Assessment Report School of TAHSS Department: Modern Languages and Cultures Chair: Andrea Parada Assessment Coordinator: Donna Wilkerson- Barker Date of Presentation:10/01/13

Student learning outcomes list (*=assessed): * Language: Speaking Narrate and describe in the major time frames of past, present, and future in paragraph-length discourse with control of aspect; Present information, concepts, and ideas to an audience on a variety of topics; Language: Writing Exhibit control of the most frequently used target-language syntactic structures and a range of general vocabulary in writing for personal and professional needs; Language: Listening Identify the main facts and many supporting details in conventional narrative and descriptive oral texts, such as expanded descriptions of persons, places, and things, and narrations about past, present, and future events;

SLO list Language: Reading Identify some of the essential points of argumentative texts in areas of special interest or knowledge; Analyze, fully and with ease, conventional narrative and descriptive texts of any length as well as more complex factual material; Culture Demonstrate basic and comparative knowledge of history, politics, systems of belief, art, literature, and daily life of the culture studied; Explain the relationship between the practices and perspectives and the products and perspectives of the culture studied; Literature Compare and contrast major literary movements and relate them to the historical, social, and political circumstances that form the context of writers’ artistic production; Analyze texts using the vocabulary of literary analysis and taking into account formal and stylistic elements as well as themes and ideas.

SLOs Spanish Track II Identify the academic, social, and linguistic challenges of Spanish heritage speakers within the context of the United States educational system; Explain the role of culture in the development of multicultural America Identify the main facts and many supporting details in conventional narrative and descriptive oral texts Identify the major political, social, and historical issues regarding Bilingual Education in the United States Select culturally informed methods of instruction and assessment for the bilingual classroom Identify some of the essential points of argumentative texts in areas of special interest or knowledge Exhibit control of the most frequently used target-language syntactic structures and a range of general vocabulary in writing for personal and professional needs Analyze the phonetic, morphological and sociolinguistic elements of Spanish dialects Present information, concepts, and ideas to an audience on a variety of topics

How was the assessment accomplished? Student work assessed: -Instructor-led oral examination graded according to a rubric (SLO 1) -Oral presentation graded according to a rubric (SLO 2) Measurement strategy: 80% of students will score at least 80% with the following levels: =exceeds 80-89=meets 70-79=approaches Under 70=does not meet Sample size (all eligible students): 10 Spanish students (SLO 1)20 Spanish students (SLO 2) 5 French students (SLO 1)8 French students (SLO 2)

Actual assessment data Benchmark: 80% of students will score 80% or higher SLO 1-Instructor-led oral examination graded according to a rubric French (456): Spanish (350): Percent exceeding: 2040 Percent meeting: 8050 Percent approaching:10 SLO 2-Oral presentation graded according to a rubric French (456)Spanish (461) Percent exceeding:5055 Percent meeting:5020 Percent approaching: 25 French (352) Percent exceeding:83 Percent meeting:17

Assessment results: What have the data told us? For SLO 2 (Present information, concepts, and ideas to an audience of listeners on a variety of topics), 25% of students in one course (SPN 461) did not meet the benchmark.

Data-driven decisions: How the department has or plans to “close the loop” based on these results. Based on these assessment results, slight modifications will occur at the level of pedagogy. In future semesters, students will evaluate the rubric used for assessment to assure that they understand performance criteria. Also, peer-review of presentations will be incorporated to allow students to better understand the mechanics of a good presentation.

What resources were used or have been requested to close the loop? None