Queensborough Community College
Year-end Report – Teaching Department
Year: 2013- 2014
DEPARTMENT: FOREIGN LANGUAGES AND LITERATURE YEAR: 2013-2014
A. DEPARTMENT SERVICES/ACTIVITIES REPORT IN 2013-14
1.
Department-sponsored services (fall and spring semesters combined)
Area of Service
Tutoring in Arabic, Chinese, French, German, Hebrew, Italian, Spanish
Number Served
Fall13:1,083
Spring14: 602
Fall13:131
Spring14:175
Fall13-Spring14:100
Fall13-Spring14:200
Fall 13-Spring 14:
3,000 approx.
“Coffee and Conversation Tables” in Arabic, Chinese, French, German, Hebrew, Italian, Spanish
Student Clubs: Foreign Language Society
Asian Society
Advising and Language Placement
Service Learning:
Chenli Chen: LC311 F13 Academic Service Learning Project: Bringing American Literature to the Chinese
Language is affiliated with QCC Kids College (Chinese Academy under Continuing Education).
Spring 14: 30
Area of service (for example): a department-run learning laboratory (not laboratories for which students register as part of their courses), the reference desk or reserve area of the
Library, department tutoring program, etc. (Note: Do not report courses or laboratories for which students register.)
2.
Department-sponsored faculty/staff development activities
Type of Activity and Topic
Lab Student Activities: Library of International Film (over 150 movie titles)
Workshop on Using Keyboard for Foreign Languages
Study Group &Tutoring
Placement of Special Cases (See Area of Service )
Date
Fall13Spring14
Fall13Spring14
Fall13Spring14
Fall13Spring14
Number Attending
N/A
50
100 approx.
N/A
1
Queensborough Community College
Year-end Report – Teaching Department
Registration (See Area of Service )
Tech. Support for Online Homework, Wileyplus (Spanish Online Lab)
Lab Faculty Activities: Workshop on Student Placement & Registration
Blackboard & CUNYfirst Assistance
Tech Demo of New Technology Teaching Tools
Study Abroad Fair (Luisa García-Conde/Federica Goldoni/Lorena Ellis)
Selection of Students who Applied to the Global Seminar in Salzburg (Federica Goldoni/Lorena Ellis)
First Orientation of Students Selected to participate in the Global Seminar in Salzburg (Federica
Goldoni/Lorena Ellis)
Study Abroad Fair (Luisa García-Conde/Federica Goldoni/Lorena Ellis)
Second Orientation of Students Selected to participate in the Global Seminar in Salzburg (Federica
Goldoni/Lorena Ellis)
Lecture co-organizer with Department of History: “One Law for One World,” by Spanish Public
Prosecutor Carlos Castresana. Queensborough Commmunity College (Aránzazu Borrachero)
Faculty Grants:
Aránzazu Borrachero: Bridging Historias. Role of faculty mentor in NEH grant awarded to the
American Social History Project/Center for Media and Learning (Graduate Center of CUNY) in
partnership with Queensborough Community College (CUNY) to create curriculum and professional
development materials about Latina/o history and culture (2013-2015).
Chancellor’s Research Fellowships for CUNY Community Colleges. Two courses (six hours) of
release-time to continue research on oral history project during 2014-2015.
Federica Goldoni: PSC-CUNY Research Award Program: An investigation of the influence of women
on the Lunfardo and tango culture in Buenos Aires, Argentina
Stewart Travel Award from the CUNY Academy
Wei Lai: PSC-CUNY Research Award Program: An Investigation of Chinese-Character Learning
Year: 2013- 2014
Fall13Spring14
Fall13Spring14
Fall13Spring14
Fall13Spring14
Fall13Spring14
Sept.
2013
Nov. 20,
2013
Feb.7,
2014
Feb. 26,
2014
Mar. 7,
2014
Apr.2,
2014
Date
20132015
N/A
500 approx. (students
taking LS111-112)
16
40
16
N/A
N/A
N/A
N/A
N/A
100 approx.
N/A
20142015
Apr.2014 N/A
Spring14
Spring
N/A
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Queensborough Community College
Year-end Report – Teaching Department
Strategies Used by Second Language (L2) Learners
Wei Lai & Maan Lin: ILETC (Institute for Language Education in Trans-cultural Context) Developing
Heritage Language Learners’ Oral Proficiency and Cultural Competence through Topic-based
Learning.
Maan Lin & Wei Lai: Proposal Developed for the Community College Collaborative Incentive
Research Grants (C3IRG): Integrating Culture in Chinese Heritage Language Education.
Faculty Presentations: Susana Alaiz-Losada: (Co-presented with Federica Goldoni & Claudine
Jean-Baptiste): “Challenges And Best Practices of Teaching Heritage Speakers.” Paper presented at
the Community College Special Interest Group (CC-SIG) session at the American Council for the
Teaching of Foreign Languages (ACTFL), Orlando, Florida.
Antonella Ansani: “Teaching Culture Through technology in the Elementary Italian Class” at the
Teaching Italian Culture Conference, Georgetown University, Washington DC
Aránzazu Borrachero: “Haciendo Historia: Género y Transición Política” (I Coloquio Internacional
Haciendo Historia: Género y Transición Política), Alicante, Spain
Federica Goldoni: “Students’ Strategies for Integration into the Host Community and Culture.”
Presented at the America Association of Applied Linguistics (AAAL), Portland, OR.
“Coffee & Conversations’: Teaching And Learning Outside The Traditional Classroom.” Presented at
the American Council for the Teaching of Foreign Languages (ACTFL), Orlando, Florida.
“Heritage Speakers Programs: Activities and Projects.” Presented at the American Association of
Teachers of Spanish and Portuguese of Georgia (AATSP-GA), Norcross, GA.
(Co-presented with Susana Alaiz & Claudine Jean-Baptiste): “Challenges And Best Practices of
Teaching Heritage Speakers.” Paper presented at the Community College Special Interest Group
(CC-SIG) session at the American Council for the Teaching of Foreign Languages (ACTFL), Orlando,
Florida.
(Co-presented with Lorena Ellis & T. Altanero): “Distance Courses At 2-Year-Colleges: Learning
Anywhere Anytime.” Paper presented at the American Association of Teachers of German at the
American Council for the Teaching of Foreign Languages (ACTFL), Orlando, Florida.
Lorena Ellis: (Co-presented with Federica Goldoni & T. Altanero): “Distance Courses At 2-YearColleges: Learning Anywhere Anytime.” Paper presented at the American Association of Teachers of
German at the American Council for the Teaching of Foreign Languages (ACTFL), Orlando, Florida.
Claudine Jean-Baptiste: (Co-presented with Susana Alaiz & Federica Goldoni): “Challenges And Best
Practices of Teaching Heritage Speakers.” Paper presented at the Community College Special
Interest Group (CC-SIG) session at the American Council for the Teaching of Foreign Languages
Year: 2013- 2014
14
Spring
14
N/A
2014
N/A
Nov. 2224, 2013
N/A
Oct.19
2013
May, 2829, 2014
Mar. 2425 2014
Nov. 2224, 2013
Sept. 21
2013
Nov. 2224, 2013
200
N/A
N/A
Nov. 2224, 2013
Nov. 2224 2013
N/A
Nov. 2224, 2013
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Queensborough Community College
Year-end Report – Teaching Department
(ACTFL), Orlando, Florida.
Wei Lai: “Curriculum design for Chinese heritage speakers in higher education.” At the 12th New York
International Conference on Teaching Chinese. New York, NY.
Wei Lai (Co-presented with Mann Lin): “Increasing Audio and Video Input to Enhance Word
Recognition and
Reading Proficiency. NECLTA 2013 (New England Chinese Teachers’ Association), Kingstown, RI.
Wei Lai: “Bridge the gap—vocabulary teaching at the elementary level” at the 8th Cross-strait
Conference on Modern Mandarin, Taipei, Taiwan.
Maan Lin (Co-presented with Wei Lai): “Increasing Audio and Video Input to Enhance Word
Recognition and
Reading Proficiency. NECLTA 2013 (New England Chinese Teachers’ Association), Kingstown, RI
Co-presenter, “Computer-Assisted Language Learning: Enhancing Character Recognition and
Reading Comprehension in Elementary Chinese I,” at CETL.
Eladia Raya: “Pedro Antonio de Alarcón y la noche de San Daniel,” (XIII Congreso Internacional de
Literatura Hispánica”), Cartagena de Indias, Colombia
Conference Panel Moderator: “Peregrinaje, religiosidad y política en el mundo hispánico” (XIII
Congreso Internacional de Literatura Hispánica”), Cartagena de Indias, Colombia
Sharon Reeves: “Behind the Convent Walls: Anticlericalism in Eduardo López Bago’s La monja.” (26th
Annual Pennsylvania Foreign Language Conference), Duquesne University, Pittsburgh, PA.
“Impresos decimonónicos: La novela por entregas como fenómeno literario, popular y comercial.” (VII
Congreso Internacional de la Asociación Hispánica de Humanidades: El humanismo hispánico en
la encrucijada universal de la comunicación: lo impreso, lo visual, lo electrónico), Santiago de
Compostela, Spain.
Conference Panel Moderator: Session 28: “Literatura española del siglo XIX.” (VII Congreso
Internacional de la Asociación Hispánica de Humanidades), Santiago de Compostela, Spain.
Laura Sabani: “El Sueño de Rapiña como alegoría de la modernidad”, I Congreso de Literatura
Comparada: Teoría de la Literatura y Diálogos Interdisciplinarios, San José, Costa Rica
Instructional improvement activities:
Aránzazu Borrachero: Seminar on Verdad, justicia y reparación. Universidad Complutense de
Madrid, Cursos de Verano de El Escorial.
Wei Lai: Princeton Chinese Language Pedagogy Workshop
Year: 2013- 2014
May
N/A
2014
Oct.2013
June 1214, 2014
Oct.
2013
Apr.2,
2014
Mar. 1214, 2014
Mar.13,
2014
Sept.2021, 2013
N/A
150 approx.
N/A
Jun. 2628, 2014
Jun. 28,
2014
Mar.2630, 2014
100 approx.
N/A
Jul. 2226, 2013
Apr. 2526, 2014
N/A
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Queensborough Community College
Year-end Report – Teaching Department
Maan Lin: ACTFL OPI (Oral Proficiency Interview) week-long workshop with a fellowship from The
CUNY Graduate Center’s ILETC “Institute for Language Education in Trans-Cultural Context
Prepared a course proposal for LC 112 to integrate Global & Diversity Learning
Faculty Publications:
Aránzazu Borrachero: Oral history web site (added 10 video-recorded interviews, transcriptions, and
indexation):
Mujer y Memoria
http://www.mujerymemoria.org
“Women in Democracy.” Oral History 42.1: 22-23. (Review of oral history project, “Mothers and
Daughters of the Spanish Transition to Democracy,” for international section of British journal).
Year: 2013- 2014
June
2014
N/A
N/A
Subject of Radio and Press Interviews Conducted about “Mujer y Memoria”:
“Mamá, ¿y tú cómo vivías?” Press Interview with Dr. Borrachero for Librexpression.
“Mujer y Memoria.” Radio Interview with Dr. Borrachero for España vuelta y vuelta, program in
premier Spanish radio network- Radio Nacional Española.
“¿Has preguntado a tu madre cómo vivía?” Press Interview with Dr. Borrachero for elcorreo.com.
“Se está perdiendo la referencia de donde venimos…” Radio Interview with Dr. Borrachero for A vivir
que son dos días, program in premier Spanish radio network- Cadena SER. (This interview brought
over 3,000 visitors to the project website in one day).
"Spanierinnen unter franco: dem manne untertan.” Radio Interview with project director for
Deutschlandradio.
“Mujer y Memoria: del ‘sumisa y devota’ franquista a la ruptura con el patriarcado.” Press Interview
with project director for eldiario.es.
Federica Goldoni: “High-Impact Approaches and Activities in the Foreign Language Class to Increase
Student Learning and Participation.” The Journal of the Foreign Language Association of Georgia.
“Students’ Immersion Experiences in Study Abroad.” Foreign Language Annals. Volume 46(3), pp.
359-376.
Wei Lai: Review of Chung, Raung-fu (2009). Linguistic Contrastive Analysis and Teaching Chinese
as a Foreign Language. (Taipei: Cheng Chung Book Co., LTD.) Journal of Chinese Language
Teaching, Vol. 10, No. 4:131-135.
Mar.
2014
Mar. 7,
2014
Feb. 16,
2014
Jan.18,
2014
Jan. 19,
2014
Feb.16,
2014
Dec.
2013
Dec.
2013
N/A
N/A
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Queensborough Community College
Year-end Report – Teaching Department
Maan Lin: “Identidades olvidadas: los chino-peruanos en el Perú,” and submitted to Actas del XXXIX
Congreso del Instituto Internacional de Literatura Iberoamericana. Madrid, Editorial Verbum, June
2014 (in press).
Eladia Raya: La Alpujarra de Pedro Antonio de Alarcón: A Critical Edition. Granada: University of
Granada. Print.
Sharon Reeves: “Visiones de Cádiz en dos novelas de espionaje en lengua inglesa.” América y
Cádiz: Tendiendo puentes sobre el océano (Temas gaditanos). Eds. Antonio Román Román,
Francisco L. Vaca Valera, and María Dolores Cuadrado Caparrós. Madrid: Asociación de Licenciados
y Doctores Españoles en EEUU. Instituto de Enseñanza Secundaria Columela de Cádiz, 2013. 157168.
“Transnational Marginality and Exploitation of Women: A Naturalistic Interpretation of Minelys
Sánchez’ Amarilis mira en azul.” Escritoras dominicanas a la deriva: Marginación, dolor y resistencia.
Dominican Women Writers on the Edge: Alienation, Pain and Resistance. Ed. Sintia Molina. Madrid:
Verbum, 2014. 65-94.
Year: 2013- 2014
Jun.
2014
N/A
May
2014
2013
N/A
N/A
2014
Note: Faculty and staff development activities (grants, presentations, exhibitions, performances, publications, instructional improvement activities, laboratory development,
curriculum development, etc.)
INSTRUCTIONS:
For each activity, please indicate
1. whether department members organized the activities or gave presentations or both
2. the topic and type of activity and name of organizer/presenter, if applicable
3. the date (if not the exact date, indicate the month)
4. the number attending the event
B. COURSE CHANGES IN 2013-14
INSTRUCTIONS: For each course that changed, indicate:
1. whether the course is new, revised, or deleted
2. the course number
3. the course title
4. the semester the change was approved at the Academic Senate
5. for revised courses, in the Comments section, describe the type of change(s)—i.e., course title, description, pre/corequisites, credits, hours, designation
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Year-end Report – Teaching Department
Queensborough Community College
New, revised, or
deleted
New Course: Arabic
Revised: Chinese
Course
number
213
121
Prepared and
submitted to
CCC: Chinese
214
Course title
Intermediate Arabic I
Elementary Chinese for
Heritage Speakers I
Intermediate Chinese II
Year: 2013- 2014
Semester
approved
Spring 14
Spring 14
Comments
Fall 13 & Spring 14
Course proposal for Pathways’
Flexible IIA World Cultures.
C. PROGRAM CHANGES IN 2013-14
Program
Program change*
N/A
N/A
Effective Date
(Semester and year)
N/A
Comments
N/A
*Key: (a)=initiated, (b)=closed, (c)=renamed, (d)=modified
INSTRUCTIONS:
 Use the full title of the program, i.e. A.A. in Visual and Performing Arts.
 Indicate whether the program change is initiated, closed, renamed, or modified. (If a new program has been approved by
the CUNY Board (or is expected to be approved by June 2013), use fall 2013 as the effective date.)
 Describe the exact status (i.e., proposal submitted to CUNY Board; approved by CUNY Board; etc.) in the Comments.
D. DEPARTMENT CHANGES IN 2013-14
Type (see menu below)
Description of
Change
Reason for Change
Date/Semester
Evaluation of Change*
7
Queensborough Community College
New part-time personnel:
Spanish: Juan Carlos Moraga
Vidal
Amanda Picker
José Ramírez
Ana Civil
Javier Nieto
Full-time Substitute: Mélida
Sánchez
German: Foteini Samartzi
Hebrew: Short-term Part-time
Substitute: Shirley Benlevi
New Departmental
Responsibility
Personnel changes:
Year-end Report – Teaching Department
N/A
Fall13
Fall13
Fall13
Year: 2013- 2014
N/A
Fall13
Fall13 (only)
Fall14
Fall13
Maurizio Santoro was
appointed Department
Language Placement
Coordinator
Maurizio Santoro was
appointed chairperson
by president Call
Susana Alaiz –Losada
was promoted to the
position of Lecturer
with CCE, and she
was relieved of duties
as Coordinator of
Spanish Program.
Sharon Reeves
assumed the position
of Spanish Program
Coordinator
Apr. 16-18-23 & 25,
2014
Fall13
N/A
N/A
May 21, 2014
N/A
Fall13
N/A
Oct, 4, 2013
8
Queensborough Community College
Equipment:
Year-end Report – Teaching Department
New speaker systems
Replacement flash
drives for faculty use
Replacement USB
headsets
The lab relinquished 5
stripped backup PCS
kept from the last lab
overhaul
Donated another 5 old
monitors to the call
center, and
relinquished another 3
broken monitors
donated a
relinquished 50 inch
plasma TV to media
services
Year: 2013- 2014
To replace the
defective units in the
smart carts
N/A
N/A
N/A
To replace broken
units in the lab
No longer needed
N/A
N/A
N/A
*Please note that, if change has been too recent to evaluate, you may indicate NA.
E. DEPARTMENT ASSESSMENT IN 2013-14
1.
Departmental procedures for conducting assessment
The fundamental elements of standard 14 (assessment of student learning) of the Middle States Commission on Higher Education include:
clearly articulated statements of expected student learning outcomes…at all levels (institution, degree/program, course) and for all
programs that aim to foster student learning and development; a documented, organized, and sustained assessment process to evaluate and
improve student learning; evidence that student learning assessment information is shared and discussed with appropriate constituents and
is used to improve teaching and learning.
REPORT
9
Queensborough Community College
Year-end Report – Teaching Department
Year: 2013- 2014
Assessment of LI 112
Methodology
At the end of the fall 2013 semester, eighty-nine students attending Beginning II Italian courses were assessed. They were tested on whether
they were able to communicate effectively through writing, and speaking at a mid-novice level as indicated in the American Council on Teaching
Foreign Languages (General Education Objectives # 1) . They were also evaluated on whether they could apply their analytical reasoning to identify and
correctly use, from a lexical and morpho-syntactic and semantic perspective, what they have learned during the course
(General Education Objectives # 13).
In order to determine whether students had successfully reached these objectives, they were asked to provide an oral and written description of
a past event avoiding unnecessary repetition of words or phrases (Course Objective). With that in mind, they had to undertake a conversation with an
imaginary friend (played by the instructor) where they would describe an unforgettable vacation they took (Learning Outcome). They had to provide
information regarding its destination and duration. They also had to include the means of transportation used, and a brief description of the travelling
companions. In addition, they had to provide a description of the activities done and the places visited. The conversation concluded with some
comments on their vacation and some brief explanation of their positive or negative remarks.
Students were evaluated on whether they were able to understand the questions asked by the instruction with no great difficulty, and answer
them with a relative degree of grammatical accuracy. Particular attention was also paid on the presence of pauses or interruptions in their replies as well
as their level of native-like pronunciation. The use of appropriate of the vocabulary was also taken into account (see Appendix 1 for a detailed
explanation of these parameters).
Their writing task consisted of providing a description of what their life was like during their High School years. They were suggested to
include some information regarding the name and location of their school, their favorite subject and/or preferred teacher and explain the reasons of their
choice. They were also asked to indicate what they liked or did not like about the school they attended. They also had to briefly describe what a typical
day was like, and whether they were pursuing any hobbies or sports.
Their 80-word paragraph was evaluated on whether it provided a detailed description of the student’s time spent in HS. Furthermore, particular
attention was paid on the level of discourse and appropriateness of the vocabulary used in their writing, as well as their degree grammatical accuracy
(see Appendix 2).
Data analysis
As indicated in Rubric 1, students’ oral performance was rated according to five parameters: listening comprehension, fluidity, pronunciation,
vocabulary and grammar. Each parameter was divided in four different levels based on whether student met or exceeded the expected proficiency level,
or completely or barely failed to do so. Each level was assigned one point. The total points a student could achieve (adding up all five parameters, each
worth a maximum of four points) was 20. The scale defined the following ranges: 0-5 points= student performance does not meet expectations; 6 – 10
points= student performance almost meets expectations; 11-15 points= student performance meets expectations; 16-20= student performance exceeds
expectations.
The average of total points achieved by the eighty-nine students tested was 16.2. According to the scale, this percentile slightly exceeds the 1115 range, indicating that, in general, students’ met the expected oral proficiency level. Actually, 97% of them achieved or exceed their performance
level, whereas only 3% of them were unable to reach the minimum standards (see Table 1 below)
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2013- 2014
Table 1
Number and percentage of students in each performance level for the speaking task
Students (n = 89)
Percentage
Does not meet
expectations
1
1.5
Almost meet
expectations
1
1.5
Meet expectations
29
32.6
Exceed
expectations
58
64.4
n = number of students
Students’ written performance was also rated according to different parameters, i.e. task completion, level of discourse, vocabulary variety and
grammatical accuracy. Similar to the speaking task, each parameter was divided in four different proficiency levels, namely
Level 1 = Student does not meet expectations
Level 2 = Almost meet expectations
Level 3 = Meet expectations
Level 4 = Exceed expectations
For each level, student will be assigned one point for a total of 4 points. The maximum of points a student could receive was 16. The scale
defined the following ranges: 0-4 points= student performance does not meet expectations; 5 – 8 points= student performance almost meets
expectations; 9-12 points= student performance meets expectations; 13-16= student performance exceeds expectations.
Students’ average score on the written task was 12.9, suggesting that, in general, they met, actually slightly exceeded the anticipated
proficiency level. More specifically, 89% were writing at or higher level than expected, whereas only 8% of them were approaching their required level,
and any of them did not meet the minimal standards. This is illustrated in Table 2 below.
Table 2
Number and percentage of students in each performance level for the written task
Students (n = 89)
Percentage
n = number of students
Do not meet
expectations
0
0
Almost meet
expectations
8
9
Meet expectations
30
33.7
Exceed
expectations
37
57.3
In sum, data have shown that the majority of students have reached the objective of the course
tested here, which was that of describing a past event, orally or in writing.
A closer look at the data indicates that, in the speaking task, the average score in each parameter was as follows:
a. listening comprehension 3.5
b. fluidity
3.3
c. pronunciation
3.5
d. vocabulary
3.1
11
Year-end Report – Teaching Department
Queensborough Community College
e.
grammar
Year: 2013- 2014
2.9
As we can see, for all parameters, except for grammar, students met or slightly exceeded the expectations. In any case, the highest average score was
reached in the Listening comprehension and Pronunciation, followed by Fluidity, Pronunciation and Grammar. Furthermore, the majority of students
exceeded the expectations for the Listening comprehension and the Pronunciation, whereas a slightly less number of students reached that level in the
Fluidity, and definitely less of them for the Grammar, as shown in Table 3 below.
Table 3
Number of students in each competency type and level for the speaking task
Levels
Listening compr.
4
46
3
41
2
2
1
0
Total
89
Fluidity
28
48
13
0
89
Pronunciation
42
39
8
0
89
Vocabulary
27
39
23
0
89
Grammar
15
50
21
3
89
As for the writing task, the average score for each parameter was as follows:
a.
b.
c.
d.
Task completion 3.5
Level of discourse 3.5
Vocabulary
3.1
Grammar
2.6
Similar to the speaking activity, students reached or slightly exceeded the expected proficiency level. Unfortunately, the grammatical accuracy of their
writing was not as good as the other aspects tested. In any case, students were quite accurate in completing the task and use the appropriate language and
vocabulary. As we can see from Table 4 below, the majority of them exceeded the expectations for Task completion and Level of discourse. A slightly
less number of them reached that level for their use of the vocabulary, and visibly less students scored as high for the correct application of grammar
rules of the Italian language.
Table 4
Number of students in each competency type and level for assignment II
12
Queensborough Community College
Levels
Year-end Report – Teaching Department
Year: 2013- 2014
Task Completion
4
59
3
22
2
6
1
2
Total
89
Comprehensibility
41
11
13
1
89
Level of Discourse
46
29
13
1
89
Vocabulary
32
36
19
2
89
Grammar
14
25
40
10
89
Conclusion and future action plan
Data have displayed an interesting scenario regarding students’ abilities to narrate past events either through writing or oral description. Their
narrations are quite accurate and detailed showing that students have mastered a great variety of vocabulary words. Furthermore, even though a slightly
foreign accent may be detected in their oral descriptions, it does not interfere with their communication. Unfortunately, the same cannot be said with
regard to their use of syntactic structures. Students do not appear to be as grammatically accurate as they are in other oral and writing competencies.
Their speech patterns and writing products still show some morpho-syntactic inaccuracies, which, nevertheless, do not seem to completely hinder the
understanding of their message.
In sum, despite the encouraging results obtained, students need to further improve their morpho-syntactic knowledge of their target language.
This is quite surprising since they frequently exposed and formally instructed regarding the grammar rules and the syntactic structures of Italian. Their
less-developed grammar competency with respect to the other areas suggests that, for some reasons, they do not fully retain what has been presented to
them.
In light of these results, I would suggest that more attention be paid to further develop that particular language ability. With that in mind, the
syllabus of this particular course should include more activities whose objective is to provide students with further practice and drilling of particularly
difficult structures such as the formation of the Italian past tense. Additional verification practices in form of weekly quizzes and daily homework
assignments should also be part of daily lesson plans to make sure that a particular structure has been fully learned. This procedure would certainly help
the mastery of the necessary vocabulary, which does not seem to develop as fast as the other abilities.
Appendices
Appendix 1
Speaking Task - Holistic Rubric
Performance
exceeds
expectations
Listening comprehension
Student understands the
examiner’s questions and
responds easily and without
Fluidity
Speech continuous
with few pauses or
stumbling
Pronunciation
Enhances
communication
Vocabulary
Rich use of
vocabulary
Grammar
Correct use
of basic language
structures
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2013- 2014
probing
(1-5 errors)
4 points
4 points
4 points
4 points
4 points
Student understands the
examiner’s questions and
knows how to respond but
needs occasional probing
Some hesitation but
manages to continue
and to complete
her/his thoughts
Does not interfere
with communication
Adequate and
accurate use of
vocabulary for this
level
Adequate use of
basic language
structures
3 points
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
2 points
Occasionally
interferes with
communication
Somewhat
inadequate and/or
inaccurate use of
vocabulary.
Performance does
not meet
expectations
2 points
Student fails to understand
most questions even after
probing
2 points
Frequently
interferes with
communication
2 points
Inadequate and/or
inaccurate use of
vocabulary
2 points
Inadequate and/or
inaccurate use of
basic language
structures
(more than 16
errors)
0-1 points
0-1 points
0-1 points
Performance
meets
expectations
(6-10 errors)
0-1 points
Speech halting and
uneven with long
pauses or incomplete
thoughts
0-1 points
3 points
Emerging use of
basic language
structures
(11-15 errors)
Appendix 2
Writing Task Holistic Rubric.
Task Completion
Exceeds expectations
Superior completion of the
task. Students fully address
the information requested,
and provide additional
details
Level of
Discourse
Sentences are fully
developed and
interconnected with
conjunctions (e.g. AND,
BUT, or BECAUSE
Vocab.
Grammar
Rich use of vocabulary
Perfect control of the
syntactic structures
required (Accuracy level
90% - 100%).
4 POINTS
4 POINTS
4 POINTS
4 POINTS
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Meets expectations
Almost meets
expectations
Does not meet
expectations
Year-end Report – Teaching Department
Year: 2013- 2014
Completion of task.
Students fully address the
information provided, but
do not provide additional
details
Sentences are fully
developed. Cohesive
devices are sporadically
used
Adequate and accurate use
of vocabulary
Adequate control of the
syntactic structures. Some
grammatical imperfections
(Accuracy level 79% 89%).
3 POINTS
3 POINTS
3 POINTS
3 POINTS
Partial completion of task.
Students complete no more
than 60% of the
information requested
Sentences are somewhat
complete. Rare use of
cohesive devices
Somewhat inadequate
and/or inaccurate use of
vocabulary
2 POINTS
2 POINTS
2 POINTS
Emerging control of the
syntactic structures Several
grammatical imperfections
(Accuracy level 61% 78%).
2 POINTS
Minimal completion of
task. Students complete
less than 40% of the
information requested.
Sentences are mostly
incomplete. No use of
cohesive devices
Inadequate and/or
inaccurate use of
vocabulary
Minimal control of the
syntactic structures.
Numerous grammatical
errors
(Accuracy level 0%- 60%)
1 POINT
1 POINT
1 POINT
1 POINT
Describe below the department’s ongoing procedures for assessing student learning and using assessment results to improve
teaching and learning. In your description, please explain how the department fulfills each of the Middle States
fundamental elements above.
Umberto D’Arista: LI111 Elementary Italian PNET (Sent in separate attachment)
Overview of Course Assessment:
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 the AA degree in Liberal Arts and Sciences, Fine Arts, and Business Transfer.
Over the past five years the Department of Foreign Languages has also been offering LI-111 PNET, partially online courses. The current
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Year: 2013- 2014
project will assess students’ speaking abilities at a novice-mid proficiency level (as described in the ACTFL guidelines) and compare its
results with students enrolled in partially online courses. Our goal is to determine if the fewer contact hours with the instructor provided by a
PNET course have an effect on the students’ oral and listening comprehension skills.
Assignment to Assess:
The final oral exam will be used as the assignment to assess (see appendices A and B, sent in assessment report)
Students’ speaking abilities at a novice-mid proficiency level as described in ACTFL 2006 guidelines will be assessed. Their conversational
abilities will be assessed by engaging them in activities where both they and the instructor play a specific role. Students may play the role of
a new student at QCC, or of a party guest trying to make new friends, or as sharing some personal information with a close friend (played by
the instructor) about a new boy/girlfriend. Oral tasks will prompt the students to provide personal information, i.e., their name, address,
phone number, or class schedule, or describing their daily activities and hobbies.
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.
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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.
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.
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:
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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.
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.
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Queensborough Community College
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.
Gen-Ed objective
(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.
Year-end Report – Teaching Department
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).
Year: 2013- 2014
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.)
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).
Curricular objectives
N/A
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
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Year: 2013- 2014
name, address, phone number, or class schedule, or describing their daily activities and hobbies.
Desired student learning outcomes
Assessment measures for each learning Standards for student performance:
The parameters for measuring students’ speaking abilities will be to
from the assignment: (Copy from
outcome:
determine whether:
Column 1, Table 6 above; include
(Copy from Column 3,Table 6 above)
(i) they understand the questions being asked by the interlocutor,
Students
will
be
asked
to
complete
a
task
Curricular and /or General Education
(ii) they use Italian syntactic structures and vocabulary accurately,
where
they
need
to
exchange
personal
Objectives addressed)
Gen-Ed objectives
(1) Communicate effectively through
reading, writing, listening and speaking.
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.
(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)
2) Use analytical reasoning
to identify issues or problems and
evaluate evidence in order to make
informed decisions.
Curricular objectives
N/A
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.
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Curricular objectives
N/A
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)
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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; 11-15 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%, 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)
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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
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Year-end Report – Teaching Department
Year: 2013- 2014
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.
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
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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.
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.
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2013- 2014
- 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?
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
Performance
meets
expectations
Performance
Almost meets
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
4 points
Student understands the
examiner’s questions
and knows how to
respond but
needs occasional
probing
Some hesitation
but manages to
continue and to
complete
her/his thoughts
Does not interfere
with
Adequate and
accurate use of
vocabulary for
this level
Adequate use of
basic language
structures
3 points
3 points
3 points
3 points
3 points
Student only
understands the
examiner’s questions
after probing
Speech choppy
and/or slow with
frequent pauses.
Few or
incomplete
thoughts
Occasionally
interferes with
communication
Somewhat
inadequate
and/or
inaccurate use
of vocabulary.
Emerging use of
basic language
structures
2 points
2 points
2 points
2 points
2 points
communication
(6-10 errors)
(11-15 errors)
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Queensborough Community College
Performance
does not meet
expectations
Year-end Report – Teaching Department
Student fails to
understand most
questions even after
probing
Speech halting
and
uneven with long
pauses or
incomplete
thoughts
Frequently
interferes with
communication
0-1 points
0-1 points
0-1 points
Year: 2013- 2014
Inadequate
and/or
inaccurate use
of
vocabulary
Inadequate and/or
inaccurate use of
basic language
structures
(more than 16
errors)
0-1 points
2a.
0-1 points
Departmental participation in self-study/program review during 2013-2014, if applicable
Program(s) reviewed: [GIVE FULL TITLE, i.e., A.A.S. in Digital Art and Design]
External Agency or Reviewers: [GIVE NAME OF AGENCY OR NAME OF REVIEWER(S)]
Date of site visit:
Major conclusions of self-study
N/A
Major conclusions of external reviewers
N/A
Resulting action plan
N/A
2b.
Program review follow-up (from 2012-13 to 2013-14)
Action item from program review
Timeline for completion
Accomplishments during current year
N/A
N/A
N/A
Note: If your department was involved in a program review in the previous academic year, the table above must be filled in.
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Queensborough Community College
3a.
Year-end Report – Teaching Department
Year: 2013- 2014
Course assessment follow-up (from 2012-13 to 2013-14)
Course(s) assessed from
previous year
Action plan from previous year
Evaluation of Results
Follow-up
N/A
N/A
N/A
N/A
3b.
Course assessment: current year
Course(s) assessed
(list individually)
Relevant General
Educational Outcomes
Maurizio Santoro:
LI112, Fall13
LI 111PNET
See Attachment 1
4.
Relevant Curricular
Outcomes
Evaluation of Assessment
Results
Action plan
See Attachment 1
See Attachment 1
See Appendixes A-B of
sent report
Results of certification examinations, employer and alumni surveys, student surveys, advisory board
recommendations (if applicable, please use the table below)
Data Source
Results
Action plan
Certification exams
N/A
N/A
Employer/alumni surveys, including
graduation and placement survey
N/A
N/A
Student surveys (current students)
N/A
N/A
Advisory Board recommendations
N/A
N/A
5.
Other assessment activity (if applicable)
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F. DEPARTMENT GOALS AND OBJECTIVES
1.
Goals/objectives for 2013-2014
(Please indicate [Yes or No] if the objectives were part of the College’s Strategic Plan for 2013-2014.)
Departmental goals/objectives 2013/2014
LA 213: Intermediate Arabic I
2.
Strategic
Plan Y/N
N/A
Evaluation of achievement
Resulting action plan
Met standards of Pathway courses
Approved by department Curriculum
Committee. Approved by full-time faculty
vote. Approved by College Curriculum
Committee. Approved by College
Academic Senate in May 2014
LA 213 will be offered for
2014 academic year
Goals/objectives for 2014-2015
(Explain how these goals/objectives align with the College’s goals and Strategic Plan for 2014-2015)
Departmental goals/objectives 2014-2015
To develop a course that would include only lowproficiency level Spanish heritage speakers.
Mission/Strategic Plan
N/A
Planned method of evaluation
To develop course proposal
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