Unit: History
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:

3) Select one option:

Curriculum Map File(s) from 2014:

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.


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.)

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.



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.


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)

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)

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.

14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.