Degree Program Assessment Reports : View Reports

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

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

3) Please review, add, replace, or delete the existing curriculum map.

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) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

6) Did your program engage in any program learning assessment activities between November 1, 2018 and October 31, 2020?

7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (Check all that apply.)

8) Briefly explain the assessment activities that took place since November 2018.

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

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

11) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

12) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

13) Summarize the results from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.

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

15) Please briefly describe how the program used its findings/results.

16) 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.

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

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

3) Please review, add, replace, or delete the existing curriculum map.

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) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

6) Did your program engage in any program learning assessment activities between November 1, 2018 and October 31, 2020?

7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (Check all that apply.)

8) Briefly explain the assessment activities that took place since November 2018.

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

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

11) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

12) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

13) Summarize the results from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.

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

15) Please briefly describe how the program used its findings/results.

16) 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.

17) If the program did not engage in assessment activities, please justify.

1. Demonstrate language and writing skills, including grammar, editing, awareness of audience, purpose, disciplinary conventions, and context

2. Demonstrate an ability to read critically and interpret a variety of texts

3. Demonstrate in writing the comprehension, analysis, and interpretation of a variety of texts

4. Demonstrate knowledge and comprehension of genres, rhetorical situations, and/or historical periods

5. Demonstrate an ability to use secondary sources in the analysis and interpretation of texts

6. Demonstrate knowledge and comprehension of Hawaiian and/or Pacific texts in cultural and historical context

1. Demonstrate language and writing skills, including grammar, editing, awareness of audience, purpose, disciplinary conventions, and context

2. Demonstrate an ability to read critically and interpret a variety of texts

3. Demonstrate in writing the comprehension, analysis, and interpretation of a variety of texts

4. Demonstrate knowledge and comprehension of genres, rhetorical situations, and/or historical periods

5. Demonstrate an ability to use secondary sources in the analysis and interpretation of texts

6. Demonstrate knowledge and comprehension of Hawaiian and/or Pacific texts in cultural and historical context

Unit: English
Program: English (BA)
Degree: Bachelor's
Date: Thu Oct 15, 2020 - 12:51:57 pm

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

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

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

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

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

(1a. General education, 1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 3b. Respect for people and cultures, in particular Hawaiian culture)

Department Website URL: http://english.hawaii.edu/undergraduate-program/

Student Handbook. URL, if available online:

Information Sheet, Flyer, or Brochure URL, if available online:

UHM Catalog. Page Number: English program information page (online)

Course Syllabi. URL, if available online:

Other:

Curriculum Map File(s) from 2020:

File (09/18/2020)

1-50%

51-80%

81-99%

100%

Yes, on some(1-50%) of the program SLOs

Yes, on most(51-99%) of the program SLOs

Yes, on all(100%) of the program SLOs

Yes

No (skip to question 17)

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 other pressing issue related to student learning achievement for the program (explain in question 8)

Other:

Assessment Activity 1: ENG 320

The two Spring 2019 instructors of ENG 320: Introduction to English Studies assessed students' achievement of the following SLOs (numbered 1-3 here for this report, but corresponding to the superceded versions of SLOs 1, 3, and 5) using the students' final papers:

1) Demonstrate language skills (e.g., grammar, editing)

2) Demonstrate in writing the comprehension, analysis, and interpretation of a variety of texts

3) Use secondary sources in the analysis and interpretation

Assessment Activity 2: BA Student Exit Survey (Students graduating from Fall 2017 to Summer 2020)

At the end of every Fall and Spring semester, students petitioned to graduate are sent an exit survey which asks for for feedback on various aspects of the program as well as how confident they felt in their achievement of each of the SLOs. The results are collated after each academic year.

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

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

Assessment-related such as assessment plan, SLOs, curriculum map, etc.

Program or course materials (syllabi, assignments, requirements, etc.)

Other 1: Survey of student feedback

Other 2:

Assessment Activity 1: ENG 320

ENG 320 section 1: 25 students

ENG 320 section 3: 12 students

Assessment Activity 2: BA Student Exit Survey (Students graduating from Fall 2017 to Summer 2020)

167 graduating BA students responded to the exit survey.

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: Associate Dean of LLL, Undergraduate Director, Asistant Director of Undergraduate Program

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:

Assessment Activity 1: ENG 320

ENG 320 section 1:

Students were given the following 4 rankings for each SLO: Very Good (A+ to A-), Good (B+ to B-), Average (C+ to C-) and Below Average (D+ to F)

All assessed elements in the student papers were deemed "Average" or better.

SLO 1 (Demonstrate language skills (eg., grammar, editing)): The majority of students scored "Very Good" (40% of students) and "Good" (40% of students)

SLO 2 (Demonstrate in writing the comprehension, analysis, and interpretation of a variety of texts): The majority of students scored "Very Good" (40% of students) and "Good" (40% of students)

SLO 3 (Use secondary sources in the analysis and interpretation of texts): The majority of students scored "Good" (52% of students)

ENG 320 section 3:

Students were given a score of 1-5:
5=Exceeds expectations 4=Meets expectations 3=Acceptable 2=Weak 1=Unacceptable

All assessed elements in the student papers were deemed “Acceptable” or better.
The percentage of students who met or exceeded expectations in each SLO is as follows:
SLO 1 (Demonstrate language skills (eg., grammar, editing)): 79% (average score 4.16)
SLO 2 (Demonstrate in writing the comprehension, analysis, and interpretation of a variety of texts): 71% (average score 4.04)
SLO 3 (Use secondary sources in the analysis and interpretation of texts): 79% (average score 4.16)

Assessment Activity 2: BA Student Exit Survey (Students graduating from Fall 2017 to Summer 2020)

With the exception of SLO 5, the majority of the 167 students indicated they felt "Very Well" prepared on each of the SLOs. Note that these are superceded SLOs.

“To what extent can you do the following?”

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)

Other:

Assessment Activity 1: ENG 320

The results were shared with the Department Chair.

Assessment Activity 2: BA Student Exit Survey (Students graduating from Fall 2017 to Summer 2020)

The surveys were reviewed and discussed by the Department Curriculum Committee.

In Spring 2020 the Curriculum Commitee reviewed and revised the student exit survey in order to gather more accurate and pertinent feedback from students.

1 Not at All

3 Adequately

No Response

1. Demonstrate an ability to read critically and interpret a variety of texts

2. Demonstrate in writing the comprehension, analysis, and interpretation of a variety of texts

3. Demonstrate knowledge and comprehension of texts and traditions in different historical periods

4. Use secondary sources in the analysis and interpretation of texts

5. Demonstrate knowledge of Hawaiian and/or Pacific texts in cultural and historical context