assessment/eas dept... · web viewacademic skill goals: to familiarize students with the academic...

Saint Louis UniversityCollege of Arts & Sciences

Annual Report TemplateFY2013 (July 2012-June 2013) V.1 (06/18/13)

Department InformationDepartment ESL Program

Academic Programs EAP, IEP, short-term summer programs

Degrees n/a

Contact PersonName Diana Pascoe-Chavez

Title Director

e-mail address [email protected]

Phone (314) 977- 3210

Department Mission Statement and GoalsMission Statement:Using a content-based focus that explores media themes, cultural history, and global issues, the SLU English as a Second Language (ESL) program strengthens the English language and intercultural communication skills of international students while introducing them to university-level academic expectations. The ESL program’s mission is closely linked to the mission of Saint Louis University, a Jesuit institution, which is to use “values, knowledge and skills…to transform society.” This is done through the study of many topics such as contemporary issues, exploring intercultural communication and service learning.Current Goals and Objectives:The English as a Second Language Program (ESL) has three program: English for Academic Purposes (EAP), a 1 to 1 ½ year full-time program; the EAP Writing Program, 2 semesters; and an Intensive English Program (IEP) which includes courses that range from two weeks to 16 weeks.

A. EAP Program Goals and Objectives (EAP 90 – 120):1. Language goals:to prepare students to meet the language requirements for progress and

placement in degree-seeking programs.Language objectives: In an academic context, prepare students toa. write on academic topics, formally and informally, in various rhetorical modesb. read various types of academic textsc. participate in oral activities and assignmentsd. produce an advanced level of grammar accuracye. listen and comprehend spoken Englishf. pass the language proficiency tests required by the university

2. Academic skill goals:to familiarize students with the academic and cultural context of

College of Arts & Sciences Annual Reporting Template ver. 5.13

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university-level studies.Academic skill objectives:In an academic context, prepare students toa. build strategies and resources for the completion of writing assignments and activitiesb. apply different reading strategies for comprehension of academic textsc. apply information-gathering skills for academic assignmentsd. use personal strategies for improving communication skillse. use test-taking strategies for different types of assessment and testsf. applylistening and note-taking skills to content coursesg. reflect on the differences between pedagogical expectations in different cultures

3. Content goals: to provide content background that will prepare students for academic and professional studies.Content objectives:In an academic context, prepare students toa. study basic concepts of intercultural communication and cultural dimensions.b. participate in service learning projectsc. analyze contemporary issuesd. review the cultural and historical background information that is needed to understand

theb. context of academic coursework

B. EAP Writing Program Goals and Objectives: (150 – 190)1. Language goals: to develop students’ mastery of communicative skills necessary for

university successLanguage objectives: In an academic context, prepare students toa. write on academic topics in several genresb. evaluate and analyze various types of academic textsc. participate in various forms of spoken communicationd. establish rhetorical awareness of audience, purpose, and contexte. control surface features like grammar, syntax, punctuation, spelling, and formatting

2. Academic skill goals: to strengthen students’ awareness of the academic and cultural contexts of university-level studiesAcademic skill objectives:In an academic context, prepare students toa. use writing, reading, and speaking as processes for cross-curricular inquiry and

communicationb. formulate and apply research strategies applicable to a variety of academic disciplinesc. implement self-guided strategies for improving communication skillsd. adapt to the differences among academic writing, reading, and speaking conventions in

varying disciplines and cultures

3. Content goals: to familiarize students with contemporary issues they are likely to encounter in their academic and professional livesContent objectives:a. identify the cultural contexts of contemporary issues


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b. analyze contemporary issues from multiple perspectivesc. generate arguments about and responses to contemporary issues

C. IEP Program Goals and Objectives:1. Language goals: to develop students’ communicative skills in listening, speaking, reading and writing

Language objectives: Prepare students to a. listen to beginner level exchanges in various contexts b. communicate orally in a variety of contexts at a beginner level c. read beginner texts

d. write short texts

2. Academic success goals: to prepare student for future language studiesAcademic success objectives: Prepare students to

a. use writing, reading, and speaking as processes for advancing linguistic levels b. implement self-guided strategies for improving communication skills

3. Content goals: to familiarize students with topics they are likely to encounter in their daily lives

Content objectives: Prepare students to a. talk about everyday topics, readings, including short works of fiction and movies b. discuss and write about aspects of the U.S. culture and native culturePlease specify progress made towards meeting these goals in the last year:1. Analyzed the language proficiency tests (TOEFL and SLUWE) and worked on clarifying

grading criteria and incorporating test-prep elements into the skill syllabi2. Held teacher workshops and retreats into the potential mismatch between student and

teacher expectations, student motivation3. Started work on defining objectives and outcomes across the levels4. Worked with faculty to survey students as to perception of language methodology and

cultural adaptationFuture Goals and Objectives: (describe goals for the coming year)

1. Research into effectiveness of SLUWE in determining language needs2. Study of faculty perception of seriousness of L2 error in international student

population.3. Track ESL students to see their success rate and to compare with direct admits4. Devise new assessment methods, specifically for oral proficiency and for

vocabulary development5. Complete accreditation self- study report6. Develop goals, objectives and outcomes for the IEP program

Student Learning Outcomes (EAP Program)

EAP Speaking Skills Outcomes: Upon successful completion of the EAP Speaking Skills


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coursework, students will be able to:

1. orally demonstrate the sounds of American English vowels and consonants 2. understand and demonstrate the relationship of vowels and consonants and wordsin a phrase and how factors such as rhythm and stress affect pronunciation 3. understand and exhibit the academic oral skills needed in American classrooms 4. give successful oral presentations to various genres of speeches and be physicallycapable to use their body effectively in these speeches without the use of a podium 5. successfully engage in group discussion formats and understand the differentresponsibilities necessary to be effective in them 6. use a variety of learner strategies to be able to work on their pronunciation and speaking skills in an individualized manner

EAP Grammar Outcomes: Upon successful completion of the EAP Grammar and Writing coursework, students will be able to:

1. Use an appropriate range of sentence structures and verb tenses in writing assignments and activities.

2. Use appropriate punctuation and style conventions in written and oral production.

3. Apply self-editing strategies to writing assignments and activities.4. Score a minimum of intermediate level on the language proficiency structure

section.

EAP Reading Outcomes:Upon successful completion of the EAP Reading coursework, students will be able to

1. read different types of texts in English, including fiction and non-fiction, academic and non-academic genres.

2. determine the appropriate reading strategies needed to comprehend the reading and use them independently

3. apply information regarding main ideas, supporting details, text organization, and point of view from the reading to texts, SLUWEs, TOEFLs, in-class quizzes and exams.

4. read a SLUWE prompt, summarize main ideas and major supporting details in writing.

5. read TOEFL passages and answer reading comprehension questions regarding main ideas, stated and implied supporting details, text organization, and vocabulary.

6. determine the appropriate vocabulary strategy needed to comprehend academic vocabulary in academic texts.

EAP Writing Outcomes: Upon successful completion of the EAP writing coursework, students will be able to

1. demonstrate an understanding of and ability to implement the steps of the academic writing process in the development of formal, academic essays.


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2. compose successful essays in various rhetorical modes featuring arguable thesis statements, effective support and coherence, advanced-level grammar proficiency, and academic tone and vocabulary.

3. select and synthesize material from multiple sources and compose a successful intermediate-level research essay following MLA guidelines.

4. pass the SLUWE by accurately summarizing and adequately analyzing opposing sides of a controversial issue.

EAP Content Outcomes: Upon successful completion of the EAP content coursework, students will be able to

1. Write thesis-driven research papers in MLA format which summarize and critically analyze course content.

2. Produce a research-based oral project which summarizes and critically analyzes specific concepts/issues from course.

3. Give presentations on the articles/issues, which include a summary, critical analysis, critical interpretation of the issues discussed.

4. Successfully demonstrate understanding of course concepts in quizzes and exams.

5. Complete reflective writing assignments which successfully display students’ understanding and critical analysis of issues.

Writing Outcomes for EAP 150 and 190:

1. Upon successful completion of the 150 and 190 Writing Program, students will differentiate among and produce various genres of writing on a range of contemporary issues.

2. Upon successful completion of the 150 and 190 Writing Program, students will analyze and evaluate relationships among audience, writer, and subject.

3. Upon successful completion of the 150 and 190 Writing Program, students will demonstrate a sufficient level of control over the accuracy of their written English (surface errors may remain, but nothing interferes with reader comprehension).

4. Upon successful completion of the 150 and 190 Writing Program, students will apply successful research strategies that enable them to use sources appropriate for college-level writing.

Assessment of Student Learning Outcomes (EAP Speaking Skills)Outcome 1: Upon successful completion of the EAP Speaking Skills

Program, students will be familiar with and orally demonstrate the sounds of American English vowels and consonants


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Assessment Method (s) Practicing problem sounds and correcting them in class. Then giving oral in-class tests to make sure of acquisition. Specific tests that are marked for incorrect sounds. These tests will count for a portion of their grade.

Data Source Master Grade sheets for each semester, grade sheets for student files.

Assessment Results No overall assessment analysis is in place for oral production.

Actions Need to assess oral production needs and assessment methods

Outcome 2: Upon successful completion of the EAP Speaking Skills Program, students will be able to understand and demonstrate the relationship of vowels and consonants and words in a phrase and how factors such as rhythm and stress affect pronunciation

Assessment Method (s) Learning the symbols for direct links, prepare and links, and playable consonants. Working on the board with speeches and using the symbols to complete a written scan. Written test are scored both for written and oral accuracy.


Assessment Results See comments above.

Actions

Outcome 3: Upon successful completion of the EAP Speaking Skills Program, students will be able to understand and exhibit the academic oral skills needed in American classrooms

Assessment Method (s) Students will engage in in-class discussion and summarizing of peer opinions along with oral presentation of topics and work on both supporting and dissenting views on the topics



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Actions

Outcome 4: Upon successful completion of the EAP Speaking Skills Program, students will be able to give successful oral presentations to various genres of speeches and be physically capable to use their body effectively in these speeches without the use of a podium

Assessment Method (s) Students will give in-class oral speeches that will be graded from a rubric that covers their oral, written, and physical abilities during their speeches. The rubrics will compose a major portion of their grade in class.



Actions

Outcome 5: Upon successful completion of the EAP Speaking Skills Program, students will be able to successfully engage in group discussion formats and understand the different responsibilities necessary to be effective in them

Assessment Method (s) Students will use in-class discussion groups monitored by the instructor for activities such as debates on specific topics, deciding on shared video presentations, and organizing group oral presentations. The instructor grades off a rubric that assesses the students’ participation and also their understanding of their roles within group discussion activities.



Actions

Outcome 6: Upon successful completion of the EAP Speaking Skills


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Program, students will use a variety of learner strategies to be able to work on their pronunciation and speaking skills in an individualized manner

Assessment Method (s) The students use journals to note six different parts of the American pronunciation system can be used together or independently to correct L2 pronunciation errors and keep track of exercises and strategies that they use. The teacher assesses the journal based on a rubric that assesses the students’ ability to correct their L2 pronunciation through the different methods taught..


Assessment Results See comment above.

Actions

Assessment of EAP Grammar OutcomesOutcome 1: Students will be able to use an appropriate range of

sentence structures and verb tenses in writing assignments and activities.

Assessment Method (s) SLU Writing Evaluation (SLUWE) and Error Analysis Reports. Raters assign a score from 1 to 5 to the use of grammar in the SLUWE essay. In order to pass, an overall 4 is required, and a minimum of 3+ on the grammar. EAR reports should indicate 5% or less error. In addition, the grammar and writing class have grammar components, including quizzes and tests.

Data Source Each semester, all students take the SLUWE at the beginning of classes, at midterm and as part of the final. The EAR report is used by teachers or students on individual writing assignments. Tests are kept on file for as long as the student is in the program.Some analysis of common error types and areas that need to be addressed in classes has been done.Results of the SLUWE grammar subscore and the Grammar class grade are kept in the Master List for each semester and noted on the students’ grade report.

Assessment Results The SLUWE criteria for structure have been made more specific and accessible for teachers and students to study and teach to.

Actions Continue work on integrating SLUWE criteria to pedagogy


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Outcome 2: Students will be able to use appropriate punctuation and style conventions in written production.

Assessment Method (s) In class essay writing, summary and other types of writing samples; quizzes, exams in the Grammar classes and in the Writing classes. Passing score is 70%.


Assessment Results No overall assessment analysis has been designed yet.

Actions

Outcome 3: Students will apply self-editing strategies to writing assignments and activities.

Assessment Method (s) In-class quizzes based on students’ own writing texts. Students should be able to correct errors in sentences that the teacher has identified as having a structure problem with 70% success or better. Errors are identified according to a standard list of error types.

Data Source This data is analyzed by teachers in their own class preparation.

Assessment Results Some analysis of score reports and analysis of student areas of weakness.

Actions Plans for English Language Center mini-workshops to focus on writing mechanics are being planned. Feedback from the writing teachers, including the 150 and 190 teachers, will be collected to see perceived areas of need and to work on the minimum level of acceptability for specific types of overall errors.

Outcome 4: Students will score a minimum of intermediate level on the language proficiency structure section.

Assessment Method(s) Paper-based TOEFL test, structure section. Students must score a minimum of 510 on the structure section to pass.

Data Source Score data is collected each time students take the test. All students are required to test at midterm and as part of the finals. Data is stored in Master Lists for each semester and for each student. Data is available to teachers. A semester and annual report is prepared to see the percentage of students meeting the benchmarks.

Assessment Results TOEFL grammar classes and workshops were added to


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the curriculum. Grammar classes are required to include a link to TOEFL structure preparation and include the minimum score as part of the overall evaluation.

Actions The minimum subscore is being analyzed, as well as the SLUWE descriptors, and the correlation between both types of test and academic success in writing classes is to be analyzed.

Assessment of Student Learning Outcomes (Reading)Outcome 1: After completing the EAP reading program, students will

read different types of texts in English, including fiction and non-fiction, academic and non-academic genres.

Assessment Method (s) In-class quizzes and exams – assess reading comprehension, test-taking strategies and academic vocabulary. Weekly quizzes and two term exams.Students must achieve at least 70% to pass.


Assessment ResultsActions

Outcome 2: After completing the EAP reading program, students will determine the appropriate reading strategies needed to comprehend the reading and use them independently.

Assessment Method (s) Reading/vocabulary journals that are shared with the grammar class. Teacher rubric used. Students must achieve at least 70% to pass. In-class surveys of strategies used.


Assessment Results No overall assessment of learner strategy development.

Actions

Outcome 3: After completing the EAP reading program, students will apply information regarding main ideas, supporting details, text organization, and point of view from the reading to texts, SLUWEs, TOEFLs, in-class quizzes, and exams

Assessment Method (s) In-class quizzes and exams – assess reading comprehension, test-taking strategies. Weekly quizzes and two term exams.


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Students must achieve at least 70% to pass.Data Source Master Grade sheets for each semester, grade sheets for

student files.Assessment ResultsActions

Outcome 4: After reading a SLUWE prompt, students summarize main ideas and major supporting details in writing.

Assessment Method (s) SLUWE Reading Rubric – assesses comprehension and analysis of academic article, academic language proficiency, and citation skills. Students must achieve a score of 4 to pass.

Data Source Master Grade sheets for each semester with SLUWE reading sub scores, grade sheets for student files.


Outcome 5: After reading TOEFL passages, students answer reading comprehension questions regarding main ideas, stated and implied supporting details, text organization, and vocabulary.

Assessment Method (s) PBT TOEFL – assesses comprehension of short academic texts, knowledge of vocabulary, and test-taking strategies for reading under timed conditions. Students must achieve a minimum score of 520 on the reading section to pass.

Data Source Term TOEFL exams as reported on Master Lists and student grade reports.


Outcome 6: After completing the EAP reading program, students will determine the appropriate vocabulary strategies needed to comprehend the academic vocabulary in academic texts and use them independently.

Assessment Method (s) In-class quizzes and exams – assess vocabulary comprehension, vocabulary strategies and academic vocabulary. Weekly quizzes and two term exams. Reading/vocabulary journals that are shared with the grammar class. Teacher rubric used. Students must achieve at least 70% to pass. In-class surveys of strategies used.


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Assessment ResultsActionsAssessment of Student Learning Outcomes (EAP Writing)Outcome 1: Upon successful completion of the EAP Writing Program,

students will demonstrate understanding of and ability to implement the steps of the academic writing process (brainstorming, outlining, drafting, revising, and editing).

Assessment Method (s) While developing each essay and before moving on to a subsequent step, students must satisfactorily complete each step of the writing process according to an instructor’s homework grading system.


Assessment Results Briefly describe the results of the assessment

Actions Describe actions taken or planned to use and share assessment findings

Outcome 2: Upon successful completion of the EAP Writing Program, students will be able to compose successful essays in various rhetorical modes featuring arguable thesis statements, effective support and coherence, advanced-level grammar proficiency, and academic tone and vocabulary.

Assessment Method (s) Academic essay rubric that assesses each of the required elements listed above.




Outcome 3: Upon successful completion of the EAP Writing Program, students will be able to select and synthesize material from multiple sources and compose a successful intermediate-level research essay following MLA guidelines.

Assessment Method (s) Research essay rubric that assesses the selection, comprehension, synthesis, and citation of source material, in addition to assessing all other required elements included in the normal academic essay rubric.


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Assessment Results Comments and analysis of incoming competency of students in EAP 150, THEO 100 and MLNG 120 are analyzed. Teacher feedback is solicited. This has resulted in a revision of the writing syllabi in the lower levels to strengthen research process and format instruction.

Actions Continue soliciting teacher feedback from the bridge and 150 levels.

Outcome 4: Upon successful completion of the EAP Writing Program, students will pass the SLUWE by accurately summarizing and adequately analyzing opposing sides of a controversial issue.

Assessment Method (s) SLUWE rubric


Assessment Results Analysis of exit success has resulted in changing the criteria of the SLUWE, and how assessed in reading, writing and grammar class


Assessment of Student Learning Outcomes (EAP Content)Outcome 1: Upon successful completion of the EAP Content Course,

students will be able to write thesis-driven research papers in MLA format which summarize and critically analyze course content.

Assessment Method (s) Term Paper Rubric – assesses knowledge and analysis of content, language proficiency, academic vocabulary knowledge and usage, academic writing skills and proficiency in MLA format. Students must achieve at least 70% to pass. Two student-produced thesis-driven research papers.

Data Source Class grades, Master list and student grade report.




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Outcome 2: Upon successful completion of the EAP Content Course, students will be able to produce a research-based oral project which summarizes and critically analyzes specific concepts/issues from course.

Assessment Method (s) Oral Presentation Rubric – assesses knowledge and analysis of content, oral fluency, academic language proficiency, academic presentation skills and research skills. Students must achieve at least 70% to pass. Two research-based, thesis-driven oral projects.




Outcome 3: Upon successful completion of the EAP Content Course, students will be able to give presentations on the articles/issues, which include a summary, critical analysis, critical interpretation of the issues discussed.

Assessment Method (s) Article Presentation Rubric – assesses comprehension of article, knowledge of issue(s) discussed in article, analysis, critical interpretation and class discussion management. 2-3 small oral presentations and discussion leads. Students must achieve at least 70% to pass.




Outcome 4: Upon successful completion of the EAP Content Course, students will be able to successfully demonstrate understanding of course concepts in quizzes and exams.

Assessment Method (s) Quizzes and term exams will assess students’ recall knowledge, understanding, and interpretation of course


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content. Furthermore, quizzes will demonstrate students’ ability to independently take notes from written text and oral lectures. Weekly quizzes and two term exams. Students must achieve at least 70% to pass.




Outcome 5: Upon successful completion of the EAP Content Course, students will be able to complete reflective writing assignments which successfully display students’ understanding and critical analysis of issues.

Assessment Method (s) Refl. Wrt. Rubric – assesses reading and writing fluency, comprehension, knowledge of content, and critical analysis of content. Students must achieve at least 70% to pass. 5-10 reflective writing assignments.




Assessment of Student Learning Outcomes (150 and 190 Writing Program)Outcome 1: Students will differentiate among and produce various

genres of writing on a range of contemporary issuesAssessment Method (s) Essays, homework, journal, peer review, portfolio,

reflective letter (as assessed by rubrics)Data Source Collected during class periodically throughout the

semester from all students in all class sections (sections have approximately 15 students each).

Assessment Results No overall assessment has been attempted. No Master List for these levels since grades are recorded on Banner.

Actions Project: Use the OIR to assess student progress and compare GPAs of students who took EAP writing and


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those who did not, including the 115 course.

Outcome 2: Students will analyze and evaluate relationships among audience, writer, and subject

Assessment Method (s) Essays, oral presentation, peer review, portfolio, reflective letter (as assessed by rubrics)

Data Source Collected during class periodically throughout the semester from all students in all class sections (sections have approximately 15 students each)

Assessment Results See comments above

Actions

Outcome 3: Students will demonstrate a sufficient level of control over the accuracy of their written English (surface errors may remain, but nothing interferes with reader comprehension)

Assessment Method (s) Essays, portfolio, reflective letter, self-editing tests & quizzes (as assessed by rubrics)

Data Source Collected during class periodically throughout the semester from all students in all class sections (sections have approximately 15 students each). Grades recorded on Banner.

Assessment Results See comment above.

Actions Study of faculty perception of seriousness of L2 error in international student population.

Outcome 4: Students will apply successful research strategies that enable them to use sources appropriate for college-level writing

Assessment Method (s) Essays, portfolio (as assessed by rubrics)

Data Source Collected during class periodically throughout the semester from all students in all class sections (sections have approximately 15 students each)



Assessment of Student Learning Outcomes (IEP Program)Outcome 1: State the outcome

Assessment Method (s) Describe the methods used (e.g., rubrics, surveys, portfolios, exams) to evaluate data relevant to this


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outcomeData Source Describe where and when this data was collected, how

and if students were sampled, and sample sizeAssessment Results Briefly describe the results of the assessment


Outcome 2: State the outcome

Assessment Method (s) Describe the methods used (e.g., rubrics, surveys, portfolios, exams) to evaluate data relevant to this outcome

Data Source Describe where and when this data was collected, how and if students were sampled, and sample size



Outcome 3: State the outcome

Assessment Method (s) Describe the methods used (e.g., rubrics, surveys, portfolios, exams) to evaluate data relevant to this outcome

Data Source Describe where and when this data was collected, how and if students were sampled, and sample size



(Add more outcomes as needed)

Department AccomplishmentsAwards or Distinctions:Faculty honors: Invitation to present at the ACS Conference in Greece in spring. See Annual Reports.Full time faculty published in MIDTESOL Journal. See Annual Reports.Dr. Pascoe became a Fulbright Specialist and is working on getting a short-term grant to the Honduras for next year.


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Student honors:Community engagement: (describe department involvement in the community)From Fall 2012 to Spring 2013, the English Through Service program has taken approximately 120 student to Visitation Academy, Gateway Science Academy, Loyola Academy, the Girl Scouts of Eastern Missouri, the Blessing Basket Project and the International Crisis Aid organization to do various projects. Some of the results were presented during Atlas Week. Dr. Schmidt gave a workshop for teachers at Parkway School District.


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assessment/eas dept... · web viewacademic skill goals: to familiarize students with the academic...

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