Program Assessment Report
PROGRAM INFORMATION
Date submitted: May 27, 2011
Degree Program(s):
Department Chair:
Report Prepared by:
Next Self-Study due :
Department:
M.A. TESOL
LLD
Swathi Vanniarajan
Phone:
4-3742
Stefan Frazier
Phone:
4-4443
2011-12
E-mail:
stefan.frazier@sjsu.edu
Note: Schedule is posted at: http://www.sjsu.edu/ugs/programplanning/
ARCHIVAL INFORMATION
Location:
LLD 473
Person to Contact:
(Bldg/Room #)
Alice Martin
(Name)
4-6642
(Phone)
Assessment schedule is posted at http://www.sjsu.edu/ugs/assessment
Please send any changes to the schedule or to student learning outcomes to Jackie Snell
jacqueline.snell@sjsu.edu
Enter the number and text of the SLO in this box (we post reports by
SLO)
Goal 2: Knowledge of language learning – Knowledge of current theories concerning cognitive, affective,
social, and cultural factors central to the acquisiton and use of second languages
2A: Demonstrate an understanding of the major linguistic, psycholinguistic, and sociolinguistic
issues in second language learning in formal and informal contexts.
2D: Demonstrate an ability to apply theoretical knowledge of second language acquisition in
second language learning/acquisition contexts.
Goal 3: Knowledge and skills of language instruction – Knowledge of curriculum frameworks, teaching
methods, and proficiency assessment instruments for teaching English as a non-native language
3A: Identify the instructional strategies that go with the established teaching methods.
3C: Critically evaluate the teaching of actual ESL classes with regard to teaching strategies and
activities.
Initial Evidence of Student Learning:
The following methods were used to assess student learning outcomes:





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Class participation and presentation
Critical reader response
Concept essay
Reflective journal
Classroom discourse analysis
Evaluating and designing materials
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Program Assessment Report
The assignments are designed in such a way that they draw from various parts of the program goals (that
is, 2A, 2D, 3A & 3C) and are not easily itemizable. Two assignments (concept essay, and classroom
discourse analysis), in particular, synthesize all the program goals in a coordinated way, and both of them
involve substantial research.
Change(s) to Curriculum or Pedagogy:
Fall 2010
Based on previous experience of outcomes assessment, certain changes were made in the Fall 2010 LLD 280
class.
1. During the first week of classes, a set of expectations and a set of guidelines to achieve them were
presented to students. Also, a sample critical journal entry was presented to the students, with important
characteristics highlighting that the journal entry is not just a summary of what the students read but their
critical response to what they read.
2. Students were given a full-page, revised step-by-step list of guidelines for the term project particularly
explaining in detail conversational concepts such as turn taking, teacher talk, student talk, teacher
intention, learner interpretation, etc.
3. One-on-one sessions, for each student, were arranged with our library liaison person so that those who
had not done LLD 250W (the graduate writing class) could learn how to access electronic database. This
matter still remains a challenge.
4. Those students were identified who were able and willing to do more than what is minimally required for
the class. Additional reading material was given, and a greater choice of topics to work on.
Evidence of Student Learning after Change.
Fall 2010
The table below presents details on how students fared in the assignments:
(N=13)
Assignment
Class participation and
presentation
Critical reader response
Concept essay
Reflective journal
Classroom discourse
analysis
Evaluating and designing
materials
A
10
(77%)*
10
(77%)
8
(62%)
11
(84%)
6
(46%)
9
(69%)
A2
(15%)
1
(8%)
2
(15%)
1
(8%)
4
(31%)
3
(23%)
B+
1
(8%)
2
(15%)
2
(15%)
1
(8%)
2
(15%)
1
(8%)
B
1
(8%)
1
(8%)
Data from Spring 2011, reflecting the results of further changes, are forthcoming.
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