Course Outcome Assessment for Global Learning Courses
Faculty Name: Eric Dwyer
Course: TSL 3080, ESOL Principles and Practices I
Academic Unit: Teaching & Learning
Degree Program: Undergraduate Teacher Education
Global Learning Student
Learning Outcome
Addressed
Global Awareness: Students
will be able to demonstrate
knowledge of the
interrelatedness of local,
global, international, and
intercultural issues, trends, and
systems.
Course Learning Outcome
Students will be able to
converse on specific
language minority
experiences, particularly
those of children, and tie and
interrelate those experiences
with issues of immigration,
cultural adaptation, language
learning, and public
education.
Semester Assessed:
all
Assessment Method
Assessment Results
Assessment Activity/Artifact:
To be entered at end of course
Students will interview two people: 1) a local person who has learned English in the US
and is working in the community, and 2) a teacher of young children learning English while
attending school.
Evaluation Process:
Students will provide a journalistic report of their interviews, tying interviewee comments to
course concepts of language acquisition, acculturation, and pedagogy. Interviews are
judged on a three-point rubric.
Minimum Criteria for Success: Score of 2 on 3-point rubric.
Essay includes of the following:
• Family background: socio-economic level (estimate), schooling, literacy in L1 and L2
• individuals’ background: schooling, literacy in L1, languages spoken, reading habits
• arrival: age on arrival, changes, how the individual thinks that he or she learned English
• level of literacy in English (estimate based on interaction): oral, reading, writing
• Report is given as a list of information.
• Report includes personal information that adds to the story of the subject, adding a
human and personal touch.
• A concluding paragraph tying the two interviews with issues of the course, highlighting
and interrelating the following topics: immigration, cultural adaption, language education,
and public education.
• Report is given in enthusiastic style, includes specific examples, flows appropriately from
one section to the next, is a composite and complete story of the interviewees rather than
just a recited list of information.
Sample:
All students will be assessed.
Use of Results for Improving Student Learning
To be entered at end of course
1
Course Outcome Assessment for Global Learning Courses
Faculty Name: Eric Dwyer
Course: TSL 3080, ESOL Principles and Practices I
Academic Unit: Teaching & Learning
Degree Program: Undergraduate Teacher Education
Global Learning
Student Learning
Outcome Addressed
Global Perspective:
Students will be able to
develop a multiperspective analysis of
local, global, international,
and intercultural
problems.
Semester Assessed:
Assessment Method
Assessment
Results
Assessment Activity/Artifact:
To be entered at
end of course
Team activity: Students will research and present a WebQuest on displacement, taking into consideration
issues of human rights, racism, or oppression of those displaced.
Evaluation Process:
3-point rubric.
Minimum Criteria for Success: Score of 2 on a 3-point rubric.
The report
Course Learning
Outcome
Students will be able to
relay perspectives
relating to refugees,
immigration, and
displacement.
all
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bullet points factors regarding the context of the displacement issue;
includes resources one may contact in order gets involved in assessment situations with respect to
immigrants, language minority students, or language learners.
Includes a brief but full description of the displacement.
Tells a displacement story such that there is sufficient detail to understand the context of the issue.
Includes a story of the person or group of people indicates a detailed timeline of the issue and its
development over this time;
includes description of the response to this event, both in terms of public and private policy;
describes what some organizations are doing in light of this kind of story.
includes at least one piece of supporting media: videos, audio, graphics, sound, or animation.
Use of Results for Improving Student Learning
To be entered at end of course
2
Course Outcome Assessment for Global Learning Courses
Faculty Name: Eric Dwyer
Course: TSL 3080, ESOL Principles and Practices I
Academic Unit: Teaching & Learning
Degree Program: Undergraduate Teacher Education
Global Learning Student
Learning Outcome Addressed
Global Engagement: Students
will be able to demonstrate
willingness to engage in local,
global, international, and
intercultural problem solving.
Course Learning Outcome
Students will be able to engage
effectively with language minority and
refugee children who have educational
challenges pertaining to their linguistic,
cultural, and immigrant status.
Semester Assessed:
all
Assessment Method
Assessment Results
Assessment Activity/Artifact:
To be entered at end of
course
Students will engage in a field experience activity, visiting a public school for over a period no shorter
than 5 weeks, working with assessment and initial language development exercises with a child who
has lower English proficiency skills.
Evaluation Process:
The artifact will be a detailed report of the experience. The report is judged on a 3-point rubric
covering the following criteria: overall essay, initial assessment, plan, carrying out the plan, final
assessment, and conclusions.
Minimum Criteria for Success: Score of 2 on 3-point rubric.
• Assessment includes legible scanned examples of student’s writing
• Assessment includes appropriate analysis of data.
• Plan includes direct reference (including examples) to the results and analysis of the assessment
that leads students to these conclusions.
• Plan demonstrates interaction with the cooperating teacher with respect to these considerations.
• Plan links assessment results to the choices of upcoming meetings and activities with both the
student and the student’s family.
• Description includes
• explicit quotes and examples of output from the ESOL student.
• notes on how the child is adjusting to the new environment.
• overt reference to theories and conversations from the course
• child’s pronounced and focused use of first language
• child’s activities involving the child’s family.
• Assessment includes thorough comparison of child’s first assessment with the final assessment.
• Connections of observable phenomena to at least 3 in-class theories, using the language of the
course.
• Essay refers to possible next steps or self-critiques.
Use of Results for Improving Student Learning
To be entered at end of course
3