2010 MASTER PLAN/PROGRESS REPORT

Transcription

1 2010 MASTER PLAN/PROGRESS REPORT Academic Program: Foreign Language Education (Spanish and French) Person Responsable : Nancy J. Cook, Assistant Professor of Spanish Date Submitted: May 14, 2010 Mission: Mission: The purpose of the Secondary Foreign Language Education Program is to provide a curriculum leading to the Bachelor of Arts in Teaching Secondary Foreign Language Education degree and meet the needs of candidates preparing to become professional teachers in the multicultural community of Southwest Louisiana and the global community. This program provides candidates with the necessary competencies to be certified to teach grades 6-12 based upon unit and state requirements for specific content areas. The Secondary Foreign Language Education Program enhances the teaching profession through a focus on: Critical Thinking Communication Reflection Collaboration Diversity Professionalism Service to the Community Institutional Mission Reference: The purpose of the Secondary Foreign Language Education Program reflects the department s focus as it relates to fulfilling state, professional, and national standards. The program purpose is consistent with the university s purpose/mission to stimulate students to maximum intellectual growth and love of learning, to cultivate the skills necessary for critical thinking and effective expression, to foster understanding of the multicultural world community, and to develop a sense of ethical responsibility. Assessment Methods Utilized: Standardized Exam (nationally normed) Standardized Exam (state-normed) Major Field Examination Internally-developed Examination Student Opinion Survey (SOS) National Survey of Student Engagement (NSSE) Employer Survey Graduate Survey Alumni Survey Data Repository Location:

2 Exit Survey/Interview/Exam Program-specific Survey Scoring of Essay Portfolio Evaluation Capstone Project Presentation Research Paper Research Project Course Summary Excel Spreadsheet Access Database Other - Please describe: Course Embedded Assessment Course Instructor Student Learning Outcome 1: Graduates apply critical thinking in academic and professional environments. Expected Level of Achievement Actual Data From Assessment Actions/Decisions The mean score of the FEE III indicators aligned with this outcome for candidates completing this program in the academic year are as follows: Content - Lesson Planning Classroom Management Assessment of Student Learning Minimum 4.2 mean score on indicators of final Field Experience Evaluation III (FEE III) that measure this outcome. INDICATORS: Content, Lesson Planning, Classroom Management, and Assessment of Student Learning. Minimum.5 growth between scores on midterm and final FEE III indicators aligned with this outcome. INDICATORS: Content, Lesson Planning, Classroom Management, Assessment of Student Learning, and Technology Minimum 80% percent of graduates pass Praxis II content exam(s) on first attempt. Minimum 80% percent of graduates pass Praxis II PLT exam on first attempt. The mean growth score between the midterm and final FEE III indicators aligned with this outcome for candidates completing this program in the academic year are as follows: Content - Lesson Planning - Classroom Management - Assessment of Student Learning - Technology - The pass rate on the first attempt for the PRAXIS II content exam for program completers was The pass rate on the first attempt for the PRAXIS II PLT exam for program completers was

3 Minimum 4.2 mean score on indicators from Senior Exit Survey (SES). INDICATORS: Planning, Management, and Teacher Education Training. LEVEL I--100% of FL Ed candidates will reach at least the Novice-High level in Listening, Speaking, Reading and Writing skills in the ACTFL Proficiency Guidelines (similar to the "Comprehension" level on Bloom's Taxonomy) at the end of Spanish 101. (ACTFL is the American Council on the Teaching of Foreign Languages) LEVEL II--100% of FL Ed candidates will reach at least the Intermediate-Low level in the above-mentioned skills (similar to the "Application" level of Bloom's Taxonomy) at the end of Spanish 102. LEVEL III--100% of FL Ed candidates will reach at least the Intermediate-Mid level in the above-mentioned skills (similar to the "Analysis" level of Bloom's Taxonomy) at the end of Spanish 201. LEVEL IV--100% of FL Ed candidates will reach at least the Intermediate-High level in the above-mentioned skills (similar to the "Synthesis" level of Bloom's Taxonomy) at the end of Spanish 202. LEVEL V--100% of FL Ed candidates will reach at least the Advanced Level in the above-mentioned skills (similart to the "Evaluation" level on Bloom's Taxonomy) in the Spanish courses at the 300 Level. LEVEL VI--100% of FL Ed candidates will reach at least the Advanced + Level in the above-mentioned skills (similar to the "Evaluation" level on Bloom's Taxonomy) in the Spanish courses at the 400 level. The mean score of the SES indicators aligned with this outcome for candidates completing this program in academic year are as follows: Planning - Management - Teacher Education Training Level I 100% of FL Ed candidates at Level I reached the Novice-high level in the 4 skills in the academic year. Level II 100% of FL Ed candidates reached the Intermediate-low level in the academic year. Level III 100% FL Ed candiates in level III reached the Intermediate-mid level in Level IV--_100% of FL Ed candidates reached the ACTFL level of Intermediate-High in Level V--100% of Spanish Education majors reached the Advanced level in Spanish 304. Level VI There were no declared FL Ed candidates in A new textbook was adopted for levels I and II Como Se Dice (9 th edition) by Cengage. We adopted this text because we felt it presented the grammar of the Spanish language in a more logical sequence than our previous textbook. A new textbook was adopted for levels II and III En Contacto by Cengage. We were forced to make this change as our previous textbook has gone out of print.

4 Student Learning Outcome 2: Graduates formulate and express ideas effectively through oral, written, and/or technological communications in academic and professional environments. Expected Level of Achievement Actual Data From Assessment Actions/Decisions The mean score of the FEE III indicators aligned with this outcome for candidates completing this program in the academic year is: Dispositions - Minimum 4.2 mean score* on indicators of final Field Experience Evaluation III (FEE III) that measure this outcome. INDICATOR: Dispositions Minimum.5 growth between scores on midterm and final FEE III indicator aligned with this outcome. INDICATOR: Dispositions Minimum 4.2 mean score on indicators from Senior Exit Survey (SES). INDICATOR: Instruction Minimum 4 raw score on all indicators of Professional Dispositions Qualities instrument. Minimum 4.2 mean score on final FEE III National Educational Technology Standards for Teachers items. 100% of Spanish Education graduates will score at least 3 on a scale of 5 on a capstone portfolio which includes the following: The mean growth score between the midterm and final FEE III indicator aligned with this outcome for candidates completing this program in the academic year is: Dispositions - The mean score of the SES indicators aligned with this outcome for candidates completing this program in academic year is: Instruction - The mean score on all indicators of the PDQ for candidates completing this program in academic year is: The mean score of the FEE III indicators aligned with this outcome for candidates completing this program in the academic year is There were no FL Ed graduates in THERE WERE NO FL ED GRADUATES IN , THEREFORE THERE IS NO DATA TO REPORT We have revised our rubric this year for our FL Ed candidates by adding specific benchmarks to the 1-5 Likeart scale. --a power-point presentation. --an essay in Spanish. --an oral interview evaluated using the ACTFL rubric. --final exams from Spanish courses evaluated using the ACTFL rubric. The portfolio also includes the following: NCATE now requires that FL Ed candidates will have to take an official ACTFL Oral Proficiency Exam and achieve the Advanced Level. This requirement is embedded in a new teaching methodology course specifically for FL teaching FORL a senior exit survey. --a praxis exit survey. --a resume. --an autobiography

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6 Student Learning Outcome 3: Graduates analyze the global community to make sound judgments in academic and professional environments. Expected Level of Achievement Actual Data From Assessment Actions/Decisions The mean score of the FFEE indicators aligned with this outcome for candidates completing this program in the academic year is: Diversity Minimum 4.2 mean score on indicators of final Field Experience Evaluation III (FEE III) that measure this outcome. INDICATOR: Diversity Minimum.5 growth between score on midterm and score on FEE III III indicators aligned with this outcome. INDICATORS: Diversity Minimum 4 raw score on all graduate follow-up survey items addressing preparation for working in diverse settings. 100% of FL Ed candidates will score at least 90% on identifying the location of Spanish-speaking countries on a map at the end of Level I (Spanish 101). The mean growth score between the Midterm and the Final FEE III indicator aligned with this outcome for candidates completing this program in the academic year is: Diversity - The mean score on all indicators of the follow-up survey for candidates completing this program in academic year is: Level I--there were no declared FL Ed majors in Level I during the academic year. THERE WERE NO FL ED GRADUATES IN , THEREFORE THERE IS 100% of FL Ed candidates will score at least 90% on identifying the capitals of Spanish-speaking countries at the end of Level II (Spanish 102). 100% of FL Ed candidates will answer 4 of 5 embedded culture questions in Spanish % of FL Ed candidates will answer 4 or 5 embedded culture questions in Spanish % of FL Ed graduates will study abroad while pursuing their degree. Level II 100% of FL Ed majors scored 70% on identifying the capitals of Spanish-speaking countries, therefore, not meeting benchmark expectations. Level III 100% of FL Ed candidates answered 4 of 5 embedded culture questions in Spanish 201. Level IV 100% of FL Ed candidates answered 4 of 5 embedded culture questions in Spanish 202. There were no FL Ed graduates in Our students were offered the opportunity again in the summer of 2009 to earn 3 credits in Saltillo, Mexico, living with a Mexican family while studying its history and culture with Dr. Kim Bowman from our Spanish faculty. The course is in the catalogue as SPAN 411 Special Topics.

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