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