Writing+redesign+101+ +assessment+in+action++amcoa+2-9-12
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The document summarizes assessment activities and initiatives at Middlesex Community College to improve student writing skills and success. It describes: 1) Revisions to pedagogy and curriculum to embed writing skills and student success behaviors through initiatives like writing coaches, vertical teaming, and an Accelerated Learning Program. 2) Assessment results of student writing from 2007 and 2010 that show percentages of students at adequate or above levels in areas like ideas, organization, and grammar. 3) The Accelerated Learning Program which allows students to take English Composition I and a writing skills seminar concurrently, and data showing higher completion rates for students in this program compared to others.
Writing+redesign+101+ +assessment+in+action++amcoa+2-9-12
- 1. Kelsey Hellwig Stan Hitron Dona Cady Middlesex Community College Writing Redesign101: Assessment in Action
- 2. ISLO Assessment: Institutional & Departmental Incomes Outcomes revision of pedagogy and redesigned curricula embed student success behaviors and writing skills interdisciplinary Writing Coach initiative vertical teaming partnership Accelerated Learning consider how to adapt guidelines the College has developed to revise pedagogy and redesign curricula review student assignments that assess critical thinking learn how new practices have enhanced students’ personal responsibility, affective behavior, and writing
- 4. ISLO Assessment: Written Communication across disciplines artifacts collected from courses rubric developed and reviewed by faculty artifact sets for assessment selected at random norming and assessment of study set
- 5. Results: Written Communication 2007 4 3 2 1 Ideas are well formulated and clarified 8 33 25 4 59% adequate or above Appropriate language is employed 11 33 23 3 63% adequate or above Organizatio n is clear, logical and suitable for the assignment 13 22 20 16 49% adequate or above Standard grammar
- 6. Intervention: Writing Coaches presented division meetings department meetings consulted individual faculty and staff professional development workshops
- 7. 1 2 3 4 5 Ideas/Content Organization Voice Word Choice Sentence Fluency Conventions Overall Score Writing Proficiency Levels A Snapshot of Our Students' Development as Writers at MCC 2010 ENTERING FRESHMEN COMP II COMPLETERS GRADUATING SOPHOMORES Proficient Sophomore Writer Readiness for professional writing in the field and/or upper-level Baccalaureate writing Competent Freshman Writer Competency with Freshman Comp I & II skills College-Ready Writer Readiness for Freshman Comp I Developing Writer Partial readiness for Freshman Comp I Beginning Writer
- 9. Vertical Teaming bring together English faculty MCC UMass Lowell, Billerica High School Lowell High School Greater Lowell Tech
- 10. Procedures map national writing standards to MA curriculum frameworks and SLO’s Composition I and II develop assessment instrument and rubric measure readiness for college writing developmental students and high school seniors administer and assess results
- 11. Results open dialogue high school and college English faculty increase awareness of challenges begin discussion define college ready college level writing high school faculty use results to align curriculum to college expectations
- 13. Overview of ALP ALP student ENG 101 Composition I ENG 099 Writing Skills Seminar The ENG 099 CPT above 68
- 14. The MCC Model 12 ALP students enrolled in ENG 099 (~ENG 071) split into 2 groups of 6 each group integrated into 1 section of ENG 101 same instructor for ENG 099 and ENG 101
- 15. Three Guiding Principles empower students scaffold assignments time on task
- 16. Empower Students develop problem solving balancing work personal academic commitments personal responsibility time management self-assessment skills sample lessons
- 17. Scaffold Assignments breakdown required tasks for each ENG 101 major assignment Q & A at beginning of each ENG 099 class sample lessons walk students through writing process help students develop specific approaches
- 18. Time on Task: Computer Time complete ENG 101 assignments skill-building activities My Foundations Lab individualize attention
- 19. The Data: Course Completion ENG 099 students taking ENG 099 are more likely to complete the course (81%) than students taking ENG 071 (67%) during the same semester Source: Q:AccessBannerInstitutional ResearchJL Internal RequestsJLDatabaseqryALPfollowSXX ENG 099 ENG 071 Completed Course 57 81% 694 67% Did Not Complete Course 13 19% 347 33% 70 1041
- 20. The Data: Course Completion ENG 101 student success was evaluated by ENG 101 course completion 74% of ALP students completed ENG 101 compared to 61% of Non-ALP students Students Success (ALP versus Non-ALP) Based on English 101 Course Completion Fall 2011 ALP Non-ALP Total N N N % N N % Enrolled Eng 101 Completed Eng 101 % Completed Eng 101 Enrolled Eng 101 Completed Eng 101 % Completed Eng 101 Group 1 47 12 11 92% 35 25 71% Group 2 45 12 8 67% 33 13 39% Group 3 41 10 5 50% 31 18 58% Group 4 44 12 12 100% 32 23 72% Group 5 41 12 7 58% 29 12 41% Group 6 44 12 9 75% 32 27 84% Total 262 70 52 74% 192 118 61%
- 21. The Data: Grade in ENG 101 ALP students were more successful in ENG 101 than Non-ALP students, based on earning a grade of C- or better in ENG 101 71% of ALP students received a C- or better in ENG 101 compared to 58% of Non-ALP students Students Success (ALP versus Non-ALP) Based on Grade of C- or Better in English 101 Fall 2011 ALP Non-ALP Total N N N % N N % Enrolled Eng 101 C- or Better Eng 101 % C- or Better Eng 101 Enrolled Eng 101 C- or Better Eng 101 % C- or Better Eng 101 Group 1 47 12 11 92% 35 25 71% Group 2 45 12 8 67% 33 11 33% Group 3 41 10 5 50% 31 16 52% Group 4 44 12 12 100% 32 23 72% Group 5 41 12 6 50% 29 10 34% Group 6 44 12 8 67% 32 26 81% Total 262 70 50 71% 192 111 58%
- 22. The Data: Persistence Spring 2012 ALP students were more likely to enroll in the spring semester than Non-ALP students 83% of ALP students enrolled in spring 2012 compared to 76% of Non-ALP students Students Success (ALP versus Non-ALP) Based on Fall 2011 to Spring 2012 Persistence ALP Non-ALP Total N N N N % N N N % Enrolled ENG 101 Fall 2011 Returned Spring 2012 Did Not Return Spring 2012 % Returning Enrolled ENG 101 Fall 2011 Returned Spring 2012 Did Not Return Spring 2012 % Returning Group 1 47 12 8 4 67% 35 25 10 71% Group 2 45 12 9 3 75% 33 24 9 73% Group 3 41 10 9 1 90% 31 26 5 84% Group 4 44 12 11 1 92% 32 22 10 69% Group 5 41 12 9 3 75% 29 24 5 83% Group 6 44 12 12 0 100% 32 25 7 78% Total 262 70 58 12 83% 192 146 46 76%
Editor's Notes
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