Unit: East Asian Languages & Literatures
Program: Chinese (BA)
Degree: Bachelor's
Date: Wed Oct 14, 2015 - 3:42:43 pm

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

1. [ORAL]  Engage in oral communication in Chinese in various social contexts, in linguistically and culturally appropriate ways.

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

2. [READING]  Read and comprehend texts written in Chinese from a variety of genres and contexts (e.g., newspapers, essay collections, novels).

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

3. [WRITING]  Apply critical thinking and rhetorical skills to produce coherent written works and presentations in both English and Chinese.

(1a. General education, 2a. Think critically and creatively, 2c. Communicate and report)

4. [RESEARCH]  Use a variety of Chinese reference works and sources, including dictionaries and encyclopedias both in book form and on the internet.

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

5. [RESEARCH]  Conduct independent research on topics in Chinese literature and/or linguistics, and effectively communicate the results.

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

6. [LINGUISTICS] Demonstrate an understanding of phonology, morphology, syntax, and semantics through analysis of words, phrases, and clauses from authentic Chinese samples.

(1b. Specialized study in an academic field)

7. [LITERATURE & CULTURE] Identify and describe major authors, works, features, forms, and styles of Chinese literature, both premodern and modern.

(1b. Specialized study in an academic field)

8. [LITERATURE & CULTURE] Analyze and interpret works of Chinese poetry, prose, and drama, read both in translation and in the original Chinese, using terms appropriate to each genre.

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

9. [LITERATURE & CULTURE] Situate and evaluate Chinese literature in its social, historical, intellectual, and religious contexts.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 3b. Respect for people and cultures, in particular Hawaiian culture)

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

Department Website URL: http://www.hawaii.edu/eall/chn/undergrad.html
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number: p. 391-392, p.403-404
Course Syllabi. URL, if available online: http://hawaii.edu/eall/chinese/chn-courses/

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.

Developed an oral communication rubric to assess simulated oral proficiency interview in CHN411. Developed a rubric to assess writing and assessed student writings in CHN401, 402, 441, and 442. In addition, the college collected exit survey, on which students reported SLO achievement.

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:
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.

Out of 22 graduating majors, 10 students responded to the Exit Survey. 

__ had accetable performance on simulated oral communication task in CHN 441.

12 students final drafts were evaluated by 2 raters using the writing rubric.

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)
Other: Graduate assistants

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.


Exit Survey



N = 10

1.      Oral communication



7.      Identify and describe major literature



4.      References and sources



9.      Situate and evaluate literature



3.      Critical thinking and rhetorical skills



2.      Reading proficiency



6.      Linguistic knowledge/Skills



5.      Independent research



8.      Analyze and interpret literary works



Notes: The percentages show percent of students who reported that they could at least adequately perform on each of the outcome on the Exit Survey.

The percent under OPI is the percent of the students who achieved at least intermediate-mid level on the Oral Proficiency Interviews.


The results for Writing Communication:

The average score for the 12 majors in CHN 441 and 442 are as follows:

Overall: 3.68

Vocabulary: 3.99

Typos: 4.04

Grammar: 3.96

Organization: 3.66

Content: 3.57

The results support the conclusion that Chinese majors have achieved the writing related outcome in this reporting period.


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.

During the process of using the rubric to evaluate student writing, we realized that the rubric over-emphasized on linguistic proficiency rather than student critical thinking and communicative ability. To foster the critical thinking (SLO 3) and research skills (SLO 4 and 5) in our students, we redesigned CHN 401 and 402 to help students perform better in writing.

In the past, students were asked to write on 6 topics in 600-800 word essays. To enhance students' writing ability, we redesigned the courses so that students engage in project-based group tasks and are required to write a research paper in Chinese of 15-20 pages. In addition, students are asked to prepare a poster in Chinese to present their arguments and findings. The selected posters will be presented in the department hallway as examples for other students.


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.

The Chinese section held a sectional meeting to discuss the needs for the program assessment. Updated curriculum maps were shared and examined at the meeting. Chinese language coordinator shared what she learned from this year’s assessment workshop and an assessment plan on speaking and writing for this AY 14-15. Faculty members agreed that we need to learn more about the assessment requirements and procedures. They decided to have more discussion and informational sessions regarding this issue in this academic year.  

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