Program: History (MA)
Degree: Master's
Date: Fri Sep 12, 2014 - 3:29:57 pm
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
MA Student Learning Outcomes (SLOs)
1) Students can demonstrate an understanding of the theories and methodologies of the discipline of history.
2) Students can demonstrate a critical understanding of the historiography of their fields of specialization.
3) Students can conduct original research based on primary sources.
4) Students can write expository prose and orally present their ideas at an advanced level.
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://manoa.hawaii.edu/history/graduate
Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure URL, if available online: UHM Catalog. Page Number: Course Syllabi. URL, if available online: Other: Other: 3) Select one option:
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
0%
1-50% 51-80% 81-99% 100%5) Did your program engage in any program assessment activities between June 1, 2013 and September 30, 2014? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
Yes No (skip to question 14)6) For the period between June 1, 2013 and September 30, 2014: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
The academic year 2013-14, the Assessment Committee met to implement the first year of a Four-Year Gradaute Asessment Plan. Our assessment goal was to collect and assess samples of M.A. thesis relative to SLO#4 ("Students can write expository prose and present their ideas at a professional standard). The rubric for SLO#4 is as follows:
M.A. Scoring Guide for SLO #4:
Students can write expository prose and present their ideas at an advanced level.
|
Level |
Interpretation and Use |
|
3 – Accomplished |
Communicates sophisticated analytical ideas and arguments in near-publishable form Clear and coherent narrative Expressive grammatical use of language Correct use of citations and formatting
|
|
2 – Competent |
Clear and coherent narrative Grammatical use of language Correct use of citations and formatting
|
|
1 – Developing |
Lacks clarity and narrative organization Has some grammatical errors Has errors of citations and formatting
|
We used the same sample papers to work on the drafts of the rubric for SLO #3 ("Students can conduct original research based on primary sources"). The tentative rubric for SLO#3 - which is applicable for both M.A. and Ph.D. students at a moment - will be fine-tuned for finalization this academic year. Note also that the phrase, "and secondary," was added to SLO#3.
M.A./ Ph.D. Tentative Scoring Guide for SLO #3:
Students can conduct original research based on primary and secondary sources.
|
Level |
Interpretation and Use |
|
3 – Accomplished |
Ability to integrate primary and secondary sources to produce an original historical argument |
|
2 – Competent |
Skillful use of primary sources and a clear understanding of secondary sources
|
|
1 – Developing |
Uses primary sources and understands secondary sources |
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
We collected sample chapters from M.A. theses that had been submitted in preceding two semesters (Fall 2013 and Spring 2014).
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
A total of four sample chapters from four M.A. theses were collected for evaluation. The sampling technique was to obtain from our departmental archives the history M.A. theses from previous 2-4 semesters, identify sample chapters from the recent ones, and scan the selected chapters to be used for assessment purposes.
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Course instructor(s) Faculty committee Ad hoc faculty group Department chairperson Persons or organization outside the university Faculty advisor Advisors (in student support services) Students (graduate or undergraduate) Dean/Director Other: 10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Used a rubric or scoring guide Scored exams/tests/quizzes Used professional judgment (no rubric or scoring guide used) Compiled survey results Used qualitative methods on interview, focus group, open-ended response data External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam) Other: 11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
The scores of the sample chapters generally met our expectations, as they invariably fell between levels 2 and 3 (i.e. "Competent" and "Accomplished"). The Assessment Committee was also able to confirm the adequacy of the rubric for M.A. SLO#4.
12) State how the program used the results or plans to use the results. Please be specific.
In light of the satisfactory level of competence demonstrated in the students' sample papers thus far, the Assessment Committee suggests no need for curriculum change at this time. The Assessment Committee will continue implementing the Four-Year Graduate Assessment Plan and make a final report to the department chair upon its completion.
13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
The Assessment Committee plan to finalize the rubric for SLO#3 and draw up the ones for SLO#2 and SLO#1 this academic year. In addition, it will prepare an "assessment form" that consists of the M.A. SLOs and rubrics. The purpose of the proposed assessment form is to have the faculty involved in the graduate assessment process, namely, by using the assessment form when chairing or taking part in an M.A. thesis defense. The assessment forms thus filled out by individual instructors may be returned to the Assessment Committee for data compilation, and its summary may be reported to the Department at large at the end of the Four-Year Graduate Assessment Plan. The members of the Assessment Committee will discuss the adequacy of this proposal in greater details this academic year.