Overview: ACCJC accreditors will be scrutinizing Kapi'olani C.C.'s efforts to reach the "Proficiency" level for SLO's depicted in the column (to your left) during their accreditation visit in 2012.  As a fundamental part of the General Education SLO"s that feed into the A.A. degree, ENG / ESL 100, which has multiple sections and multiple instructors, will be scrutinized in terms of its attention to the SLO process, especially implementation, data-collection, and discussion of results.  As such, ENG / ESL 100 and other ENG / ESL 100 sections will be directly tied to the accreditation process.  

The K.C.C. Faculty Senate and Chancellor's office have already approved of a plan to implement SLO procedures, accepted in November and December of 2010, respectively.  As such, the campus-level SLO Committee decided upon four assessment options: a standard rubric, an embedded assignment, a common comparison of criteria, and a survey mechanism that would be used in conjunction with the other methodologies.  

For English, at least in 2011, we will be focusing on option 1, using a standard rubric for assignments that are common to all ENG and ESL 100 courses: literary first, then narrative, followed by argumentative/persuasive.  

Assessment Gameplan, ENG 100:   

Spring 2011: Each ENG / ESL 100 instructor will assess their literary/analytical paper with a common rubric.  After scoring their paper for each section of 100, each instructor will prepare a data chart summarizing the results of the teacher's assessment.  The data will be collected by Davin (davink@hawaii.edu/808 734-9170), ENG Assessment Coordinator, then compiled into an assessment report.  During the process, ENG and ESL 100 faculty will attend meetings to discuss results and to interpret the data.  There will also be training sessions scheduled for Friday for full-time and adjunct faculty who need assistance with the process.  (KALIA 104, 12 pm to 2 pm, 2/04 (Fri), 3/04 (Fri), and 4/04 (Fri).

Fall 2011: The focus will shift towards the narrative and in-class essays, possibly combining both genres.  

Spring 2012: Focus will shift towards assessment of plagiarism and quote-based dynamics, especially in the Argumentative and Persuasive genres.  

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FORMS:
RUBRIC FORM, 2011 literary analysis rubric

SCORE REPORTING COVER-SHEET (completed after rubrics are finished)



DOCUMENTS:
Principles of Purpose (Principles Guiding SLO Creation, Implementation, Interpretation)
Proposed Course-Level Asssessment Plan (Document describing SLO Assessment Options)
Accreditation agency sanctions 41 of 110 Community Colleges (California reels from sanctions)

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