Student Learning Outcomes (SLOs) –

ESL Department 2011, 2012, 2013

Fall semesters SLOs 1 and 2 are assessed; Spring semesters, SLOs 3 and 4 are assessed.

Data collection form (to be filled out individually for each section taught each semester)

SLO responses (to view what you posted)

Notes from Flex Day ESL Program Assessment

Level 800 – student keeps one written assignment in portfolio in a physical folder written paragraphs/essay and video/audio recording and/or powerpoint

Level  1 – writing assignment (one that is used to measure SLO for the GW course)and video/audio recording and/or powerpoint (Final Presentation)

Level 2 –  writing assignment and video/audio recording and/or powerpoint (Final Presentation)

Level 3 – written paragraphs/essay and video/audio recording and/or powerpoint  (Final Presentation)

Level 4 - written paragraphs/essay and video/audio recording and/or powerpoint (Final Presentation)

ESL 400 – complete portfolios and presentation of portfolios

 

Notes:

Professional Development for ESL faculty

support, perhaps SLAs in class, in the Learning Center

student-created websites for their portfolios, we need these sites to be connected to their my.smccd email accounts on google, we need to get IT to allow the creation of these individual student websites

paper portfolio options

rubrics need to be developed for the written work and presentations for every level

cross assessment of portfolios by faculty

tech support

Levels 3 and 4 classes attend ESL 400 presentations in Fall semesters in November,  an event for select ESL 400 students who are ready and willing to present their portfolios to  ESL Levels 3 and 4 classes with ESL 400 students

 

Next Steps:

Timeline:

Spring 2012:  IT needs to remove block on student-created websites through google docs

Spring 2012, Summer 2012, Fall 2012:

create templates for the portfolio

rubrics for the portfolios at each level, and within the portfolio

reflection papers on what has been learned with the assignments included for each level, expectations need to be clear to students,

perhaps a checklist for the reflection to connect to course SLOs

tech training for ESL faculty on creating student websites and portfolios

See complete list of ESL courses for fall 2011 at the end of the document

Program Level Outcomes:

  1. Students can produce and interpret oral and written English at an advanced level in order to successfully enter academic or career pathways.
  2. Students can use academic skills and study skills to succeed at the transfer level.
  3. Students can use technology skills and information competency skills to succeed at the transfer level
  4. Students will develop a Student Educational Plan by identifying and assessing educational opportunities at Cañada College.
SLOs for Fall 2011-2012

LEVEL 1 – The student will be able to…

 ESL 911-Jeanne

1. Analyze, evaluate and interpret course texts and lectures through small group and class discussions and presentations at the high-beginning level.

Assessment:

Group discussions and presentations that are assessed with rubrics created by faculty...rubric

2. Analyze, evaluate and interpret course texts and lectures through a variety of written assignments at the high-beginning level.

(note...have a discussion with level one faculty to discuss this objective)

Assessment:

Simple summary and response to lecture or reading...rubric

3. Apply and evaluate public-speaking skills in at least one presentation of two to three minutes.

4. Utilize academic resources and study skills to support ESL academic coursework.

 

ESL 921-Jacque

1. Identify, compare, and contrast the rules governing the grammar structures listed in the course content.

2. Compose simple and compound sentences at the high-beginning level.

3. Apply editing skills at the high-beginning level to student writing.

4. Recognize, differentiate, and employ the grammar and composition terms listed in the course content.

5. Utilize academic resources and study skills to support ESL academic course work.

Sample SLO Assessment for ESL Level 1 Grammar

Correct all the problems with subject/verb agreement.

The first airplane flight was only about fifty years ago.  But human beings is  already flying to the moon.  Space travel is becoming common, but it is difficult, too. Space has no gravity.  In space, humans weighs almost nothing.  Food floats away when you tries to eat it, and tools become difficult to use.  Now, special new tools helps astronauts work in weightlessness.  Special food are also available.

Sample SLO Assessment for ESL Level 1 Writing

Correct the errors in capitals, periods, and subject-verb agreement.

Yumi is seventeen years old. She’s a senior in high school in japan yumi wears boots that she calls kawaii or cute..  She bought them at target in redwood city.  She  Yumi and her friends buy the same things.  They want to look the same.  It’s easy for her  to be a trendsetter.

LEVEL 2 – The student will be able to…

ESL 912-Jacque

1. Analyze, evaluate and interpret course texts and lectures through small group and class discussions and presentations at the low-intermediate level.

2. Analyze, evaluate and interpret course texts and lectures through a variety of written assignments at the low-intermediate level.

3. Apply and evaluate public-speaking skills in at least one presentation of three to five minutes.

4. Utilize academic resources and study skills to support ESL academic coursework.

Sample Assessment for ESL Level 2 Listening/Speaking

Listen to the mini-lecture and take notes. Then circle the number of the sentence that best expresses the main idea of the lecture.

1.   Chicken soup is not a proven method to cure colds.

2.   Chicken soup is a common North American remedy for curing colds.

3.  Chicken soup is not as effective as canned soup.

4.  The University of Nebraska did research.

Listen to the mini-lecture and take notes.  Then circle the number of the sentence that best expresses a correct inference you can make.

1.          If you have a cold and drink chicken soup, you might feel better.

2.          Canned chicken soup costs more than homemade chicken soup.

3.          The University of Nebraska tried to make a remedy for colds.

4.          If you have a cold and drink chicken soup, you will feel better.

Sample SLO Assessment for ESL Level 2 Reading

Read the following paragraph and choose four correct inferences that you can make from the six inferences below.

Wolves are the lions of North America.  Like lions, they live in family groups and work together to catch their prey.  Like lions, wolves are majestic animals.  In fact, some of them even have ruffs of hair that look very much like the manes of lions.  When we consider all of these striking similarities, it is strange that many people admire lions but dislike wolves.  Lions are called “lordly” and “noble”; wolves are often described as “cruel” and “sneaky.”

 

“Man’s best friend,” the dog, is really a descendant of wolves that were domesticated in the Middle East about 12,000 years ago.  Most of the traits that people admire in dogs—their loyalty, their intelligence, their friendliness—have come from wolves.

 

  1. Wolves can be dangerous
  2. All wolves are now domesticated.
  3. If people see a wolf in the street, they will be afraid.
  4. A wolf makes a good pet.
  5. Lions are respected by many people.
  6. The author thinks that wolves are treated unfairly.

 

ESL 922-Katie

1. Identify, compare, and contrast the rules governing the grammar structures listed in the course content.

2. Compose simple and compound sentences and basic paragraphs at the low-intermediate level.

3. Apply editing skills at the low-intermediate level to student writing.

4. Recognize, differentiate, and employ the grammar and composition terms listed in the course content.

5. Utilize academic resources and study skills to support ESL academic course work.

 

LEVEL 3 – The student will be able to…

 

ESL 913-Katie

1. Analyze, evaluate and interpret course texts and lectures through small group and class discussions and presentations at the high-intermediate level.

2. Analyze, evaluate and interpret course texts and lectures through a variety of written assignments at the high-intermediate level.

3. Apply and evaluate public-speaking skills in at least one presentation of five to seven minutes.

4. Utilize academic resources and study skills to support ESL academic coursework.

Sample Assessment for ESL Level 3 Listening/ Speaking

Listen to the mini-lecture and take notes. Then circle the number of the sentence that best expresses the main idea of the lecture. 

  1. Unfortunately, DDT is dangerous, but gardeners still use it sometimes.
  2. DDT was used in many situations in the past. However, it is not used today.
  3. The insecticide DDT was considered to be a miracle but turned out to be a widespread killer.
  4. DDT will kill birds and insects.

ESL 923-Alicia

1. Identify, compare, and contrast the rules governing the grammar structures listed in the course content.

2. Compose complex sentences, extended paragraphs and basic essays at the high-intermediate level which employ the grammatical structures and rhetorical modes listed in the course content.

3. Apply editing skills at the high-intermediate level to student writing.

4. Recognize, differentiate, and employ the grammar and composition terms listed in the course content.

5. Utilize academic resources and study skills to support ESL academic course work.

 LEVEL 4 – The student will be able to…

ESL 914-Alicia

1. Analyze, evaluate and interpret course texts and lectures through small group and class discussions and presentations at the low-advanced level.

2. Analyze, evaluate and interpret course texts and lectures through a variety of written assignments at the low-advanced level.

3. Apply and evaluate public-speaking skills in at least one presentation of eight to ten minutes.

4. Utilize academic resources and study skills to support ESL academic coursework.

ESL 924-Jeanne

1. Identify, compare, and contrast the rules governing the grammar structures listed in the course content.

2. Compose complex sentences, extended paragraphs and essays at the low-advanced level which employ the grammatical structures and rhetorical modes listed in the course content.

3. Apply editing skills at the low-advanced level to student writing.

4. Recognize, differentiate, and employ the grammar and composition terms listed in the course content.

5. Utilize academic resources and study skills to support ESL academic course work.

 

ESL 400  The students will be able to…

  1. Compose college-level expository essays based on response to college-level texts incorporating research following MLA guidelines.    
  2. Analyze, evaluate and interpret college-level texts and lectures through discussions and a variety of written assignments.                                              
  3. Recognize, differentiate, and employ the grammar and composition terms listed in the course content.                                                          
  4. Utilize academic resources and study skills to support ESL academic course work.    

ESL 836 English Pronunciation-  The students will be able to... 

  1. Demonstrate high beginning knowledge of the English sound system.  
  2. In particular, recognize (and pronounce) the various sounds and segments, including stress, intonation, juncture, and rhythm.
  3. Recognize and use reduced forms and a variety of idioms and fixed expressions related to specific academic disciplines and career areas.
  4. Interpret and use appropriate resources for pronunciation: choosing a
  5. dictionary (text and on-line), recognizing all the information given in the dictionary, and other written materials related to pronunciation, reduced forms, intonation
  6. Use correct pronunciation and demonstrate speech functions related to specific academic disciplines and career areas to improve communication .  

COR needs to be updated and the SLOs should be consistent with course objectives (similar to core course) 8/10/2011-Jacque

ESL 837 Academic Vocabulary-The students will be able to...

  1.        Define, explain, and use in writing and speech vocabulary and key concepts related to specific academic disciplines and career areas. Define, explain, and use in writing and speech key concepts related to specific academic disciplines and career areas.  
  2. Apply strategies for new words by identifying parts of speech, recognizing spelling and pronunciation patterns, Identifying and using affixes, recognizing compound words.

  1.  (currently 8) and the SLOs should be consistent with course objectives (similar to core course) 8/10/2011-Linda

ESL 839  Academic Vocabulary-students will be able to...

  1. Define, explain, and use in writing and speech vocabulary and key concepts related to specific academic disciplines and career areas. Define, explain, and use in writing and speech key concepts related to specific academic disciplines and career areas.  
  2. Apply strategies for new words by identifying parts of speech, recognizing spelling and pronunciation patterns, Identifying and using affixes, recognizing compound words.

COR needs to be updated to reduce course objectives (currently 8) and the SLOs should be consistent with course objectives (similar to core course) 8/10/2011-

Linda

ESL 901 Language Skills for Workforce Careers I- The students will be able to...

  1. Define, explain, and use in writing and speech vocabulary key concepts  related to specific career areas.
  2. Apply strategies for new words by identifying parts of speech, recognizing spelling and pronunciation patterns, Identifying and using affixes, recognizing compound words

COR needs to be updated to reduce course objectives (currently 8) and the SLOs should be consistent with course objectives (similar to core course) 8/10/2011-Linda

(Jenny) Suggested SLOs for ESL 901:

  1. Use academic resource and study skills in order to be a successful student.
  2. Analyze, interpret, and evaluate readings and presentations/lectures through discussions, note-taking, and written assignments.
  3. Identify and explain career goals and job skills orally and in writing.
  4. Use appropriate language with colleagues, classmates, customers and supervisors.

If we can agree on these SLOs for ESL 901, we can assess #1 and #2 this semester.

Assessment for #1:  Students complete Time Management Activity

Assessment for #2:  This assessment can be one from a variety:  quiz on readings, lectures, presentations, graded notes, summary of and response to readings, lectures, presentations, etc.

ESL 880        CORs

ESL 805-Advanced Grammar Review

The students will be able to...

I.        Analyze short, assigned college level reading passages.

II.      Recognize and  use complex grammatical structures in his/her own writing

Intensive Summer Integrative ESL-Discuss it next semester...Anniqua/


ESL Courses Fall 2011

90831 ESL 400 - Comp. for Non-Native Speakers T Th Rana,A 08/18-12/08 9:45am-12:00pm

90832   ESL 400 - Comp. for Non-Native Speakers T Th Rana,A 08/18-12/15 7:00pm-9:20pm

90032   ESL 800 - ESL Preparatory Course T Th Traore,A 08/30-12/15 6:30pm-8:35pm

90170   ESL 800 - ESL Preparatory Course T Th Rudnicka,K 08/30-12/15 6:30pm-8:35pm

90171   ESL 800 - ESL Preparatory Course M W Gallagher,P 08/29-12/14 6:30pm-8:35pm

90172   ESL 800 - ESL Preparatory Course M W Haley,L 08/29-12/14 6:30pm-8:35pm

90173   ESL 800 - ESL Preparatory Course T Th Enthoven,E 08/30-12/15 6:30pm-8:35pm

90175   ESL 800 - ESL Preparatory Course M W Escobar,L 08/29-12/14 9:00am-11:05am

90371   ESL 800 - ESL Preparatory Course T Th Holley,J 08/30-12/15 9:00am-11:05am

92099   ESL 836 - English Pronunciation M W Scarabelli,S 09/12-11/16 6:00pm-7:20pm

92134   ESL 836 - English Pronunciation T Th Phillips,J 08/18-12/08 11:10am-12:00pm

92173   ESL 837 - Intmdt. Vocabulary Development F Castello,J 09/09-12/09 8:10am-11:

93056 ESL 839 - Adv. Vocabulary Development S Haley,L 09/10-11/19 8:30am-11:45am

93057 ESL 880CC - Content-Based Lang. Skills I Th Bunse,G 08/18-12/15 7:05pm-10:10pm

93058 ESL 880CC - Content-Based Lang. Skills I T Gallagher,P 08/23-12/13 7:05pm-10:10pm

92755 ESL 901 - Lang. Skills Workforce Cars. I W Farrell,K 08/31-12/14 6:30pm-9:45pm

92756 ESL 901 - Lang. Skills Workforce Cars. I M Farrell,K 08/29-12/12 6:30pm-9:45pm

92757  ESL 901 - Lang. Skills Workforce Cars. I Th Pelletier,D 09/01-12/15 6:30pm-9:45pm

93084  ESL 901 - Lang. Skills Workforce Cars. I M W Castello,J 08/24-12/07 7:00pm-8:30pm

93159 ESL 901 - Lang. Skills Workforce Cars. I T Th Castello,J 09/27-12/08 9:00am-11:05am

92739  ESL 911 - Reading & Listening/Speaking I T Th Gross,J 08/18-12/08 8:10am-10:35am

92740  ESL 911 - Reading & Listening/Speaking I T Th Castello,A 08/18-12/15 7:30pm-9:55pm

92741 ESL 912 - Reading & Listening-Speakng II T Th Phillips,J 08/18-12/08 8:10am-10:35am

92742ESL 912 - Reading & Listening-Speakng II T Th Siebert,J 08/18-12/15 7:30pm-9:55pm

92743 ESL 913 - Reading & Listening-Speakg III T Th Schertle,K 08/18-12/08 8:10am-10:35am

92744   ESL 913 - Reading & Listening-Speakg III T Th Schertle,K 08/18-12/15 7:30pm-9:55pm

92745   ESL 914 - Reading & Listening-Speakin IV T Th Aguirre,A 08/18-12/08 8:10am-10:35am

92746   ESL 914 - Reading & Listening-Speakin IV T Th Gross,J 08/18-12/15 7:30pm-9:55pm

92747   ESL 921 - Grammar and Writing I M W Phillips,J 08/17-12/07 8:10am-10:35am

92748   ESL 921 - Grammar and Writing I M W Ades,N 08/17-12/14 7:30pm-10:00pm

92811   ESL 921 - Grammar and Writing I M W Haven,K 08/29-12/14 6:30pm-9:10pm

92812    ESL 921 - Grammar and Writing I M Th Schuler,E 08/29-12/15 6:30pm-9:10pm

92749   ESL 922 - Grammar and Writing II M W Schertle,K 08/17-12/07 8:10am-10:35am

92750   ESL 922 - Grammar and Writing II M W Brodskaya,M 08/17-12/14 7:30pm-10:00pm

92751    ESL 923 - Grammar and Writing III M W Aguirre,A 08/17-12/07 8:10am-10:35am

92752   ESL 923 - Grammar and Writing III M W Scarabelli,S 08/17-12/14 7:30pm-10:00pm

92753    ESL 924 - Grammar and Writing IV M W Gross,J 08/17-12/07 8:10am-10:35am

92754    ESL 924 - Grammar and Writing IV M W Castello,A 08/17-12/14 7:30pm-10:00pm