Program: East Asian Lang & Lit: Chinese (MA)
Date: Wed Sep 15, 2010 - 12:34:24 pm
1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.
Chinese Literature SLOs: In addition to the BA SLOs, recipients of the M.A. in Chinese literature should be able to: 1. Read with appropriate competency primary Chinese texts of all major periods and in all major linguistic forms (classical Chinese, early and modern Mandarin) and be able to translate them correctly into English. 2. Use dictionaries and other China-related bibliographic reference tools. 3. Have a basic knowledge of the historical development of Chinese literature in all its genres. 4. Develop familiarity with a variety of theoretical and critical approaches, both Chinese and Western, and their application in analyzing and interpreting Chinese texts. 5. Conduct scholarly research in their area of specialization, using primary and secondary materials available in the library.
2010: No changes to last year's SLOs.
2) As of last year, your program's SLOs were published as follows. Please update as needed.
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:
Other: SLOs will be published online soon
3) Below is the link to your program's curriculum map (if submitted in 2009). If it has changed or if we do not have your program's curriculum map, please upload it as a PDF.
- File (03/16/2020)
4) The percentage of courses in 2009 that had course SLOs explicitly stated on the syllabus, a website, or other publicly available document is indicated below. Please update as needed.
5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.
We need to test the current SLOs for another year, as we just implemented then last year and only had two new incoming MAs.
6) State the type(s) of evidence gathered.
We use final exam papers, comprehensive exams, and oral defense. Individual student advising sessions were also helpful to assess students' learning outcomes.
7) Who interpreted or analyzed the evidence that was collected?
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
8) How did they evaluate, analyze, or interpret the evidence?
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)
9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.
Each faculty member in the Chinese literature section (4 until Spring 2010) were involved in evaluating the MA students.
10) Summarize the actual results.
Definite results are not yet available, only tentative exist because we did not have a curriculum map until this year.
11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.
We used the tentative results to develop the curriculum map this year. We re-evaluated course offerings against students' needs, demands, and academic background. We had discussions (online unfortunately, since one core faculty member is on a Study Abroad Program this semester) and they were productive.
12) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, program aspects and so on.
See previous answer. Similar response applies here. New insight: we are encouraged to look at comparable programs within UHM and nationally to see how what assessment tools they use and how well they worked.
13) Other important information: