Assessment: Course Four Column SPRING 2015

Transcription

1 Assessment: Course Four Column SPRING 2015 Compton: Course SLOs (Div 2) - Spanish COM: SPAN 1:Elementary Spanish I Course SLO SLO # 1 Conversation Skills: - Upon completion of Spanish 1, successful students will converse in and comprehend Spanish using present tense, simple past tense, and ir + a + infinitive construction about everyday topics, such as introductions and descriptions about themselves and others within the limits of vocabulary appropriate to beginning Spanish 1. Course SLO Assessment Cycle: , (Spring 2015), (Spring 2016), (Spring 2017) Input Date: 12/21/2013 was holistic. It includes a written, oral, comprehension, reading, and cultural aspects. All students in all Spanish I courses did not use proper accent marks in greetings such as cómo estás? and they all did use the accent mark in the question of De dónde eres? Plus, they use accent marks in the wrong place. null.courseaction: To address the issue of oral competency, the student should have oral quizzes, and more reading time during the class. (04/24/2015) Correct usage of the simple present tense verb. to address the SLO deficiencies 83% of the students in all Spanish I courses were not able to are: Stronger emphasis in accent correctly conjugate the simple present tense verb ending in marks ar, -er, -ir. The most common error was found in the stem and more writing exercises in changing verb such as preferir and querer. stem-changing verbs ending in -ar, 71% of the students were able to correctly conjugate the -er, ir. simple present tense verb of tomar. And mandatory tutor visits. 17% of the students were able to correctly conjugate the present tenser verb ending in ar, -er, -ir. Correct usage of the simple past tense verb. 15% of all students were able to correctly conjugate the simple past tense in verbs ending in ar, -er, -ir endings. Observation: In the verb dormir the majority missed the accent mark. Example: durmio instead of durmió. Plus, some students were not able to identify the difference between the present and past. Correct usage of the construction ir + a + infinitive. 10/28/2015 Generated by TracDat a product of Nuventive Page 1 of 7

2 23% of all students in Spanish I were able to correctly use the construction ir + a + infinitive. 50% of the students were able to correctly conjugate the verb ir in the use of the ir + a + infinitive construction. 38% of all the students in Spanish I were able to correctly use the prepositional a in the use of the construction ir + a + infinitive. 28% of all the students in Spanish I were able to correctly use the infinitive in the ir + a + infinitive construction. In the oral assessment, the pronunciation results vary depending on the command of Spanish in the student. Spanish I courses have Spanish heritage speakers. These students tend to do well in the oral assessment, but they have poor understanding of Spanish grammar. Non-Spanish speakers struggle with the double "rr" pronunciation. They tend to pronounce the double "rr" such in "carro" into the single "r" "caro." This pronunciation changes the meaning of the word from "car" to "expensive." Non-Spanish heritage speakers, they also struggle with the pronunciation of the "ll." They will pronounce the personal pronoun of "ella" (she) into "ela." "Ela" has no semantic meaning in Spanish. The standards the Foreign Language Department use to determine the success was an oral exam. The students had 3 to 5 minutes to answer questions regarding their school routine and they also had to describe their family. The student oral capacity varies depending on if the students are heritage speakers and/or second language Presentation/Skill Demonstration - Students were asked to speak on their daily routine at school and they had to describe their family. They had to use Spanish tenses of (tener), (ir) and the Spanish present progressive. Standard and Target for Success: 90% of Spanish native Speakers met the success rate. 99% of the nonnull.courseaction: The Foreign Language Department recommendations are as follows: Spanish instructors should emphasize and allocate more oral discussions in the classroom. At least 30 minutes of lecture should focus on oral conversation. Students can orally practice Page 2 of 7

3 native speakers struggle meeting the standards. learners. A total of 100 students were evaluated and the results are as follows: 90% of the native speakers reproduce the Spanish pronunciation correctly. Some examples of irregularities are: The pronunciation of the silent Spanish [h] as in (hijo) is sometimes pronounced as the English [j]. Native speakers also tend to struggle with the correct pronunciation between (ga), (ge), (gi), (go), (gu) and the combine combination of (gue), (gui) and (güe), (güi). 95% of native speakers know how to correctly pronounce the conjugation of the verb (tener) and (ir) in the past tense. Some irregularities are in the stem changing verbs and in the first person singular of the regular verbs that become irregular in the first person singular. For example, some native speaker will tend to pronounce (yo sabo) instead of (yo sé) from the verb (saber). Some native speakers will also pronounce (yo haco) instead of (yo hago) form the verb hacer. Some native speakers also struggle with correct pronunciation of the stem changers. For example, some native speakers will pronounce (tú tenes) instead of (tú tienes) of the verb (tener). 99% of native speakers have a tendency to use codeswitching between Spanish and English. For example: (Tuve una clase de español, inglés y phychology), (yo voy los martes y los jueves a la clase de español y astronomy). 100% of second language learners will mispronounce the Spanish [h] sound for the English [j] sound. 99% of native speakers use proper and pronounce the right correlation between the subject and verb. 100% of native speakers use false cognates. For example: They tend to pronounce (librería) for (library), instead of pronouncing (biblioteca). 99% of second language learners have the same phonetic problems as native speakers regarding the pronunciation simple greetings and complete sentences regarding current events regarding Spanish culture. Spanish instructors should encourage their students to take part in the Spanish Spelling Bee Contest. The Spanish Spelling Bee Contest assist students in vocabulary build-up and with help them with the proper pronunciation. The Spanish instructors should have student s present oral presentations as part of their overall grade. The Foreign Language Department in conjunction with the ESL Department should collaborate and continue fomenting oral workshops between ESL students and Spanish second learners. The Foreign Language Department should work closely with the Student Success Center to have Spanish students utilize their resources such as the Rosetta stone program and there Spanish tutors. (05/19/2016) Page 3 of 7

4 between (ga), (ge), (gi), (go), (gu) and the combine combination of (gue), (gui) and (güe), (güi). They also struggle with the correct pronunciation of the irregular and stem-changing verbs, such as (tener) (hacer) and saber. But this tendency of mispronouncing irregular and stemchanging verbs is more pronounce in the second language learners. (05/15/2015) Dr. Norma Parker, Andrew Brabbee, Juan Antonio Tavárez SLO #2 - Reading Skills: - Upon completion of Spanish 1, successful students will read and comprehend short paragraphs in Spanish on topics such as places in the city, daily routines, fields of study, pastimes, vacations, and likes and dislikes. Course SLO Assessment Cycle: , (Spring 2015), (Spring 2016), (Spring 2017) Input Date: 12/21/2013 includes a holistic approach. It includes a students will score 70% or above in includes a holistic approach. It includes a Correct usage of the verb (Gustar) and the indirect subject pronoun. 39% of all the students were able to correctly use the indirect subject pronoun with the verb gustar. Observation: Some students were not able to correctly use the articles after the verb and before a noun. Example: Me gusta agua de piña, instead of Me gusta el agua de piña. Reading comprehension. 64% of all the students in Spanish I were able to comprehend the reading material. Observation: In answering the comprehension section, a few students had grammatical errors in their sentences. Correct usage of the verb (Gustar) and the indirect subject pronoun. to address the SLO deficiencies are: Stronger writing exercises with the reflexive verb in combination with the verb "gustar." Mandatory tutor visits. null.courseaction: In order to ensure that all students are successful next year, we will begin to create more handouts for students to practice Page 4 of 7

5 students will score 70% or above in 79% of all the students were able to correctly use the indirect subject pronoun with the verb gustar. Observation: Most, but not all, students were able to correctly use the articles after the verb and before a noun. comprehension skills. (05/19/2016) Reading comprehension: 77% of all the students in Spanish I were able to comprehend the reading material. Observation: In answering the comprehension section, fewer students had grammatical errors in their sentences as those from the year prior. (05/15/2015) SLO #3 - Writing Skills: - Upon completion of Spanish 1, successful students will write a 5 to 10 sentence paragraph in Spanish about themselves and everyday topics such as leisurely activities and academic life using the present tense, simple past tense, and ir + a + infinitive construction. Course SLO Assessment Cycle: , (Spring 2015), (Spring 2016), (Spring 2017) Input Date: 12/21/2013 is a holistic approach. The assessment includes Correct usage of Spanish grammar, sentence and vocabulary. 67% of all the students in Spanish I were able to write a paragraph using more than 5 sentences. Observation: The majority of students wrote using the present tense. Example: Yo soy María. The verb most commonly use is the present tense of ser and the verb gustar. In some cases, the student will use the possessive mi instead of the reflexive me. Another grammatical error is the confusion of the verb to be for indicating age, instead of using the verb to have. Example: Yo soy veintiún años, instead of Yo tengo veintiún años. to address the SLO deficiencies are: Stronger emphasis in writing paragraphs and and sentences. is a holistic approach. The assessment includes null.courseaction: In order to increase our success rate next semester, instructors will work Page 5 of 7

6 Students were asked to demonstrate the correct usage of Spanish grammar, sentence, and vocabulary. 77% of all the students in Spanish I were able to write a paragraph with at least five sentences. However, we did find that the majority of students wrote their paragraphs using the present tense and struggled with writing in the past and future tenses, which resulted in some verb conjugation confusion. (10/23/2015) together to create activities that encourage students to use a variety of verb tenses to make their writing stronger and more robust. (05/19/2016) SLO #4 - Knowledge of Hispanic Culture: - Upon completion of Spanish 1, successful students will demonstrate basic awareness of Hispanic culture, such as values, customs, surname system, meals, etc. Course SLO Assessment Cycle: , (Spring 2015), (Spring 2016), (Spring 2017) Input Date: 03/27/2014 is a holistic approach. It includes written, oral, reading comprehension and cultural aspects. Hispanic Culture (Oral) dictation. 100% of all the students in Spanish I were not able to correctly demonstrate basic awareness of Hispanic culture, such as values and customs. Observations: The students were not able to properly identify countries in a geographical map. They do not use proper capitalization for countries. Plus, there is a constant miss spelling of the letter H. Example: abana instead of Habana. Lack of punctuation is a constant recurrence. The students improperly use the letter n for the ñ in words such as España. Some students also used the combination of nia in substitution of ñ. Example: Espania instead of España. The majority of students are not well rounded in general history of Spain and of Latin America. to address the SLO deficiencies is: A language lab is needed. Action Category: Program/College Support is a holistic approach. It includes written, oral, null.courseaction: In order to increase student achievement in the knowledge of Hispanic Page 6 of 7

7 reading comprehension and cultural aspects. Hispanic Culture (Oral) dictation. 79% of all the students in Spanish I were able to demonstrate a basic awareness of Hispanic culture, including as values and customs. Most students demonstrated that they were able to identify various countries and regions where Hispanic Culture flourishes. Some students struggled with punctuation and sentence structure. For example, students improperly use the letter n for the ñ in words such as España. Many students struggled to demonstrate more than a basic knowledge in general history of Spain and of Latin America. (05/15/2015) Culture, instructors will continue to brainstorm new ways to communicate cultural mores and folkways to students. For example, videos, documentaries, guest speakers, literature, food demonstrations, playing music during group work, and required visits to art museums could all be ways to further submerge students into the Hispanic Culture successfully. (05/19/2016) Page 7 of 7