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CEA Report Fall 2008

CEA Report Fall 2008

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Published by Clancy Ratliff

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Published by: Clancy Ratliff on May 28, 2012
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05/28/2012

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University
 
of 
 
at
 
Lafayette
 
Louisiana
 
[Course
embedded
 
Assessment:
 
Written
 
Communication]
 
Ninety‐four ENGL 102 papers were selected from 6 randomly identifiedsections in Fall 2008. At the end of the semester, a team of one coordinator(Dr. Clancy Ratliff, Director of the First‐Year Writing Program) and sevenexpert evaluators assembled to assess each of the student‐submittedmanuscripts on a 4‐dimensional rubric utilizing three levels of performance(1=poor, 2=satisfactory, 3=outstanding). Each paper was evaluated by twoindependent assessors. Reliabilities between these raters on each dimensionand on the overall score are: Content α = .58, Organization α = .61, Research α= .72, Language Issues α = .41, Overall (mathematical mean of four dimensionsequally weighted) α = .70.
 
2009
 
Office
 
of 
 
Learning
 
Effectiveness
 
Assessment
 
of 
 
Student
 
Learning
 
Report
 
1/23/2009
 
 
Expected
of 2 (satisfact  
esults|
Only on the “Language Issues” dimension was the expected performance attained.
Performance|
At least 70% of the assessed student products would attain an overall ratingory) or greater.
R
 
Overall Results (n=94) Poor Satisfactory OutstandingContent 
Mean
 
=
 
 2.05 
 
Med Mod ian
 
=
 
 20
 
.e
 
=
 
 2.5 
 
33% 67%
Organization
Mean
 
=
 
1.93
 
Median
 
=
 
 20
 
.Mode
 
=
 
 2.0
 
39% 61%
Research
Mean
 
=
 
1.84
 
MedianMode
 
=
 
=
 
1
 
.
 
1.0
 
52% 48%
Language Issues
Mean
 
=
 
 2.07 
 
Median
 
=
 
 20
 
.Mode
 
=
 
 2.0
 
21% 79%
Overall 
 
Mean
 
=
 
1.97 
 
Median
 
=
 
1.875 
 
Mode
 
=
 
1.875 
 
51%
 
49%
 
nterpretation|
After reviewing the results, Dr. Ratliff, on behalf of the CEA team, offered the following
I
contextual caveats that may have skewed the data. These issues should be considered when interpreting the results.1. The s were taking the secondsemester of the firstyear writing courseout of sample was comprised of students whoequence. Students who take ENGL 102 in the fall semester often fall into one of the following groups:students who re‐take 102 after failing it students who originally started out in developmental writing (for example, took English 90 in fall 2in spring 2008, then 102 in fall 2008)007, 101students who participated in the high school dual enrollment program for their English 101 credit 2. Hurrinstruct icanes Gustav and Ike had a disruptive influence on courses in the fall 2008 semester. According toor feedback received:there seemed to be a much higher than usual rate of attrition in classes. We had to gather papers from sixesections of ENGL 102 in order to compile a sampl of 92 papers. Since the enrollment cap in ENGL 102 is 27,we were surprised. Each section lost about 12 students.even for the students who remained, there was a higher than usual rate of absenteeism in fall 2008 and,ion from class work. Teachers speculated that students and theiranes that had a spillover effect on their academic work.according to teachers, a general distract families suffered setbacks from the hurric 
Recommended Interventions
(1) Clarify the Language Issues dimension of the rubric to augment inter‐rater reliability.(2) Repeat (3)
 
Ask e the results, with particular emphasis on:the CEA in a Spring semester.th first‐year writing team for insight/recommendations into.
 
Assisting students with evolving their “research” skills..
 
Assisting students with “organizational” issues in writing.ab 
Attachments to Follow:SPSS Data Results
 
RubricExcel File with Raw Data
 
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