Program: Spanish (BA)
Degree: Bachelor's
Date: Thu Oct 15, 2020 - 4:25:37 pm
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. SLO 1 Analyze, evaluate, critique, describe, and develop intercultural competence in the language and literatures of Spain and Latin America within their socio-historical context.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively)
2. SLO 2 Conduct research, write research papers, and report orally in Spanish using appropriate professional registers on issues related to Hispanic culture, literature, and linguistics.
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report)
3. SLO 3 Develop cultural awareness, international engagement, language and cultural immersion, and respect for cultural differences and social justice related to Hispanic cultures.
(1a. General education, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: https://manoa.hawaii.edu/llea/spanish/undergraduate-studies/
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: NA Other: 3) Please review, add, replace, or delete the existing curriculum map.
- File (10/16/2020)
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.
0% 1-50% 51-80% 81-99%
100%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):
No 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 SLOs6) Did your program engage in any program learning assessment activities between November 1, 2018 and October 31, 2020?
Yes No (skip to question 17)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.)
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: 8) Briefly explain the assessment activities that took place since November 2018.
Since we implemented a new curriculum, we have been analysis student final course evaluations and conducted teacher surveys to evaluate how he new curriculum is working
We moved our placement exams to a new platform (online) and developed protocols to conduct it fully online (including the advising), we have perfected those after last semester. We also created a new protocol and administered more than 300 placement tests for SPAN 101 students online so we could help those with previous language experience find their appropriate level.
We have also developed online tests to be able to grant language waivers and credit by exam while instruction is fully online.
All language faculty in the department met several times to discuss new forms of assessment for online language assessment.
Last year the Spanish Division faculty reviewed current BA requirements (i.e. all upper division courses) by taking into consideration enrollments, graduation rates, faculty availability, student surveys, and other relevant data.
9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)
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: Other 2: 10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
600 SPAN 101 students took the placemnet exam the first day,
500 students were surveyed mid semester
All langauge program faculty (12) participated in curriculum evaluation
All students participated in course and instructor evaluations (except last year which was optional)
11) 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) Dean/Director Other: 12) 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: 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.
Group interviews with faculty showed that we needed to develop protocols for our new online tests (for faculty and for students).
Students' survey revealed that they needed and wanted outside of class adidtional help.
Group interviews with faculty reveleaed that a cahnge in ways of assessing langauge gains while teaching online was critical.
From surveys and interviews we know that the curriculum is working well (after several adjustments).
Students and faculty required extra help with language and with technology.
14) 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) Other: 15) Please briefly describe how the program used its findings/results.
We administered the new online placement tests to 298 students enrolled in SPAN 101 so we could help those with previous language experience find their appropriate level. 40 students benefited from this and moved to higher level courses after close advising with our faculty
We are making adjustments accordingly (e.g., we reduced number of chapter in our last semester in favor of more in-depth practice and exposure to cultural activities).
We have changed our traditional student assessment (chapter tests, mid term and final test) to performance-based assessment (e.g, portfolios, projects, and tasks). End of semester exams (2018-2019) and projects/portfolios (2019-2020) demonstrated progress of students at different rates. New forms of assessment work better to demonstrated language outcomes online.
We are now providing online free tutoring to those students that need more language support.
Dr. Marta González-Lloret is offering a twice a month workshop on issues of teaching langauges online, Q&A/support sessions for faculty and TAs (e.g., tips for effective online feedback, Google folders, jamboard, surveys, interactivity in Zoom, creating rubrics for onilne oral performance, creating digita stories...)
In addition, given the current budget crisis and the restructuring proposed by the Provost and President, we are currently in the processes of merging our BA with the rest of the BAs in our department (German, French, Classics & Russian) to create a more coherent unified BA.
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.
Our teachers need institutional support to teach online.
We don't have enough budget or resources to support students that require extra help.
New forms of assessment work better to demonstrated language outcomes online.
Our upcoming changes in the BA are completely top-down, forced on us, and definietly not based on any program assessment.