Unit: Indo-Pacific Lang & Lit
Program: Philippine Lang & Lit (BA)
Degree: Bachelor's
Date: Thu Sep 04, 2014 - 1:39:41 pm

1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)

1. FILIPINO: Engage in oral communication in Filipino in various communicative contexts

(2c. Communicate and report)

2. FILIPINO: Read and comprehend texts written in Filipino from a variety of genres and contexts

3. FILIPINO: Write in Filipino in various contexts and for diverse audiences

(1a. General education, 2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture)

4. FILIPINO: Demonstrate a familiarity with current events, and exhibit knowledge of history and culture of various Philippine ethnic groups

(1a. General education, 3a. Continuous learning and personal growth, 3d. Civic participation)

5. FILIPINO: Analyze, evaluate and critique texts written in Filipino from a variety of genres and contexts

(1b. Specialized study in an academic field, 2a. Think critically and creatively)

6. FILIPINO: Conduct research on Filipino language and/or culture using acquired knowledge and skills

(1b. Specialized study in an academic field, 2b. Conduct research)

7. ILOKANO: Achieve a high level of proficiency in Ilokano using a holistic approach to learning the language.

(2c. Communicate and report)

8. ILOKANO: Achieve a deep understanding of Philippine culture and society through the study of language, literature, history, and the arts.

(1a. General education, 3b. Respect for people and cultures, in particular Hawaiian culture)

9. ILOKANO: Obtain training in the Ilokano language for careers in all areas of interpreting and translation, social and government service fields, customer relations, business, language teaching, and research.

(1a. General education, 3a. Continuous learning and personal growth, 3d. Civic participation)

10. ILOKANO: Equip students with linguistic skills in Ilokano for advanced studies and academic research.

(1b. Specialized study in an academic field, 2b. Conduct research, 3a. Continuous learning and personal growth)

11. ILOKANO: Develop analytical and critical thinking skills.

(1b. Specialized study in an academic field, 2a. Think critically and creatively)

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL: http://www.hawaii.edu/filipino, http://www.hawaii.edu/ilokano
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online: Ilokano Program Brochure, B.A. Philippine Language and Literature (Tagalog) brochure
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: NA

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.

Filipino: Through the College of LLL, we conducted exit surveys and OPI for all graduates of our B.A. program.

Then we designed a Filipino program assessment plan, the main goals of which are as follows:

  • to confirm and/or tweak the program’s student learning outcomes
  • to review and reformat the curriculum map
  • to create and implement a signature assignment for 300-400 level courses and use this as evidence for direct assessment

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.

Filipino:  1. Data from OPI interviews and exit surveys were gathered by the College of LLL.

2. To assess our SLOs, we will collect signature assignments from five 300-400 level courses. Target date to complete gathering data is December 2014.

8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.

Filipino: Our target is to collect data (signature assignments) from 3 teachers and 5 classes by the end of December, 2014. Since this is a pilot project, we will use all the data available. We will do purposive sampling in the future.

For the exit survey, the associate dean shared the data with the department chair and the Filipino faculty.

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)
Other: Filipino: For the signature assignment, a rubric will be used to interpret the evidence.

11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.

Filipino: For the period Spring 2012 to Spring 2014, a Filipino BA exit survey was conducted. Five students (100% response rate) responded to the survey.

The results showed that students were either  "somewhat satisfied" or "very satisfied" with several aspects of the program like faculty mentoring and advising, academic standards, extra-curricular activities, overall quality of instruction, relevance of the program. Areas that received "neutral" ratings from students are study tour, immersion and professional training opportunities.


12) State how the program used the results or plans to use the results. Please be specific.

Filipino: The exit survey identified the limited scholarship resources and its management as weaknesses of the program. The Filipino program will review its procedures for awarding scholarships and will develop a resource mobilization plan for the benefit of students.

For the current assessment plan, results are intended to be used to improve teaching strategies and assignments, and to propose/implement curriculum changes, if necessary.

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.

Filipino: The current budget crisis is good motivation for faculty to participate in assessment activities. Because resources are limited, it is imperative that we prove the value of our program with supporting evidence. The teachers are now motivcated to review our program so we can improve the delivery of services for students. We are all intent on improving our courses in order to attract more students to our program. With more students, we can receive more resources and maximize them.

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.