Introduction

Minutes

Members

 LEVEL I GRAMMAR RECOMMENDATIONS

OCTOBER 2001

ASSESSMENT REVIEW:
In the Fall of 1998, Phoenix College began a school wide assessment program of  student academic outcomes as required by the NCA (North Central Association).  As part of this assessment plan, ESL formed a committee including faculty and staff from many campus departments.  To date, this committee has developed a vision statement, goals,  a definition of the ESL student, and rubrics and outcomes statements for both level I and level II Grammar. 

In both December of 2000 and May of 2001 the ESL Assessment Committee evaluated Level I Grammar (ENG 009/ESL010).  Additionally, Level II Grammar (ENG010/ESL020) students had a pilot test of both grammar and a short paragraph based on a model, in May of 2001.

At this point, the committee has reviewed the ENG009/ESL010 results and would like to report the findings.  In addition, based on these results, the committee will offer several recommendations for improving the instruction of this course.

FINDINGS:
Attached is a one page summary of how well the level one students did.  Also attached is the Outcomes Statement and Rubric for this level.  The committee was very happy with the high percentage of acceptable work; however, we are also cautious.  The testing tool was comparable to the tests from Grammar in Context, but perhaps they were not difficult enough for the end of the semester.  Specifically:

1. Test results showed that students have difficulty with word order.
2. In two sample questions, students had difficulty with appropriate word choice.
3. The other high error category was subject-verb agreement.

See pertinent results attached

RECOMMENDATIONS:
The most obvious recommendation is to spend more time with and address the problem areas.  Of course is wise to vary the teaching methods in an effort to include various learning styles.   In the word order section teachers should use more repetition of skills, include oral and written exercises, and allow students to create authentic sentence patterns of their own.

Appropriate word choice problems can include spelling errors and problems recognizing the correct words for the situation.  Thus teachers should include a variety of materials (including  the Grammar in Context Workbook selections and the ESL ACE II programs available in the P.C. Learning Center.  Vocabulary games and workshops may also enhance learning.

With the S/V agreement section, one error that is prevalent is with the sample: 

Does she  have/has a pencil?   The use of “does/do”  and “doesn’t/don’t” seem to give students problems.  To improve  we could  create master handouts that clearly demonstrate usage, give extra time to this problem within the semester, allow students more opportunity to practice the correct form, both written and oral.  A PowerPoint presentation for this is available in the ESL Coordinator’s office.

In general, teachers need to remember to review difficulty areas thoroughly and review problems from test items that occur across the class.   Tutors are available for students in the Learning Center and the ESL department does have a new OWL (Online Writing Lab) to which students can be directed.