Assessment: Course Four Column FALL 2015 Compton: Course SLOs (Div 2) - Spanish COM: SPAN 2:Elementary Spanish II Course SLOs SLO #1 - Upon completion of Spanish 2, successful students will converse in and comprehend Spanish using the simple past tenses (Preterite/ Imperfect), and Future tense about everyday topics, such as description and narration about childhood and other stages of life, celebrations and social life, within the limits of vocabulary appropriate to beginning Spanish 2. Course SLO Assessment Cycle: 201314 (Fall 2013), 2014-15 (Fall 2014), 2015-16 (Fall, 2016-17 (Fall 2016), 2017-18 (Fall 09/13/2016 Multiple Assessments - Method Assessments consisted in an oral presentation and a written essay. 85% of students will have a satisfactory command of oral 100% of Spanish II students showed consistency in Spanish fluency according to the course level. Oral component: Target for success 85%. We met the target at 100%. All students successfully completed the oral component. They were able to converse appropriately. They had good pronunciation. Some non-native Spanish speakers minimal problems in pronouncing the /rr/ and the /ñ/. 100% used the tenses correctly. They were ask to use the (preterit/imperfect) tenses. They were able to use the tenses correctly. 100% were able to orally express themselves in diverse topics: childhood memories, different stages of life and Latino celebrations. (02/05/ Students should be encouraged to continue conversing in El Camino College Compton Center should provide funds for oral activities in Spanish: Spanish Spelling Bee. Action: Spanish faculty should promote the oral Spanish Spelling Bee contest. Spanish faculty should promote Spanish poetry rehearsals. By doing this, Students will learn the right pronunciation and intonation through poetry. (02/05/2016) Action: Spanish faculty will continue exploring dynamics methods for students to speak orally. Students will be asked to present an oral presentation and recite orally a poem. (02/05/2016) Action: Spanish II students have deficiencies that should have been corrected in Spanish I. More focus should be placed on accent marks regarding the preterit, and the correct placement of the verb, noun and adjectives in Spanish I courses. In the future Spanish II strategies will consist in reinforcement of a preview Generated by TracDat a product of Nuventive Page 1 of 7
of Spanish I lessons and also in Spanish II more focus will be placed in the preterit verbs. (12/18/ SLO #2 - Upon completion of Spanish 2, successful students will read and comprehend short paragraphs in Spanish on topics such as food, health and well-being, housing, city life, personal relationships, and celebrations. Course SLO Assessment Cycle: 2013-14 (Fall 2013), 2014-15 (Fall 2014), 2015-16 (Fall, 2016-17 (Fall 2016), 2017-18 (Fall assessment method consisted of critical reading and writing assignments. Students had to read and analyze articles on health issues and personal relationships. The written components consisted on written paragraphs with a wide variety of topics, such as Latin cuisine and Cultural aspects. 85% of students were target to obtain the satisfactory results. 98% showed strong analytical reasoning regarding the reading aspect and 90% of students showed a satisfactory usage on Spanish syntax and grammar. Standard Met? : Standard Not Met The results are as follows: 17 students were evaluated and 90% of the students in Spanish II tend to prefer the imperfect tense over the preterit. All students ignored the usage of the subjunctive tense. 90% still have problems regarding the accent marks for the preterit verbs. 50% have syntactical errors. Standards were not met. (02/05/ Action: Spanish faculty will create reading workshops together with the Spanish tutors. (02/06/2016) Action: Spanish II students have deficiencies that should have been corrected in Spanish I. More focus should be placed on accent marks regarding the preterit, and the correct placement of the verb, noun and adjectives in Spanish I courses. (02/05/ SLO #3 - Upon completion of Spanish 2, successful students will write a three- paragraph essay in Spanish describing and narrating in the past about childhood and other stages of life, celebrations and social life using the Preterite and Imperfect, Present Subjunctive tenses. 15 (Fall 2014), 2015-16 (Fall, Essay/Written Assignment - The assessment method consists of a three paragraph essay in The Students had to use the preterit and the imperfect tense. 85% were target for a satisfactory results. Students were asked to write a three essay paragraph. They had to use the tenses preterit, imperfect and the subjunctive mood. They had to write about childhood memories, Standard Met? : Standard Not Met The results are as follows: 16 students were evaluated and 90% of the students in Spanish II tend to prefer the imperfect tense over the preterit. All students ignored the usage of the subjunctive tense. 90% still have problems regarding the accent marks for the preterit verbs. 50% have syntactical errors. Standards were not met. (02/05/ Action: Spanish faculty will provide writing workshops in conjugation with the Spanish tutors. (02/06/2016) Action: Spanish II students have deficiencies that should have been corrected in Spanish I. More focus should be placed on accent marks regarding the preterit, and the correct placement of the verb, noun and adjectives in Spanish I courses. Page 2 of 7
Latino celebrations and urban life. Overall, 16 students were evaluated. The results are as follow: 10 students ha a preference for using the preterit, 6 students had a preference for using the preterit. 16 students did not used the subjunctive mood, 2 students use the conditional tense instead of the imperfect tense. The margin of preference was not very prominent between the use of the preterit and the imperfect. The levels of proficiency differ between nonnative and heritage speakers. For the future, the focus should be narrowed to grammar and syntax. And review of Spanish I should be implemented in the first weeks of instructions. (02/05/ SLO #4 - Upon completion of Spanish 2, successful students will demonstrate developing awareness of Hispanic culture, values and traditions such as coming of age at fifteen parties (quinceañera), day of the dead, saint day celebration, etc. 15 (Fall 2014), 2015-16 (Fall, assessment method was an oral exam and oral presentations. 85% of students were target for a satisfactory results. 90% of students had a reasonable command of oral communication of the target language. 90% of students were aware and engage in cultural aspects of the Latino culture. Cultural presentations (02/06/2016) Faculty Contributing to Assessment: Juan Antonio Tavárez 100% of the students were able to present and understand the multicultural legacy of Latin America. A very small amount of students showed some anxiety in speaking the target language (Spanish) in public. This was particularly in the non-native Spanish speakers. Standard Met? : Standard Not Met The results are as follows: 17 students were evaluated and 90% of the students in Spanish II tend to prefer the imperfect tense over the preterit. All students ignored the usage of the subjunctive tense. 90% still have problems regarding the accent marks for the preterit verbs. 50% have syntactical errors. Standards were not met. (02/05/ Action: In order to continue having 100% success in cultural awareness, Spanish II students will be encourage and they will be prepared to do Spanish interviews, recite Spanish poetry and will be introduce to Spanish rhetoric. (02/11/2016) Action: Spanish faculty should focus on "conditional clauses" that emphasizes the use of subjunctive mode. The Spanish instructors should allocate the sufficient time to teach the subjunctive tense, the teaching of this tense should not be overlooked or be treated as a tense review. Examples of the subjunctive should be use with the Spanish subjunctive "ojalá," which the students tend be more familiarized. Page 3 of 7
(02/11/2016) All students had fluency in oral Spanish and all students demonstrated cultural awareness, values and traditions of the Hispanic culture. (02/05/ Action: All students (100%) were able to understand and comprehend the importance and cultural varieties of the Spanish speaking world. All students have participated in either a Quinceañera or Day of the Dead celebration. The students understand that cultural events bring the Latino community together. The action of the Spanish faculty should be that they must encourage the students to partake in Latino cultural events such as a "quinceañeara" "The Latino Heritage Month" or a "Cinco de Mayo celebration" and have them present an oral presentation of the observation of the event. (02/05/ Page 4 of 7
COM: SPAN 21:Beg Convrstnl Spanish Course SLOs SLO #1 - Upon completion of Spanish 21, successful students will be able to converse orally and understand simple spoken questions in Spanish on everyday topics occurring in conversational situations such as meeting someone, making a phone call, describing one's day. Course SLO Assessment Cycle: 2013-14 (Fall 2013), 2014-15 (Fall 2014), 2015-16 (Fall, 2016-17 (Fall 2016), 2017-18 (Fall SLO #2 - Upon successful completion of Spanish 21, successful students will be able to converse orally and answer orally on a cultural appropriate manner to simple questions with ease. 15 (Fall 2014), 2015-16 (Fall, assessment method consist of group discussions, 3 oral presentations and oral exams. Topics that were discussed orally were: Personal hobbies, Latino cuisine and favorites school subjects. 85% of students had to passed with a satisfactory results. 95% of students had strong oral commands of They had a strong command of Spanish phonology. The students were able to distinguished the correct phonology of the letter /x/. They knew not to pronounce the letter /h/ in the beginning of the word. In Spanish /h/ is silent. The students were able to identify the phonology of the diphthongs. assessment consisted of reading and comprehension of paragraphs, short stories and urban topics: city life, urban health and well being. Urban housing and personal relationships and celebrations. 85% of students had to show reading comprehension in 100% of student had a mastery in reading in 99% of the students succeeded in their oral fluency skills. There were some minimum dialectal variations. But this was due to the regional influence of the speaker. (02/06/ Reading component. The standard was met. All students (100%) were able to comprehend the reading selections from the textbook. The reading selections consisted of short stories: topics city life and life in Latin American countries. (02/06/ Spanish faculty should provide reading materials in Spanish, beyond the textbook. The reading material can be magazines, newspapers, Spanish comic books. The Spanish faculty should utilize the Action: In the future, the oral standard pronunciation will be encouraged through oral presentations using the standard variation. Oral dialogues will be assigned as part of their vocabulary build-up. (02/06/ Action: Spanish faculty will encourage student to utilize more sophisticated vocabulary. Spanish faculty will encourage students to diversify there language use. (02/06/2016) Action: Spanish faculty will utilize the Spanish reading material provided by the College library. Faculty will encourage students to read current events from La Opinión newspaper. (02/05/2016) Page 5 of 7
Libraries Spanish reading material in order to continue having the reading success. Action: In the future, students will have to learn how to properly recite Spanish poetry and will have a stronger comprehension of the varieties of Latin music. (02/06/ Page 6 of 7
COM: SPAN 22:Inter Convrstnl Spanish Course SLOs SLO #1 - Upon completion of Spanish 22, successful students will converse with ease and will be able to understand spoken questions in Spanish on everyday topics as well as questions centered on culturally relevant issues in Spanish-speaking societies such as Spanish/Latin American cinema, media, and technology, Castilian Spanish vs Latin American Spanish, etc. Course SLO Assessment Cycle: 2012-13 (Summer 2013), 2014-15 (Fall 2014), 2015-16 (Fall, 2016-17 (Fall 2016), 2017-18 (Fall assessment Method consists of oral exams, group conversations and oral presentations. 90% of students had to show a strong command in conversational 100% of students had a mastery in conversational Presentation/Skill Demonstration - Oral presentation 85% success target. 100% of the students were able to communicate fluently in the language. They showed a more diverse vocabulary. They also showed more complex sentences. 100% of all students had a strong command in their oral usage of Spanish varieties were present in part of the influence by their regional dialects. (02/06/ Action: In the future, oral debates will be implemented regarding current topics of Latin American and Spain. (02/06/2016) Action: In the future, oral debates will be implemented regarding current topics of Latin America and Spain. (02/06/ SLO #2 - Upon completion of Spanish 22, successful students will converse with ease and will be able to answer orally in a culturally appropriate manner to questions using simple as well as complex sentences and idiomatic expressions. 15 (Fall 2014), 2015-16 (Fall, assessment method consists of oral exams, oral presentations and group discussions. 90% of students had to show a satisfactory command of conversational 100% of students met with mastery the command of oral and conversational 100% of the students had a strong command of oral 100% of students had a strong foundation in Spanish expressions. (02/06/ In the oral component: 100% of the students had a strong oral command of They were able to distinguish between standard Spanish versus slang. Their were some difference in intonation. Yet this is due in part by dialectical regionalisms. Action: For the future, students will be introduce to Spanish rhetoric. (02/06/2016) Action: For the future, students will be introduce to Spanish rhetoric. (02/06/ Page 7 of 7