English 251: 2019-2020

Intended Outcomes Means of Assessment Criteria for Success Summary & Analysis of Assessment Evidence Use of Results
SLO 1: Students will critically examine characteristics of literary periods, cultural conditions of the writers and times, historical forces, philosophical movements, and key terms for genres of literature and literary movements in American literature during the period of Inception-1865. Evaluation 1: Through exam questions, students will recognize and/or discuss the following: Characteristics of the literary periods; Cultural conditions of the writers and times; Historical forces; Philosophical movements; and Key terms for genres of literature and literary movements. Eval 1: 70% of students will demonstrate a satisfactory level of achievement on instructor provided assessment. Fall 2019-Summer 2020:

82% of students met a satisfactory proficiency level in examining listed elements.

Number of Students Assessed: 300 Students/8 Sections

Annual Summary
Shelby: 183/205 (89%)

Jefferson: 25/38 (65%)

Clanton: 39/57 (68%)



Observations/Changes based on previous cycle (18-19): The percentage achievement is 7% less from last year’s success rate. And only one percentage is over the 70% mark. The instructors cite use of new or updated exam preparation activities like study guides and in-class memory games to spark identification with the key terms and ideas. Instructors use these activities to build students' foundational knowledge base of the periods so they can apply this knowledge to literature in context. However, the lower performing percentages show some students are still having difficulty applying the foundational information to the exam questions.

Observations/Changes based on current cycle (19-20): In the upcoming year, instructors will use scaffolding assignments like journals, or in-class/online discussion forums to give students practice in applying characteristics of literary periods and surrounding cultural contexts to questions about texts, authors, and key literary ideas on exams. Instructors will use varying instruction methods like new lectures or the JSCC Library American Passages videos which detail literary periods and cultural ideologies for added instructional activity. For next cycle, instructors will implement at least one new scaffolding assignment for student practice and one new instructional technique.
SLO 2: Students will critically review major works of prose, poetry, or drama in American literature during the period of Inception-1865 and compose an original extended written assignment reflecting on both the literature and its contemporary or modern social and cultural movements by clearly and correctly integrating supporting primary evidence and valid secondary sources.

Evaluation 2: In their essays, students will Analyze and contextualize a work of literature from the period in its historical, cultural and philosophical background; Compare/contrast the literature of an historical period to its contemporary or modern culture; Locate and integrate relevant and effective secondary sources; Compose an argument correctly integrating and documenting both primary and secondary sources in MLA style. Eval 2: 70% of students will demonstrate at least a “Satisfactory” level achievement based on similar rubric. Fall 2019-Summer 2020:

90% of students demonstrated an ability to review literary primary texts and compose an extended written assignment with primary and secondary sources.

Number of Students Assessed: 294 Students/8 Sections

Annual Summary:
Shelby: 188/203 (93%)

Jefferson: 29/34 (85%)

Clanton: 47/57 (82%)



Observations/Changes based on previous cycle (18-19): This SLO was changed slightly beginning this new three-year assessment cycle to identify which period and type of literature the class covers. The percentage achievement is a 7% increase from last year’s data collection. Instructors in all classes use innovative ideas for papers and in workshops to help students understand and correctly use primary and secondary sources. The lower performing class group last year that mentioned using a strategy of adding workshops or materials to aid students in preparing to write about literature and use sources created a series of lecture videos and PPTs with a corresponding comprehension quiz for all students for this current year, especially those who needed a refresher on how to read and annotate literature, and how to find and use sources. That group (the Clanton assessment from 2018-19 to 2019-20) rose from 62% to 82% in one year. Hopefully students who felt ill-prepared with fewer foundational skills were able to succeed more readily with a refresher series. Instructors also use the JSCC library’s Research Guide or even individual class guides to help students find and use secondary sources for the specific literature discussed in classes. Instructors still notice some students are finding a disconnect in knowing the material and then producing an original piece of writing that showcases their analysis.

Observations/Changes based on current cycle (19-20): For the upcoming year, instructors will use scaffolding assignments like rough drafts or class source discussion or workshop days to help set students on a better path to success; workshops can revolve around tutorials found on the JSCC Library Research Guide as well. For next cycle, instructors will implement at least one new scaffolding assignment for student drafting practice.