at highnovice level competency. based on pronunciation, is evaluated 1 to 5, accuracy, intonation and grammar/sentence structure. 80% of the students will meet or exceed the expectation (score 3 or higher). Intermediate Japanese 1 Competency Speak, read and listen in Japanese at highintermediate level competency. SL-001A Introduction to American Sign Language A B C D Compare and contrast the Deaf culture and the hearing culture Demonstrate receptive and expressive mastery of targeted vocabulary items Demonstrate receptive and expressive mastery of targeted grammatical Articulate all the letters of the American manual alphabet and number system clearly and accurately with regard to letter mation, palm orientation and hand Students are evaluated based on their use of sentence structure, word usage, verb conjugation, adjectives, adverbs and particles. Articulation and pronunciation are also assessed. The student is scored 1 to 5. success is 80% of the students will score 3 or higher. 09/30/2016 4:27 PM Page 17 of

18 Name SLO Name SLO Reporting Period SL-001B Intermediate American Sign Language 09/30/2016 4:27 PM Page 18 of E A B C D E F position Assemble cultural specific social/language responses necessary sending and receiving effective messages in American Sign Language Demonstrate knowledge of culturally significant topics and be able to express their opinions with expressive competency. Demonstrate receptive and expressive mastery of targeted grammatical features of ASL in a given set of specifically prepared short length ASL dialogues. Demonstrate receptive and expressive mastery of an intermediate vocabulary set including appropriate selected stylistic, regional, and social variations of these vocabulary items. Demonstrate receptive and expressive competency relatively short narratives, stories, dialogues, and group discussions. Demonstrate the ability to initiate, conduct and terminate medium length conversations. Select signs which are conceptually accurate would competency in this SLO will will will will will G Select and use will

19 Name SLO Name SLO Reporting Period SL-002A Advanced American Sign Language SL-002B Advanced American Sign Language H I A B C D E F A conversation regulators Select and use appropriate body language and facial expressions Compare and contrast Deaf culture and the hearing culture. Articulate all letters of the American manual alphabet clearly and accurately with regard to letter mation Recognize words or word groups fingerspelled at various rates Apply receptive and expressive grammar competencies necessary carrying out the functions to be learned Demonstrate receptive and expressive competency relatively short narratives, stories, dialogues and group discussions in ASL Demonstrate the ability to initiate, conduct and terminate medium length conversations with Deaf users of ASL other than the instructor Recognize and articulate cultural knowledge in conversations with Deaf users Describe and identify shapes, objects and activities using will will will will will will will will will 09/30/2016 4:27 PM Page 19 of

20 SPAN- 001A SPAN- 001B Name SLO Name SLO Reporting Period B C D E F G descriptive, element and instrument classifiers Demonstrate signing will fluency to the level whereby they will be able to visit a deaf event and discuss, using only ASL, culturally related issues with Deaf members. Articulate receptive and expressive mastery of longer narrative, stories, dialogues and group discussions Articulate all letters of the American manual alphabet clearly and accurately with regard to letter mation, palm orientation and hand position Recognize words or word groups fingerspelled at various rates Apply receptive and expressive grammar competencies Recognize and articulate cultural knowledge in conversations with Deaf users Elementary Spanish 1. Receptive Recognize main ideas in Spanish conversation and reading material at a novice level. Elementary Spanish 1. Receptive Recognize and interpret main ideas in Spanish conversation and reading material at a mid - to advanced novice level. will will will will will It is expected that 80% of all students should score 80% or better on each assessment. It is expected that 80% of students will score 80% or better. 09/30/2016 4:27 PM Page 20 of

21 SPAN- 022A SPAN- 022B SPAN- 091A SPAN- 091B VIET- 001A Name SLO Name SLO Reporting Period Spanish Spanish Speakers Spanish Spanish Speakers 1. Receptive Identify main ideas in oral and written material in standard Spanish appropriate to academic settings. Receptive Identify and interpret main ideas in oral and written material in standard Spanish appropriate to academic and professional settings. Conversational Spanish 1. Receptive Recognize and respond appropriately to colloquial Spanish on topics of everyday importance. Conversational Spanish 1. Receptive Demonstrate ability to communicate in Spanish on topics of everyday importance. Elementary Vietnamese Production 09/30/2016 4:27 PM Page 21 of Speak the language with 50% to 75% accuracy and well enough to express oneself on a basic level in daily life situations. The expectation is that should identify at least 3 of the best-written thesis statements; and 70% should be able to write a strong thesis statement. It is expected that 75% of the students will be able to clearly identify and produce a thesis statement that reflects the argument they make in their essay, and 80% of the students should receive an 85% or better on the entire essay. Eighty percent of students should achieve 80% on both activities. Eighty percent of students should receive 80% on the assessment. hod 1:The students are evaluated based on how they make correct questions using correct question word, correct word order, correct sentence structure, and correct verb tenses. hod 2:The students are evaluated based on their correct answer which show they are able to understand the inmation given in the reading passage. They are also evaluated based on their use of correct verb tenses, correct

22 Name SLO Name SLO Reporting Period word order, and correct sentence structure. VIET- 001B Elementary Vietnamese Writing Write complex and elaborate sentences, short essays, and scripts hod 1 The students are evaluated based on their ability to make 2 different questions and both questions will lead to the same correct answer as the given one. They have to be able to make correct questions using correct question word, correct word order, correct sentence structure, and correct verb tenses. hod 2 The students are evaluated based on the mat and the content of the Vietnamese letter they write. The instructor will evaluate their ability to write simple, compound, complex and elaborate sentences, and how they combine sentences into a paragraph. They have to be able to use correct words and grammar, correct verb tenses, correct word order, correct sentence structure, correct adjectives, adverbs and prepositions, and especially correct conjunctions to join sentences. 09/30/2016 4:27 PM Page 22 of