2008 MASTER PLAN/PROGRESS REPORT

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1 2008 MASTER PLAN/PROGRESS REPORT Academic Program: BA in Foreign Language Education (Spanish) Person Responsible: Nancy J. Cook, Assistant Professor of Spanish Date Submitted: May 31, 2008 Mission: The purpose of the Secondary Foreign Language Education Program is to provide a curriculum leading to a Bachelor of Science degree in teaching secondary foreign language and to meet the needs of the candidates preparing to become professional teachers in the multicultural community of Southwest Louisiana and the global community. The 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 though 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: Data Repository Location: x Standardized Exam (nationally normed) BCOE Assessment Coordinator s Office x Standardized Exam (state-normed) BCOE Assessment Coordinator s Office x Major Field Examination BCOE Assessment Coordinator s Office Internally-developed Examination Student Opinion Survey (SOS) National Survey of Student Engagement (NSSE) Employer Survey x Graduate Survey BCOE Assessment Coordinator s Office Alumni Survey x Exit Survey/Interview/Exam Portfolio with Advisor Program-specific Survey Portfolio with Advisor _x Scoring of Essay Portfolio with Advisor _x Portfolio Evaluation Portfolio with Advisor

2 _x Capstone Project Portfolio with Advisor Presentation x Research Paper Portfolio with Advisor Research Project Course Summary Excel Spreadsheet Access Database Other - Please describe:

3 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 - mean of 5 Lesson Planning mean of 5 Classroom Management mean of 5 Assessment of Student Learning mean of 5 Technology mean of 5 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, 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. Minimum 4.2 mean score on indicators from Senior Exit Survey (SES). INDICATORS: Planning, Management, Teacher Education Training, and Advising Minimum of 80% of candidates will score 174 or higher on first Praxis I: Reading exam attempt. SPANISH CONTENT AREA: LEVEL I--100% of Spanish Education majors 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) The pass rate on the first attempt for the PRAXIS II content exam(s) for program completers was 100 % The pass rate on the first attempt for the PRAXIS II PLT exam for program completers was 100 % The mean score of the SES indicators aligned with this outcome for candidates completing this program in academic year are as follows: Planning mean of 3.75 Management mean of 3.5 Teacher Education Training mean of 4 Advising mean of 3 _100 % of candidates scored 174 or higher on their first Praxis I: Reading exam attempt Level I--there are no declared Spanish Education majors at Level I in the academic year. exceeded the benchmark, we will continue to monitor exceeded the benchmark, we will continue to monitor M since the means for the SES did not meet the benchmarks this academic year, this must be monitored to see if there is a trend. Advising for Spanish Education majors has only recently been turned over to the Spanish professors. We need more data to see if this is a trend and if action is necessary to address this issue. The other indicators, besides advising, are the responsibility of BCOE. If the benchmarks continue to not be met, we will need to address the issue with them. the data during the next academic year R the Spanish professors will work on fine-tuning the wording on our ACTFL rubric, which is not as precise as it could be.

4 LEVEL II--100% of Spanish Education majors will reach at least the Intermediate-Low level in the abovementioned skills (similar to the "Application" level of Bloom's Taxonomy) at the end of Spanish 102. LEVEL III--100% of Spanish Education majors will reach at least the Intermediate-Mid level in the abovementioned skills (similar to the "Analysis" level of Bloom's Taxonomy) at the end of Spanish 201. LEVEL IV--100% of Spanish Education Majors will reach at least the Intermediate-High level in the abovementioned skills (similar to the "Synthesis" level of Bloom's Taxonomy) at the end of Spanish 202. LEVEL V--100% of Spanish Education Majors will reach at least the Advanced Level in the abovementioned skills (similar to the "Evaluation" level on Bloom's Taxonomy) in the Spanish courses at the 300 Level. LEVEL VI--100% of Spanish Education majors will reach at least the Advanced + Level in the abovementioned skills (similar to the "Evaluation" level on Bloom's Taxonomy) in the Spanish courses at the 400 level. Level II there are no declared Spanish Education majors in Level II in the academic year. Level III--.there are no declared Spanish Education majors at Level III in the academic year. Level IV--there are no declared Spanish Education majors at Level IV in the academic year. Level V--66 % of Spanish Education majors reached the Advanced level in Spanish 325(Phonetics) in all 4 skills. 33% exceeded the set benchmark (Advanced + level) and 33% did not meet the benchmark (Intermediatemid). 66% of Spanish Educations majors in Spanish 315 (Advanced Grammar) reached at least the Advanced level in all 4 skills. 33% did not meet the benchmark (Intermediate-mid). 0% of Spanish Education majors in Spanish 304 (Civilization and Culture) met the benchmark. Level VI--.100% of Spanish Education majors in Spanish 441 met and exceeded the Advanced+ level. R the Spanish professors chose a new textbook for Spanish , based on the quality of the presentation of grammar in the text. D the Spanish professors will develop remediation for the Spanish Education majors who are consistently failing to meet the benchmark. There are two majors whose skills have been weak from the beginning. These weaknesses are showing up more seriously in the upper level courses.

5 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 are as follows: Dispositions mean of 5 Minimum 4.2 mean score on indicators of final Field Experience Evaluation III (FEE III) that measure this outcome. INDICATOR: Dispositions during the next academic year 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 of 80% of candidates will score 173 or higher on first Praxis I: Writing exam attempt. Minimum 4.2 mean score on final FEE III National Educational Technology Standards for Teachers items. SPANISH CONTENT AREA: 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 score of the SES indicators aligned with this outcome for candidates completing this program in academic year are as follows: Instruction - mean of 3.4 M since the means for the SES did not meet the benchmarks this academic year, this must be monitored to see if there is a trend. No data at this time. Instrument will be fully implemented fall _% of candidates scored 174 or higher on their first Praxis I: Writing exam attempt The mean score of the FEE III indicators aligned with this outcome for candidates completing this program in the academic year are _5. 100% of Spanish Education graduates scored 4 on a scale of 5 on the capstone portfolio for Spanish.. M maintain keeping a portfolio for all Spanish Education majors and a final exit interview involving all the Spanish faculty. --a power-point presentation and/or --an essay in Spanish. --an oral interview --final exams from Spanish courses evaluated using the ACTFL rubric. The portfolio also includes the following: --a senior exit survey. --a praxis exit survey. --a resume. --an autobiography New assessment in Spanish 315 (grammar) a pre-test was given the first day of class from a placement exam created by the Universityof Birmingham in England which was designed to assess the level of students entering their Spanish program. The 315 students took Results of pre-test and post-test in Spanish 315: 100% of students increased their score in the post-test. 58% of students increased their score by at least 10 percentage points. D faculty member teaching Spanish 315 will analyze the questions most frequently missed to adjust instruction in those areas.

6 the same level exam at the end of the course. There was no grade attached to either the pre-test or the post-test.

7 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 Minimum 4.2 mean score on indicators of final Field Experience Evaluation III (FEE III) that measure this outcome. INDICATOR: Diversity The mean score of the FFEE indicators aligned with this outcome for candidates completing this program in the academic year are as follows: Diversity mean of 5 Minimum.5 growth between score on midterm and score on FEE III. INDICATORS: Diversity Minimum 4 raw score on all graduate follow-up survey items addressing preparation for working in diverse settings. SPANISH CONTENT AREA: 100% of Spanish Education majors will score at least 90% on identifying the location of Spanish-speaking countries on a map at the end of Level III (Spanish 201). The mean growth score between the Midterm FEE III and the Final FEE III aligned with this outcome for candidates completing this program in the academic year are as follows: Diversity growth of 1.0 No data at this time. There were no declared Spanish Education majors in Level III in the academic year. Instrument under construction and will be piloted fall D- Faculty members teaching Spanish in the Department of English and Foreign Languages are researching opportunities for students to study abroad in Spain. 100% of Spanish Education majors will score at least 90% on identifying the capitals of Spanish-speaking countries at the end of Level IV (Spanish 202). There were no declared Spanish Education majors in Level IV in the academic year. M- Spanish students at McNeese have been able to earn 3 credits in an immersion course in Saltillo, Mexico, as Spanish 411 (Special Topics). This option will continue. 50% of Spanish Education graduates will study abroad while pursuing their degree. 100% of Spanish Education graduates in studied abroad during their studies at McNeese. M-Students can also earn study credits abroad from qualified programs under Spanish 300. One student this year was able to receive credit for a course she found and took in South America.

University of New Orleans

University of New Orleans Detailed Assessment Report 2013-14 Romance Languages, B.A. As of: 7/05/2014 07:15 PM CDT (Includes those Action Plans with Budget Amounts marked One-Time, Recurring, No Request.)