Chabot College Program Review Report 2015 -­‐2016 Year One of Program Review Cycle American Sign Language Submitted on 10/24/2014 Contact: Arturo Lopez Yanez Appendix B2: “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 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 Defined Target Scores* (CLO Goal) CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE ) (CLO) 1: Demonstrate a basic knowledge of ASL sign
Actual Scores** (eLumen data) vocabulary including fluency & accuracy of signs,
smoothness and fluency of signs and conceptually accurate
ideas. (CLO) 2: (CLO) 3: (CLO) 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) 10 **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 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? 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? 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? 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? 12 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? 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? 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? 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? E. COURSE-­‐LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. 13 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? 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? 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:_________________________________________________________________ 14 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: American Sign Language PLO #1: Demonstrate the basic knowledge of ASL grammatical structure.
PLO #2: Demonstrate the ability to communicate using the vocabulary learned in class. What questions or investigations arose as a result of these reflections or discussions? Explain:
Students in SL 66 have a higher percentage of completing a 3 or 4 on the rubrics because the
class size is smaller and those in that class tend to be more motivated and want to improve their
skills. The department is discussing how to increase the percentage of achievement in SL 64 and
65. It is our goal to have each class achieve 70% of students receiving a 3 or 4 on each rubric.
We want each student to complete the class with the ability to understand the ASL grammatical
features and also use the vocabulary learned in class to communicate with a Deaf person in the
community.
What program-­‐level strengths have the assessment reflections revealed? Strengths revealed: Fingerspelling and understanding fingerspelling is taught from the very first
class in SL 64. Students complete the class knowing how to fingerspell names and words that do
not have a sign and also are able to receptively “read” words on the hand when signed by other
students and the teacher.
Facial expression is greatly emphasized from the beginning so when students complete SL 64,
they already have an understanding of how important facial expression is when signing. Students
continue to improve their use of facial expression as they take SL 65 and 66.
Students come from SL 64 with the basic vocabulary and grammatical structures already in tact
so in SL 65 students expand on their vocabulary and are also able to use advanced grammatical
structures that are only used in ASL. Students learn that ASL is a language all in its own and is
separate from English. Students in SL 66 are then able to use ASL and it’s grammatical features
in every day conversation and in class presentations.
What actions has your discipline determined might be taken to enhance the learning of students completing your program? Students can have more participation in class, interact with each other and work in small groups.
Faculty can also provide more opportunities for students to see and interact with Deaf people
both in class and in the community. Faculty can also assign more outside homework so students
have to practice the given vocabulary outside of class and practice fluency. One of the main
15 factors for success in an ASL class is being able to converse with the Deaf community. Practice
makes perfect and since ASL is a visual language, the students need more opportunities to
converse with Deaf people in natural environments. The American Sign Language department
wants to eventually add a lab for students to work on their sign language skills and to prepare for
the quizzes and tests. We also want to create a Field Work class for students to have a chance to
work with Deaf people and increase their language skills. A long-term goal would be to create an
associate’s program for American Sign Language and add a fourth ASL class.
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