Unit: Indo-Pacific Lang & Lit
Program: Philippine Lang & Lit (BA)
Degree: Bachelor's
Date: Thu Oct 08, 2015 - 10:50:22 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, 2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)

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, 1b. Specialized study in an academic field, 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) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2015:

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 learning assessment activities between June 1, 2014 and September 30, 2015?

No (skip to question 16)

6) What best describes the program-level learning assessment activities that took place for the period June 1, 2014 to September 30, 2015? (Check all that apply.)

Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)
Collect/evaluate student work/performance to determine SLO achievement
Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups
Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring)
Investigate curriculum coherence. This includes investigating how well courses address the SLOs, course sequencing and adequacy, the effect of pre-requisites on learning achievement.
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)

7) Briefly explain the assessment activities that took place in the last 18 months.

The College of LLL conducted an exit survey for BA Philippine Language and Literature majors with a 100% return rate for Filipino (n=8) and Ilokano (n=1) majors.

The Filipino program implemented its assessment plan that had four components: revision of our program SLOs and curriculum map, designing a signature assignment for 300-400 level courses. adapting a rubric for assessing signature assignments, and collecting samples of student work for actual assessment. The first three components are complete. For the last component, we collected sample papers and conducted a rubric calibration exercise involving instructors of 300-400 courses. We set a cut off score that is considered satisfactory for the signature assignment. This academic year, we plan to collect papers in order to rate signature assignments.

Jayson Parba and Pia Arboleda presented this assessment project at the "Assessment for Curricular Improvement" poster exhibit in April 2015, and the Assessment Leadership Institute in June 2015.

The Ilokano Program revisited its program SLOs and curriculum map.  The Program continues to seek internship/practicum opportunities to engage our students.  


8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)

Direct evidence of student learning (student work products)

Artistic exhibition/performance
Assignment/exam/paper completed as part of regular coursework and used for program-level assessment
Capstone work product (e.g., written project or non-thesis paper)
Exam created by an external organization (e.g., professional association for licensure)
Exit exam created by the program
IRB approval of research
Oral performance (oral defense, oral presentation, conference presentation)
Portfolio of student work
Publication or grant proposal
Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)
Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)
Thesis or dissertation used for program-level assessment in addition to individual student evaluation
Other 1:
Other 2:

Indirect evidence of student learning

Alumni survey that contains self-reports of SLO achievement
Employer meetings/discussions/survey/interview of student SLO achievement
Interviews or focus groups that contain self-reports of SLO achievement
Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement.
Student surveys that contain self-reports of SLO achievement
Other 1: The Ilokano Program utilizes an in-house exit survey and interview for all graduates.
Other 2:

Program evidence related to learning and assessment
(more applicable when the program focused on the use of results or assessment procedure/tools in this reporting period instead of data collection)

Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
Other 1:
Other 2:

9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

For the BA exit survey, all Filipino (n=8) and Ilokano (n=1) majors answered the survey.


10) 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)

11) 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)

12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.

Results of the College of LLL Exit Survey for the BA Phiippine Language and Literature Program (Filipino) indicate that the strengths of the program include faculty mentoring and advising, positive student morale, relevance of the program to their professional goals, the overall quality of instruction and variety of courses, among others. According to students' self-assessment of program learning outcomes, students are very satisfied with the way the program provides them with an in-depth understanding of Philippine culture and society. They rated improvement of their functional literacy and readiness for advanced studies as satisfactory. Areas for improvement identified are availability of scholarships, study abroad programs and library resources. A few comments also expressed a preference for classes with less than 20 students in order to enhance learning.

For direct assessment, the Filipino program will continue its assessment plan. By the end of Fall 2015, we will collect sample signature assignments and evaluate them according to the rubric. Results of this study will be included at next year's assessment report.



13) What best describes how the program used the results? (Check all that apply.)

Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.)
Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements)
Personnel or resource allocation changes
Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form)
Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops)
Celebration of student success!
Results indicated no action needed because students met expectations
Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue)

14) Please briefly describe how the program used the results.

Results of the survey were presented by the Associate Dean to the department chair and program coordinator. Results were shared with all Filipino program faculty.

Once direct assessment is completed, the faculty will meet again to discuss what changes in curriculum design, signature assignments or teaching strategies need to be made.

15) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

When implementing an assessment plan, it is beneficial to begin working with instructors who are open to the idea of assessment. This openness will then spread to other instructors who may have been previously reluctant to engage in assessment.

When goals and the implications of assessment are clearly explained, the faculty become more willing to engage in assessment. However, it is difficult to perform assessment tasks while being full-time instructional faculty.

16) If the program did not engage in assessment activities, please explain.