History Department-San Bernardino Valley College

HISTORY 150

PLANNING, ASSESSMENT, REVIEW, IMPROVEMENT TEMPLATE

Student Learning Outcome / Assessment Method / Criteria
What is “good enough”?
Rubric / What % of students met criteria?
Is this % satisfactory? / Are trends evident? Are there learning gaps? / What andragogy, content, or structure strategies might improve outcomes? / Will you change assessment method and/or criteria? / Did learning outcomes improve?
1. Identify and explain the historical significance of key terms, events in Latin American history. / Multiple choice or short answer quizzes, tests or examinations. / Students enrolled correctly identify and understand the significance of 70% of the terms presented on the testing mechanism. / GOAL: 85% of students enrolled in the class should meet or exceed the standard set (scoring 70%-100%).

Plan data gathering/evaluation plan for improvement re-evaluate

Assessment Rubric

Does not meet standards
SCORE: 0 / Meets Standard
SCORE: 1 / Exceeds Standards
SCORE: 2
Students correctly identify and/or explain the historical significance on only 69%-0% of the terms listed within the assessment tool. / Students correctly identify and explain the historical significance on 70-79% of the terms listed within the assessment tool. / Students correctly identify and explain the historical significance on 80-100%
Student Learning Outcome / Assessment Method / Criteria
What is “good enough”?
Rubric / What % of students met criteria?
Is this % satisfactory? / Are trends evident? Are there learning gaps? / What andragogy, content, or structure strategies might improve outcomes? / Will you change assessment method and/or criteria? / Did learning outcomes improve?
2. Critically evaluate and interpret specific themes in Latin American history, including: Iberian and Native American cultural roots, impact of colonization and conquest, revolt and rebellion in colonial Latin America, the Independence and later revolutionary movements, and the role of Latin American in the global economy. / Writing assignment / Students enrolled in the course are able to write a clear evaluation and interpretation of key themes presented in course (scoring 70-79% on the writing assignment). / GOAL: 75% of students enrolled in the class should meet or exceed the standard set (scoring 70%-100%).

Plan data gathering/evaluation plan for improvement re-evaluate

Assessment Rubric

Does not meet standards
SCORE: 0 / Meets Standard
SCORE: 1 / Exceeds Standards
SCORE: 2
Students enrolled in the course are unable to write a clear evaluation or interpretation of core themes presented in the course (scoring 69%-0 on the writing assignment). / Students enrolled in the course are able to write a clear evaluation and interpretation of key themes presented in course (scoring 70-79% on the writing assignment). / Students enrolled in the course are able to write a clear evaluation and interpretation of key themes in the course, and provide specific examples and detailed evidence to support such an evaluation (scoring 80-100% on the writing assignment).
Student Learning Outcome / Assessment Method / Criteria
What is “good enough”?
Rubric / What % of students met criteria?
Is this % satisfactory? / Are trends evident? Are there learning gaps? / What andragogy, content, or structure will improve %? / Will you change assessment method and/or criteria? / Did learning outcomes improve?
3. Applying the specific knowledge of course material, students will be able to compare and contrast the experiences of individual Latin American nations demonstrating an understanding of a broader, cohesive perspective of Latin American history using evidence based writing (2 or more sources). / Formal Essay Assignment or Final Exam Essay / Students have the ability to apply their knowledge of specific course material in a cohesive essay supported by document based analysis. (2 or more sources). Students will score 70-79% on written essay or essay exam assignment. / GOAL: 75% of students enrolled in the class should meet or exceed the standard set (scoring 70%-100%).

Plan data gathering/evaluation plan for improvement re-evaluate

Assessment Rubric

Does not meet standards
SCORE: 0 / Meets Standard
SCORE: 1 / Exceeds Standards
SCORE: 2
Students enrolled in the course do not have the ability to apply a comparative understanding to evaluate Latin American history on a broader, cohesive perspective, using evidence based writing (scoring 69-0% for their essay/ essay exam assignment). / Students have the ability to apply a comparative understanding to evaluate Latin American history on a broader, cohesive perspective using evidence based writing (2 or more sources). Students will score 70-79% on written essay or essay exam assignment. / Students have the ability to apply a comparative understanding to evaluate Latin American history on a broader, cohesive perspective using evidence based writing (2 or more sources). Students perform at a high level in using multiple sources and in providing insightful analysis in response to the assignment, scoring 80-100% on written essay or essay exam assignment.