2014-2015 Annual Program Assessment Report Please submit report to your department chair or program coordinator, the Associate Dean of your College and the assessment office by Monday, September 30, 2015. You may submit a separate report for each program which conducted assessment activities. College: HUMANITIES Department: MODERN AND CLASSICAL LANGUAGES AND LITERATURES Program: SPANISH SECTION Assessment liaison: ADRIÁN PÉREZ-BOLUDA 1. Overview of Annual Assessment Project(s). Provide a brief overview of this year’s assessment plan and process. One person oversees assessment. The SLO chosen for the AY 2014-2015 was SLO # 4 of the Spanish section of the program in Modern and Classical Languages and Literatures: “Carry out research and apply critical theories in analysis of Hispanic linguistics, literatures, civilizations, and cultures.” The MCLL Assessment Liaison reviewed the SLO in question in faculty meetings. This report is based on the assessment of a selection of 10 capstones at the end of the spring semester of the AY 2014-2015. All the assessed capstones consist in 20 pages research papers on any aspect of the Hispanic culture, literature or language chosen by the student. Each one of the research papers were written under the direction of one specific Instructor/Professor during a 500 level upper-division course. All the faculty members involved in the process of each one of the capstones reviewed and evaluated not only their own student’s work but all of the research papers directed by different colleagues. 2. Assessment Buy-In. Describe how your chair and faculty were involved in assessment related activities. Did department meetings include discussion of student learning assessment in a manner that included the department faculty as a whole? 1 As indicated in question # 1, the assessment of SLO # 4 was discussed in faculty meetings, as well as the Assessment Liaison person provided the faculty with questions as a guideline. This assessment report would not have been possible without the involvement of the chair and faculty in the process. After deciding the SLO, the faculty members decided that the capstone projects were the best option for the completion of this assessment based on the nature of their contents and objectives, especially designed to develop the ability of doing research and applying critical theories in analysis of Hispanic linguistics, literatures, civilizations, and cultures. 3. Student Learning Outcome Assessment Project. Answer items a-f for each SLO assessed this year. If you assessed an additional SLO, copy and paste items a-f below, BEFORE you answer them here, to provide additional reporting space. 3a. Which Student Learning Outcome was measured this year? SLO # 4 of the Spanish Program: “Carry out research and apply critical theories in analysis of Hispanic linguistics, literatures, civilizations, and cultures.” 3b. Does this learning outcome align with one or more of the university’s Big 5 Competencies? (Delete any which do not apply) This SLO aligns with all of the university’s Big 5 Competencies: 1) Critical Thinking, 2) Oral Communication, 3) Written Communication, 4) Quantitative Literacy, and 5) Information Literacy. The capstone projects, not only in the Spanish section but in all the MCLL Department’s sections, represent the culmination of the process of learning experienced by the students during the completion of their major. Their main goal is to prove that the student has developed up to an advance level of the language both in oral and writing skills, as well as has understood and learn some of the most important theories and critical perspectives applied in the study of Hispanic literature, language and civilization in order to apply them to a scholarly research paper. The student doing his/her capstone has to apply those theories and critical perspectives to his/her analysis of Hispanic linguistic and/or literary works and present it orally in front of a general public composed not only by several faculty members but other students, friends, and family. 2 As mentioned before, the capstone projects are written under the direction of one specific Instructor/Professor during a 500 level upper-division course. Although the MCLL Dept. is in the process of changing the numbers of its upper division courses, still the capstones of this AY 2014-2015 have been done in the 500 level seminars. They are courses designed for graduate students where undergraduate students are allowed to be enrolled. As advance courses, the student has to demonstrate native level of command of the language, and a high development of the knowledge and application of the most modern theories and critical perspectives in Hispanic literature and civilization. During the completion of the course, the students have to do oral and written presentations based on their research on literary/linguistic works. They have to demonstrate a very advance level of knowledge not only on the subject matter but in research methods, use of technology, and MLA format. In the case of the undergraduate students in a 500 level class, their final papers can be used as capstones. It is obvious that the capstone projects align with the University’s Big Five Competencies. They are analytical essays based on the student’s ability of producing well-reasoned work, with arguments that support their thoughts in a logical order, and with a strong conclusion that leaves the receptor, listener and/or reader, solidly understanding the position of the author. The capstones have the goal of showing the ability of students to express their ideas in a clear and concise way not only in their written form but mainly through the 20 minutes final presentations with questions from the instructor and/or other students. 3c. Does this learning outcome align with University’s commitment to supporting diversity through the cultivation and exchange of a wide variety of ideas and points of view? In what ways did the assessed SLO incorporate diverse perspectives related to race, ethnic/cultural identity/cultural orientations, religion, sexual orientation, gender/gender identity, disability, socio-economic status, veteran status, national origin, age, language, and employment rank? One of the main missions of the department is to offer curricula, services and research leading to proficiency in language, literature, and culture that will enable individuals to function effectively in the international communities in our geographical area and throughout the world. Therefore, we can see in the description of the capstone projects assessed in this report, that they cultivates and promotes a wide variety of ideas and points of view. Among the 10 research papers chosen for this assessment, 3 are centered around the women role in the Hispanic societies, 1 is about sexual identity, 2 explore the regional differences through their language characteristics, 2 study the correlation between the past and the present of Spain and Mexico taking their civil wars as a starting point of their modern History, 1 analyzes the role of the religion in the literature of the 16th Century Spain, and 1 compares the idealization of women beauty in the Spanish Baroque poetry and their real social position during the same period of time. The 3 addition of all of them shows contents related with race, ethnic/cultural identity, gender, sexual orientation, socio-economic status, national origin, and language. 3d. What direct and/or indirect instrument(s) were used to measure this SLO? The students doing their capstones in the Spanish section were assessed using both direct and indirect instruments. For the direct method of measurement, it was designed a rubric (appendix I) that included the use of bibliography, organization, level of ACTFL standards, format modeling the MLA, research skills, integration of multisource information, and application of contemporary literary/linguistic theory. The indirect assessment consisted in the discussions and questions during the oral presentation. 3e. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different points) or was a cross-sectional comparison used (Comparing freshmen with seniors)? If so, describe the assessment points used. The SLO #4 for the capstone projects and presentations was longitudinally assessed. The rubric mentioned in my answer to question 3d allowed the Instructor to grade each one of the projects based on a scale from 4 to 1: 4=well-developed, 3=accurate, 2=poor, and 1=it needs more work. The same numerical system was used to assess the indirect assessment consisted in the discussions and questions during the oral presentation. See Appendix II. 3f. Assessment Results & Analysis of this SLO: Provide a summary of how the results were analyzed and highlight findings from the collected evidence. The students in the Spanish Major whose capstones were assessed at the end of the spring semester of 2015 demonstrated high intermediate and advanced levels of research skills and applying critical theories in analysis of Hispanic linguistics, literatures, civilizations, and cultures (SLO # 4). Distribution of grades (Appendix III): 1 student got A+, 2 got A, 5 got A-, and 2 got B+. A satisfactory ability in SLO # 4 was considered to be B or above, with 100% of the sample population demonstrating an above-average ability. Since the students surpassed the achievement score required, the results enabled the instructor to find out what area students needed to improve. This assessment data suggested good improving in the use of bibliography, organization, level of ACTFL standards, format modeling the MLA, research skills, integration of multisource information, and application of contemporary literary/linguistic theory and therefore an improvement in SLO # 4. 4 Overall, we can conclude that the results indicated by the assessed projects show that most of the students have demonstrated ability to “Carry out research and apply critical theories in analysis of Hispanic linguistics, literatures, civilizations, and cultures.” Obviously, as one of the instructors point out in previous assessment reports, “there is always room for improvement.” As part of an integral continuous improvement process and in an effort to continue with the technological requirements of a new kind of students and society, as well as current and future university technology roadmaps, more online components should be included in the 500 level classes where the capstones are done. 3g. Use of Assessment Results of this SLO: Describe how assessment results were used to improve student learning. Were assessment results from previous years or from this year used to make program changes in this reporting year? (Possible changes include: changes to course content/topics covered, changes to course sequence, additions/deletions of courses in program, changes in pedagogy, changes to student advisement, changes to student support services, revisions to program SLOs, new or revised assessment instruments, other academic programmatic changes, and changes to the assessment plan.) Since the students surpassed the achievement score required, the results enabled the instructors to find out what area students needed to improve. The instructors were very pleased with the results of the research and writing of the students’ capstone under their supervision. But the fact that not all of them got A grades means that there is room for improvements. In the discussion of the results, was pointed out the necessity of encouraging students to learn beyond what is being discussed in the classroom, especially to those who are in the process of completing their capstones. One of the reasons for the grades under A was perhaps the use of technology and the library tutorial services. The instructor noticed that some of the students’ claims in their papers were not well supported with evidence, which is why their arguments were not very convincing. It was well discussed in class the necessity of review and understand what other scholars have said about the student thesis/argument before he/she states it in his/her essay. Some students neglected the work of reading trusty sources and without the evidences they cannot present good ideas. To improve student’s research skills, the instructor believes that it is very important giving exercises of analytical writing to students; the instructors tend to assume that their students have already learned how to research and write academically, but this is not the case for a lot of our students. Again, and as it has been pointed out in previous assessment reports, It would be very good and productive to re-think a new course that prepares our students how to do research and write an academic essay. 4. Assessment of Previous Changes: Present documentation that demonstrates how the previous changes in the program resulted in improved student learning. N/A 5 5. Changes to SLOs? Please attach an updated course alignment matrix if any changes were made. (Refer to the Curriculum Alignment Matrix Template, http://www.csun.edu/assessment/forms_guides.html.) N/A 6. Assessment Plan: Evaluate the effectiveness of your 5 year assessment plan. How well did it inform and guide your assessment work this academic year? What process is used to develop/update the 5 year assessment plan? Please attach an updated 5 year assessment plan for 2013-2018. (Refer to Five Year Planning Template, plan B or C, http://www.csun.edu/assessment/forms_guides.html.) The 5 year (2011-2016) assessment plan constitutes one of the columns of the MCLL Dept. Program. The Spanish capstone projects used here to measure SLO #4 clearly connect with two of the fundamental SLOs of the program, which are to teach students the skill of critical thinking in the analysis of traditions, cultures and civilizations, and the skill of analyze and clearly articulate interpretations of literary/linguistic texts. It is not necessary to emphasize the interrelation among all of the SLOs and the mission of the department to prepare professionals and future leaders who are ready to address the challenges of a globalized and diverse world through their ability of understanding the world with their research on different topics. For that, they have to demonstrate the acquisition of critical thinking through the interpretation and analysis of literary, linguistic, and cultural texts. It seems that this goal was successfully acquire by most of the students participating in the selected capstones for assessing SLO # 4. 7. Has someone in your program completed, submitted or published a manuscript which uses or describes assessment activities in your program? Please provide citation or discuss. No 8. Other information, assessment or reflective activities or processes not captured above. No 6 APPENDIX I: Rubric to measure SLO # 4: “Carry out research and apply critical theories in analysis of Hispanic linguistics, literatures, civilizations, and cultures.” Student’s name: _______________________________________________________________________ Capstone title: _________________________________________________________________________ RUBRIC COMPONENT 4: well-developed 3: Accurate 2: Poor 1: It needs more work Use of bibliography Provides a welldeveloped examination of the bibliography and questions its accuracy, relevance, and completeness. Clearly distinguishes between fact and opinion. Examines bibliographical evidence and questions the quality. Distinguishes between fact and opinion. Merely repeats the information provided by the bibliography. Does not justify position or distinguishes between fact and opinion. Does not identify or assess the quality of supporting bibliography. Organization of the project Accurately identifies introduction, development, and conclusion with welldeveloped explanation. Provides an objective reflection of own assertions. Accurately identifies introduction, development, and conclusion with a brief explanation. Inaccurately identify introduction, development, and conclusion. Provides inaccurate information, or merely provides a list of ideas. Does not identify any introduction, development, and conclusions. ACTFL Standards Excellent use of ACTFL standards. Good use of ACTFL standards but with some errors. Poor use of ACTFL standards with a lot of errors. No knowledge of ACTFL standards. MLA format Excellent use of MLA format. Good use of MLA format but with some errors. Poor use of MLA format with a lot of errors. No knowledge of MLA format. 7 Research skills Accurately identifies the research question and the necessary tools to resolve it. Accurately identifies the research question but does not apply the necessary tools to resolve it. Poor identification of the research question and poor application of the necessary tools to resolve it. Does not identify any research question. Integration of multisource information Accurately identifies and integrates information from multiple sources. Accurately identifies but does not appropriately integrate information from multiple sources. Poor identification and/or integration information from multiple sources. Does not identify and/or integrate information from multiple sources. Application of contemporary literary/linguistic theory Accurately identify and apply contemporary literary/linguistic theories. Accurately identify but does not appropriately apply contemporary literary/linguistic theories. Poor identification and/or application of contemporary literary/linguistic theories. Does not identify and/or apply contemporary literary/linguistic theories. 8 APPENDIX II: Numerical results of each one of the capstone projects assessed. Capstone title: Catalina de Erauso. Un analisis de su autobiografia y persona. RUBRIC COMPONENT 4: well-developed 3: Accurate 2: Poor 1: It needs more work Use of bibliography 4: well-developed Provides a welldeveloped examination of the bibliography and questions its accuracy, relevance, and completeness. Clearly distinguishes between fact and opinion. Examines bibliographical evidence and questions the quality. Distinguishes between fact and opinion. Merely repeats the information provided by the bibliography. Does not justify position or distinguishes between fact and opinion. Does not identify or assess the quality of supporting bibliography. Organization of the project 3: Accurate Accurately identifies introduction, development, and conclusion with welldeveloped explanation. Provides an objective reflection of own assertions. Accurately identifies introduction, development, and conclusion with a brief explanation. Inaccurately identify introduction, development, and conclusion. Provides inaccurate information, or merely provides a list of ideas. Does not identify any introduction, development, and conclusions. ACTFL Standards 4: well-developed Excellent use of ACTFL standards. Good use of ACTFL standards but with some errors. Poor use of ACTFL standards with a lot of errors. No knowledge of ACTFL standards. MLA format 4: well-developed Excellent use of MLA format. Good use of MLA format but with some errors. Poor use of MLA format with a lot of errors. No knowledge of MLA format. Research skills 3: Accurate Accurately identifies the research question and the necessary tools to resolve it. Accurately identifies the research question but does not apply the necessary tools to resolve it. Poor identification of the research question and poor application of the necessary tools to resolve it. Does not identify any research question. 9 Integration of multisource information 4: well-developed Accurately identifies and integrates information from multiple sources. Accurately identifies but does not appropriately integrate information from multiple sources. Poor identification and/or integration information from multiple sources. Does not identify and/or integrate information from multiple sources. Application of contemporary literary/linguistic theory 3: Accurate Accurately identify and apply contemporary literary/linguistic theories. Accurately identify but does not appropriately apply contemporary literary/linguistic theories. Poor identification and/or application of contemporary literary/linguistic theories. Does not identify and/or apply contemporary literary/linguistic theories. Answers to the questions during the presentation: 4: well-developed Grade: A Capstone title: Mujeres de Espana en el Siglo de Oro RUBRIC COMPONENT 4: well-developed 3: Accurate 2: Poor 1: It needs more work Use of bibliography 3: Accurate Provides a welldeveloped examination of the bibliography and questions its accuracy, relevance, and completeness. Clearly distinguishes between fact and opinion. Examines bibliographical evidence and questions the quality. Distinguishes between fact and opinion. Merely repeats the information provided by the bibliography. Does not justify position or distinguishes between fact and opinion. Does not identify or assess the quality of supporting bibliography. 10 Organization of the project 2: Poor Accurately identifies introduction, development, and conclusion with welldeveloped explanation. Provides an objective reflection of own assertions. Accurately identifies introduction, development, and conclusion with a brief explanation. Inaccurately identify introduction, development, and conclusion. Provides inaccurate information, or merely provides a list of ideas. Does not identify any introduction, development, and conclusions. ACTFL Standards 3: Accurate Excellent use of ACTFL standards. Good use of ACTFL standards but with some errors. Poor use of ACTFL standards with a lot of errors. No knowledge of ACTFL standards. MLA format 3: Accurate Excellent use of MLA format. Good use of MLA format but with some errors. Poor use of MLA format with a lot of errors. No knowledge of MLA format. Research skills 3: Accurate Accurately identifies the research question and the necessary tools to resolve it. Accurately identifies the research question but does not apply the necessary tools to resolve it. Poor identification of the research question and poor application of the necessary tools to resolve it. Does not identify any research question. Integration of multisource information 3: Accurate Accurately identifies and integrates information from multiple sources. Accurately identifies but does not appropriately integrate information from multiple sources. Poor identification and/or integration information from multiple sources. Does not identify and/or integrate information from multiple sources. Application of contemporary literary/linguistic theory 2: Poor Accurately identify and apply contemporary literary/linguistic theories. Accurately identify but does not appropriately apply contemporary literary/linguistic theories. Poor identification and/or application of contemporary literary/linguistic theories. Does not identify and/or apply contemporary literary/linguistic theories. Answers to the questions during the presentation: 3: Accurate Grade: B+ 11 Capstone title: La mujer en la sociedad del siglo de oro RUBRIC COMPONENT 4: well-developed 3: Accurate 2: Poor 1: It needs more work Use of bibliography 4: well-developed Provides a welldeveloped examination of the bibliography and questions its accuracy, relevance, and completeness. Clearly distinguishes between fact and opinion. Examines bibliographical evidence and questions the quality. Distinguishes between fact and opinion. Merely repeats the information provided by the bibliography. Does not justify position or distinguishes between fact and opinion. Does not identify or assess the quality of supporting bibliography. Organization of the project 3: Accurate Accurately identifies introduction, development, and conclusion with welldeveloped explanation. Provides an objective reflection of own assertions. Accurately identifies introduction, development, and conclusion with a brief explanation. Inaccurately identify introduction, development, and conclusion. Provides inaccurate information, or merely provides a list of ideas. Does not identify any introduction, development, and conclusions. ACTFL Standards 4: well-developed Excellent use of ACTFL standards. Good use of ACTFL standards but with some errors. Poor use of ACTFL standards with a lot of errors. No knowledge of ACTFL standards. MLA format 4: well-developed Excellent use of MLA format. Good use of MLA format but with some errors. Poor use of MLA format with a lot of errors. No knowledge of MLA format. Research skills 3: Accurate Accurately identifies the research question and the necessary tools to resolve it. Accurately identifies the research question but does not apply the necessary tools to resolve it. Poor identification of the research question and poor application of the necessary tools to resolve it. Does not identify any research question. 12 Integration of multisource information 3: Accurate Accurately identifies and integrates information from multiple sources. Accurately identifies but does not appropriately integrate information from multiple sources. Poor identification and/or integration information from multiple sources. Does not identify and/or integrate information from multiple sources. Application of contemporary literary/linguistic theory 4: well-developed Accurately identify and apply contemporary literary/linguistic theories. Accurately identify but does not appropriately apply contemporary literary/linguistic theories. Poor identification and/or application of contemporary literary/linguistic theories. Does not identify and/or apply contemporary literary/linguistic theories. Answers to the questions during the presentation: 3: Accurate Grade: ACapstone title: Maria de Zayas y Sotomayor. Escritora feminist de su epoca RUBRIC COMPONENT 4: well-developed 3: Accurate 2: Poor 1: It needs more work Use of bibliography 4: well-developed Provides a welldeveloped examination of the bibliography and questions its accuracy, relevance, and completeness. Clearly distinguishes between fact and opinion. Examines bibliographical evidence and questions the quality. Distinguishes between fact and opinion. Merely repeats the information provided by the bibliography. Does not justify position or distinguishes between fact and opinion. Does not identify or assess the quality of supporting bibliography. 13 Organization of the project 4: well-developed Accurately identifies introduction, development, and conclusion with welldeveloped explanation. Provides an objective reflection of own assertions. Accurately identifies introduction, development, and conclusion with a brief explanation. Inaccurately identify introduction, development, and conclusion. Provides inaccurate information, or merely provides a list of ideas. Does not identify any introduction, development, and conclusions. ACTFL Standards 4: well-developed Excellent use of ACTFL standards. Good use of ACTFL standards but with some errors. Poor use of ACTFL standards with a lot of errors. No knowledge of ACTFL standards. MLA format 4: well-developed Excellent use of MLA format. Good use of MLA format but with some errors. Poor use of MLA format with a lot of errors. No knowledge of MLA format. Research skills 4: well-developed Accurately identifies the research question and the necessary tools to resolve it. Accurately identifies the research question but does not apply the necessary tools to resolve it. Poor identification of the research question and poor application of the necessary tools to resolve it. Does not identify any research question. Integration of multisource information 3: Accurate Accurately identifies and integrates information from multiple sources. Accurately identifies but does not appropriately integrate information from multiple sources. Poor identification and/or integration information from multiple sources. Does not identify and/or integrate information from multiple sources. Application of contemporary literary/linguistic theory 3: Accurate Accurately identify and apply contemporary literary/linguistic theories. Accurately identify but does not appropriately apply contemporary literary/linguistic theories. Poor identification and/or application of contemporary literary/linguistic theories. Does not identify and/or apply contemporary literary/linguistic theories. Answers to the questions during the presentation: 4: well-developed Grade: A 14 Capstone title: No es Nada. El ambiente social en la Guerra civil española. RUBRIC COMPONENT 4: well-developed 3: Accurate 2: Poor 1: It needs more work Use of bibliography 4: well-developed Provides a welldeveloped examination of the bibliography and questions its accuracy, relevance, and completeness. Clearly distinguishes between fact and opinion. Examines bibliographical evidence and questions the quality. Distinguishes between fact and opinion. Merely repeats the information provided by the bibliography. Does not justify position or distinguishes between fact and opinion. Does not identify or assess the quality of supporting bibliography. Organization of the project 3: Accurate Accurately identifies introduction, development, and conclusion with welldeveloped explanation. Provides an objective reflection of own assertions. Accurately identifies introduction, development, and conclusion with a brief explanation. Inaccurately identify introduction, development, and conclusion. Provides inaccurate information, or merely provides a list of ideas. Does not identify any introduction, development, and conclusions. ACTFL Standards 4: well-developed Excellent use of ACTFL standards. Good use of ACTFL standards but with some errors. Poor use of ACTFL standards with a lot of errors. No knowledge of ACTFL standards. MLA format 4: well-developed Excellent use of MLA format. Good use of MLA format but with some errors. Poor use of MLA format with a lot of errors. No knowledge of MLA format. Research skills 4: well-developed Accurately identifies the research question and the necessary tools to resolve it. Accurately identifies the research question but does not apply the necessary tools to resolve it. Poor identification of the research question and poor application of the necessary tools to resolve it. Does not identify any research question. 15 Integration of multisource information 3: Accurate Accurately identifies and integrates information from multiple sources. Accurately identifies but does not appropriately integrate information from multiple sources. Poor identification and/or integration information from multiple sources. Does not identify and/or integrate information from multiple sources. Application of contemporary literary/linguistic theory 4: well-developed Accurately identify and apply contemporary literary/linguistic theories. Accurately identify but does not appropriately apply contemporary literary/linguistic theories. Poor identification and/or application of contemporary literary/linguistic theories. Does not identify and/or apply contemporary literary/linguistic theories. Answers to the questions during the presentation: 3: Accurate Grade: ACapstone title: La funcion espiritual de Santa Teresa de Jesus RUBRIC COMPONENT 4: well-developed 3: Accurate 2: Poor 1: It needs more work Use of bibliography 4: well-developed Provides a welldeveloped examination of the bibliography and questions its accuracy, relevance, and completeness. Clearly distinguishes between fact and opinion. Examines bibliographical evidence and questions the quality. Distinguishes between fact and opinion. Merely repeats the information provided by the bibliography. Does not justify position or distinguishes between fact and opinion. Does not identify or assess the quality of supporting bibliography. 16 Organization of the project 3: Accurate Accurately identifies introduction, development, and conclusion with welldeveloped explanation. Provides an objective reflection of own assertions. Accurately identifies introduction, development, and conclusion with a brief explanation. Inaccurately identify introduction, development, and conclusion. Provides inaccurate information, or merely provides a list of ideas. Does not identify any introduction, development, and conclusions. ACTFL Standards 4: well-developed Excellent use of ACTFL standards. Good use of ACTFL standards but with some errors. Poor use of ACTFL standards with a lot of errors. No knowledge of ACTFL standards. MLA format 4: well-developed Excellent use of MLA format. Good use of MLA format but with some errors. Poor use of MLA format with a lot of errors. No knowledge of MLA format. Research skills 4: well-developed Accurately identifies the research question and the necessary tools to resolve it. Accurately identifies the research question but does not apply the necessary tools to resolve it. Poor identification of the research question and poor application of the necessary tools to resolve it. Does not identify any research question. Integration of multisource information 3: Accurate Accurately identifies and integrates information from multiple sources. Accurately identifies but does not appropriately integrate information from multiple sources. Poor identification and/or integration information from multiple sources. Does not identify and/or integrate information from multiple sources. Application of contemporary literary/linguistic theory 3: Accurate Accurately identify and apply contemporary literary/linguistic theories. Accurately identify but does not appropriately apply contemporary literary/linguistic theories. Poor identification and/or application of contemporary literary/linguistic theories. Does not identify and/or apply contemporary literary/linguistic theories. Answers to the questions during the presentation: 3: Accurate Grade: A17 Capstone title: La poesia amorosa de Francisco de Quevedo y Villegas. Ventana Barroca al sentimiento amoroso decadente RUBRIC COMPONENT 4: well-developed 3: Accurate 2: Poor 1: It needs more work Use of bibliography 4: well-developed Provides a welldeveloped examination of the bibliography and questions its accuracy, relevance, and completeness. Clearly distinguishes between fact and opinion. Examines bibliographical evidence and questions the quality. Distinguishes between fact and opinion. Merely repeats the information provided by the bibliography. Does not justify position or distinguishes between fact and opinion. Does not identify or assess the quality of supporting bibliography. Organization of the project 4: well-developed Accurately identifies introduction, development, and conclusion with welldeveloped explanation. Provides an objective reflection of own assertions. Accurately identifies introduction, development, and conclusion with a brief explanation. Inaccurately identify introduction, development, and conclusion. Provides inaccurate information, or merely provides a list of ideas. Does not identify any introduction, development, and conclusions. ACTFL Standards 4: well-developed Excellent use of ACTFL standards. Good use of ACTFL standards but with some errors. Poor use of ACTFL standards with a lot of errors. No knowledge of ACTFL standards. MLA format 4: well-developed Excellent use of MLA format. Good use of MLA format but with some errors. Poor use of MLA format with a lot of errors. No knowledge of MLA format. Research skills 4: well-developed Accurately identifies the research question and the necessary tools to resolve it. Accurately identifies the research question but does not apply the necessary tools to resolve it. Poor identification of the research question and poor application of the necessary tools to resolve it. Does not identify any research question. 18 Integration of multisource information 4: well-developed Accurately identifies and integrates information from multiple sources. Accurately identifies but does not appropriately integrate information from multiple sources. Poor identification and/or integration information from multiple sources. Does not identify and/or integrate information from multiple sources. Application of contemporary literary/linguistic theory 4: well-developed Accurately identify and apply contemporary literary/linguistic theories. Accurately identify but does not appropriately apply contemporary literary/linguistic theories. Poor identification and/or application of contemporary literary/linguistic theories. Does not identify and/or apply contemporary literary/linguistic theories. Answers to the questions during the presentation: 4: well-developed Grade: A+ Capstone title: El “voseo.” RUBRIC COMPONENT 4: well-developed 3: Accurate 2: Poor 1: It needs more work Use of bibliography 4: well-developed Provides a welldeveloped examination of the bibliography and questions its accuracy, relevance, and completeness. Clearly distinguishes between fact and opinion. Examines bibliographical evidence and questions the quality. Distinguishes between fact and opinion. Merely repeats the information provided by the bibliography. Does not justify position or distinguishes between fact and opinion. Does not identify or assess the quality of supporting bibliography. 19 Organization of the project 4: well-developed Accurately identifies introduction, development, and conclusion with welldeveloped explanation. Provides an objective reflection of own assertions. Accurately identifies introduction, development, and conclusion with a brief explanation. Inaccurately identify introduction, development, and conclusion. Provides inaccurate information, or merely provides a list of ideas. Does not identify any introduction, development, and conclusions. ACTFL Standards 4: well-developed Excellent use of ACTFL standards. Good use of ACTFL standards but with some errors. Poor use of ACTFL standards with a lot of errors. No knowledge of ACTFL standards. MLA format 4: well-developed Excellent use of MLA format. Good use of MLA format but with some errors. Poor use of MLA format with a lot of errors. No knowledge of MLA format. Research skills 4: well-developed Accurately identifies the research question and the necessary tools to resolve it. Accurately identifies the research question but does not apply the necessary tools to resolve it. Poor identification of the research question and poor application of the necessary tools to resolve it. Does not identify any research question. Integration of multisource information 3: Accurate Accurately identifies and integrates information from multiple sources. Accurately identifies but does not appropriately integrate information from multiple sources. Poor identification and/or integration information from multiple sources. Does not identify and/or integrate information from multiple sources. Application of contemporary literary/linguistic theory 3: Accurate Accurately identify and apply contemporary literary/linguistic theories. Accurately identify but does not appropriately apply contemporary literary/linguistic theories. Poor identification and/or application of contemporary literary/linguistic theories. Does not identify and/or apply contemporary literary/linguistic theories. Answers to the questions during the presentation: 4: well-developed Grade: A20 Capstone title: La muerte de Artemio Cruz. Las tres voces narrativas: tu, el y yo. Los fracasos de la revolucion Mexicana en Artemio Cruz. RUBRIC COMPONENT 4: well-developed 3: Accurate 2: Poor 1: It needs more work Use of bibliography 3: Accurate Provides a welldeveloped examination of the bibliography and questions its accuracy, relevance, and completeness. Clearly distinguishes between fact and opinion. Examines bibliographical evidence and questions the quality. Distinguishes between fact and opinion. Merely repeats the information provided by the bibliography. Does not justify position or distinguishes between fact and opinion. Does not identify or assess the quality of supporting bibliography. Organization of the project 3: Accurate Accurately identifies introduction, development, and conclusion with welldeveloped explanation. Provides an objective reflection of own assertions. Accurately identifies introduction, development, and conclusion with a brief explanation. Inaccurately identify introduction, development, and conclusion. Provides inaccurate information, or merely provides a list of ideas. Does not identify any introduction, development, and conclusions. ACTFL Standards 4: well-developed Excellent use of ACTFL standards. Good use of ACTFL standards but with some errors. Poor use of ACTFL standards with a lot of errors. No knowledge of ACTFL standards. MLA format 4: well-developed Excellent use of MLA format. Good use of MLA format but with some errors. Poor use of MLA format with a lot of errors. No knowledge of MLA format. Research skills 3: Accurate Accurately identifies the research question and the necessary tools to resolve it. Accurately identifies the research question but does not apply the necessary tools to resolve it. Poor identification of the research question and poor application of the necessary tools to resolve it. Does not identify any research question. 21 Integration of multisource information 4: well-developed Accurately identifies and integrates information from multiple sources. Accurately identifies but does not appropriately integrate information from multiple sources. Poor identification and/or integration information from multiple sources. Does not identify and/or integrate information from multiple sources. Application of contemporary literary/linguistic theory 4: well-developed Accurately identify and apply contemporary literary/linguistic theories. Accurately identify but does not appropriately apply contemporary literary/linguistic theories. Poor identification and/or application of contemporary literary/linguistic theories. Does not identify and/or apply contemporary literary/linguistic theories. Answers to the questions during the presentation: 4: well-developed Grade: ACapstone title: Espana en el mundo global. La marca Espana. RUBRIC COMPONENT 4: well-developed 3: Accurate 2: Poor 1: It needs more work Use of bibliography 2: Poor Provides a welldeveloped examination of the bibliography and questions its accuracy, relevance, and completeness. Clearly distinguishes between fact and opinion. Examines bibliographical evidence and questions the quality. Distinguishes between fact and opinion. Merely repeats the information provided by the bibliography. Does not justify position or distinguishes between fact and opinion. Does not identify or assess the quality of supporting bibliography. Organization of the project 3: Accurate Accurately identifies introduction, development, and conclusion with welldeveloped explanation. Provides an objective reflection of own assertions. Accurately identifies introduction, development, and conclusion with a brief explanation. Inaccurately identify introduction, development, and conclusion. Provides inaccurate information, or merely provides a list of ideas. Does not identify any introduction, development, and conclusions. 22 ACTFL Standards 4: well-developed Excellent use of ACTFL standards. Good use of ACTFL standards but with some errors. Poor use of ACTFL standards with a lot of errors. No knowledge of ACTFL standards. MLA format 4: well-developed Excellent use of MLA format. Good use of MLA format but with some errors. Poor use of MLA format with a lot of errors. No knowledge of MLA format. Research skills 3: Accurate Accurately identifies the research question and the necessary tools to resolve it. Accurately identifies the research question but does not apply the necessary tools to resolve it. Poor identification of the research question and poor application of the necessary tools to resolve it. Does not identify any research question. Integration of multisource information 3: Accurate Accurately identifies and integrates information from multiple sources. Accurately identifies but does not appropriately integrate information from multiple sources. Poor identification and/or integration information from multiple sources. Does not identify and/or integrate information from multiple sources. Application of contemporary literary/linguistic theory 2: Poor Accurately identify and apply contemporary literary/linguistic theories. Accurately identify but does not appropriately apply contemporary literary/linguistic theories. Poor identification and/or application of contemporary literary/linguistic theories. Does not identify and/or apply contemporary literary/linguistic theories. Answers to the questions during the presentation: 3: Accurate Grade: B+ 23 APPENDIX III: Table of results of the number of students in each one of the rubric components by grades: RUBRIC COMPONENT 4: well-developed 3: Accurate 2: Poor 1: It needs more work Use of bibliography Provides a welldeveloped examination of the bibliography and questions its accuracy, relevance, and completeness. Clearly distinguishes between fact and opinion. 7 students Examines bibliographical evidence and questions the quality. Distinguishes between fact and opinion. 2 students Merely repeats the information provided by the bibliography. Does not justify position or distinguishes between fact and opinion. 1 student Does not identify or assess the quality of supporting bibliography. Organization of the project Accurately identifies introduction, development, and conclusion with welldeveloped explanation. Provides an objective reflection of own assertions. 3 students Accurately identifies introduction, development, and conclusion with a brief explanation. 6 students Inaccurately identify introduction, development, and conclusion. Provides inaccurate information, or merely provides a list of ideas. 1 student Does not identify any introduction, development, and conclusions. ACTFL Standards Excellent use of ACTFL standards. 9 students Good use of ACTFL standards but with some errors. 1 student Poor use of ACTFL standards with a lot of errors. No knowledge of ACTFL standards. MLA format Excellent use of MLA format. 9 students Good use of MLA format but with some errors. 1 student Poor use of MLA format with a lot of errors. No knowledge of MLA format. Research skills Accurately identifies the research question and the necessary tools to resolve it. 5 students Accurately identifies the research question but does not apply the necessary tools to resolve it. 5 students Poor identification of the research question and poor application of the necessary tools to resolve it. Does not identify any research question. 24 Integration of multisource information Accurately identifies and integrates information from multiple sources. 3 students Accurately identifies but does not appropriately integrate information from multiple sources. 7 students Poor identification and/or integration information from multiple sources. Does not identify and/or integrate information from multiple sources. Application of contemporary literary/linguistic theory Accurately identify and apply contemporary literary/linguistic theories. 4 students Accurately identify but does not appropriately apply contemporary literary/linguistic theories. 4 students Poor identification and/or application of contemporary literary/linguistic theories. 2 students Does not identify and/or apply contemporary literary/linguistic theories. 25