History 101: 2020-2021
| 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 completed a research essay in each HIS 101 section. These respective assignments were selected by individual course instructors. These assignments all fit diverse parts of the historical course objectives for Early Western Civilization. | Eval 1: 70% of students should meet intended outcome. Rubric | AY 2020-2021 15 Sections 430/508 = 85% Fall 2020 Online 10 sections 293/340 = 86% Spring 2021 Online 5 Sections 137/168 = 82% | Summary: The outcome was successfully met as 85% of students demonstrated mastery of relevant context using information from primary and/or secondary sources. Observations/Changes based on previous cycle (19-20): In AY 2019-2020, the success rate was 74%. Instructors discovered that student capabilities to properly interpret historical context from researched materials required carefully planned instructional strategies. Although instructors approached assignments differently, they each created guides to help students focus on important content to determine accurate historical context. Observations/Changes based on current cycle (20-21): The success rate increased by 15%. Because contextual understanding may vary depending on how students, respond to the content, instructors will utilize primary documents such as stories, songs, or poems to engage students in favor of lengthy legal or economic documents. Instructors will take better advantage of the college library’s online video resources. Databases like Films on Demand Master Collection and Feature Films for Education are excellent resources instructors will use to diversify the voices in their classroom. As instructors re-enter the classroom, they will continue to expand the use of formative assessment with the use of Microsoft 360 technology in the classroom. |
| SLO 2: Student constructed/organized a satisfactory thesis using clear, organizational structure and coherent language. | Evaluation 2: Students completed a research essay in each HIS 101 section. These respective assignments were selected by individual course instructors. These assignments all fit diverse parts of the historical course objectives for Early Western Civilization. | Eval 2: 70% of students should meet intended outcome. Rubric | AY 2020-2021 15 Sections 400/504 = 79% Fall 2020 Online 10 Sections 264/336 = 79% Spring 2021 Online 5 Sections 136/168 = 81% | Summary: This outcome was met as 79% of students successfully constructed and organized a satisfactory thesis by using clear organizational structure and coherent language. Observations/Changes based on previous cycle (19-20): In AY 2019-2020, the success rate was 77%. Individual instructors focused on different strategies for instructing students on how to best create a good thesis. The department upheld its commitment to providing students with more guidance and practice when forming thesis statements. In addition to providing specific directions and guiding outlines, instructors diversified the topics on which students could write. Observations/Changes based on current cycle (20-21): In AY 2020-2021 the success rate increased 3%. Going forward, strategies that will be used include brainstorming sessions, rough draft review sessions with students, and posting assignment feedback. These methods of working individually with students will aid in helping students best improve thesis creation. As the department shifts back to face-to-face instruction for the 2020-2021 school year, instructors will expand the way in which students can practice thesis-writing and outlining. The use of Microsoft 360 technology will provide faculty a way to facilitate on-going discussions with students beyond the classroom when developing thesis statements. |
| SLO 3: Student used primary and/or secondary materials in a coherent and thoughtful manner in support of his/her thesis. | Evaluation 3: Students completed a research essay in each HIS 101 section. These respective assignments were selected by individual course instructors. These assignments all fit diverse parts of the historical course objectives for Early Western Civilization. | Eval 3: 70% of students should meet intended outcome. Rubric | AY 2020-2021 15 sections 393/507 = 78% Fall 2020 Online 10 Sections 259/339 = 76% Spring 2021 Online 134/168 = 80% | Summary: This outcome was met as 71% of students used primary and/or secondary sources in a coherent and thoughtful manner to support a thesis. Observations/Changes based on previous cycle (19-20): In AY 2019-2020, the success rate was 71%. Instructors utilized a variety of strategies to engage students, along with individual meetings to review drafts and instructional handouts or videos and a source analysis handout. Instructors provided students with graphic organizers to guide them through the multiple skills needed to attain success with this learning outcome. During the spring semester, instructors utilized Norton’s History Skills Tutorials and/or developed online videos that scaffolded how to analyze primary source documents. Observations/Changes based on current cycle (20-21): In AY 2020-2021, the success rate increased by 10%. In addition to the strategies continued from previous years, one other strategy is that instructors will allow students to request the level of post assignment feedback they receive. The department will conduct an analysis of the grades on associated assignments with the level of feedback selected by the student, to determine if more feedback results in better grades on the assignments. If it proves deterimental the practice will be discontinued. The department will create more video online tutorials to guide students through the difficulties of primary source analysis. Instructors will use online platforms like ProProfs (the example provided was developed for HIS 202, but the same concept will be used for HIS 101). |