QCC COURSE ASSESSMENT FORM (SHORT)
QCC COURSE ASSESSMENT FORM
Spring 2014
Department: Foreign Languages and Literatures
Course: LI 111
Curriculum or Curricula: LA
PART I. STUDENT LEARNING OBJECTIVES
For Part I, attach the summary report (Tables 1-4) from the QCC Course Objectives Form.
TABLE 1. EDUCATIONAL CONTEXT
LI-111 is the first part of the introductory sequence of foreign language study (a requirement for a successful
transfer to the junior year of a baccalaureate program). It is a foundation course required for (AA) degree in
Liberal Arts and Sciences, Fine Arts, and Business Transfer.
TABLE 2. CURRICULAR OBJECTIVES
Note: Include in this table curriculum-specific objectives that meet Educational Goals 1 and 2:
Curricular objectives
by this course:
N/A
TABLE 3. GENERAL EDUCATION OBJECTIVES
Gen Ed
objective’s ID
number from
list (1-10)
General educational objectives addressed by this course: Select from preceding list.
(1) Communicate effectively through reading, writing, listening and speaking.
(2) Use analytical reasoning to identify issues or problems and evaluate evidence in order to
make informed decisions.
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TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
Learning outcomes
1. Provide basic information in
Italian about yourself, your city,
your classmates, friends, hobbies,
and daily activities.
Students will be able to talk about themselves by providing their name,
address, phone number, school schedule. They will also be able to describe
their hobbies by answering questions in prompted dialogues.
2. Demonstrate ability to accomplish
simple communicative tasks on
every day topics such as greeting
people or introduce yourself to
others, or describing your life in
school or at work, or during your
spare time.
Students will be able to greet people and/or introduce themselves, or
exchange personal information by participating in communicative tasks
where they will play the role of a new student at QCC or a party guest
trying to make friends.
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PART II. ASSIGNMENT DESIGN: ALIGNING OUTCOMES, ACTIVITIES, AND ASSESSMENT
TOOLS
For the assessment project, you will be designing one course assignment, which will address at least one general educational
objective, one curricular objective (if applicable), and one or more of the course objectives. Please identify these in the following
table:
TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT
Course Objective(s) selected for assessment: (select from Table 4)
1. Provide basic information in Italian about yourself, your city, your classmates, your friends, hobbies, and daily
activities.
2. Demonstrate ability to accomplish simple communicative tasks on every day topics such as greeting people or
introducing yourself to others, or describing your life in school or at work and in your spare time.
Curricular Objective(s) selected for assessment: (select from Table 2)
N/A
General Education Objective(s) addressed in this assessment: (select from Table 3)
1. Communicate effectively through reading, writing, listening and speaking.
2. Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed
decisions.
In the first row of Table 6 that follows, describe the assignment that has been selected/designed for this project. In writing the
description, keep in mind the course objective(s), curricular objective(s) and the general education objective(s) identified above,
The assignment should be conceived as an instructional unit to be completed in one class session (such as a lab) or over several class
sessions. Since any one assignment is actually a complex activity, it is likely to require that students demonstrate several types of
knowledge and/or thinking processes.
Also in Table 6, please
a) identify the three to four most important student learning outcomes (1-4) you expect from this assignment
b) describe the types of activities (a – d) students will be involved with for the assignment, and
c) list the type(s) of assessment tool(s) (A-D) you plan to use to evaluate each of the student outcomes. (Classroom assessment
tools may include paper and pencil tests, performance assessments, oral questions, portfolios, and other options.)
Note: Copies of the actual assignments (written as they will be presented to the students) should be gathered in an Assessment
Portfolio for this course.
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TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed:
This project will assess students’ speaking abilities at a novice-mid proficiency level as described in ACTFL 2006
guidelines. It will compare the results of students enrolled in regular classes (4 hours of regularly scheduled class
time) with students enrolled in partially online courses (2 hours of regularly class time combined with 2 hours of
class conducted online).
Their conversational abilities will be assessed by engaging them in role-play activities where both they and the
instructor play a specific role. Students may play the role of a new student at QCC, or a party guest trying to make
new friends, or may share some personal information with a close friend (played by the instructor) about a new
boy/girlfriend. Oral tasks will prompt the students in providing personal information, i.e. their name, address,
phone number, or class schedule, or describing their daily activities and hobbies.
Desired student learning outcomes
for the assignment
(Students will…)
List in parentheses the Curricular
Objective(s) and/or General
Education Objective(s) (1-10)
associated with these desired learning
outcomes for the assignment.
Briefly describe the range of
activities student will engage in
for this assignment.
Role-play at the Registrar’s office, a
friend’s house, or a caffè (Italian
coffee shop).
What assessment tools will be
used to measure how well
students have met each learning
outcome? (Note: a single
assessment tool may be used to
measure multiple learning
outcomes; some learning
outcomes may be measured using
multiple assessment tools.)
Gen-Ed objective
(1) Communicate effectively through
reading, writing, listening and
speaking.
Students will be asked to complete a
task where they need to exchange
personal information with a new
acquaintance met at the Registrar’s
office, or in a friend’s house, or share
a new boy/girlfriend’s personal
information with a close friend while
having something to drink in a nearby
caffè. (see Appendix I).
(2) Use analytical reasoning to
identify issues or problems and
evaluate evidence in order to make
informed decisions.
Curricular objectives
N/A
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PART III. ASSESSMENT STANDARDS (RUBRICS)
Before the assignment is given, prepare a description of the standards by which students’ performance will be measured. This could
be a checklist, a descriptive holistic scale, or another form. The rubric (or a version of it) may be given to the students with the
assignment so they will know what the instructor’s expectations are for this assignment.
Please note that while individual student performance is being measured, the assessment project is collecting performance data ONLY
for the student groups as a whole.
TABLE 7: ASSESSMENT STANDARDS (RUBRICS)
Brief description of assignment: (Copy from Table 6 above)
This project will assess students’ speaking abilities at a novice-mid proficiency level as described in ACTFL 2006
guidelines. It will compare the results of students enrolled in regular classes (4 hours of regularly scheduled class
time) with students enrolled in partially online courses (2 hours of regularly class time combined with 2 hours of
class conducted online).
Their conversational abilities will be assessed by engaging them in role-play activities where both they and the
instructor play a specific role. Students may play the role of a new student at QCC, or a party guest trying to make
new friends, or may share some personal information with a close friend (played by the instructor) about a new
boy/girlfriend. Oral tasks will prompt the students in providing personal information, i.e. their name, address,
phone number, or class schedule, or describing their daily activities and hobbies.
Desired student learning
outcomes from the
assignment: (Copy from
Column 1, Table 6 above;
include Curricular and /or
General Education Objectives
addressed)
Gen-Ed objectives
(1) Communicate effectively
through reading, writing,
listening and speaking.
Assessment measures for
each learning outcome:
(Copy from Column 3,Table 6
above)
Students will be asked to complete
a task where they need to
exchange personal information
with a new acquaintance met at
the Registrar’s office, or in a
friend’s house, or share a new
boy/girlfriend’s personal
information with a close friend
while having something to drink
in a nearby caffè.
2) Use analytical reasoning
to identify issues or problems
and evaluate evidence in order
to make informed decisions.
Curricular objectives
N/A
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Standards for student performance:
The parameters for measuring students’ speaking
abilities will be to determine whether:
(i) they understand the questions being asked by the
interlocutor,
(ii) they use Italian syntactic structures and
vocabulary accurately,
(iii) they make themselves understood by using the
correct intonation and pronunciation, and
(iv) they speak with some degree of fluidity.
75% of the students tested are anticipated to meet
the course’s expectations as described in the
attached rubric. (Appendix II)
PART IV. ASSESSMENT RESULTS
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Use the following table to report the student results on the assessment. If you prefer, you may report outcomes using the rubric(s), or
other graphical representation. Include a comparison of the outcomes you expected (from Table 7, Column 3) with the actual results.
NOTE: A number of the pilot assessments did not include expected success rates so there is no comparison of expected and actual
outcomes in some of the examples below. However, projecting outcomes is an important part of the assessment process; comparison
between expected and actual outcomes helps set benchmarks for student performance.
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Desired student learning outcomes:
(Copy from, Column 1,Table 6 above;
include Curricular and/or General
Education Objectives addressed)
Student achievement: Describe the group achievement of each
desired outcome and the knowledge and cognitive processes
demonstrated.
Gen-Ed objectives
See Table 9.
Communicate effectively through
reading, writing, listening and
speaking.
Curricular objectives
N/A
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TABLE 9. EVALUATION AND RESULTING ACTION PLAN
In the table below, or in a separate attachment, interpret and evaluate the assessment results, and describe the actions to be taken
as a result of the assessment. In the evaluation of achievement, take into account student success in demonstrating the types of
knowledge and the cognitive processes identified in the Course Objectives.
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
121 students enrolled in regular classes and 16 students enrolled in a partially online class completed the speaking
task in Italian and their performance was rated according to 5 parameters; listening comprehension, fluidity,
pronunciation, vocabulary and grammar. Student performance was scored using the above-mentioned scoring rubric.
The average score achieved are the following:
LISTENING (out of 4)
FLUIDITIY (out of 4)
PRONUNCIATION (out of 4)
VOCABULARY (out of 4)
GRAMMAR (out of 4)
REGULAR CLASSES
(121 students)
3,37
3,05
3,43
2,92
2,77
PNET CLASS (16
students)
2,75
2,85
3,31
2,06
1,75
On listening, fluidity and pronunciation parameters students enrolled in regular classes met the expectations. On the
other hand, on listening and fluidity parameters, students enrolled in the PNET class almost met expectations. On the
pronunciation parameter, students from the PNET class met the expectations.
On vocabulary and grammar parameters students enrolled in regular classes almost meet expectations. However,
students enrolled in the PNET class did not meet expectations in the grammar parameter. (See Chart 1 below)
The total points a student could achieve (adding up all five parameters, each worth a maximum of four points) was
20. The scale agreed upon beforehand by the Assessment Committee defined the following ranges:0-5 points =
student performance does not meet expectations; 6-10 points = student performance almost meets expectations; 1115 points = student performance meets expectations;16-20 student performance exceeds expectations
The average of total points achieved by students tested in the regular classes was 15,56 compare to 12,5 achieved by
students enrolled in the PNET class. According to the scale, the average of the regular classes falls between the
range of students who meet expectations and exceed expectations. However, the average of the PNET class falls in
the low range of students who meet expectations.
The Assessment Committee also predicted that 75% of students tested would achieve a score indicating that their
performance meets expectations. The results of students enrolled in regular classes who achieved each performance
level in Italian are the following: level 1- does not meet (0-5) 0%, level 2 - almost meets expectations (6-10) 8%,
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level 3 - meets expectations (11-15) 41 % level 4 - exceed expectations (16-20) 51%. Adding together levels 3 and 4
gives us a total of 92% who meet o exceed expectations, as defined by the scoring rubric. (See chart 2 below)
The results of students enrolled in the PNET class who achieved each performance level in Italian are the
following: level 1- does not meet (0-5) 0%, level 2 - almost meets expectations (6-10) 38%, level 3 - meets
expectations (11-15) 38% level 4 - exceed expectations (16-20) 25%. Adding together levels 3 and 4 gives us a total
of 63% who meet o exceed expectations, as defined by the scoring rubric. (See chart 2 below)
B. Evaluation of the assessment process:
What do the results suggest about how well the assignment and the assessment process worked both to
help students learn and to show what they have learned?
B1) Evaluation of students’ results
The results of the speaking task in the regular Italian classes show that, as predicted, at least 75% of
students tested meet or exceed expectations on overall performance of the task: the actual percentage of
student tested in Spring 2014 who meet or exceed expectations is 92%. The largest portion of students
(51%) fell into the category rated as exceeding expectations that is, achieving 16-20 points out of 20.
Adding together levels 1 and 2 the percentage of students whose performance does not meet expectations
is 8%
The results of the speaking task in the PNET Italian class show that, contrary to expectations, less than
75% of students tested meet or exceed expectations on overall performance of the task: the actual
percentage of student tested in Spring 2014 who meet or exceed expectations is 63%. The largest portion
of students (38%) fell into the category rated as meet expectations, that is, achieving 16-20 points out of
20. Adding together levels 1 and 2 the percentage of students whose performance does not meet
expectations is 38%
If we look at student performance according to individual parameters, the highest average score was in
pronunciation in both the regular and the PNET classes.
The two lowest scoring parameters were vocabulary and grammar in both, regular and PNET classes.
However, the score difference is relevant. In the regular classes the average score almost meet
expectations while in the PNET it does not. These parameters require active knowledge of the material
learned. Proficient use of vocabulary requires memorization, and accurate application of the rules of
grammar requires analytical skills. In the context of a speaking task, a weaker performance on these two
particular parameters would be expected.
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B 2) Evaluation of the assessment tools
The limited amount of students in the PNET course raises some concerns about
the validity of the results.
I would recommend continuing gathering data from the PNET sections of LI 111 to confirm the results of
the present report. I suggest a follow up.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
Clearly a PNET class provides less contact hours with students, and apparently one of the consequences is
a diminished ability on the part of the students to express themselves verbally. The course needs to
provide students with more opportunities to develop fluency in expressing their ideas both in the
classroom and online. To better their oral skills students should be given more online exercises such as
listening comprehension and interactive role playing activities. These activities will include more
individual and group presentations, individual pronunciation exercises, and virtually and face to
face interaction with faculty and peers.
The discrepancy between the PNET and regular classes is particularly noticeable in the
vocabulary and grammar parameters. These parameters require active knowledge of the material
studied. Proficient use of the vocabulary entails memorization, and accurate application of rules
of grammar. To better assess a student’s effort and ultimate success, more online and in class
activities should be assigned, primarily quizzes, given regularly and early on, to reinforce the
material covered in class and interactive group activities.
To succeed in a partially online course students must be well organized, independent, and able to
manage time without external reminder. During the first weeks of class, it is recommended that
faculty teaching eLearning courses emphasize and reinforce the importance of these requirements
in order to meet the course objectives.
However, early in the semester the faculty of PNET courses should try to identify students who
are at risk and provide more personal support. This early intervention requires additional
exercises that can be evaluated early in the semester. Our college provides the Starfish initiative,
but perhaps intervention initiated by the instructor directly to the student would be more
effective.
As a final suggestion, I recommend that students be made aware that greater demands on one’s
time are required to succeed in an online course contrary to the popular belief that PNET courses
require less time and effort than regular lecture courses. I recommend that this information be
included in the syllabus of all ST 100 courses.
QCC 12/3/04
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APPENDICES
APPENDIX 1
Situation for oral assessment in Italian
Guidelines





It is a conversation: teacher- student (about 10 minutes)
Students select at random one of the three situations (see study guide)
Students should answer in complete sentences. English is not allowed
Listening Comprehension, fluidity, pronunciation, vocabulary and grammar will be evaluated
For top results see the attached rubric
STUDY GUIDE
Practice the following situations and questions:
a.
b.
c.
d.
In class
With your classmates
With a tutor at the Student Learning Center
With your Italian speaking friend or family
SITUAZIONE 1: AT QCC
Imagine that you are a new student. You are standing in line at the Registrar and begin a conversation with the
student in front of you. (Your teacher will play the role of the other student in line). What would you say, how
would you answer his/her questions. Make sure you answer in complete sentences.
- Greet each other and exchange names
- Personal info: age, nationality, how is he doing/feeling, phone number
- Services on campus/location of certain buildings
- Daily activities (schedule): courses, activities during the day
- Activities during the weekend: likes and dislikes
- Plans after college.
Domande possibili:
Come stai? Quanti anni hai? Di dove sei? Qual è il tuo numero di telefono? Dov’è la mensa?
Dov’è la biblioteca? Dov’è ... Che classi frequenti? A che ora è la tua classe di matematica (o
un’altra materia)?
Che giorno della settimana hai la classe di matematica (o un’altra materia)? A che ora pranzi?
Di solitoche cosa prendi per pranzo? A che ora finiscono le tue lezioni? Dove vai dopo le
lezioni? Che cosa fai il weekend? Giochi a calcio? Studi? Lavori? Che cosa fai? Dove lavori?
Quando? Dove? Con chi? Che cosa ti piace fare nel tuo tempo libero?
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SITUAZIONE 2: AT A PARTY
Imagine that you are at a party and you start talking with a person there. (Your teacher will play the role of the
other person at the party). What would you say, how would you answer his/her questions. Make sure you
answer in complete sentences.
- Greet each other and exchange names
- Exchange personal info: age, nationality, how is he doing/feeling, birthday, and phone number
- Talk about your family
- Activities during the week
- Plans for next year
- Likes and dislikes
Domande possibili:
Come stai? Quanti anni hai? Quand’è il tuo compleanno? Qual è il tuo numero di telefono? Di
dove sei? Dove abiti? Com’è la tua città? Vai spesso a Manhattan? Che cosa fai quando vai a
Manhattan? Qual è il tuo posto preferito a Manhattan? Di solito che cosa fai il martedì
mattina? Che cosa fai il venerdì sera? A che ora pranzi durante la settimana? Che cosa mangi?
Dove mangi? Con chi mangi?
Hai un hobby? Che cosa ti piace fare nel tuo tempo libero?
SITUAZIONE 3: AT YOUR FAVORITE COFFEE SHOP
Imagine that you are in a café talking with your best friend about your new boyfriend/girlfriend. You teacher
will play the role of your best friend. What would you say, how would you answer his/her questions. Make sure
you answer in complete sentences.
- Greet each other
- Order food and drinks
- Girlfriend/boyfriend info: age, nationality, how is he doing/feeling, birthday, phone number
- Activities during the week. What does he/she do?
- Plans for the weekend. What are they planning to do during the weekend?
- Likes and dislikes. What does he/she like?
Domande possibili:
Come stai? Che cosa prendi? Che cosa preferisci prendere? Vuoi un caffè?
E il tuo ragazzo/la tua ragazza: Quanti anni ha? Di dov’è? Come sta? Dov’è adesso?
Quanti anni ha? Qual è il suo compleanno? Qual è il suo numero di telefono?
Lavora o studia? Dove? Che giorni? Che cosa fa il lunedì mattina? Che cosa fa il
sabato sera? Quando uscite insieme? Che cosa fate? Dove andate? Con chi andate?
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APPENDIX II
HOLISTIC RUBRIC FOR ORAL ASSESSMENT IN ITALIAN
Table A
Performance
exceeds
expectations
Listening
comprehension
Student understands
the examiner’s
questions and
responds easily and
without probing
Fluidity
Pronunciation
Vocabulary
Grammar
Speech
continuous
with few
pauses or
stumbling
Enhances
communication
Rich use of
vocabulary
Correct use
of basic
language
structures
(1-5 errors)
4 points
4 points
4 points
4 points
Performance
meets
expectations
Student understands
the examiner’s
questions and
knows how to
respond but
needs occasional
probing
4 points
Some
Does not
hesitation but
interfere with
communication
manages to
continue and to
complete
her/his
thoughts
3 points
3 points
Adequate
and accurate
use of
vocabulary
for this level
Adequate use of
basic language
structures
(6-10 errors)
3 points
3 points
3 points
Performance
Almost
meets
expectations
Student only
understands the
examiner’s
questions after
probing
Speech choppy
and/or slow
with frequent
pauses. Few or
incomplete
thoughts
Occasionally
interferes with
communicatio
n
Somewhat
inadequate
and/or
inaccurate
use of
vocabulary.
Emerging use
of
basic language
structures
2 points
2 points
Inadequate
and/or
inaccurate use
of
basic language
structures
(11-15 errors)
2 points
Performance
does not
meet
expectations
2 points
Student fails to
understand most
questions even after
probing
Speech halting
and
uneven with
long
pauses or
incomplete
2 points
Frequently
interferes with
communicatio
n
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Inadequate
and/or
inaccurate
use of
vocabulary
thoughts
0-1 points
(more than 16
errors)
0-1 points
0-1 points
0-1 points
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0-1 points