Program: Spanish (MA)
Date: Thu Oct 13, 2011 - 4:09:43 pm
1) Below are your program student learning outcomes (SLOs). Please update as needed.
SLO 1.Apply analytical and critical skills in the interpretation of literature and other forms of visual and textual expression.
SLO 2a. Locate and retrieve relevant secondary criticism.
SLO 2b. Apply secondary criticism in research projects.
SLO 3. Demonstrate familiarity with texts that are representative of traditions in Latin America and Spain.
SLO 4. Demonstrate breadth and depth of knowledge of Ibero-Latin literary expressions.
SLO 5. Demonstrate breadth and depth of knowledge of Ibero-Latin cultural expressions.
SLO 6. (Teaching Assistants only) Demonstrate familiarity with current L2 teaching methodologies and practices. (via pilot class demonstrations, classroom observations, class presentations, and final exam/final project in LLL 455 or SPAN 658)
2) Your program's SLOs are 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: NA
3) Below is the link(s) to your program's curriculum map(s). If we do not have your curriculum map, please upload it as a PDF.
- File (03/16/2020)
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.
5) For the period June 1, 2010 to September 30, 2011: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
Are students achieving the SLOs?
Are the courses and faculty effective an dproductive?
Is the graduate students' language level adecuate?
6) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #5.
End of semester eCAFE evaluations
Final projects/research papers
Language diagnostic exam
Exit survey for graduating students
Comparison of previos and last MA exams
7) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
End of semester eCAFE evaluations (all students)
Final projects/research papers (all students)
Exams (all students depending on the course)
Language diagnostic exam (graduate students=10)
Exit survey for graduating students (3)
Comparison of previous MA and last MA exams (3)
8) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
9) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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)
10) For the assessment question(s) and/or assessment goal(s) stated in Question #5:
Summarize the actual results.
We did not receive a report from the Dean's office for the survey results since only three students took the survey.
The language diagnostic exam suggested the need that students have to improve their language before they can take their final MA exam.
The comparison of the previous and last MA exams confirmed that the time limit was more appropriate for the exam content that it was before it was change last year.
11) State how the program used the results or plans to use the results. Please be specific.
The time limit in the MA exam is going to be maintained as it was in this last version.
The results of the language diagnostic exam indicate the need of students for reinforcement on their language and writing skills before they are able to take their final MA exam. As a result, this semester a new graduate course is being offered to help students with their academic writing skills (SPAN 658, Seminar in Linguistics: Academic Writing).
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.
The language diagnostic exam for graduate students that was developed in house seems to be an accurate tool to identify students’ language needs at a high level proficiency.