DISLS s Assessment Plan for B.A. in World Languages, Emphasis in Spanish

Transcription

1 DISLS s Assessment Plan for B.A. in World Languages, Emphasis in Spanish In summer 2015 DISLS faculty completed a major overhaul of the Spanish curriculum. The Undergraduate Curriculum Council approved the new Spanish curriculum in fall 2015, and it will be phased in starting in fall In fall 2015 DISLS was also invited to participate in the Program Assessment Pilot Group, an ad hoc committee assembled by the Provost s Office that includes faculty members from each of the university s colleges. The purpose of the group is to streamline the assessment process across colleges in anticipation of the Higher Learning Commission s (HLC) visit in fall 2019, especially since the HLC s evaluation of UALR s accreditation status will focus on the area of assessment. DISLS s Spanish unit viewed both the overhaul of its curriculum and its participation in the Program Assessment Pilot Group as a unique opportunity to redesign its program assessment plan. While the former Spanish assessment plan served DISLS well for over a decade, the new Spanish curriculum requires a new set of student learning outcomes. With the new curriculum s focus what students can do with a second language in a variety of professions, DISLS decided that a portfolio approach to assessment was the best path to pursue. The portfolios will not only demonstrate students levels of proficiency in the target language but will also show that students have acquired the necessary skills to be successful in a variety of jobs and to be lifelong learners. I. Principal Learning Goals for the B.A. in World Languages, emphasis in Spanish Goal 1. Communication (1.1 Interpersonal Mode of Communication, 1.2 Interpretive Mode of Communication, 1.3 Presentational Mode of Communication) Effective communication is paramount to any language program. Learning a second language takes place through face-to-face communication, communication through writing, and communication through the study of literature. Moreover, each of these aspects of language learning allows students to gain knowledge about, experience firsthand, and understand the culture of the language they are studying. Whereas in the past educators evaluated students success in a foreign language based on their mastery of the four language skills reading, writing, listening, and speaking educators today assess students success according to a new paradigm that focuses on three modes of communication: the Interpersonal Mode of Communication, the Interpretive Mode of Communication, and the Presentational Mode of Communication. This new paradigm took hold in the field of language study with the creation of the National Standards for Foreign Language Learning in the 21 st Century in The Standards were created through the collaboration of the most prominent language associations across the country, including the American Council on the Teaching of Foreign Languages (ACTFL) and the American Association of Teachers of Spanish and Portuguese. Developed for grades K- 16, the Standards are now widely recognized and used throughout the United States as a tool for assessing language programs and students performance in a second language.

2 2 Central to the Standards is the goal area of communication, which, as stated above, is comprised of three modes. The Interpersonal Mode of Communication refers to the active negotiation of meaning among individuals through speaking, writing, or reading. The Interpretive mode of Communication is characterized by the interpretation of meaning of either oral or written forms where there is no possibility of direct negotiation of meaning with the speaker or writer. Finally, the Presentational Mode of Communication pertains to the creation of messages that can be interpreted by members of the target culture without the opportunity for direct negotiation between members of the two cultures. In contrast to the former paradigm for language proficiency assessment, which evaluated proficiency based on discrete language skills, the new paradigm emphasizes the purpose of communication as well as the context in which authentic communication takes place. In other words, it describes language as it occurs in real life by taking into account the fact that people often transition from one mode of communication to another within a single communicative interaction, using several language skills at once. DISLS has adopted the new paradigm by designing its communication goal around the three modes of communication. Goal 2. Research Methods, Critical Thinking, and use of technology DISLS has combined the goals of research methods, critical thinking, and the use of technology since all three skills are interwoven in several of our upper-level courses and are necessary for success in all of our upper-level courses. Using the knowledge and skills they gain about research methods and the use of technology in SPAN 3317 Introduction to Literary and Cultural Studies, students will learn to use digital technologies and databases as tools to carry out research of the different types cultural texts they encounter in their classes. In addition, they will acquire the analytical abilities necessary to interpret critically narrative, poetry, film, and other cultural texts. Students will also gain knowledge of Hispanic cultures by examining the relationship between historical and cultural contexts of a text and possible interpretations or reactions of its readers/viewers. Finally, students will learn to articulate effectively the impact of literary and cultural texts on our experience in the world, especially with respect to visual culture (television, film, Internet, video). Goal 3. Ethics In line with UALR s mission as a metropolitan university, the goal of ethics in the Spanish program evaluates the quality of students interaction with the local community, as well as the global community. DISLS expects language majors to participate in civic life, stay informed, and understand civic processes at the local, national, and international levels. In addition, students will understand the local and global implications of civic decisions, and they will understand the importance of being a good citizen of UALR and the greater community. Finally, students will understand the ethical issues involved in the tasks of translating and interpreting.

3 3 II. Student Learning Outcomes 1.1 Communication: Interpersonal Mode of Communication Each major level of proficiency (novice, intermediate, advanced) has three sublevels (low, mid, high). DISLS has chosen the major levels and sublevels that best correspond to the appropriate levels of language proficiency for students in our lower-, intermediate-, and advanced-level classes. These proficiency guidelines were developed by DISLS s accrediting body, ACTFL. a. Novice (mid) 1. Students can communicate on very familiar topics using a variety of words and phrases they have practiced and memorized. b. Intermediate (low) 1. Students can participate in conversations on a number of familiar topics using simple sentences. Students can handle short social interactions in everyday situations by asking and answering simple questions. c. Intermediate (mid) 1. Students can participate in conversations on familiar topics using sentences and a series of sentences. Students can handle short social interactions in everyday situations by asking and answering a variety of questions. Students can usually say what they want to say about themselves and their everyday life. d. Advanced (low) 1. Students can participate in conversations about familiar topics that go beyond everyday life. Students can talk in an organized way and with some detail about events and experiences in various time frames. They can describe people, places, and things in an organized way and with some detail. They can handle a familiar situation with an unexpected complication.

4 4 1.2 Communication: Interpretive Mode of Communication a. Novice (mid) 1. Students can recognize some familiar words and phrases when they hear them spoken. Students can recognize some letters or characters. Students can understand some learned or memorized works and phrases when they read. b. Intermediate (low) 1. Students can understand the main idea in short, simple messages and presentations on familiar topics. Students can understand the main idea of simple conversations that they overhear. Students can understand the main idea of short and simple texts when the topic is familiar. c. Intermediate (mid) 1. Students can understand the main idea in messages and presentations on a variety of topics related to everyday life, personal interests and studies. Students can understand the main idea in conversations that they overhear. Students can understand the main idea of texts related to everyday life and personal interests and studies. d. Advanced (low) 1. Students can understand the main idea and some supporting details in organized speech on a variety of topics of personal and general interest. Students can follow stories and descriptions of some length and in various time frames. Students can understand information presented in a variety of genres on familiar topics, even when something unexpected is expressed. Students can understand the main idea and some supporting details on a variety of topics of personal and general interest. Students can follow stories and descriptions of some length and in various time frames and genres. 1.3 Communication: Presentational Mode of Communication a. Novice (mid) 1. Students can present information about themselves and some other very familiar topics using a variety of words, phrases, and memorized expressions. Students can write lists and memorized phrases on familiar topics.

5 5 b. Intermediate (low) 1. Students can present information on most familiar topics using a series of simple sentences. Students can write briefly about most familiar topics and present information using a series of simple sentences. c. Intermediate (mid) 1. Students can make presentations on a wide variety of familiar topics using connected sentences. Students can write on a wide variety of familiar topics using connected sentences. d. Advanced (low) 1. Students can deliver organized presentations appropriate to their audience on a variety of topics. Students can present information about events and experiences in various time frames. Students can write on general interest, academic, and professional topics. Students can write organized paragraphs about events and experiences in various time frames. 2. Research methods, critical thinking, and use of technology a. Novice 1. Students demonstrate rudimentary analytical abilities necessary to interpret critically narrative, poetry, film, and other cultural texts. Students show rudimentary skills when using digital technologies and databases as tools to carry out research of cultural texts. 2. Students demonstrate rudimentary knowledge of Hispanic cultures by examining the relationship between historical and cultural contexts of a text and possible interpretations or reactions of its readers or viewers. 3. In a rudimentary way students can articulate the impact of literary and cultural texts on our experience in the world, especially with respect to visual culture (television, film, Internet, video). b. Apprentice 1. Students demonstrate a developing ability to apply analytical abilities necessary to interpret critically narrative, poetry, film, and other cultural texts. Students demonstrate a rudimentary ability to use digital technologies and databases as tools to carry out research of cultural texts.

6 6 2. Students demonstrate a developing knowledge of Hispanic cultures by examining the relationship between historical and cultural contexts of a text and possible interpretations or reactions of its readers or viewers. 3. Students show a developing ability to articulate the impact of literary and cultural texts on our experience in the world, especially with respect to visual culture (television, film, Internet, video). c. Proficient 1. Students demonstrate the analytical abilities necessary to interpret critically narrative, poetry, film, and other cultural texts. Students are capable of using digital technologies and databases as tools to carry out research of cultural texts. 2. Students demonstrate an adequate knowledge of Hispanic cultures by examining the relationship between historical and cultural contexts of a text and possible interpretations or reactions of its readers/viewers. 3. Students can adequately explain the impact of literary and cultural texts on our experience in the world, especially with respect to visual culture (television, film, Internet, video). d. Distinguished 1. Students demonstrate exceptional analytical abilities necessary to interpret critically narrative, poetry, film, and other cultural texts. Students effectively use digital technologies and databases as tools to carry out research of cultural texts. 2. Students demonstrate exceptional knowledge of Hispanic cultures by examining the relationship between historical and cultural contexts of a text and possible interpretations or reactions of its readers/viewers. 3. Students effectively articulate the impact of literary and cultural texts on our experience in the world, especially with respect to visual culture (television, film, Internet, video).

7 7 3. Ethics a. Novice 1. Students show a minimal awareness of the need to participate in civic life, stay informed, and understand civic processes at the local, national, and international levels. Students demonstrate a rudimentary understanding of the local and global implications of civic decisions. Students show a rudimentary awareness of the importance of being a good citizen of UALR and the greater community. Students show a rudimentary awareness of the ethical issues involved in translating and interpreting. b. Apprentice 1. Students show they are learning to participate in civic life, stay informed, and understand civic processes at the local, national, and international levels. Students demonstrate that they are beginning to understand the local and global implications of civic decisions. Students show they are learning the importance of being a good citizen of UALR and the greater community. Students show they have a growing awareness of the ethical issues involved in translating and interpreting. c. Proficient 1. Students participate in civic life and stay informed and understands civic processes at the local, national, and international levels. Students understand the local and global implications of civic decisions. Students understand the importance of being a good citizen of UALR and the greater community. Students understand the ethical issues involved in translating and interpreting. d. Distinguished 1. Students actively participate in civic life, stays informed, and understands civic processes at the local, national, and international levels. Students fully understand the local and global implications of civic decisions. Students fully understand the importance of being a good citizen of UALR and the greater community. Students fully understand the ethical issues involved in translating and interpreting.

8 8 III. Where will the objectives be addressed in your program? In which courses and through which activities will they be assessed? SLO 1: Communication (1.1 Interpersonal mode of communication, 1.2 Interpersonal mode of communication, 1.3 Presentational mode of communication). SLO 1.1, The Interpersonal Mode of Communication, will be measured throughout the program, with certain classes providing the opportunity for explicit coverage (collection of an artifact). It will be assessed in SPAN 2313 (Intermediate Spanish II), which serves as the bridge course from lower- to upper-level Spanish courses and is required of all minors and majors. It will be measured through the Versant Spanish Proficiency Exam, an interactive computerized exam whose scores closely correlate with the proficiency guidelines established by ACTFL. DISLS will also assess SLO 1.1 in SPAN 3313 Conversation and Presentation for Spanish through recorded task-based conversations on Blackboard, and in SPAN 4117 Senior Capstone, again, through the Versant Spanish Proficiency Exam. Students will demonstrate competence in SLO 1.1 throughout the program through tasked-based oral and written assignments. SLO 1.2, The Interpretive Mode of Communication, will be explicitly evaluated in SPAN 3313 Conversation and Presentation for Spanish through a multiple choice T/F comprehension assessment of an audiovisual text. It will also be evaluated in SPAN 3314 Writing for Spanish through an assessment of students responses to an assigned reading, and in SPAN 4117 Senior Capstone through the Versant Spanish Proficiency Exam. Students will demonstrate competence in SLO 1.2 throughout the program through interpretive reading and audiovisual assignments. SLO 1.3, The Presentational Mode of Communication, will be explicitly evaluated in SPAN 3313 Conversation and Presentation for Spanish through an individual recorded (on Blackboard) oral presentation on an assigned topic. It will also be explicitly assessed in SPAN 3314 Spanish for Writing through a formal written essay with a specific audience in mind. SLO 2: Research methods, critical thinking, and use of technology SLO 2 (Research Methods, Critical Thinking, and Use of Technology) will be explicitly measured in SPAN 3314 Writing for Spanish through a translation activity requiring adept use of bilingual dictionary. It will also be explicitly measured in SPAN 3317 Introduction to Literary Analysis and Cultural Studies through an assigned annotated bibliography (Modern Language Association style, MLA style) in Spanish on an assigned topic that requires students to navigate databases and scholarly websites. Finally, it will be measured in SPAN 3361 Seminar through an assigned annotated bibliography (MLA style) in Spanish on an assigned topic that requires students to navigate databases and scholarly websites and a formal mid-length essay (MLA style) that requires students to converse with other critics ideas.

9 9 SLO 3: Ethics SLO 3 will be assessed in SPAN 2313 Intermediate Spanish II through students own written description of their level of proficiency in Spanish and what they can and cannot do at that level, and a survey of students attitudes regarding Spanish language, cultural competency and society. SLO 3 will also be assessed in SPAN 4117 Senior Capstone through the same two assessments assigned in SPAN 2313, plus a written reflection on Spanish in the community, which addresses students experiences with Spanish in service and civic life at local, national and international levels. Below is a broad curricular map showing where each SLO will be assessed and to what degree, as well as a grid indicating where each SLO will be addressed with substantial emphasis and how it will be assessed (what type of artifact will be collected for the students portfolios.

10 10 General curricular map: Explanation of Terminology Outcome Criteria Explicit: The outcome s criteria are explicitly stated as being a learning goal for this course. Demonstrate Competence: Students are asked to demonstrate their competence on this outcome s criteria through homework, projects, tests, etc. Formal Feedback: Students are given explicit feedback on their performance regarding this outcome s criteria. Not covered: This outcome is not addressed in any of these ways in this course. DISLS s Student Learning Outcomes 1) Communication 1.1) Interpersonal Mode of Communication 1.2) Interpretive Mode of Communication 1.3) Presentational Mode of Communication Outcome Criteria Explicit Demonstrate Competence 2313, , 1312, 2311, 2313, 3303, 3313, 3314, 3316, 3317, 3334,3334, 3335, 3351, 3352, 4310, , 3313, , 3313, , 1312, 2311, 2313, 3303, 3313, 3314, 3316, 3317, 3334, 3344, 3335, 3351, 3352, 4310, , 1312, 2311, 2313, 3303, 3313, 3314, 3316, 3317, 3334, 3344, 3335, 3351, 3352, 4310, 4361 Formal Feedback 1311, 1312, 2311, 2313, 3303, 3313, , 1312, 2311, 2313, 3303, 3313, , 1312, 2311, 2313, 3303, 3313, 3314 Not Covered ) Research Methods, critical thinking, use of technology 3314, 3317, , 2312, 3303, 3313, 3314, 3316, 3317, 3334, 3344, 3335, 3351, 3352, 4310, ) Ethics 2313, , 3315, 3344, , 3351, 3352, , 1312, 2311, 2313, 3303, 3313, 3316, , 3344, , 1312, 2311, 3303, 3313, 3316, 3317, 3334, 3335, 3351, 3352, 4361

11 11 Spanish Program Learning Objectives Coverage with Substantial Emphasis and with Corresponding Artifacts Course: SPAN 2313 (Intermediate Spanish II) (This course is a bridge course from basic language to upper-level coursework and begins the major/minor/certificate in professional Spanish. Entails a Spanish for the Professions module.) Student Learning Outcome Artifact Ethics (3) Survey of student s attitudes regarding Spanish language, cultural competency and society (to be repeated in 4117) Written description of student s level of proficiency in Spanish and what they can and cannot do at that level Communication: Interpersonal (1.1) Versant Spanish Proficiency Exam Course: SPAN 3313 (Conversation and Presentation for Spanish) Student Learning Outcome Artifact Communication: Interpersonal (1.1) Task-based, threaded discussion on Blackboard or (written) Recorded task-based oral conversation among 2-3 students in Blackboard Collaborate (oral) Communication: Presentational (1.3) Individual recorded oral presentation on an assigned topic Communication: Interpretive (1.2) Multiple choice/t-f comprehension assessment of audiovisual text Course: SPAN 3314 (Writing for Spanish) Student Learning Outcome Artifact Communication: Interpretive (1.2) Written response to an assigned reading Communication: Presentational (1.3) Formal written essay with a specific audience in mind Research Methods and Use of Technology (2) Translation activity requiring adept use of bilingual dictionary

12 12 Course: SPAN 3317 (Introduction to Literary Analysis and Cultural Studies) Student Learning Outcome Artifact Research Methods and Use of Technology (2) Annotated bibliography (MLA style) in Spanish on an assigned topic that requires students to navigate databases and scholarly websites Critical Thinking (2) Formal brief essay in Spanish that is a close analytical reading of an assigned text Course: SPAN 4361 (Seminar: Topics Vary) Student Learning Outcome Artifact Research Methods and Use of Technology (2) Annotated bibliography (MLA style) in Spanish on an assigned topic that requires students to navigate databases and scholarly websites Formal mid-length essay (MLA style) that requires students to converse with other critics ideas Critical Thinking (2) Formal mid-length essay (MLA style) that requires students to converse with other critics ideas Course: SPAN 4117 (Senior Capstone) Student Learning Outcome Artifact Communication (1.1, 1.2) Versant Spanish Proficiency Exam Written reflection on Spanish in the Community, which addresses student s experience with Spanish in service and civic life at local, national and international levels Ethics (3) Written description of student s level of proficiency in Spanish and what they can and cannot do at that level Written reflection on Spanish in the Community, which addresses student s experience with Spanish in service and civic life at local, national and international levels Survey of student s attitudes regarding Spanish language, cultural competency and society (first administered in 2313)

13 13 To insure reliability and validity of measures, DISLS Spanish faculty will create a rubric for each Student Learning Outcome by which they can evaluate students artifacts. Spanish faculty will meet in April to begin designing the rubrics. In addition, next fall prior to the collection of the first round of data, Spanish faculty will hold a norming session to ensure greater reliability and validity among faculty members ratings of each artifact. All artifacts, except for the Versant Spanish Proficiency Exam, will be embedded in courses and housed on Blackboard. No artifact will contain the student s name, and artifacts collected in upper-level classes will be collected from every student who submits one in the class. Faculty teaching courses in which artifacts are assessed are responsible for ensuring the artifacts are uploaded to Blackboard, and all faculty teaching courses from SPAN 2313 Intermediate Spanish II to SPAN 4117 Senior Capstone will be responsible for analyzing data. DISLS s portfolio-based assessment plan is designed to assess the program s student learning outcomes at various milestones in the curriculum: SPAN 2313 Intermediate Spanish II, which, as stated previously, serves as the bridge course to the upper-level courses; SPAN 3313 Conversation and Presentation for Spanish, SPAN 3314 Writing for Spanish, and SPAN 3317 Introduction to Literary Analysis and Cultural Studies, all three of which serve as the skills courses necessary for success in upper-level courses. DISLS s assessment plan is based on a five-year cycle. Student learning outcomes 1.1 and 1.2 will be assessed in year one; 1.3 will be assessed in year two, student learning outcome 2 will be assessed in year three, and student learning outcome 3 will be assessed in year four. The fifth year will be used to evaluate aggregate data and make any necessary adjustments to the program. Stakeholder involvement: All Spanish faculty members will be involved in the assessment process, some more directly than others. Each fall an assessment meeting will be held to prepare for the collection of artifacts and to discuss any pending assessment issues, and faculty will meet in the spring to evaluate artifacts. In the fourth year of the assessment cycle a survey designed to evaluate the Spanish program will be sent out to alumni, employers, and community partners. DISLS will use the data from the surveys, as well as the aggregate data from the previous three years, to make any changes necessary to the program. Assessing assessment: DISLS will inform the CALS assessment committee if it has any questions about or ideas for improving the assessment process.