{"id":15208,"date":"2024-10-18T16:29:36","date_gmt":"2024-10-18T20:29:36","guid":{"rendered":"http:\/\/149.4.100.129\/ie\/?page_id=15208"},"modified":"2024-10-18T16:29:40","modified_gmt":"2024-10-18T20:29:40","slug":"engl110-project","status":"publish","type":"page","link":"https:\/\/www.qc.cuny.edu\/oie\/assessment\/engl110-project\/","title":{"rendered":"ENGL110 Project"},"content":{"rendered":"

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ENGL110 ASSESSMENT PROJECT 2018-2019<\/h4>\n

BACKGROUND<\/strong><\/p>\n

English 110 grades suggest that, by and large, students are meeting first-year college writing objectives. Yet, faculty express concern over the quality of students’ writing. To address these concerns, the First-Year Writing Program collaborated with the Office of Institutional Effectiveness (OIE) to answer the following questions:<\/p>\n

    \n
  1. How well are students meeting ENGL 110 learning goals?<\/li>\n
  2. How well do students\u2019 ENGL 110 course grades correlate with rubric-based research paper scores?<\/li>\n
  3. How can we best support ENGL 110 students and faculty? (“closing the loop”)<\/li>\n<\/ol>\n

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    ASSESSMENT MEASURES & METHODS<\/h4>\n

    This assessment of ENGL 110 writing outcomes is based on faculty ratings of students\u2019 ENGL 110 research papers from the fall 2018 semester employing a rubric developed by the First-Year Writing program director and English faculty (see Appendix A). Using a stratified random sample, 55 ENGL 110 sections were selected for participation in the assessment. Three to five students were randomly selected from each section; non-graded papers from these students were collected from instructors and de-identified (to assure a blind assessment) prior to evaluation against the rubric.<\/p>\n

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    ENGL 110 Learning Goals<\/h4>\n

    Dr. Amy Wan (Co-director of First-Year Writing in spring 2018) recruited a team of ten English faculty to formalize the following ENGL 110 learning goals<\/span><\/a>, which are based on the goals established by the National Writing Program Administrators Council and the National Council of Teachers of English:<\/p>\n

    Students will:<\/p>\n

      \n
    1. Produce writing that responds appropriately to a variety of rhetorical situations with a particular focus on academic argumentation.<\/li>\n
    2. Learn reading strategies to summarize, synthesize, analyze, and critique other people\u2019s arguments and ideas fairly.<\/li>\n
    3. Learn research practices that will help strengthen their writing and thinking.<\/li>\n
    4. Produce writing that shows how writers may navigate the diverse processes of composing including revision and collaboration.<\/li>\n
    5. Produce writing that strategically employs appropriate language conventions in different writing situations.<\/li>\n
    6. Take ownership of their work and gain an understanding of their own voice, style, and strengths.<\/li>\n<\/ol>\n
        <\/ol>\n

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        Pathways EC1 Learning Outcomes<\/h4>\n

        All incoming students at Queens College are required to take ENGL 110, which satisfies the English Composition 1 (EC1) general education requirement at Queens College (EC1 is a requirement of the University\u2019s General Education curriculum known as Pathways). To be considered an EC1 course, the curriculum must be designed such that students meet each of the following learning outcomes:<\/p>\n

        Courses must meet ALL of the following learning outcomes:<\/p>\n

          \n
        1. Read and listen critically and analytically, including identifying an argument\u2019s major assumptions and assertions and evaluating its supporting evidence.<\/li>\n
        2. Write clearly and coherently in varied, academic formats (such as formal essays, research papers, and reports) using Standard English and appropriate technology to critique and improve one\u2019s own and others\u2019 texts.<\/li>\n
        3. Demonstrate research skills using appropriate technology, including gathering, evaluating, and synthesizing primary and secondary sources.<\/li>\n
        4. Support a thesis with well-reasoned arguments, and communicate persuasively across a variety of contexts, purposes, audiences, and media.<\/li>\n
        5. Formulate original ideas and relate them to the ideas of others by employing the conventions of ethical attribution and citation.<\/li>\n<\/ol>\n
            <\/ol>\n

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            ENGL 110 Student Work<\/h4>\n

            No single common assignment would allow the reviewing team to assess each of the learning outcomes above for ENGL 110 and Pathways EC1. Since it would be too labor intensive to assess multiple types of assignments, the team selected the common assignment of a research paper, which allowed for the assessment of a selected set of outcomes: ENGL110 learning goals (1), (5) and (6) and Pathways EC1 learning outcomes (2), (4) and (5).<\/p>\n

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            ENGL 110 Assessment Rubric<\/h4>\n

            Dr. Wan coordinated meetings with her team to develop and test a rubric for ENGL 110 student work<\/a><\/span> (Appendix A).<\/p>\n

            Each rubric criterion is aligned to at least one of the ENGL 110 learning goals or Pathways EC1 learning outcomes assessed by this project:<\/p>\n