Spanish Department: Modern Languages



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Archival Summary Report: Departmental Learning Outcomes Assessment

(Please complete this form for each academic PROGRAM that is assessed.)


Program: Spanish Department: Modern Languages Division: Humanities
Department contact: Kathleen Connolly Date: 8.26.2015



  1. What learning outcome(s) was assessed?

Four language proficiencies: listening, speaking, reading, writing, per each level. Instructors gave oral interviews to students to test speaking skills, but these scores were not included because the assessment tools were not developed specifically for the DELE.


The Spanish section is still in the development phase with regards to our assessment tools. This is only the second year that the DELE has been used in any capacity, with some changes from 2013-2014. We are continuing to refine how the assessment is implemented and provide faculty with an opportunity to give ample feedback.


  1. Where did you get the data for assessment? (e.g., employer survey, embedded assessment, capstone or thesis project, class presentation)

Average percentile scores on reading and listening comprehension as well as a written essay at the end of the term. The Spanish Program is using the DELE (Diplomas de Español como Lengua Extranjera) tests from the Instituto Cervantes. The program and tests are internationally recognized Proficiency Exams.


Spanish 103 classes taught by Dr. Connolly, Mr. Jones, and Dr. Watts were tested using the DELE A2.

Spanish 203 classes taught by Ms. Braun were tested using the DELE B1

Spanish 303 classes taught by Dr. Giménez-Eguíbar were tested using the DELE B2

Spanish 319 classes taught by Dr. Marroquín were tested using the DELE C1


DELE exams are based on the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CERF): The CERF is “A common European framework for language learning, teaching and assessment.” Up to this point, the focus has been upon the nature of language use and the language user and the implications for learning and teaching.
Table 1. Common Reference Levels: global scale


Proficiency

User


C2

Can understand with ease virtually everything heard or read. Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations

C1

Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.

Independent

User


B2

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and Independent disadvantages of various options

B1

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Basic

User


A2

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate Basic need.

A1

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

3. What were the findings of the assessment? What did faculty learn about student learning from reviewing the data?


This chart presents the findings of the assessment of the Spanish Program based on DELE scores.


WOU LEVEL

SPAN 103

SPAN 203

SPAN 303

SPAN 319

CERF

A2

B1*

B2

C1

90-100%

RC: 15

RC: 0

RC: 0

RC: 0

LC 6

LC: 4

LC: 0

LC: 6

Comm: N/A

Comm: 19

Comm: N/A

Comm: N/A

Comp 18

Comp: 9

Comp: 2

Comp: 7

80-89%

RC: 13

RC: 2

RC: 0

RC: 0

LC: 12

LC: 0

LC: 0

LC: 2

Comm: N/A

Comm: 13

Comm: N/A

Comm: N/A

Comp: 24

Comp: 17

Comp: 3

Comp: 7

70-79%

RC: 11

RC: 2

RC: 1

RC: 6

LC: 18

LC: 0

LC: 0

LC: 7

Comm: N/A

Comm: 3

Comm: N/A

Comm: N/A

Comp: 9

Comp: 4

Comp: 4

Comp: 9

60-69%

RC: 4

RC: 4

RC: 1

RC: 6

LC: 0

LC: 2

LC: 6

LC: 3

Comm: N/A

Comm: 1

Comm: N/A

Comm: N/A

Comp: 4

Comp: 3

Comp: 4

Comp: 2

50 or less***

RC 9

RC: 20

RC: 18

RC: 14

LC: 17

LC: 30

LC: 14

LC: 8

Comm: N/A

Comm: 0

Comm: N/A

Comm: N/A

Comp: 1

Comp: 1

Comp: 2

Comp: 1

% of students scoring 60% and higher

Listening 69%

Reading: 82%

Writing 98%

Total average:83%



Listening: 6%

Reading: 22%

Speaking: 100%

Writing 92%

Total average:55%


Listening: 0.7%

Reading: 0.9%

Speaking: N/A

Writing 0.35%

Total average: 0%


Reading: 46%

Listening 69%

Speaking N/A

Writing 96%

Total average: 70%


*Braun included the independent oral exam as part of the results



**Legend:

LC stands for Listening Comprehension

RC stands for Reading Comprehension

Comm stands for Communication

Comp stands for Composition

*** There is no space included for 50-59 vs. 40-49, in both the 2014 and 2015 reports. The error was not caught until all faculty had submitted their results. That section will be included in the 2016 assessment report.



Improvement Strategies:
Faculty had many suggestion, which included improvements to the curriculum as well as to how to implement the assesment tool. The Spanish section will discuss each instructor’s report together, but below is a summary of the main points:
Comments and suggestions regarding the assessment tool (DELE exams):
While challenging, the DELE as a whole is a useful, realistic and practical evaluation.
Identify whether or not each DELE level meets the desired outcomes/goals and content of the program levels.
Given the results, perhaps return to what was done in 2014, with the A1 being adminstered to 103, A2 to 203, etc (a lower DELE level). Although the A2 was given the 103 with some success this year, instructors modified the test by including a gloss of several vocabulary words in the readings and other modifications to make the exam appropriate to a 103 level.
Comments and suggestions regarding the program/curriculum:
Standardization of the Spanish program.
More time devoted to listening and reading activities, practicing specific strategies, might help outcomes. The homework includes many excellent activities but students often do not put in the time necessary to do them.
Discuss possible changes to the curriculum.

(Rev. 2/2014)


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