LA HARBOR COLLEGE
Student Learning Outcomes (SLOs) Assessment Report
Course Assessment
Division: Communications
Discipline/Program:
French
Course Number and Name: French 002 Elementary French II
Program Contact Person: Seongok Bae________________________________________
Phone: _______________________
Reviewed by:
Date: June 2009
Attach additional pages as necessary.
Institutional Learning
Outcomes
1. Recognize the overall basic structure
and patterns of the French language.
Means of Assessment and
Criteria for Success
Students will answer written
questions on the final exam.
80% of students will score a ‘C’
or better.
1
2. Identify the vocabulary, grammar, and
culture necessary to communicate in
French in a limited number of basic
situations
2
1
1
Course Intended Outcomes
Summary of Data Collected
Use of Results
In Spring ’09, 11 students
completed the final exam.
Scores were as follows:
7 – 80% or more correct
2 - 70% or more
2 – below 70%
No change.
Students will answer written
questions on the final exam.
80% of students will score a ‘C’
or better.
In Spring ’09, 11 students
completed the final exam.
Scores were as follows:
6 – 80% or more correct
3 - 70% or more
2 – below 70%
No change.
3. Converse on various topics.
Students will participate in a
group role-play activity.
80% of students will score a ‘C’
or better scored by a department
rubric.
All students completed the work at
a passing level or better. They
enjoyed the activity very much. I
may these types of activities more
often.
4. Use various past tenses
(passé/compose/imparfait) on an
elementary language level
Students will write a small
composition.
80% of students will score a ‘C’
or better as scored by a
department rubric.
In Spring ’09, 11 students
participated in a group role-play
for “Le Petit Chaperon Rouge”
by Ch. Perrault. Scores were as
follows:
5 - Excellent
4 - Good
2 - Acceptable
See rubric on following page
In Spring 09, 11 students wrote a
composition about their activities
during the previous weekend.
Scores were as follows:
2 – Excellent
2 – Very good
No change
1
5. Understand the appropriate usage of
direct and indirect object pronouns
Students will answer written
questions on the final exam.
70% of students will score a ‘C’
or better.
1
6. Recognize the literature, art, music,
geography and history of France
Students will deliver an oral
presentation in French and
English.
80% of students will score a ‘C’
or better as scored by a
department rubric.
2 – Good
3 – Fair
1 – Poor
See rubric on following pages.
In Spring ’09, 11 students
completed the final exam.
Scores were as follows:
5 – 80% or more correct
2 - 70% or more
4 – below 70%
In Spring ’09, 11 students gave
oral reports about the poets,
musicians, or authors of the
excerpts they studied during the
semester. Scores were as
follows:
5 – Exceeded Expectations
1 – Met Expectations
4 – Approaching Expectations
1 – Limited Performance
See rubric on following pages.
This is a very difficult concept for
some students. I would like to
measure this again with another
group before making any changes.
Eleven students is a small sample.
No change needed. This activity
works well.
SLO #3 Rubric: Reading the Story
Not Acceptable
Pronounces words with
Pronunciation
constant support
Reading is not fluent
Fluent expression
Role-play Participation
Participates in role-play
activity only with constant
support and using a few
basic forms, structures, and
vocabulary
Knowledge/Comprehension Requires constant support to
point to words to
of words
demonstrate comprehension
Never or rarely self-corrects
Self-Correction
while reading aloud
Never or rarely reads with
Volume
volume appropriate to
audience
Acceptable
Pronounces words with
frequent support
Reading is partially fluent
Good
Pronounces words with
occasional support
Reading is mostly fluent
Excellent
Pronounces with little or no
support
Reading is fluent with
expression
Participates in role-play
Participates in role-play
Participates in role-play
activity with some support activity with occasional
activity with enthusiasm and
and using a few basic forms, support and using a few
takes on a leadership role.
structures, and vocabulary basic forms, structures, and Uses all or almost all basic
vocabulary
forms, structures, and
vocabulary
Requires partial support to Points to words accurately Points to words accurately
point to words to
most of the time with
with little or no support
demonstrate comprehension occasional support
Occasionally self-corrects
Most of the times selfAlways self-corrects while
while reading aloud
corrects while reading aloud reading aloud
Occasionally reads with
Mostly reads with volume Always self-corrects while
volume appropriate to
appropriate to audience
reading
audience
SLO #4 Rubric: for written work
Poor
many errors, little
Mechanics and structure
sentence structure;
hard/ impossible to
understand due to
grammar mistakes
inadequate
Vocabulary
Content
misleading
Fluency
fragmented, barely
intelligible; no
transitions
Fair
Good
Very Good
Hard to understand due frequent errors which good; some errors;
to grammar mistakes. do not hinder
several complex
few complex sentences communication;
sentences
occasional complex
sentences
limited to basic words; functional; fails to
level appropriate
often inaccurate
communicate complete
meaning
numerous errors which understandable, though interesting, varied,
interfere with
frequent errors
some errors
understanding
able to use routine
incomplete sentences, adequately conveys
expressions; few or no communicates
meaning; some errors;
transitions
meaning with frequent some minimal
errors; uses transitions transitions
when appropriate
Excellent
excellent; very few or
no errors; many
complex sentences
precise, varied
excellent for level
rich, engaging
flows well; very few or
no errors; great use of
transitions
SLO #6 Rubric: Oral Presentation
Exceeds Expectations
Meets Expectations
Approaching Expectations
4 pts
3 pts
2 pts
You included all the required You included all the required You included most of the
Content
Used the essential questions elements in your skit, and
elements in your skit.
required elements in your
for the unit as a base for
worked to challenge your
skit.
communication and language abilities by extending your
development.
messages.
You used a wide range of
You used the correct
You used the correct
Use of vocabulary
Used vocabulary related to correct vocabulary related to vocabulary related to school vocabulary related to school
school supplies, personnel, school masterfully.
consistently.
most of the time.
places in the school, and
objects in the classroom.
You demonstrated complete You demonstrated consistent You demonstrated
Use of language skills
Subject pronouns, -er verbs, understanding of when to use understanding of the
understanding of when and
avoir, etre, definite articles, the language skills from this language skills from this
how to use the language
indefinite articles, plurals of unit. You were able to
unit, creating a clear
skills from this unit to create
nouns, agreeing adjectives, independently transfer those message.
a clear message most of the
prepositions of place.
skills, with quality of detail,
time.
to create a clear message.
You integrated cultural
You integrated cultural
You integrated cultural
Cultural component
Knowledge of "tu" and
elements skillfully and
elements appropriately into elements into your
"vous", N.A. and French
appropriately into your
your presentation most of the presentation some of the
calendar, Quebec school
presentation.
time.
time.
system, French school
system.
Limited Performance
1 pts
You included less than half
of the required elements in
your skit.
You used the correct
vocabulary for school
inconsistently.
You demonstrated that you
still need to attend to the
language skills from this
unit, and are not fully able to
use them to create a message
that others will understand.
You showed that you are not
yet aware of the appropriate
use of cultural elements in
your presentation.