Assessment Report, LG112PNET Elementary German II, Fall 2015
1. Department submitting report:
Foreign Languages & Literature
2. Date submitted:
December 23, 2015
3. Date of assessment (i.e. fall 2015):
Fall 2015
4. Course(s) assessed:
LG112PNET Elementary German II
5. General education outcome(s) assessed:
X 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
3.
Reason quantitatively and mathematically as required in their fields of interest and in everyday life
4.
Use information management and technology skills effectively for academic research and lifelong learning
5.
Integrate knowledge and skills in their program of study
6.
Differentiate and make informed decisions about issues based on multiple value systems
7.
Work collaboratively in diverse groups directed at accomplishing learning objectives
8.
Use historical or social sciences perspectives to examine formation of ideas, human behavior, social institutions, or social processes
9.
Employ concepts and methods of the natural and physical sciences to make informed judgments
10. Apply aesthetic and intellectual criteria in the evaluation or creation of works in the humanities or the arts
6. Curriculum outcome(s) assessed (if applicable):
N/A
7. Course assessment method: evidence/measurable data:
a. Describe artifacts reviewed:
Writing samples of students in the final exam.
b. Number of artifacts:
3
c. Number of course sections:
One (13 students were assessed)
8. Rubric:
LG 112 Writing Task Analytic Rubric
Exceeds expectations
Meets expectations
Almost meets
expectations
Does not meet
expectations
Task
Completion
Superior completion of the
task. Students fully address
the information requested,
and provide additional
details
20-25 points
Completion of task.
Students fully address
the information provided,
but do not provide
additional details
14-19 points
Partial completion of
task. Students
complete no more than
60% of the information
requested
9-13 points
Minimal completion of
task. Students
complete less than
40% of the information
requested.
0-12 points
Level of
Discourse
Sentences are fully
developed and interconnected cohesive
devices, i.e.coordinating
conjunctions such as and,
but, etc are used
20-25 points
Sentences are fully
developed. Cohesive
devices, are sporadically
used
Sentences are
somewhat complete.
Rare use of cohesive
devices
Sentences are mostly
incomplete. No use of
cohesive devices
14-19 points
9-13 points
0-12 points
Rich use of vocabulary
Adequate and accurate
use of vocabulary
20-25 points
14-19 points
Somewhat inadequate
and/or inaccurate use
of vocabulary
9-13 points
Inadequate and/or
inaccurate use of
vocabulary
0-12 points
Perfect control of the
syntactic structures
required.
Adequate control of the
syntactic structures
Some grammatical
imperfections (≤ 5)
Emerging control of
the syntactic structures
Several grammatical
imperfections (≤12)
20-25 points
14-19 points
9-13 points
Minimal control of the
syntactic structures
learned. Numerous
grammatical
imperfections (>12)
0-12 points
Vocabulary
Grammar
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Assessment Report, LG112PNET Elementary German II, Fall 2015
12. Results:
The question I asked in the assessment plan for LG112 was: “Does the amount of material presented and
the amount of exposure to the language affect students’ performance?” With the help of the data
collected this question should be answered. As shown in the table below, the overall writing grades in the
final were higher than in the midterm, with the exception of two students out of 13 who completed the
writing assignment. The average of the midterm was 78 as opposed to the final which was 92. This is an
increase of 14 points in the average (See the averages in the chart below highlighted in red right below
the title). Individually the performance of 6 of the students has not met the expectation of 78% in the
midterm. However, in the writing activity in the final exam all students met the expectation ranging above
79%. The categories of the writing assignment were “Task Completion,” “Level of Discourse,”
“Vocabulary,” and “Grammar.”
Midterm Writing
Final Writing
T.com
L.dis
Vocab.
Gram.
100%
16%
T.com
L.dis
Vocab.
Gram.
Total
16%
25
25
25
25
Total
Total
25
25
25
20
Total
Total
19
20
19
19
78
13
25
24
23
21
92
15
20
16
15
15
66
11
25
25
22
19
91
15
16
14
18
18
66
11
25
22
22
19
88
14
22
19
22
19
82
13
25
25
25
22
97
16
14
15
15
16
60
10
25
19
19
19
82
13
24
24
24
22
94
15
25
25
25
22
97
16
15
20
15
20
70
11
25
25
22
22
94
15
14
15
15
16
60
10
25
25
25
22
97
16
24
25
25
24
98
16
25
25
25
22
97
16
20
25
20
22
87
14
19
19
19
22
79
13
21
24
21
20
86
14
25
25
22
22
94
15
25
20
20
20
85
14
25
25
22
22
94
15
19
24
23
22
88
14
25
25
25
22
97
16
18
20
19
18
75
12
25
25
25
19
94
15
The chart below represents a comparison between the total grades above in a graphic form.
110
100
90
80
70
60
50
40
30
20
10
0
LG112, F-15, Writing: MidTerm VS Final
91
1
97
88
2
97
94
97
97
82
3
4
94
94
97
94
79
5
6
7
Mid-Term
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8
Final
9
10
11
12
13
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Assessment Report, LG112PNET Elementary German II, Fall 2015
Midterm Writing
T.com
L.dis
Vocab.
Final Writing
Gram.
100%
16%
T.com
L.dis
Vocab.
Gram.
Total
16%
25
25
25
25
Total
Total
25
25
25
25
Total
Total
19
20
19
19
78
13
25
24
23
21
92
15
76%
80%
76%
76%
78%
92%
84%
92%
100%
96%
The category in which the students’ performance was lower in the midterm were in “task completion,”
“vocabulary” and “grammar.” The category the students’ performance was lower in the final exam was in
“grammar.” The best performance in both exams was in “level of discourse” and in the final in “task
completion.” This means that grammar is the category which needs more improvement which is followed
by vocabulary with the poorest results.
The table below compares the midterm grades with the final exam grades and the course final grades.
The latter is composed of 10% of dictations, 20% of quizzes, 30% of the midterm, 5% of the oral exam,
20% of the final exam, and 15% of participation and online work. The average of the midterm was 78 and
the average of the final 83. This is an increase of 5 points in the average of the class. The average of the
class in the midterm is one point below the expectation, which ranges from 79% to 89%. But in the final
exam the average of 83 shows that the expectation was met. However, looking at the students’ individual
performance it shows that 6 students did not meet the expectations in the midterm, but in the final only
three students did not reach the 79% of the expectations. One of these three students did not reach the
61% passing grade in the final exam. Even though overall there was an improvement of the class
average, not all students performed better in the final exam. Of the four students who performed better in
the midterm than in the final, three did not meet the expectation in the final: two almost met the
expectations with 72 and 75 and one did not reach 61%, which is the passing grade.
Midterm grades, compared to final exam grades and course final grade.
Midterm (5 cat.+Total)
Final Exam (5 cat.+Total)
List.
Com.
30%
List.
Com.
Voc.
Gram.
Read.
Writ.
Voc.
Gram.
Read.
Writ.
20%
Final
16
16
36
16
16
Total
16
16
36
16
16
Final
Grade
16
12
25
14
13
78
14
15
28
11
15
83
89
12
11
34
11
11
79
14
15
30
12
15
86
89
16
15
28
16
11
86
13
15
26
11
14
79
85
16
8
9
13
13
59
13
13
18
12
16
72
80
16
11
5
8
10
50
13
15
22
12
13
75
84
16
15
36
16
15
98
16
15
34
11
16
91
92
16
11
35
12
11
85
15
16
31
11
15
89
94
15
18
30
11
16
89
90
Av.
16
7
28
15
10
76
16
16
35
16
16
99
14
12
33
14
16
88
97
16
14
21
12
14
77
10
11
19
5
12
57
73
16
10
6
16
14
62
16
16
26
11
15
83
86
16
10
22
10
14
72
15
13
28
10
15
81
91
16
14
35
15
14
94
16
15
36
15
15
99
97
16
10
29
16
12
83
15
15
35
10
16
91
95
As stated above, the course final grade shown in the last column of the table above is the sum of other
elements, of which the final exam is only 20%. This explains the difference in the average obtained at the
end of the semester. With the exception of one student, who did very well in the final exam (99), the final
grades of the students were higher than the grades in the final exam.
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Assessment Report, LG112PNET Elementary German II, Fall 2015
The chart below represents the midterm grades compared to the grades in the final exam with the grades
of the course in a graphic form.
LG112, F-15: Mid-Term VS Final Exam
110
100
92
89
90
85
94
97
97
90
86
84
80
80
95
91
73
70
60
50
40
30
20
10
0
1
2
3
4
5
MidTerm
6
7
Final Exam
8
9
10
Final Grade
Mid-Term (5 cat.+Total)
11
12
13
Final Exam (5 cat.+Total)
List.
Com.
Voc.
Gram.
Read.
Writ.
1
2
3
4
5
30%
List.
Com.
Voc.
Gram
.
Read.
Writ.
1
2
3
4
5
20%
Final
16
16
36
16
16
Total
16
16
36
16
16
Final
Grade
16
12
25
14
13
78
14
15
28
11
15
83
89
100%
75%
69%
88%
81%
88%
94%
78%
69%
94%
Av.
The chart below represents the numbers above in a graphic form.
38
36
34
32
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
0
LG112, F-15, Midterm (categories) VS Final
28
14
15
15
11
1
2
Max.Points
3
Aver.Midterm
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Aver.Final
5
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Assessment Report, LG112PNET Elementary German II, Fall 2015
Comparing the averages of the categories in the midterm with the same categories in the final exam it is
clear that the average performance in the “listening comprehension” and “reading” categories were higher
in the midterm, while “vocabulary,” “grammar,” and “writing” categories were higher in the final exam.
The worst performance in the midterm was in grammar (69%), while the worst performance in the final
was in reading (69%). The best performance in the midterm was in the listening comprehension (100%)
and in the final the best performance was in both vocabulary and writing (94%).
13 Status – degree to which students have met the general education outcome and/or curricular
outcome (use a scale):
The students general education outcome presented in the assessment plan was:
Communicate effectively through reading, writing, listening and s peaking.
The speaking part was performed individually in an oral exam worth 5% of the final grade. The
listening assessment was done in the first part of the exam, i.e. 1) Listening Comprehension, which
is 16% of the final exam. Students must reach 9.8%, but ideally 12.7%. The average was14, and
the lowest received by a student was 10, which is just above the 9.8% needed. 2) The grammar
part provides the basis necessary to the students to be able to perform well in the 4 skills of
reading, writing, listening, and speaking. In grammar, worth 36% of the final exam, the students
must reach 22%, but ideally 28.5%. The average was 28 and the lowest 18. As stated above the
grammar is the part that needs the biggest improvement. 3) In the vocabulary part, worth 16% of
the final exam grade, students must reach 9.8%, but ideally 12.7%. Like grammar, this part also
provides the students with the foundation to perform well in reading, writing, listening, and
speaking. The average achieved by the students in the final was 15 and the lowest 11, which is
slightly below the minimum needed on 9.8. 4) Reading, worth 16% of the final exam, in which
students must reach 9.8%, but ideally 12.7%. The average achieved was 11, which is below the
ideal, and the lowest was 5 also well below the minimum needed. Reading is the part that needs
to be worked more intensely. 5) Writing, worth 16% of the final exam, in which students must reach
9.8%, but ideally 12.7%. The average achieved was 15, well above the ideal, and the lowest was
12 also above the minimum needed.
14. Conclusion and Action Plan: what did you learn from the assessment and how will you use
these findings?
The question in the assessment plan was: Does the amount of material presented and the amount of
exposure to the language affect students’ performance?” The simple answer is yes. The data shows that
the students’ performance in grammar and reading were the lowest overall. Therefore, in order to
have students “Communicate effectively through reading, writing, listening and speaking ” it will be
important that in the future more reading assignments will be given to the students during the
semester, as well as more assessment of reading comprehension has to be offered in quizzes. The
grammar deficit will improve also if more reading is introduced, provided the comprehension of the
texts also focus on grammar as well as on content. Similarly to the preparatio n of the oral exam
for which we provide students with situations and possible questions, which they will use to play a
role within a context, we should provide reading texts on a regular basis. In addition to offering
more reading texts it is also important to put more emphasis on the mastering of vocabulary which
will help students understand the texts better.
15. List attachments, if any.
Description
a. Assessment Plan (with rubric)
b. Students’ writing samples (4)
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File Name
Same document
Same document
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Assessment Report, LG112PNET Elementary German II, Fall 2015
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Assessment Report, LG112PNET Elementary German II, Fall 2015
Appendix #1
Assessment plan for LG112PNET, Fall 2015 by L. B. Ellis
(1) The total number of students to be assessed 15
(2) Student learning outcomes and the General Education Outcomes that are related to
those student learning outcomes
General Education Outcome
1. Communicate effectively through reading, writing, listening and speaking.
Students Learning Objectives
Describe in oral and written form about their own and others’ daily activities.
Describe in oral and written form rudimentary past events.
Narrate and/or provide information about themselves and others.
Accomplish basic communicative tasks (shopping, ask for directions, select adds for
apartment, etc.) by relying on guided input.
(3) A description of the assignment(s) that students will complete
Question:
Does the amount of material presented and the amount of exposure to the
language affect student performance?
Students will complete a Midterm exam, which will be prepared in the same format as the
final exam, and will be divided in 5 main categories. It will cover 3 lessons, i.e. Lesson#7, 8
and 9. Detailed emphasis will be given to the written part. (see rubric below). The five
categories and their respective percentage are:
1) Listening Comprehension (16%)
2) Grammar (36%)
3) Vocabulary (16%)
4) Reading (16%)
5) Writing (16%)
The result of the Midterm-exam will be analyzed to assess which of the 5 categories is the
weakest and needs more emphasis to improve the students’ performance in the final exam.
The weakest categories will be worked on between the Midterm and the Final exam. The
“Writing Part” of the Midterm exam will be graded according to the rubric provided and will
be compared with the written part of the final exam also graded by the same rubric. The
final exam will be in the same format as the Midterm, but it will cover 6 lessons, instead of
3 (Midterm), i.e. Lesson#7, 8, 9, 10, 11, 12.
(4) An explanation of how you will know that students have completed the assignment(s) to
your satisfaction
The instructor will know if the students have completed the assignment(s) if their performance
reaches at least 61% of the whole assignment. This means that the students will pass. However,
since a “C” grade or better is necessary to proceed to the next level of language learning, the
performance almost meets expectations when they complete between 61% and 78%. Therefore,
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Assessment Report, LG112PNET Elementary German II, Fall 2015
in foreign languages the expectations is higher, i.e. 79% to 89% is the range in which the
students’ performances meets expectations. Above 90% means the performance exceeds
expectations.
By comparing the outcomes of the two exams that are designed in the same format, the
instructor will assess in which of the two exams the students performed better overall and
within the categories. The instructor needs to verify if the s tudents reached at least 61% in
each category, i.e. 1) Listening Comprehension (16%: students must reach 9.8%, but
ideally 12.7%); 2) Grammar (36%: students must reach 22%, but ideally 28.5%); 3)
Vocabulary (16%: students must reach 9.8%, but ideally 12.7% ); 4) Reading (16%:
students must reach 9.8%, but ideally 12.7%); 5) Writing (16%: students must reach 9.8%,
but ideally 12.7%).
Detailed attention will be given to the “Writing” part, for which a rubric will be used to
assess which of the categories needs improvement: Task Completion,
Level of Discourse, vocabulary, and grammar.
The “Writing assignment” for the Midterm has two c hoices.
Choose a) of b):
a) Vorstellung: So bin ich (Introduction)
Write 10 sentences (+- 80 words) about yourself, include your family, where you live,
your favorite activities in your free time, and/or describe your favorite person.
b) Mein Sommer 2015 (My summer 2015)
Write 10 sentences (+- 80 words) about what you did last summer (using the verb in
a past tense, preferable in the present perfect)
The final exam will have also two options in the “Writing” part, but the topic will be different.
(5) A listing of the timeline for the assessment
The Midterm will be given on Week#9, i.e. October 27 and 28, 2015.
The final exam will be given on Week 15, i.e. December 13-14, 2015.
(6) Tools used in the assessment: see rubric below and the M idterm exam in the attachment.
LG 112 Writing Task Analytic Rubric (See rubric on page 10 above)
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Assessment Report, LG112PNET Elementary German II, Fall 2015
Appendix 2 - Writing Samples
Sample#1
Sample#2
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Assessment Report, LG112PNET Elementary German II, Fall 2015
Appendix 2 - Writing Samples
Sample#3
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