Chabot College
Program Review Report
Check one:
_X__ SLO Portion of Upcoming ’16-’17
Program Review
(Submitted May 2015 in Preparation for Oct 2015)
___ Revision to ’15-’16 Program Review
(Originally Submitted Oct 2014)
___ Revision to ’14-’15 Program Review
(Originally Submitted Oct 2013)
Submitted on April 28th, 2015
Contact: Cristina Moon
1
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
FRNC 1A, SPA 1A, JAP 1A
Spring 2015
12
12
100%
Spring 2015
11
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment FRNC 1A,
JAP 1A, SPA 1A - Demonstrate proficiency in
understanding and use, orally and in writing, the
grammatical structures presented and vocabulary
assigned.
Grammar for World Language courses.
Defined
Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4
(CLO) 2:
Global and cultural involvement - Assignment FRNC 1A,
JAP 1A, SPA 1A - Demonstrate proficiency in
understanding and use, orally and in writing, the
grammatical structures presented and vocabulary
assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment FRNC 1A, ,
JAP 1A, SPA 1A - Demonstrate proficiency in
2
50% of the
class scored
either 3 or 4
Actual Scores** (eLumen data)
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
2.5%
2.5%
30%
65%
We met our definition of success
with 95% of all 1A sections scoring 3
or 4.
No measurable achievement 0%
Beginning
2.5%
Developing
2.5%
Competent
30%
Accomplished
65%
We met our definition of success
with 95% of all 1A sections scoring 3
or 4.
No measurable achievement 0%
Beginning
2.5%
Developing
2.5%
understanding and use, orally and in writing, the
grammatical structures presented and vocabulary
assigned.
Content for World Language courses.
Competent
Accomplished
50% of the
class scored
either 3 or 4
(CLO) 4:
Global and cultural involvement - Assignment FRNC 1A,
JAP 1A, SPA 1A - Demonstrate proficiency in
understanding and use, orally and in writing, the
grammatical structures presented and vocabulary
assigned.
Critical Thinking for World Language courses.
30%
65%
We met our definition of success
with 95% of all 1A sections scoring 3
or 4.
No measurable achievement 0%
Beginning
2.5%
Developing
2.5%
Competent
30%
Accomplished
65%
We met our definition of success
with 95% of all 1A sections scoring 3
or 4.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
3
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
2.5%
2.5%
30%
65%
We met our definition of success with 95% of all 1A sections scoring 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
2.5%
2.5%
30%
65%
We met our definition of success with 95% of all 1A sections scoring 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
4
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
2.5%
2.5%
30%
65%
We met our definition of success with 95% of all 1A sections scoring 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
2.5%
2.5%
30%
65%
We met our definition of success with 95% of all 1A sections scoring 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
5
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
JPN 1B, FRNC 1B, SPA 1B
Spring 2015
5
5
100%
Spring 2015
11
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment FRNC 1B,
JAP 1B, SPA 1B - Demonstrate proficiency in
understanding and use, orally and in writing, the
grammatical structures presented and vocabulary
assigned.
Grammar for World Language courses.
Defined
Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4
(CLO) 2:
Global and cultural involvement - Assignment FRNC 1B,
JAP 1B, SPA 1B - Demonstrate proficiency in
understanding and use, orally and in writing, the
grammatical structures presented and vocabulary
assigned.
Vocabulary for World Language courses.
50% of the
class scored
either 3 or 4
(CLO) 3:
Global and cultural involvement - Assignment FRNC 1B,
JAP 1B, SPA 1B - Demonstrate proficiency in
understanding and use, orally and in writing, the
6
Actual Scores** (eLumen data)
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
9%
14%
37%
40%
We met our definition of success
with 77% of all 1B sections scoring 3
or 4.
No measurable achievement 0%
Beginning
9%
Developing
14%
Competent
37%
Accomplished
40%
We met our definition of success
with 77% of all 1B sections scoring 3
or 4.
No measurable achievement 0%
Beginning
9%
Developing
14%
Competent
37%
grammatical structures presented and vocabulary
assigned.
Content for World Language courses.
Accomplished
50% of the
class scored
either 3 or 4
(CLO) 4:
Global and cultural involvement - Assignment FRNC 1B,
JAP 1B, SPA 1B - Demonstrate proficiency in
understanding and use, orally and in writing, the
grammatical structures presented and vocabulary
assigned.
Critical Thinking for World Language courses.
40%
We met our definition of success
with 77% of all 1B sections scoring 3
or 4.
No measurable achievement 0%
Beginning
9%
Developing
14%
Competent
37%
Accomplished
40%
We met our definition of success
with 77% of all 1B sections scoring 3
or 4.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
7
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
9%
14%
37%
40%
We met our definition of success with 77% of all 1B sections scoring 3 or 4.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
D. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
9%
14%
37%
40%
We met our definition of success with 77% of all 1B sections scoring 3 or 4.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
8
C. COURSE-LEVEL OUTCOME (CLO) 3:
3. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
9%
14%
37%
40%
We met our definition of success with 77% of all 1B sections scoring 3 or 4.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
9%
14%
37%
40%
We met our definition of success with 77% of all 1B sections scoring 3 or 4.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
9
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
FRNC 2A, SPA 2A
Spring 2015
2
2
100%
Spring 2015
11
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment FRNC 2A,
SPA 2A - Demonstrate proficiency in understanding and
use, orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment FRNC 2A,
SPA 2A - Demonstrate proficiency in understanding and
use, orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment FRNC 2A,
SPA 2A - Demonstrate proficiency in understanding and
10
Defined
Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4
Actual Scores** (eLumen data)
No measurable achievement 0%
Beginning
0%
Developing
13.5%
Competent
56.5%
Accomplished
30%
We met our definition of success
with 86.5% of all 2A sections scoring
3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
13.5%
Competent
56.5%
Accomplished
30%
We met our definition of success
with 86.5% of all 2A sections scoring
3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
13.5%
use, orally and in writing, the grammatical structures
presented and vocabulary assigned.
Content for World Language courses.
Competent
Accomplished
(CLO) 4:
Global and cultural involvement - Assignment FRNC 2A,
SPA 2A - Demonstrate proficiency in understanding and
use, orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
50% of the
class scored
either 3 or 4
56.5%
30%
We met our definition of success
with 86.5% of all 2A sections scoring
3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
13.5%
Competent
56.5%
Accomplished
30%
We met our definition of success
with 86.5% of all 2A sections scoring
3 or 4.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
11
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
E. COURSE-LEVEL OUTCOME (CLO) 1:
5. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
0%
Developing
13.5%
Competent
56.5%
Accomplished
30%
We met our definition of success with 86.5% of all 2A sections scoring 3 or 4.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
F. COURSE-LEVEL OUTCOME (CLO) 2:
5. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
0%
Developing
13.5%
Competent
56.5%
Accomplished
30%
We met our definition of success with 86.5% of all 2A sections scoring 3 or 4.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
12
C. COURSE-LEVEL OUTCOME (CLO) 3:
5. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
0%
Developing
13.5%
Competent
56.5%
Accomplished
30%
We met our definition of success with 86.5% of all 2A sections scoring 3 or 4.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
5. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
0%
Developing
13.5%
Competent
56.5%
Accomplished
30%
We met our definition of success with 86.5% of all 2A sections scoring 3 or 4.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
13
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
FRNC 2B, SPA 2B
Spring 2015
2
2
100%
Spring 2015
11
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment FRNC 2B,
SPA 2B- Demonstrate proficiency in understanding and
use, orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment FRNC 2B,
SPA 2B - Demonstrate proficiency in understanding and
use, orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment FRNC 2B,
SPA 2B - Demonstrate proficiency in understanding and
14
Defined
Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4
Actual Scores** (eLumen data)
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0.5%
0.5%
45%
45%
We met our definition of success
with 90% of all 2B sections scoring 3
or 4.
No measurable achievement 0%
Beginning
0.5%
Developing
0.5%
Competent
45%
Accomplished
45%
We met our definition of success
with 90% of all 2B sections scoring 3
or 4.
No measurable achievement 0%
Beginning
0.5%
Developing
0.5%
use, orally and in writing, the grammatical structures
presented and vocabulary assigned.
Content for World Language courses.
Competent
Accomplished
(CLO) 4:
Global and cultural involvement - Assignment FRNC 2B,
SPA 2B - Demonstrate proficiency in understanding and
use, orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
50% of the
class scored
either 3 or 4
45%
45%
We met our definition of success
with 90% of all 2B sections scoring 3
or 4.
No measurable achievement 0%
Beginning
0.5%
Developing
0.5%
Competent
45%
Accomplished
45%
We met our definition of success
with 90% of all 2B sections scoring 3
or 4.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
15
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
G. COURSE-LEVEL OUTCOME (CLO) 1:
7. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0.5%
0.5%
45%
45%
We met our definition of success with 90% of all 2B sections scoring 3 or 4.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
H. COURSE-LEVEL OUTCOME (CLO) 2:
7. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0.5%
0.5%
45%
45%
We met our definition of success with 90% of all 2B sections scoring 3 or 4.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
16
C. COURSE-LEVEL OUTCOME (CLO) 3:
7. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0.5%
0.5%
45%
45%
We met our definition of success with 90% of all 2B sections scoring 3 or 4.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
7. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0.5%
0.5%
45%
45%
We met our definition of success with 90% of all 2B sections scoring 3 or 4.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
17
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
During this past cycle, the World Languages Department faculty has worked very hard to
work as a department on training workshops during flex-days and discuss assessments and
program review. We are pleased to see that the new data corroborates our hard work and
that our students are meeting the target goal.
This assessment cycle data indicates:
All 1A sections met the goal at 95%
All 1B sections met the goal at 77%
All 2A sections met the goal at 86.5%
All 2B sections met the goal at 90%
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
We will continue to work as a department on training and discuss future plans as a group.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
18
Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: ______

PLO #1: Demonstrate proficiency in understanding and using, orally, the grammatical structures
presented and vocabulary assigned

PLO #2: Demonstrate proficiency in understanding and using, in writing, the grammatical
structures presented and vocabulary assigned

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
There was a need to standardize the use of a rubric for all written compositions and oral presentations
at all levels 1A, 1B, 2A, and 2B due to the large number of sections and instructors.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
The use of a common rubric and topics promoted fluency and accuracy of the content presented to the
students at each specific level.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
We will continue to use the common rubric and similar topics/themes to be used at each specific level to
encourage student’s confidence in the target language as well as the use of vocabulary and linguistic
structures in appropriate communicative context. The amount of proficiency production and the level of
difficulty and complexity of expression are appropriate for the level of learners.
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