History 201: 2019-2020
| Intended Outcomes | Means of Assessment | Criteria for Success | Summary & Analysis of Assessment Evidence | Use of Results |
|---|---|---|---|---|
| SLO 1: The student shows mastery of relevant context using information from primary and/or secondary sources. | Evaluation 1: Students wrote an essay response to a primary and/or secondary source. | Eval 1: 70% of students should meet intended outcome. Example Grading Rubric | AY 2019-2020 15 Sections 384/493 = 78% Fall 2019 Jefferson 2 sections 65/87 = 75% Shelby 4 sections 92/119 = 77% Pell City 2 sections 44/52 = 81% Clanton 1 section 12/17 = 71% Spring 2020 Online 1 section 29/31 = 94% Shelby 3 sections 92/119 = 78% Summer 2020 Online 2 sections 52/68 = 76% | Summary: This outcome was met as 78% of students successfully mastered context using information from primary and /or secondary sources. Observations/Changes based on previous cycle (18-19):During the 2019-2020 school year, the department will focus on the strengths that provided success in the prior year. The department will utilize traditional lectures and textbook readings to introduce students to historical concepts. Instructors will continue to institute reading & map quizzes and in-class review games (often through exciting and competitive platforms like Kahoot) to reinforce information and aid in knowledge retention. Some instructors will utilize reflective journals that will hopefully help students connect the materials to their own lives. Observations/Changes based on current cycle (19-20):Although the department met the threshold for success, there was no significant improvement by any campus in this outcome. As the department looks to the next school year, instructors will diversify the way they present information. Homework assignments will include various modalities beyond textbook readings, including instructor-created lecture videos or short informational videos by professionals. When assessing student work, the department will include more low-stakes assignments, like InQuizitive, to help students practice comprehension rather than assessing their immediate understanding of material. |
| SLO 2: Student constructed/organized a satisfactory thesis using clear, organizational structure and coherent language. | Evaluation 2: Students wrote a paper based on a non-fiction book and a prompt relating to the book. | Eval 2: 70% of students should meet intended outcome. Example Grading Rubric | AY 2019-2020 15 Sections 384/493 = 78% Fall 2019 Jefferson 2 sections 65/87 = 75% Shelby 4 sections 92/119 = 77% Pell City 2 sections 44/52 = 81% Clanton 1 section 12/17 = 71% Spring 2020 Online 1 section 29/31 = 94% Shelby 3 sections 92/119 = 78% Summer 2020 Online 2 sections 52/68 = 76% | Summary: 78% of students were able to successfully construct and organize a satisfactory thesis using clear organizational structure and coherent language. Observations/Changes based on previous cycle (18-19): During the 2019-2020 school year, the department hopes to build on the strengths that provided success in the prior year. Instructors will use class time to explain what a thesis is, where it belongs in a history essay, and provide students a structure for writing a thesis. Students will be allowed to workshop their thesis with classmates. For this school year, instructors will provide more specific directions on essay prompts and assessments to guide and remind students of the role a thesis in an academic essay. Instructors will also provide guided outlines to remind students that a thesis should be carried into each paragraph of the essay. Observations/Changes based on current cycle (19-20): Although the department met the threshold for success, there was no significant improvement by any campus in this outcome. For the next school year, instructors will provide more opportunities for students to practice thesis writing. Instructors will provide numerous opportunities throughout the semester, and with a variety of topics, to practice writing thesis sentences and workshop them with their classmates. |
| SLO 3: Student used primary and/or secondary materials in a coherent and thoughtful manner in support of his/her thesis. | Evaluation 3: Students wrote a paper based on a non-fiction book and a prompt relating to the book. | Eval 3: 70% of students should meet intended outcome. Example Grading Rubric | AY 2019-2020 15 Sections 359/492 = 73% Fall 2019 Jefferson 2 sections 35/87 = 40% Shelby 4 Sections 92/119 = 88% Pell City 2 sections 43/52 = 83% Clanton 1 section 15/17 = 88% Spring 2020 Online 1 section 29/31 = 94% Shelby 3 sections 92/119 = 78% Summer 2020 Online 2 sections 52/68 = 76% | Summary: 73% of students achieved the outcome by using primary and secondary source materials in a coherent and thoughtful manner in support of their thesis. Observations/Changes based on previous cycle (18-19): During the 2019-2020 school year, the department will continue its commitment to helping students analyze primary source documents. Instructors will scaffold close reading of primary sources by integrating analysis into their traditional lectures. Students will be provided sources in class to analyze in both group settings and through individual reflection. Observations/Changes based on current cycle (19-20): Although the department met the threshold for success, there was no significant improvement by any campus in this outcome. The use of a grading rubric (see column 2) this year revealed that this is a complex SLO that requires numerous skills: identification, analysis, and application. Going into the next academic year, instructors will provide students with graphic organizers that help students understand the multiple steps needed to successfully complete this SLO. |