Program: Hawaiian (BA)
Degree: Bachelor's
Date: Fri Oct 15, 2010 - 2:51:05 pm
1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.
-
Speaking:
Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions on generally predictable topics related to daily activities and personal environment at an intermediate level of fluency and accuracyPresent information, concepts, and ideas to an audience of listeners at an intermediate level of fluency and accuracy
Listening:
Understand and interpret spoken Hawaiian at an intermediate level on familiar topics and everyday experiences strongly supported by situational context
Reading:
Comprehend and interpret a variety of simple texts written in Hawaiian of several paragraphs in length on familiar topics dealing with basic personal and social needs about which the reader has personal interest and/or knowledgeWriting:
Present information, concepts, and ideas to an audience of readers in a variety of simple written forms about familiar topics grounded in personal experience/interests and practical/social need using intermediate vocabulary, expressions, and structures to meet various practical writing needsCultures, Comparisons, Connections, Communities:
- Gain understanding of and respect for the Hawaiian culture and its people through the study of unique practices, perspectives, issues, and products of the culture that are expressed through and embedded in the Hawaiian language
- Develop insight into the nature of language and culture by comparing Hawaiian language and culture to other languages and cultures
- Apply knowledge of Hawaiian language and culture appropriately in authentic settings within and beyond the classroom in order to connect to other disciplines, contexts, and domains, access information, and interact with others in the Hawaiian language community
2) As of last year, your program's SLOs were published as follows. Please update as needed.
Department Website URL: (scheduled to be released in a few months)
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: Other: 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.
0% 1-50%
51-80% 81-99% 100%5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.
The program wanted to find out whether or not our undergraduate students were able to:
o Present information, concepts, and ideas to an audience of listeners at an intermediate level of fluency and accuracy.
o Present information, concepts, and ideas to an audience of readers in a variety of simple written forms about familiar topics grounded in personal experience/interests and practical/social need using intermediate vocabulary, expressions, and structures to meet various practical writing needs.
6) State the type(s) of evidence gathered.
In order to assess whether or not our undergraduate students were able to meet the previously stated SLOs, Kawaihuelani Center for Hawaiian language held a Hawaiian language competition. Participates were rated by a panel of judges. Judges were given grading sheets related to the category in which the student was participating. The competition included the following categories: video, memorized speech, demonstration speech, story telling, PowerPoint presentation, skit, song/chant composition, and book writing.
7) Who interpreted or analyzed the evidence that was collected?
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: 8) How did they evaluate, analyze, or interpret the evidence?
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: 9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.
50 pieces of evidence were collected at Mūkīkī Wai, the Hawaiian language gathering of students and class exhibition
|
Category |
Students |
Judges |
Total evidence |
|
Hai Olelo Haumana |
4 |
3 |
4 |
|
Haku Puke |
24 |
2 |
24 |
|
Hoopili Manaleo |
5 |
2 |
5 |
|
Haku Mele |
7 |
3 |
7 |
|
Haku Wikia |
10 |
3 |
10 |
|
Total pieces of evidence: |
50 |
10) Summarize the actual results.
The results ranked the participants for purposes of the language competition. Students were compared to other students enrolled in the same level of Hawaiian language. While the rubric employed differed for each category of the competition, all categories of the competition focused on the students’ language acquisition skills.
11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.
The program will be using the results of this undergraduate assessment pilot project to revise our assessment tools for next year.
Kawaihuelani Center for Hawaiian language is currently discussing how the results will be used and how the methodology may be improved for next year’s competition. The results of this event have not yet been distributed.
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.
Kawaihuelani Center for Hawaiian Language is in the process of creating a new assessment tool for our annual language competition and exhibition, Mükïkï Wai. Last year, rather than creating two panels to select the winners of the competition and to assess the progress of our students, the decision was made to only form one panel. The organizers of Mükïkï Wai decided that they would videotape the entire event and assess student progress at a later date. Reviewing the videotape proved to be a huge undertaking that did not come to fruition. Thus, we are revisiting the original idea of forming two separate panels for this May.
Refleciton on the Assessment Process:
This was a good learning opportunity for the program. We have identified gaps in our assessment process. At the departmental level, the Academic Affairs Committee is developing assessment tools for first, second, third, and fourth level Hawaiian language classes. At the school level, Hawaiÿinuiäkea School of Hawaiian Knowledge has created a Program Evaluation Committee to address issues related to assessment.