Unit: East Asian Languages & Literatures
Program: Korean (BA)
Degree: Bachelor's
Date: Fri Oct 09, 2009 - 10:16:59 pm

1) List your program's student learning outcomes (SLOs).

[SLO1: ORAL]  Engage in oral communication in Korean in various social contexts, in linguistically and culturally appropriate ways.

[SLO2: READING]  Read and comprehend texts written in Korean from a variety of genres and contexts (e.g., newspapers, essay collections, novels).

[SLO3: WRITING]  Apply critical thinking and rhetorical skills to produce coherent written works and presentations in both English and Korean.

[SLO4: RESEARCH]  Use a variety of Korean reference works and sources, including dictionaries and encyclopedias both in book form and on the internet.

[SLO5: RESEARCH]  Conduct independent research on topics in Korean literature and/or linguistics, and effectively communicate the results.

[SLO6: LINGUISTICS] Demonstrate an understanding of phonology, morphology, syntax, and semantics through analysis of words, phrases, and clauses from authentic Korean samples.

[SLO7: LITERATURE] Identify and describe major authors, works, features, forms, and styles of Korean literature, both premodern and modern.

[SLO8: LITERATURE]  Analyze and interpret works of Korean poetry, prose, and drama, read both in translation and in the original Korean, using terms appropriate to each genre. 

[SLO9: LITERATURE] Situate and evaluate Korean literature in its social, historical, intellectual, and religious contexts.

2) Where are your program's SLOs published?

Department Website URL:
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: They will be published on the department website soon.

3) Upload your program's current curriculum map(s) as a PDF.

No map submitted.

4) What percentage of courses have the course SLOs explicitly stated on the course syllabus, department website, or other publicly available document? (Check one)


5) State the SLO(s) that was Assessed, Targeted, or Studied

6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity

Q1:  To what degree, do students graduating from the Korean BA program think they can perform the SLOs?  (Indirect assessment involving all SLOs)

Q2: What are the strengths of the program and how can we help the students to better achieve the SLOs? 

Q3: At what level, do senior students majoring in the Korean BA program speak Korean?  (Direct assessment of speaking skills –SLO1)

7) State the Type(s) of Evidence Gathered

Evidence 1: Student self-ratings and opinions (Collected as part of the College of LLL Online Student Exit Survey)

Evidence 2: Oral proficiency tests conducted and rated by certified ACTFL OPI testers (During the 2008-09 AY, Korean Language Flagship Center had 7 faculty with Oral proficiency interview (OPI) training. One of them is a certified ACTFL OPI tester. All the students in the Flagship program were interviewed by the Flagship faculty members.

8) State How the Evidence was Interpreted, Evaluated, or Analyzed

The data will be interpreted and evaluated by faculty in the Korean section.

9) State How Many Pieces of Evidence Were Collected

Exit survey data (Spring 2009): 8 students graduated from the Korean BA program were invited. 3 responded. 

Oral proficiency data (2008-09 AY): Flagship faculty internally conducted OPI interviews regularly for 10 Flagship BA students three times a year (before admission, after completion of the first semester, and after completion of the second semester).

10) Summarize the Actual Results

 Results are available from the following links. Korean BA exit survey results. Results relevant to this report are posted in the link below.  A complete report is available from the department upon request.

http://www2.hawaii.edu/~kondo/pdf%20files/Korean%20BA%20exit%20survey%20Spring%202009.pdfOral proficiency test results

Our ultimate goal of the Flagship program is to reach ILR 3, which is a professional proficiency level of Korean. After completion of one year, the Flagship BA students improved their OPI ILR levels by: one 3 ILR (from 2+), four 2+ ILR (from 2 or 2+), four 2 ILR  (from 2 or 1+), one 1+ILR.

11) Briefly Describe the Distribution and Discussion of Results

1. Who received the results?

The Korean section faculty

2. How did the discussion of the results take place?

The results will be discussed in future faculty and curriculum committee meetings.

12) Describe Conclusions and Discoveries

See #10

13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results

-Based on the 2008-09 assessment data, the Korean Section Faculty will be discussing what modifications to be made to the program.

-At present, there are 53 Korean BA majors including 21 BA Flagship students. In order to better serve their interests and needs, we have improved on faculty advising. All I-2 and above faculty are now advising our majors. Under the new advising system, each faculty member advises 5-7 students regularly. The 21 Flagship students are currently advised by two full-time Flagship Center faculty.

-It is important to promote research activities in our upper-level courses where substantial use of the target language is required (See SLOs 4&5). It’s one of the institutional goals to promote undergraduate research. We will be discussing the possibility of developing a capstone procedure where student senior work is produced in a designated capstone course and evaluated by the instructor and his/her advisor.

14) Reflect on the Assessment Process

Survey: How can we increase the response rate?

Oral proficiency testsSee the link in #10

15) Other Important Information

1. In 2007-08 AY, the curriculum committees of all three sections of EALL examined GPA data, which were collected from our undergraduate majors (N=114). Based on this examination, the committees decided to require majors in our BA programs to maintain a 3.0 GPA in their major coursework. The Advisory Committee also ratified the policy. This new requirement is now being reviewed by the College- and University-level Curriculum Committees.

2. In order to better respond to the internal and external needs for assessment, the EALL Assessment Committee has been formed. 

16) FOR DISTANCE PROGRAMS ONLY: Explain how your program/department has adapted its assessment of student learning in the on-campus program to assess student learning in the distance education program.

17) FOR DISTANCE PROGRAMS ONLY: Summarize the actual student learning assessment results that compare the achievement of students in the on-campus program to students in the distance education program.