LA HARBOR COLLEGE
Student Learning Outcomes (SLOs) Assessment Report
Course Assessment
Division: Communications
Discipline/Program: Japanese
Course Number and Name: Japanese 021 Fundamentals of Japanese I
Program Contact Person: Ryoko Onishi Phone: 310-291-5022
Reviewed by:
E-mail:onishir@lahc.edu
Elena Reigadas, SLO Coordinator
Attach additional pages as necessary.
Institutional Mission
Course Intended Outcomes
& Goals
Read and write simple
questions and statements in
1
Japanese
Date: Spring 2013
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
Ask and answer questions
orally
Students will be able to
ask simple questions in
Japanese in
communicative settings
1
Maintain a simple conversation
in areas of immediate need or
familiar topics
Students will participate
in a group role-play
activity. 80% of students
will score a ‘C’ or better
scored by a department
rubric.
2012 Fall Japanese 021 Assessment Onishi
Summary of Data
Collected
In Fall 2012, a total of
22 students completed
the final exam. Scores
were as follows.
14 – 80% or more correct
5 – 70% or more correct
3– below 70%
In Fall 2012, a total of 22
students completed the
final exam. Scores were
as follows
10 – Excellent
7– Good
5 – Acceptable
In Fall 2012, a total of 22
students participated in a
role-play “At a Japanese
restaurant.” Scores were
as follows.
12– Excellent
5– Good
Use of Results
No change
No change
All students completed the
work. We also had a field
trip to a Japanese American
National Museum on Friday,
November 2nd to reinforce
their cultural awareness
towards Japanese American
1
5 – Acceptable
4
Compare and contrast Japanese
and American cultures
Student will write a small
composition or storyline.
80% of students will
score a ‘C’ or better as
scored by a department
rubric.
In Fall 2012, a total of 22
students wrote a
composition, “Why is
Japanese language
difficult or easy
compared to English?”
6 – Excellent
11 – Good
5 – Acceptable
1
Enact everyday situations in
Japanese such as greetings,
buying food, asking or giving
directions
Students will deliver an
oral presentation in
Japanese and English.
80% of students will
score a ‘C’ or better as
scored by a department
rubric.
In Fall 2012, a total of 22
students participated in a
group role-play,
“Ordering a Japanese
dish that you saw
someone eating at the
next table.”
14 – Excellent
7 – Good
1 – Acceptable
2012 Fall Japanese 021 Assessment Onishi
history. 12 students
participated in this field trip.
Majority of students wrote
that Japanese language is
more difficult than English
since Japanese has 3
different writing systems
(hiragana, katakana, and
kanji). Also students wrote
that there are many various
polite expressions and
alternative expressions for
one concept that reflect the
culture of Japan. This essay
question brings explicit
knowledge on Japanese
language and culture.
By using laminated life-size
photographs of Japanese
dishes, students conducted a
group role-play. The visual
effects played a role on this
role-play, and students
aggressively participated.
Employing a “real-life
situation” language use will
enhance learning more
effectively.
2
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
2012 Fall Japanese 021 Assessment Onishi
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
3
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
2012 Fall Japanese 021 Assessment Onishi
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
4
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, desu, masu understanding of when to use understanding of the
understanding of when and
verbs, wa, o, ga, no, to, mo, the language skills from this language skills from this
how to use the language
functional words (articles), unit. You were able to
unit, creating a clear
skills from this unit to create
ko, hon, mai, counters of
independently transfer those message.
a clear message most of the
nouns, polite prefix and
skills, with quality of detail,
time.
suffix, o, go, sama, san
to create a clear message.
You integrated cultural
You integrated cultural
You integrated cultural
Cultural component
Knowledge of polite
elements skillfully and
elements appropriately into elements into your
expression, apologies, and
appropriately into your
your presentation most of the presentation some of the
communication norms
presentation.
time.
time.
including bows, taking off
shoes, and silence. Japanese
calendar, holidays,
compulsory school system,
food, classical arts,
graphical novels and
cartoons.
2012 Fall Japanese 021 Assessment Onishi
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.
5
Date:
Fall 2009
Attach additional pages as necessary.
Institutional
Learning Outcomes
1
Course Intended Outcomes
1. Read and write simple questions
and statements in Japanese
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
Summary of Data Collected
In Fall 2009, a total of 47 students
completed the final exam. Scores
were as follows.
22 – 80% or more correct
18 – 70% or more correct
7 – below 70%
In Fall 2009, a total of 47 students
completed the final exam. Scores
were as follows
36 – Excellent
6 – Good
5 – Acceptable
No change
All students completed the work.
We also had a field trip to a
Japanese grocery store on Friday,
November 6th to reinforce their
speaking practice in a local
Japanese speaking community. 23
students participated in this field
trip.
Majority of students wrote that
Japanese language is more difficult
than English since Japanese has 3
different writing systems
(hiragana, katakana, and kanji).
Also students wrote that there are
many various polite expressions
and alternative expressions for one
concept that reflect the culture of
Japan. This essay question brings
explicit knowledge on Japanese
language and culture.
By using laminated life-size
photographs of Japanese dishes,
students conducted a group roleplay. The visual effects played a
role on this role-play, and students
aggressively participated.
1
2. Ask and answer questions orally
Students will be able to ask
simple questions in Japanese in
communicative settings
1
3. Maintain a simple conversation
in areas of immediate need or
familiar topics
Students will participate in a
group role-play activity. 80% of
students will score a ‘C’ or better
scored by a department rubric.
In Fall 2009, a total of 47 students
participated in a role-play “At a
Japanese restaurant.” Scores were as
follows.
20– Excellent
19– Good
8 – Acceptable
4
4. Compare and contrast Japanese
and American cultures
Student will write a small
composition or storyline. 80% of
students will score a ‘C’ or better
as scored by a department rubric.
In Fall 2009, a total of 47 students
wrote a composition, “Why is
Japanese language difficult or easy
compared to English?”
35 – Excellent
9 – Good
3 – Acceptable
1
5. Enact everyday situations in
Japanese such as greetings, buying
food, asking or giving directions
Students will deliver an oral
presentation in Japanese and
English. 80% of students will
score a ‘C’ or better as scored by
a department rubric.
In Fall 2009, a total of 47 students
participated in a group role-play,
“Ordering a Japanese dish that you
saw someone eating at the next
table.”
32 – Excellent
2012 Fall Japanese 021 Assessment Onishi
Use of Results
No change
6
10 – Good
5 – Acceptable
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
2012 Fall Japanese 021 Assessment Onishi
Acceptable
Pronounces words with
frequent support
Reading is partially fluent
Employing a “real-life situation”
language use will enhance learning
more effectively.
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
7
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
2012 Fall Japanese 021 Assessment Onishi
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
8
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, desu, masu understanding of when to use understanding of the
understanding of when and
verbs, wa, o, ga, no, to, mo, the language skills from this language skills from this
how to use the language
functional words (articles), unit. You were able to
unit, creating a clear
skills from this unit to create
ko, hon, mai, counters of
independently transfer those message.
a clear message most of the
nouns, polite prefix and
skills, with quality of detail,
time.
suffix, o, go, sama, san
to create a clear message.
You integrated cultural
You integrated cultural
You integrated cultural
Cultural component
Knowledge of polite
elements skillfully and
elements appropriately into elements into your
expression, apologies, and
appropriately into your
your presentation most of the presentation some of the
communication norms
presentation.
time.
time.
including bows, taking off
shoes, and silence. Japanese
calendar, holidays,
compulsory school system,
food, classical arts,
graphical novels and
cartoons.
2012 Fall Japanese 021 Assessment Onishi
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.
9