east asian languages and literatures

Exploring possibilities for, and effects of, Integrated Performance Assessments (IPAs) in the Department of East Asian Languages and Literatures, this poster reports an action study using IPAs in an undergraduate beginning Mandarin program. The poster first features a review of IPAs, followed by an overview of curriculum redesign and IPA test reconstruction. The poster then presents a concrete model for IPAs in a Chinese 101 and 102 Beginning Mandarin. Successful teaching activities and assessment task samples will be presented. The effects of this adaptation are demonstrated using quantitative and qualitative data, including oral assessment videos, writing samples, supplementary listening and reading materials, rubrics for scoring, test scores, student self-reflections, and more. The data show that students (1) generally favored using IPAs, (2) took initiative to review the IPA rubrics and to reliably engage in filling out "can-do" checklists, (3) demonstrated a positive correlation between IPAs and traditional test scores. The poster concludes that IPAs can be equally successful, and can offer more, in university foreign language classes.

Implementation of Integrated Performance Assessments (IPA) in Beginning Level Chinese Language Classes

Exploring possibilities for, and effects of, Integrated Performance Assessments (IPAs) in the Department of East Asian Languages and …

Given the complex nature of the requirements for the 6 degree programs offered by the department of East Asian Languages and Literatures (EALL), the issue of student and advisor concern over the accessibility of accurate information regarding these requirements is addressed. This poster describes the strategies and effort taken by the EALL graduate chair and faculty to merge the 6 graduate programs into two: one MA and one Ph.D. program in EALL through powerful program assessment processes: consolidating student learning outcomes (SLOs) and unifying curricula through curriculum mapping (CM) activity. The poster first highlights the enormous challenges in the merge process: consolidating 13 sets of SLOs and unifying 13 sets of courses/degree requirements while leveraging diverse input and preferences of graduate faculty. SLOs consolidation and CM development process are then detailed along with how faculty were aided in seeing the big program picture and focusing on program commonality instead of individual differences. Faculty engagement strategies, such as meeting with senior faculty individually, SLO content analysis, research of peer institution, and developing mock products first are provided. With the unified degree programs and revised assessment tools, EALL is becoming a unified department sharing common educational goals across different languages and tracks.

Merging graduate degree programs with the Program Assessment tool set

Given the complex nature of the requirements for the 6 degree programs offered by the department of East …

Oral proficiency in Mandarin is one of the core language skills targeted by the Chinese program learning outcomes. This skill is primarily assessed through ACTFL Oral Proficiency Interviews (OPI), a nationally recognized language proficiency test. Given the volunteer nature of the test participation, only BA Chinese major students with more confidence have participated in it. Even though the results have shown that seniors from the Chinese B.A. program is performing above expectation, the program is not satisfied with the interview participation rate. These students contributed the reasons of low level of participation to the lack of confidence and practice. To address this need, the program coordinator collaborated with faculty and re-engineered Chinese 411, a speaking capstone course to prepare students for the OPI test in the Fall 2013. A rubric was developed for students to understand the expectations so that they can prepare with guidance. During this course, students were trained with a series of Advanced Level oral performance tasks: self-introduction, description, narration in different time frames in paragraphs, and report of current event as well as various role-plays. After each module, they produced recordings of performance in simulated interviews similar to OPI. Two assistants outside of the class independently evaluated 6 to 7 oral performance recordings and provided feedback. The result of this curricular change is that students have increased confidence in oral performance and willingness to participate in the OPI.

Improving Oral Proficiency in Chinese Using Simulated OPI Assessment

Oral proficiency in Mandarin is one of the core language skills targeted by the Chinese program learning outcomes. …