| |
Assessment - Fall 2008
| Archived: Fall 07, Spring 08 |
Reporting results of evaluation- For all instructors
How, when and to whom? |
1. Instructors will receive the assessment activities to be administered to their class and a Results ReportForm in their mailboxes two weeks before finals.
2. Once you have graded the assessment activities, fill out the Results Report Form and send it back to Debby Adler in 8C by the end of finals week.
Your report will be completely anonymous; the department will not be able to see the numbers you have submitted. Debby will keep track of the names of the people who have submitted their results to her. She will also tabulate the numbers and give only totals to the department.
Please remember that the instructor is NOT being assessed!! How we do things as a department is. It is understood that how your students perform on these outcomes has to do with many many variables, some of which are out of the instructor's control. My hope is that the assessment process will help us to find ways to minimize the effect (on student performance) of those variables that we cannot control.
To those of you who are the only ones who teach a particular class, we will collect for three consecutive semesters before evaluating the numbers to conserve instructor anonymity.
Finally, if you are in a class that is assessing Speaking or Writing this semester, it is crucial that everyone use the updated rubrics provided/generated by the department in order to get as accurate results as possible. Please view/print them.
If you teach more than one section of the same level, please combine your numbers. |
GE Area C Mission Statement
Students who complete Area C develop appreciation for, critical understanding of, and ability to express artistic, philosophical, and cultural sensibilities in historical and contemporary contexts.
Discipline Mission Statement
The mission of the International Languages Department is to advance the study of foreign languages in a direction that will serve the educational needs of a diverse community. Our programs encompass both language proficiency and cultural understanding so that students may become active participants in our global society. |
Spanish, French, Italian & German 101 |
Intended Student Learning Outcomes |
Assessment Task |
Expected Level of Achievement |
Results of Evaluation |
Use of Results /plans |
At the end of a 101 level Spanish, French, Italian & German class, students will be able to:
(Collecting data for SLO #3 only for fall 2008)
#3. show comprehension of a simple reading selection about some cultural aspect of the Spanish, French, Italian, or German speaking world, and which incorporates 101 level vocabulary and structures. |
101 level cultural reading selection and short answer comprehension questions embedded on the final exam. |
Students answer at least 80% of the questions correctly.
|
|
|
|
|
Spanish, French, Italian & German 102 |
Intended Student Learning Outcomes |
Assessment Task |
Expected Level of Achievement |
Results of Evaluation |
Use of Results /plans |
At the end of a 102 level Spanish, French, Italian & German class, students will be able to:
(Collecting data for SLO #3 only for fall 2008)
#3. read and show comprehension of a simple narrative about some cultural aspect of the Spanish, Italian, German or French speaking world, and which incorporates 102 level vocabulary and structures. |
102 level cultural reading selection and short answer comprehension questions embedded on the final exam. |
Students answer at least 80% of the questions correctly.
|
|
|
|
|
Japanese 101 |
Intended Student Learning Outcomes |
Assessment Task |
Expected Level of Achievement |
Results of Evaluation |
Use of Results /plans |
At the end of a 101 level Japanese class, students will be able to:
1. Engage in meaningful conversations about familiar contexts in the present & past tenses, demonstrating a command of basic 101 level vocabulary, structures and pronunciation in the Japanese language and showing comprehension of standard Japanese speech.
2. Write a cohesive, short, simple narrative about a familiar context in the present and past tenses, demonstrating a command of basic 101 level vocabulary and structures in the Japanese language and using 101 level *hiragana, **katakana and selected basic ***kanji.
*& ** phonetic symbols
*** Chinese characters
3. Read and show comprehension of a short, simple narrative about a familiar context, demonstrating 101 level command and recognition of basic vocabulary and structures in the Japanese language with kana and kanji. |
1. Oral interview at the end of the semester utilizing a departmental rubric. The rubric describes a student’s performance at different levels of proficiency in the following areas: organization and fluency, vocabulary/content, structures, pronunciation and elocution, comprehension. Instructors match the student’s performance in each area to an accurate description of it on the rubric to get a point value.
2. Composition of appropriate length on the final exam and graded utilizing departmental rubric. The rubric describes a student’s performance at different levels in the following areas: comprehensibility, content and organization, vocabulary, spelling and grammar. Instructors match the student’s performance in each area to an accurate description of it on the rubric to get a point value.
3. 101 level cultural reading selection and short answer comprehension questions embedded on the final exam. |
1. Students receive at least a score of 35/50 when scored on the departmental Oral Proficiency Rubric.
2. Students receive at least a score of 35/50 when scored on the departmental Writing Rubric.
3. Students answer at least 80% of the questions correctly.
|
|
|
|
|
Japanese 102 |
Intended Student Learning Outcomes |
Assessment Task |
Expected Level of Achievement |
Results of Evaluation |
Use of Results /plans |
At the end of a 102 level Japanese class, students will be able to:
1. Engage in meaningful conversations about familiar contexts, demonstrating command of 102 level vocabulary, structures and pronunciation in the Japanese language and showing comprehension of standard Japanese speech.
2. Write cohesive, short narratives in the past tense about familiar contexts, demonstrating command of 102 level vocabulary and structures in the target language.
3.Read and show comprehension of a simple narrative about a familiar Japanese context, demonstrating 102 level command and recognition of vocabulary and structures in the Japanese language in kana and kanji. |
1. Oral interview at the end of the semester utilizing a departmental rubric. The rubric describes a student’s performance at different levels of proficiency in the following areas: organization and fluency, vocabulary/content, structures, pronunciation and elocution, comprehension. Instructors match the student’s performance in each area to an accurate description of it on the rubric to get a point value.
2. Composition of appropriate length on the final exam and graded utilizing departmental rubric. The rubric describes a student’s performance at different levels in the following areas: comprehensibility, content and organization, vocabulary, spelling and grammar. Instructors match the student’s performance in each area to an accurate description of it on the rubric to get a point value.
3. 102 level cultural reading selection and short answer comprehension questions embedded on the final exam. |
1. Students receive at least a score of 35/50 when scored on the departmental Oral Proficiency Rubric.
2. Students receive at least a score of 35/50 when scored on the departmental Writing Rubric.
3. Students answer at least 80% of the questions correctly.
|
|
|
|
|
Japanese 201 |
Intended Student Learning Outcomes |
Assessment Task |
Expected Level of Achievement |
Results of Evaluation |
Use of Results /plans |
At the end of a 201 level Japanese class, students will be able to:
1. Engage in a meaningful conversation about familiar contexts, expressing opinions and demonstrating command of 201 level vocabulary, structures and pronunciation in the Japanese language.
2. Write a cohesive narrative of appropriate 201 level characters in length about familiar contexts, expressing opinions and demonstrating command of 201 level vocabulary and structures in the Japanese language using more selected * kanji .
* Chinese characters
3. Read and show comprehension of a narrative about social issues or cultural aspects covered in class demonstrating 201 level recognition of vocabulary and structures in the Japanese language in kana and kanji. |
1. Oral interview at the end of the semester utilizing a departmental rubric. The rubric describes a student’s performance at different levels of proficiency in the following areas: organization and fluency, vocabulary/content, structures, pronunciation and elocution, comprehension. Instructors match the student’s performance in each area to an accurate description of it on the rubric to get a point value.
2. Essay of appropriate length written in class at the end of the semester and graded utilizing departmental rubric. The rubric describes a student’s performance at different levels in the following areas: comprehensibility, content and organization, vocabulary, spelling and grammar. Instructors match the student’s performance in each area to an accurate description of it on the rubric to get a point value.
3. 201 level reading selection about social issues or cultural aspects and comprehension questions embedded on the final exam. |
1. Students receive at least a score of 35/50 when scored on the departmental Oral Proficiency Rubric.
2. Students receive at least a score of 35/50 when scored on the departmental Writing Rubric.
3. Students answer at least 80% of the questions correctly.
|
|
|
|
|
Chinese 101 |
Intended Student Learning Outcomes |
Assessment Task |
Expected Level of Achievement |
Results of Evaluation |
Use of Results /plans |
At the end of a 101 level Chinese class, students will be able to:
1. Engage in a meaningful conversation about familiar contexts in the present and past tenses, demonstrating command of basic 101 level vocabulary, structures, pronunciation and tones in the Chinese language.
2. Write a cohesive, short, simple narrative about a familiar context in the present and past tenses, demonstrating command of basic 101 level vocabulary and structures in the Chinese language using either simplified or traditional Chinese characters.
3. Read and show comprehension of a short, simple narrative about a familiar context or cultural aspect covered in class, demonstrating command of basic 101 level vocabulary, structures and characters in the Chinese language. |
1. Oral interview at the end of the semester utilizing a departmental rubric. The rubric describes a student’s performance at different levels of proficiency in the following areas: organization and fluency, vocabulary/content, structures, pronunciation and elocution, comprehension. Instructors match the student’s performance in each area to an accurate description of it on the rubric to get a point value.
2. Composition of appropriate length on the final exam and graded utilizing departmental rubric. The rubric describes a student’s performance at different levels in the following areas: comprehensibility, content and organization, vocabulary, spelling and grammar. Instructors match the student’s performance in each area to an accurate description of it on the rubric to get a point value.
3. 101 level cultural reading selection and short answer comprehension questions embedded on the final exam. |
1. Students receive at least a score of 35/50 when scored on the departmental Oral Proficiency Rubric.
2. Students receive at least a score of 35/50 when scored on the departmental Writing Rubric.
3. Students answer at least 80% of the questions correctly.
|
|
|
|
|
Chinese 102 |
Intended Student Learning Outcomes |
Assessment Task |
Expected Level of Achievement |
Results of Evaluation |
Use of Results /plans |
At the end of a 102 level Chinese class, students will be able to:
1. Engage in a meaningful conversation about familiar contexts, demonstrating command of 102 level vocabulary, structures and pronunciation and tones in the Chinese language.
2. Write a cohesive, short narrative about a familiar context, demonstrating command of 102 level vocabulary and structures in the Chinese language using either simplified or traditional Chinese characters.
3. Read and show comprehension of a simple narrative about a familiar context or cultural aspect covered in class, demonstrating command of 102 level vocabulary, structures and characters in the Chinese language. |
1. Oral interview at the end of the semester utilizing a departmental rubric. The rubric describes a student’s performance at different levels of proficiency in the following areas: organization and fluency, vocabulary/content, structures, pronunciation and elocution, comprehension. Instructors match the student’s performance in each area to an accurate description of it on the rubric to get a point value.
2. Composition of appropriate length on the final exam and graded utilizing departmental rubric. The rubric describes a student’s performance at different levels in the following areas: comprehensibility, content and organization, vocabulary, spelling and grammar. Instructors match the student’s performance in each area to an accurate description of it on the rubric to get a point value.
3. 102 level cultural reading selection and short answer comprehension questions embedded on the final exam. |
1. Students receive at least a score of 35/50 when scored on the departmental Oral Proficiency Rubric.
2. Students receive at least a score of 35/50 when scored on the departmental Writing Rubric.
3. Students answer at least 80% of the questions correctly.
|
|
|
|
|
Spanish 152 |
Intended Student Learning Outcomes |
Assessment Task |
Expected Level of Achievement |
Results of Evaluation |
Use of Results /plans |
At the end of a 152 level Spanish class, students will be able to:
1. Engage in a basic conversation about common everyday contexts in the present tense, demonstrating command of basic vocabulary, structures and pronunciation in the target language and showing comprehension of standard speech.
2. Write cohesive, short, simple narratives in the present tense about familiar contexts, demonstrating command of basic 101 level vocabulary and structures in the target language.
3. Show comprehension of a simple reading selection about a common everyday context from the Spanish world. |
1. Oral interview at the end of the semester utilizing a departmental rubric. The rubric describes a student’s performance at different levels of proficiency in the following areas: organization and fluency, vocabulary/content, structures, pronunciation and elocution, comprehension. Instructors match the student’s performance in each area to an accurate description of it on the rubric to get a point value.
2. Composition of appropriate length on the final exam and graded utilizing departmental rubric. The rubric describes a student’s performance at different levels in the following areas: comprehensibility, content and organization, vocabulary, spelling and grammar. Instructors match the student’s performance in each area to an accurate description of it on the rubric to get a point value.
3. Basic cultural reading selection and short answer comprehension questions embedded on the final exam. |
1. Students receive at least a score of 35/50 when scored on the departmental Oral Proficiency Rubric.
2. Students receive at least a score of 35/50 when scored on the departmental Writing Rubric.
3. Students answer at least 80% of the questions correctly.
|
|
|
|
|
Spanish 160 |
Intended Student Learning Outcomes |
Assessment Task |
Expected Level of Achievement |
Results of Evaluation |
Use of Results /plans |
At the end of a 160 level Spanish class, students will be able to:
1. Recall, identify, translate and label basic Spanish medical terminology for body parts, organs, systems, symptoms, and illnesses.
2. Vocally elicit and translate basic health status, health information and health care instructions for both the medical staff and the patient.
3. Show comprehension of a reading selection about basic common healthcare concerns. |
1. Embedded multiple choice, fill in the blank, translation, and picture identification vocabulary questions on the final exam.
2. Oral interview at the end of the semester utilizing a departmental rubric. The rubric describes a student’s performance at different levels of proficiency in the following areas: organization and fluency, vocabulary/content, structures, pronunciation and elocution, comprehension. Instructors match the student’s performance in each area to an accurate description of it on the rubric to get a point value.
3. A basic reading selection and short answer comprehension questions embedded on the final exam. |
1. Students answer at least 80% of the questions correctly.
2. Students receive at least a score of 35/50 when scored on the departmental Oral Proficiency Rubric.
3. Students answer at least 80% of the questions correctly.
|
|
|
|
| Top of page |
Spanish 210 |
Intended Student Learning Outcomes |
Assessment Task |
Expected Level of Achievement |
Results of Evaluation |
Use of Results /plans |
At the end of a 210 level Spanish class, students will be able to:
1. Engage in a meaningful conversation about social issues and cultural aspects covered in class, demonstrating command of 210 level vocabularies, structures and pronunciation and showing comprehension of standard speech.
2. Create and perform an organized presentation about social issues or cultural aspects covered in class, comparing and contrasting them to other cultures and demonstrating command of 210 level vocabulary and structures in the target language.
3. Read and show comprehension of a passage about social issues or cultural aspects covered in class, and which incorporates 210 level vocabulary and structures. |
1. Oral interview at the end of the semester utilizing a departmental rubric. The rubric describes a student’s performance at different levels of proficiency in the following areas: organization and fluency, vocabulary/content, structures, pronunciation and elocution, comprehension. Instructors match the student’s performance in each area to an accurate description of it on the rubric to get a point value.
2. Oral presentation graded utilizing a departmental presentation rubric. The rubric describes the student’s performance at different levels in the following areas: organization, knowledge of subject (includes grammar and vocabulary), visuals, mechanics, eye contact/audience interaction, elocution/pronunciation.
3. 210 level reading selection about social issues or cultural aspects and comprehension questions embedded on the final exam. |
1.Students receive at least a score of 35/50 when scored on the departmental Oral Proficiency Rubric.
2. Students receive at least a score of 35/50 when scored on the departmental Presentation Rubric.
3. Students answer at least 80% of the questions correctly.
|
|
|
|
| Top of page |
Spanish 211 |
Intended Student Learning Outcomes |
Assessment Task |
Expected Level of Achievement |
Results of Evaluation |
Use of Results /plans |
At the end of a 211 level Spanish class, students will be able to:
1. Engage in a meaningful conversation about social issues and cultural aspects covered in class, demonstrating command of 211 level vocabularies, structures and pronunciation and showing comprehension of standard speech.
2. Create and perform an organized presentation about social issues or cultural aspects covered in class, comparing and contrasting them to other cultures and demonstrating command of 211 level vocabulary and structures in the target language.
3. Write a cohesive essay about social issues, cultural productions or cultural aspects covered in class, comparing and contrasting them to other cultures and demonstrating command of 211 level vocabulary and structures in the target language. |
1. Oral interview at the end of the semester utilizing a departmental rubric. The rubric describes a student’s performance at different levels of proficiency in the following areas: organization and fluency, vocabulary/content, structures, pronunciation and elocution, comprehension. Instructors match the student’s performance in each area to an accurate description of it on the rubric to get a point value.
2. Oral presentation graded utilizing a departmental presentation rubric. The rubric describes the student’s performance at different levels in the following areas: organization, knowledge of subject (includes grammar and vocabulary), visuals, mechanics, eye contact/audience interaction, elocution/pronunciation.
3. Essay of appropriate length written in class at the end of the semester and graded utilizing departmental rubric. The rubric describes a student’s performance at different levels in the following areas: comprehensibility, content and organization, vocabulary, spelling and grammar. Instructors match the student’s performance in each area to an accurate description of it on the rubric to get a point value. |
1.Students receive at least a score of 35/50 when scored on the departmental Oral Proficiency Rubric.
2. Students receive at least a score of 35/50 when scored on the departmental Presentation Rubric.
3.Students receive at least a score of 35/50 when scored on the departmental Writing Rubric.
|
|
|
|
|
|
