Program: Japanese (BA)
Date: Tue Oct 16, 2012 - 3:38:22 pm
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
[SLO1: ORAL] Engage in oral communication in Japanese in various social contexts, in linguistically and culturally appropriate ways.
[SLO2: READING] Read and comprehend texts written in Japanese 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 Japanese.
[SLO4: RESEARCH] Use a variety of Japanese reference works and sources, including dictionaries and encyclopedias both in book form and on the internet.
[SLO5: RESEARCH] Conduct independent research on topics in Japanese 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 Japanese samples.
[SLO7: LITERATURE] Identify and describe major authors, works, features, forms, and styles of Japanese literature, both premodern and modern.
[SLO8: LITERATURE] Analyze and interpret works of Japanese poetry, prose, and drama, read both in translation and in the original Japanese, using terms appropriate to each genre.
[SLO9: LITERATURE] Situate and evaluate Japanese literature in its social, historical, intellectual, and religious contexts.
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: http://hawaii.edu/eall/japanese/courses/
3) Select one option:
- 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) Did your program engage in any program assessment activities between June 1, 2011 and September 30, 2012? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
No (skip to question 14)
6) For the period June 1, 2011 to September 30, 2012: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
Q1: To what extent do students understand the overall goals embodied in the SLOs for the major?
Q2: To what degree do students graduating from the Japanese program feel they can perform the SLOs? (Indirect assessment involving all SLOs)
Q3: What are the strengths and weaknesses of the program and how can we help students to better achieve the SLOs?
Q4: At what level do graduates from the Japanese BA program speak Japanese? (Direct assessment of speaking skills—SLO1)
All SLOs were targeted.
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
1. Student self-ratings and opinions (collected as part of the College of LLL Online Student Exit Survey)/
2. OPI test results from graduating seniors.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
1. 17 of 35 graduating seniors (49%) responded to the Exit Survey.
2. 40 of 74 invited students (54%) took the OPI Test.
9) 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)
10) 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)
11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
The 2011-12 Exit Survey returned generally positive results. For Q. 12, "Overall satisfaction with the program," the majority of responses fell in the categories of "somewhat satisfied" or "very satisfied" for nearly all areas. This was also true for Q. 13, "Satisfaction with courses in the program." For Q. 15, "Self-assessment of learning outcomes," the majority of students responded with either a 4 or a 5 for all of the SLOs.
Within the overall pattern of satisfaction and achievement, there was one area of concern. A significant group of students (8 out of 17) were somewhat or very dissatisfied with course availability. (Q. 13.4) Comments showed that students had found registration to be a trial because of closed courses.
Of the forty students who took the OPI exam, 24 out of 40 students (60 %) were in either the Intermediate High or Intermediate Low category. We feel these are good and consistent results for students required to take four years of Japanese.
12) State how the program used the results or plans to use the results. Please be specific.
1. In last year's assessment, we learned that our students needed a clearer statement of the goals of our major. We wrote a new description indicating that the Japanese B.A. goes beyond a language major to require the study of linguistics and literature. The new description was posted prominently on the department webpage. It reads as follows:
In the Japanese major, students combine advanced language work with the study of Japanese linguistics and literature. The goal of the major is to produce students who are not only highly proficient in the language, but also have the capacity to work between languages and cultures. This kind of translingual and transcultural competence demands the ability to think critically about the Japanese language and about cultural products that use it as a medium; the study of linguistics gives students the tools to reflect on the form and function of the language, and the study of literature provides ways of appreciating and analyzing in cultural context what the Japanese have written over time. The major is designed for those who plan to eventually pursue Japan-oriented careers in the public and private sectors and the academy, as well as those who wish to explore and enjoy the Japanese language as a medium of social and cultural meaning.
We noted that there were no responses in this past year's survey indicating dissatisfaction with the linguistics and literature requirements. There were, in fact, extremely positive comments about linguistics and literature courses. Perhaps better communication has helped.
2. In the 2010-11 Exit Survey, we also noted the desire for more advanced courses. We subsequently proposed and are now offering Japanese 403 and 404, Fourth-Year Japanese for Advanced Speakers.
13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
We continue to have a lower rate of participation than we would like in the exit survey and the OPI exam. This is actually an institutional problem; the response rate for Japanese major graduates is actually slighly higher than for LLL as a whole. Perhaps consideration should be given to making the exit survey mandatory.