COMPREHENSIVE INSTRUCTIONAL PROGRAM REVIEW
WORLD LANGUAGES/NORCO
2013
Office of Educational Services
Web Resources:
http://www.rccd.edu/administration/educationalservices/ieffectiveness/Pages/ProgramReview.aspx
Need Help? Contact: Carolyn Quin, MVC @carolyn.quin@mvc.edu
Rita Chenoweth, RCC @rita.chenoweth@rcc.edu or
Alexis Gray (alexis.gray@norcocollege.edu)
David Torres at David.Torres@rccd.edu is available for current data
Last Revised: February 2013
TABLE OF CONTENTS
A. Mission and Relationship to the Colleges(s) ....................................................................................... 1
B. History.................................................................................................................................................... 1
CIPR 2010 Goal #1 ....................................... …………………………………………………………..2
CIPR 2010 Goal #2 ................................................................................................................................. 2
CIPR 2010 Goal #3 ................................................................................................................................. 3
C. Data Analysis and Environmental Scan .............................................................................................. 3
Spanish Sections and Distribution .................................. ………………………………………………3
Enrollment Analysis................................................................................................................................ 4
Success Analysis .............................................................................................................................. 4
Retention Analysis ........................................................................................................................... 4
Efficiency Analysis .......................................................................................................................... 5
Japanese Sections and Distribution ......................................................................................................... 5
Enrollment Analysis ......................................................................................................................... 6
Success Analysis .............................................................................................................................. 6
Retention Analysis ........................................................................................................................... 6
Efficiency Analysis .......................................................................................................................... 7
D. Programs and Curriculum ................................................................................................................... 7
E. Student Learning Outcomes Assessment ............................................................................................ 8
Spring 2010 and Fall 2010 ...................................................................................................................... 8
Spring 2011 and Fall 2011 ...................................................................................................................... 9
Spring 2012 and Fall 2012 .................................................................................................................... 10
SLOs ..................................................................................................................................................... 10
F. Collaboration with Other Units .................................................................................... .................... 13
Matriculation ......................................................................................................................................... 13
Admissions and Records ....................................................................................................................... 13
Tutoring Services .................................................................................................................................. 14
ASNC .................................................................................................................................................... 14
DRC ...................................................................................................................................................... 14
Assessment Center ................................................................................................................................ 14
Counseling ............................................................................................................................................ 14
Institutional Effectiveness ..................................................................................................................... 14
G. Outreach Activities……………………………………………………………………. ..................... 14
H. Long Term Major Resource Planning .............................................................................................. 14
I. Summary.............................................................................................................................................. 15
A. Mission and Relationship to the College(s)
The discipline of World Languages of Norco College is dedicated to providing quality,
comprehensive language instruction to a diverse student body, focusing on student-centered
learning and real world application of target language skills.
The discipline is also committed to the growth of our programs in response to the needs and
interests of our students and community, and to keeping abreast of evolving methodologies and
emerging technologies. Our programs in Spanish and Japanese foster intellectual and cultural
awareness. They prepare students for transfer and for being successful in a global society.
Our mission is in alignment with the Norco College Mission.
B. History
Since the last review the Norco Campus has become an accredited institution by meeting all the
mandatory requirements stipulated by the Accrediting Commission for Community and Junior
Colleges (ACCJC). In January 2010, Norco Campus was granted full-college status, becoming
Norco College. Our College is committed to serving a diverse student population. Students may
take Spanish courses to fulfill requirements to transfer to a four-year university, earn an Associate
of Arts degree, or study for personal enrichment. All courses are fully articulated with the
California State University, the University of California, and private institutions representing our
transfer agreements.
In the past three years, the World Languages program at Norco has seen both continuity and
stability while focusing offerings on Spanish and Japanese.
Spanish 1 and 2 courses have maintained high enrolments and showed growth. Spanish 3 has been
offered twice a year in Fall and Spring. Spanish 8 (Intermediate Conversation) was offered for a s
Second time in Spring 2012. The Spanish program is maintaining growth and Spanish is the
language of choice for a majority of Norco and Kennedy Middle College students. More recently,
the newly approved ADT in Spanish will support students aiming to transfer to a CSU as Spanish
Majors or Minors. The ADT is supported by an established two- year course rotation.
Although Japanese 1 and 2 continue to be scheduled as in the past, the program indicates stability.
Two sections of Japanese 1 are offered in the Fall semester. One section of 1 and one of 2 are
offered in the Spring.
The combination lecture/lab has been maintained at Norco and has proved successful. In recent
years, all classes have been scheduled over two days, except for one section of SPA 1 in Spring
2012, which was over four days. Since Fall 2011, all World Language courses have been housed
in the two remodeled dedicated language classrooms. The language laboratory room, located in
Library 121, is equipped with 32 laptops. The lecture only classroom, Library 109, was recently
refurnished with mobile student desks that lend themselves to pair and group activities. We have
observed that the two dedicated classrooms contribute to student experience and success as they
create a supportive and welcoming environment. Both rooms exhibit maps of the countries
Spanish and Japanese are spoken, as well as original photos. Dictionaries and supportive printed
materials are available to students. In Spring 2013, the lecture room was furnished with new
1
students desks designed to foster communication in pair and group settings. Both rooms are
decorated with authentic photos and large map to enhance instruction in both languages.
The World Languages program remains one of the disciplines housed within the department of
Art, Humanities, and World Languages. One full time faculty left for retirement and was not
replaced. The current full time faculty is also chair of the department.
Student success has been continually evaluated through SLO assessment in sections taught by fulltime faculty as well as by adjunct faculty. Spanish 1 and 2 have been assessment every Fall since
2010 as a group under the leadership of full time faculty. Results are studied and taken into
consideration to generate change and enhance success. Assessment for Japanese 1 and 2 is
completed. The assessment cycle for Spanish 8 was initiated in Spring 2012 and will be
completed in Spring 2014. The first cycle of assessment in Spanish will be completed in Fall 2013
and 2014. Spanish 4, offered for the first time in Spring 2014 will be assessed in Spring 2014 and
2015.
The Norco College ADT in Spanish was completed in Spring 2013. A supportive course rotation
was created to ensure completers within a four semester sequence. A matrix mapping the ADT
courses to PLO was submitted in Fall 2013 and will be used in PLO assessment.
CIPR 2010 Goal #1: Increase languages being offered and language sections:
At Norco College, this goal was not reached. The languages offered have remained limited to
Japanese and Spanish. Although the number of sections offered has been growing slightly, all
Spanish 1 sections have closed waitlists each semester and intersession. In Fall 2013, one of the
Spanish 2 sections also had a closed waitlist.
French has not been brought back, although student interest remains. Local High schools do offer
French. French is the recommended language for Law, Political Science, and History majors. It is
often the language of choice for Spanish heritage speakers as well as the second language chosen
by Spanish Majors at the graduate level.
New Goals:
Reintroduce French gradually, focusing on scheduling FRE 1 only the first year, and FRE 1 and
FRE 2 the following years
 Increase the number of sections in SPA 1 and possibly SPA 2. SPA 2 should also be offered
in the intersessions (Summer and Winter)
 Start offering Chinese, as Chinese 1 and 2 are now included in the NC catalog
 Although we are not considering online or hybrid classes at this point, we would like to
consider offering both SPA 1 and SPA 2 in one semester as two consecutive 8 week sessions.
This can ensure faster completion of language requirements for transfer for those students who
need two semesters. Research indicate that intensive language instruction produces fosters
faster and more durable acquisition
CIPR 2010 Goal #2: Language and Lab classroom accommodations
This goal has been met at NC with the two dedicated classrooms in the remodeled first floor of the
library. Although it would have been preferable that the lecture room and the lab room be located
adjacent to each other, faculty is grateful for the new rooms and the accommodations they
provide. For the time being, those rooms are sufficient to house the existing number of sections
2
and to support a slight growth.
New Goal:
Maintain existing equipment and furniture and include additional time slots to maximize room
usage.
CIPR 2010 Goal #3: Developing an AA in Spanish
This goal has been met. Faculty from all three colleges collaborated in designing three ADTs in
Spanish. Each college’s ADT has been approved and will be included in the respective catalogs at
mid-year (2013-2014). At Norco, a two year course rotation has been created and approved.
New Goals:
 Efforts will be made to inform students so that enrollments in SPA 3, SPA 4, and SPA 8 are
sufficient.
 Counseling will provide students with an SEP combining CSU transfer and ADT requirement
as a two year plan. We should see first ADT completers in June 2014.
 Full Time Faculty will ask for data to be collected each academic year to document interest in
the Spanish ADT, completion, as well as admission to universities. The PLOs for the ADT
will undergo assessment.
C. Data Analysis and Environmental Scan
Referring to the data from David Torres (Office of Institutional Research), please analyze trends in
enrollment, efficiency, success, and/or retention that you believe are important for your planning
and resource needs. Please include the tables themselves as part of your analysis.
A. SPANISH
SECTIONS and DISTRIBUTION
SUMMER 2010
FALL 2010
WINTER 2011
SPRING 2011
SPA 1
1 section
6 sections
1 section
7 sections
SPA 2
SUMMER 2011
FALL 2011
WINTER 2012
SPRING 2012
SPA 1
1 section
6 sections
1 section
6 sections
NA
2 sections
NA
2 sections
NA
1 section
NA
1 section
NA
NA
NA
1 section
SUMMER 2012
FALL 2012
WINTER 2013
SPRING 2013
SPA 1
1 section
6 sections
1 section
6 sections
SPA 2
NA
2 sections
NA
2 sections
SPA 3
NA
NA
NA
1 section
NA
NA
NA
NA
NA
2 sections
NA
2 sections
SPA 3
NA
1 section
NA
1 section
SPA 2
3
SPA 8
NA
NA
NA
NA
SPA 3
SPA 8
SPA 8
1. Enrollment Analysis
NOR SPA Enrollments,
Retention and Success Rates, Fall 2001 - 2012
350
100%
315
280
80%
245
210
60%
175
140
40%
105
70
20%
35
-
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
197
215
215
225
247
220
258
277
252
317
284
331
Retention
85.3%
83.7%
89.3%
81.8%
83.0%
87.3%
81.4%
83.0%
84.5%
88.0%
87.3%
90.3%
Success
65.0%
68.4%
70.2%
65.3%
61.5%
69.1%
65.5%
69.7%
70.6%
77.6%
79.2%
82.2%
Enrollments
2010
317
2011
284
2012
331
0%
+14
Enrollment continues to increase steadily, even though 1 section of SPA 1 (Spring 2011) and 1
section of SPA 2 (winter 2011) were lost for 2011/2012 and 2012/2013. Additional sections In
SPA 1 are necessary to respond to student demand, as all sections’ waitlists are full each time SPA
1 is offered (including intersessions). Faculty will continue to monitor data.
2. Success Analysis
2010
77.6%
2011
79.2%
2012
82.2%
+4.6%
Success rates have been increased steadily. A correlation can be seen in the active work done by
SPA faculty as a group on a regular basis since Fall 2010. Important decisions were made as well
as changes which generated higher success rates. Faculty will continue to monitor data.
3. Retention Analysis
2010
88.0%
2011
87.3%
2012
90.3%
+2.3%
Overall, retention rates are high show a steady increase since our last CIPR. Faculty will continue
to monitor data.
4
4. Efficiency Analysis
NOR SPA Efficiencies,
Fall Terms 2007 -2012
700
600
500
400
300
200
100
0
Efficiency
2007
2008
2009
2010
2011
2012
510.70
542.00
609.65
560.81
526.28
573.39
2010
560.81
2011
526.28
2012
573.39
+12.58
Efficiency has remained high. Although 2012 rates are lesser than 2009, a significant increase can
be seen from 2011 to 2012. Faculty will continue to monitor data.
B. JAPANESE
SECTIONS and DISTRIBUTION
JPN 1
SUMMER 2010
NA
FALL 2010
2 sections
WINTER 2011
NA
SPRING 2011
2 sections
JPN 2
NA
NA
NA
1 sections
SUMMER 2011
FALL 2011
WINTER 2012
SPRING 2012
JPN 1
NA
2 sections
NA
1 section
JPN 2
NA
1 section
NA
1 section
SUMMER 2012
FALL 2012
WINTER 2013
SPRING 2013
JPN 1
NA
2 sections
NA
1 section
JPN 2
NA
NA
NA
1 section
5
1. Enrollment Analysis
NOR JPN Enrollments,
Retention and Success Rates, Fall 2001 - 2012
100
100%
90
80
80%
70
60
60%
50
40
40%
30
20
20%
10
-
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
27
23
25
34
24
32
60
65
62
82
100
76
Enrollments
Retention
51.9% 78.3% 68.0% 73.5% 58.3% 65.6% 66.7% 80.0% 75.8% 70.7% 76.0% 68.4%
Success
33.3% 69.6% 36.0% 32.4% 37.5% 46.9% 46.7% 56.9% 54.8% 53.7% 49.0% 53.9%
2010
82
2011
100
2012
76
0%
-6
The drop in enrollment must be connected with the loss of two sections (JPN 1 in Spring 2011)
and JPN 2 in Fall 2011. Another attempt to add a section of JPN 1 in Spring was made but the
section did not enroll sufficiently and was cancelled. Faculty will continue to monitor data.
2. Success Analysis
2010
53.7%
2011
49.0%
2012
53.9%
+0.2
In comparison with all SPA courses, success rates are low, and so is the increase. This might be
related to the challenges presented by the language itself. SLO assessment for JPN would benefit
from being ongoing, as it is for Spanish. Faculty will continue to monitor data.
3. Retention Analysis
2010
70.7%
2011
76.0%
2012
68.4%
-2.3
As data shows, retention rates for JPN 1 and 2 have dropped. The loss of one JPN 2 section might
be a factor. Faculty will continue to monitor data.
6
4. Efficiency Analysis
NOR JPN Efficiencies,
Fall Terms 2007 -2012
700
600
500
400
300
200
100
0
Efficiency
2007
2008
2009
2010
2011
2012
537.11
572.33
545.92
649.62
561.04
661.60
2010
649.62
2011
561.04
2012
661.60
+115.68
Data shows high success rates with a significant increase. Faculty will continue to monitor data.
D. Programs and Curriculum
Name of Course / Program
Date CORs Last Updated
Comments - CORs
Spanish 1
Fall 2013
Spanish 1H
Fall 2013
Spanish 2
Fall 2013
Spanish 2H
Fall 2013
Spanish 3
Fall 2013
Spanish 3N
Fall 2013
(not offered at Norco, but in
catalog)
Spanish 4
Fall 2013
Will be offered for the first
time in Spring 2014. Will be
offered each Spring to support
ADT.
Spanish 8
Fall 2013
Will be offered in Spring 2014
(last offered Spring 2012).
Will be offered each Spring to
support ADT.
Spanish 11
Fall 2013
Has not been offered due to
Has never been offered
Has never been offered
7
budget cuts.
Spanish 12
Fall 3013
Has not been offered due to
budget cuts.
Spanish 13
Fall 2013
Has not been offered due to
budget cuts.
Japanese 1
Fall 2013
Japanese 2
Fall 2013
E. Student Learning Outcomes Assessment
Spring 2010 and Fall 2010
All Spanish 1, 2, 3, and Japanese 1, 2 sections were assessed.
The Spanish assessment tool was based on a common final exam. Japanese courses were assessed
through a standard questionnaire.
As our discipline at NC only has one full time faculty, discussion as a group does not occur in a
setting that can generate evidence (such as department meeting). However, part-time faculty is
very active and eager to participate in further assessment discussion. Assessment workshops
included all Spanish faculty at NC will benefit assessment. For Japanese, assessment workshops
and possible leadership from RCC full time faculty will be our goal for Spring 2011 –Spring 2012.
Spanish Assessment was done based on rubrics identified by the two full-time faculty members
and tabulated by Annebelle Nery’s office. Due to changes in that department, the data collected in
Spring 2010 and Fall 2010 has not been tabulated. However, sufficient had been collected to
generate consistent conclusions for each SLO. Japanese assessment was provided and collected by
Annebelle Nery’s office. Further and more detailed assessment must be developed in conjunction
with RCC full-time Japanese faculty member.
Assessment for Spanish courses indicated consistent low results in student’s written skills and led
to reconsider the quality of materials provided by the textbook and online workbook. A decision
has been made in Spring 2011 by the one full-time faculty member in conjunction with all
associate faculty members to adopt a new textbook. The new text to be used starting Summer
2011 possesses a more comprehensive and up to date methodology.
Spring and Fall 2010 assessment led to the following conclusions:
Japanese: a more active involvement and communication between faculty members was necessary,
as well as identification of specific SLO to assess and assessment tools. The JPN assessment has
been too superficial and must now become more specific. There is a possibility that RCC full-time
Japanese faculty provide assistance.
Spanish: Based on the new textbook, a common final exam was developed and used for all
sections of Spanish 1 and 2. All course SLOs were mapped to final exam questions in order to
generate data. Data was analyzed and led to necessary changes.
8
Spring 2011 and Fall 2011
Based on assessment results for Spanish 1 and 2, faculty decided to stop using the textbook Sol y
viento for Spanish 1 and 2. The book had been in use since 2005. Language textbooks are
constantly updated and should keep reflect current linguistic research. Associate faculty and
senior faculty, upon Dr. Salcedo retiring, agreed that a change would be beneficial to both faculty
and students. Based on previous SLO assessment result, common weaknesses had been identified
as constant. Those weaknesses in student performance, it was agreed, were in a great part a
consequence of excessive and not always linguistically sound introduction of syntactic concepts.
Students’ written performance was low, and there was an agreement that lexical instruction was
not adequate.
The adoption of Experience Spanish, a newly published text, was made final and McGraw-Hill
provided partial training attended by all associate instructors. The online component was still
under construction at the time, but the publisher assured that all elements would be functioning by
August 2011. All testing materials, common Midterm and Final Exam based on Experience
Spanish were provided to associate faculty by the full-time faculty. The new textbook was used
for the first time in Summer 2011 for Spanish 1 taught by an associate instructor.
In October 2011, Spanish 1 faculty met for an SLO workshop. The agreement was that the
common Final Exam (based on textbook Experience Spanish) would serve as main assessment
tool. Exam questions were mapped to SLO #1, #2, #3, #4, and #5. Each instructor was provided
with a form to be used to collect data and calculate percentages of correct answers for each SLO.
Final meeting for Spanish 1 SLO assessment was scheduled for Friday February 24, 2012. At that
time, percentages would be compared and a discussion would generate guidelines for SLO
assessment in Fall 2012. In January 2012: In the meantime, both associate and full-time faculty
had been engaged in a dialog to select a new textbook for Spanish 1 and 2 to be used in Spring
2012.
The choice was made for Adelante Uno and Adelante Dos (Vistas Higher Learning). Two
longtime associate instructors had been using both textbooks at other institutions for several years.
They were able to share their expertise and a considerable amount of materials. Adelante publisher
representatives conducted a training workshop attended by all. In February 2012, SLO
Assessment meeting (SPA 1 and 3). Each instructor reported data collected based on their Fall
Final Exam. Percentages were compared and a discussion followed.
SPANISH 1: Although the decision to move again to a new textbook was made prior to
assessment results were gathered, results confirmed that it was a sound decision. A new
assessment cycle based on the common Final exam using Adelante Uno, as well as on the
common Oral exam would need to be initiated. The basis for assessment to be conducted in Fall
2012, will also consist in mapping of all SLOs and exam questions. Senior Faculty member will
prepare the mapping and present it faculty at the end of Spring 2012. A comparison will be made
of Fall 2011 and Fall 2012 results and will be reported in the 2012 Annual Program Review.
SPANISH 2: Adelante Dos being the new textbook used in Spring 2012, mapping of SLOs to
exams will also be necessary. It will be presented to faculty at the end of Spring 2012 by senior
faculty. A comparison will be made of Fall 2011 and Fall 2012 results and will be reported in the
2012 Annual Program Review.
9
SPANISH 3: The associate instructor who has been teaching this course for several semesters is
considering a new textbook adoption. If a new textbook is to be used, a comparison of Fall 2011
to Fall 2012 assessment (based on the selected textbook) will be necessary and will be reported in
the 2012 Annual Program Review.
JAPANESE 1: Assessment of two Japanese 1 section by long-time associate faculty has identified
some necessary changes. Those changes will be implemented in Fall 2012. A comparison of Fall
2011 to Fall 2012 assessment will be necessary and will be reported in the 2012 Annual Program
Review.
Spring 2012 and Fall 2012
The new textbooks, ADELANTE UNO and ADELANTE DOS were used for the first time in Spring
2012.
Supported by associate faculty with feedback and comments, Full Time faculty developed lesson
tests, Midterm, and Common Final Exam based on ADELANTE UNO and ADELANTE DOS for
Spanish 1 and Spanish 2. A common separate Oral Exam was adopted in response to Fall 2011
comments regarding lack of substantial data to assess SLO # 3 (Speaking) in the Final Exam used
in Fall 2011. The new textbook was used for the first time in Spring 2012.
Full Time faculty developed the new assessment tool, mapping the new Final Exam and Oral
Exam to the courses’ SLOs. As course outlines of record had been modified by the district’s
World Language discipline, the newly written SLOs were used. The previous SLOs were 5. The
new CORs used the same SLOs but regrouped the first 4 into two:
Previous SLO 1: Listening Comprehension
Previous SLO 2: Reading Comprehension
→New SLO 1: Listening Comprehension + Reading Comprehension
Previous SLO 3: Speaking
Previous SLO 4: Writing
→New SLO 2: Speaking + Writing
Previous SLO 5: Cultural Awareness
→New SLO 3: Cultural Awareness
For accuracy sake and to link with previous assessment cycle, all 5 skills will continue to be
assessed separately; results will be combined to provide a percentage for each of the 3 new SLOs.
Based on data collected by each instructor in Fall 2012, the new textbook brought higher results.
However, necessary changes were made and agreed upon to the Final Exam and Oral Exam.
Consequently the assessment tool (Mapping of SLOs to Final and Oral Exams), and the
methodology would have to be modified. Modification to the Final Exam, the Oral Exam, the
assessment tool, and the methodology will be implemented in Spring 2013. All sections will be
assessed again in Fall 2013 so that the impact of those changes can be identified. Although the
assessment loop for Spanish 1 and 2 will be closed with Fall 2013 assessment (to be reported in
March 2014 APR), all faculty decided to continue assessing on a yearly basis. Based on Fall
20112 SPA 1 and SPA 2 assessment data percentages per SLO were, on the average, higher or
significantly higher than in Fall 2011. Instructors enjoy teaching with the new textbooks,
10
ADELANTE UNO and ADELANTE DOS, as well as with the online sites that accompany the
books.
All instructors commented on the efficiency and accuracy of the Listening portion of the Final
Exam (SLO 1); no change needed.
The group identified necessary amendments to the Final Exam based on lower percentages in
Reading (SLO 1) and Culture (SLO 3).
Further discussion led to suggest changes to the Oral Exam (SLO 2), as well as to the Writing
portion (SLO 2) of the Final Exam, as average percentages appeared ‘too high’.
Although average percentages for Spanish 2 were slightly higher than those for Spanish 1, it was
agreed that the changes for Spanish 1 will also be applied to the Spanish 2 Oral and Final Exams.
The suggested changes were agreed upon by all and are in red, as follows:
a. Reading (SLO 1): the questions following the short reading are in Spanish in the current
Final Exam, which can add an element of complexity that interferes with true assessment of
reading competency. In addition, those are to be answered in full sentences, and in Spanish.
Those questions will be re-written in English and in multiple choice format. The reading
section will be moved to the scantron part of the exam.
b. Culture (SLO 3): the current culture portion of the Final Exam consists of 15 True /False
mostly factual questions. Those questions correspond to themes covered in the textbook and
presented through videos provided by the publisher. The remark was made that SLO 3
focuses on ‘reflecting’ and ‘evaluating’ similarities and differences in cultural practices and
perspectives. The fact that students can indicate if a cultural fact is true or false does not
exactly show assessment of skills in SLO 3. The decision was made to modify Cultural
portion of the Final Exam. Five of the
existing True/False questions (those containing a critical thinking element) will be kept and
answered on scantron. Two additional Cultural elements will be added to the written portion
of the exam:
1. Written (3-5 sentences) open-ended response focusing on one of two cultural themes
presented in both textbooks. This answer will be written in English for SPA 1, and in
Spanish for SPA 2.
2. Written (3-5 sentences) response comparing and contrasting US and Latino culture based
on two themes. SPA 2 will follow the same pattern. Themes will be connected to
vocabulary themes presented in each textbook. This answer will be written in English for
SPA 1, and in Spanish for SPA 2.
c.
Speaking (SLO 2): percentages increased by 22% from Fall 2011. In Fall 2011, Speaking
had not been assessed in a separate individual oral exam, and results were not exactly
indicative of student performance. Although the separate Oral Exam is a significant
improvement, results appear very high with minor variations from student to student.
11
It was agreed that an addition to the existing Oral Exam questions was necessary. It was also
agreed that all instructors will ask the same number of questions (4 questions total).
In addition to the list of questions provided to students for preparation to the Oral Exam,
instructors will inform students that they must also be prepared to speak to five points related
to a list of 3 cultural topics covered in both textbooks. The list will be given to the students
prior several weeks prior to the Oral Exam to allow time for preparation.
Instructors will continue using the Oral Exam grading tool used in Fall 2012.
d.
Writing (SLO 2): in the current assessment tool, data is collected using the entire Writing
portion of the Final Exam. The group came to the conclusion that most of the written
answered were more ‘write-in’ than ‘writing’, as students are asked to fill in words or very
short answers. Although the group will use the same Final Exam questions mapped to this
SLO, three writing questions will be added:
1. Word Bank: students will create 3 complete sentences using provided vocabulary words
(in Spanish)
2. Short Translation into Spanish: student will translate 3 short sentences into Spanish
3. Picture Description: student will describe a picture or develop a topic (similar to the
Síntesis activities assigned in the workbook) in 3 complete sentences
Instructors will continue using the Writing grading tool used in Fall 2012.
This second year experience in assessment practices proved to be even more efficient and
rewarding than the previous one. Attitude towards assessment is definitively positive, and all
faculty members have actively and all-heartedly contributed to the process. Participation in the
discussion at the second meeting was more efficient and more substantial than in 2011-2012. It
was also ‘cross-disciplinary’ in the sense that Japanese faculty actively contributed to the Spanish
faculty’s discussion. Comments and discussion were focused, collegial, respectful and supportive.
Each point was addressed by the group, and each decision regarding necessary changes was made
unanimously. Full Time Faculty member provided meeting notes and agenda via email after the
February meeting. Faculty decided that the group will continue to conduct an assessment cycle for
Spanish 1 and 2 on a yearly basis; Japanese instructor supported the idea for her language. It was
also suggested that the group meet more often to share on methodology and to outline future plans
for the discipline. It appears that the group has now integrated the assessment process not only as a
necessary contribution to the college, but also as an opportunity for personal and professional
growth, a way to ensure team cohesion and morale, and as being essential to their role as
educators.
Spanish 3: The associate faculty teaching Spanish 3 decided to adopt ADELANTE TRES starting
in Spring 2013. The textbook she used in Fall did not fit well in the material sequence presented to
students in Spanish 1 and 2. Assessment for Spanish 3 will be conducted in Fall 2013 by Full
Time Faculty who will be teaching the course with ADELANTE TRES.
12
Spring 2012: Spanish 8 (Intermediate conversation)
All 5 SLOs were assessed based on a mapping of Final exam, oral presentation and essay.
The highest score was found for SLO #4 where students’ performance in reading authentic
material and demonstrating comprehension proved to be achieved at a high level. It is important
to point out, however, that the written material on which this assessment is based had been seen in
class prior to being presented again in the Final Exam. Reading comprehension skills in a second
language is consistently the highest skill for students at all levels and this high result is not
surprising.
The lowest score appears to be associated with the final pair project. Debating opposite
viewpoints in a courteous and constructed manner is challenging and results varied from student to
student. The most common weaknesses were in the repetition of the same argument and in the
poor use of vocabulary.
Assessment for SPA 8 course raised several concerns. In the Spring 2012 class, 75% of students
were heritage speakers or students who ranged from being fluent in Spanish to having a high
native competency in the language, Only 66% of the class had actually taken the prerequisites
Spanish 1 and 2. The remaining students were placed above Spanish 2 or had taken 4 years of
High School Spanish. The range of linguistic abilities and levels among students upon starting the
semester was considerably wide, which not only presented a challenge for me, but for the students
themselves. Spanish heritage speakers often found the material not challenging enough whereas
the non-native speakers with a Spanish 2 background struggled with the same material and were
intimidated by their classmates.
It is possible that offering two different versions: SPA 8 and SPA 8N (for Native Speakers) would
benefit students. A Beginning Conversation Spanish Course should exist to bridge the gap
between Spanish 2 and Spanish 8. Conversation practice in Spanish 1 and 2, a component of both
courses, remains minimal since these course establish the base in grammar and vocabulary with a
strong emphasis on writing skills. Second step assessment will be conducted in Spring 2014 in
order to close the assessment cycle on this course.
F. Collaboration with Other Units including Instructional, Student Services or Administrative
Units (Internal). This section is now optional.
Matriculation:
Norco World Languages Faculty members work closely with the Matriculation office to grant
equivalency for high school, heritage speakers and other transfer students. The only standard
placement exam being used at this time is the Spanish Placement used across the district. In Fall
2013, faculty collaborated with Student Services to amend the online statement regarding the
placement exam. Faculty included placement exam in Course Outlines of Record.
Admissions and Records:
A new and updated Credit by Exam form was created by the office of the Dean of Admissions and
Records. In-class information for students who wish to apply for Credit by Exam based on
Placement on the Spanish Placement Test is provided by Admissions and Records staff.
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Tutoring Services:
Full-time faculty at Norco recommends and approves student to work as tutors in Spanish. Those
tutors conduct individual and group sessions. They also work as Class Assisted Tutors, under
which tutors work in the classroom with a specific instructor for the duration of the semester.
Data has been collected and proved that success and retention rates are increased when a section
benefits from Supplementary Instruction. Faculty must commit to increasing the number of tutors
both in and outside the classroom, and to refer students to them.
ASNC:
In Fall 2013, a Spanish club was launched at Norco to increase interest and foster retention. The
club will focus on providing cultural and linguistic experience. Open conversation practice
sessions will be open to members and interested students under the supervision of club advisors.
DRC:
The World Languages faculty at Norco works in close collaboration with DRC and their students
to ensure that they are provided with all accommodations necessary to their success.
Assessment Center:
The only standard placement exam being used at this time is the Spanish Placement used across
the district.
Counseling:
The World Languages faculty communicates continuously with the counseling department to
promote our courses and answer counselors’ inquiries. The chair communicates future class
offerings early so that counselors provide that information to students. Collaboration with
counseling, and in particular, with the Articulation Officer increased in Spring and Fall 2013 while
the Spanish ADT was created and approved,
Institutional Effectiveness / Faculty Development:
Norco full-time faculty complies with the required FLEX hours, and continues life-long learning
and commitment to their field by participating in workshops, conferences and membership in
Foreign Languages associations.
G. Outreach Activities (External). This section is now optional.
N/A
H. Long Term Major Resource Planning
The World Languages program at Norco College will need to maintain and keep equipment up to date
(laptops and software) for the language lab classrooms.
A second Full-Time faculty is now highly needed to support growing interest for the language and the
ADT in Spanish.
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I. Summary
Year
Year One
2013-2014
Goals and Objectives
Spring 14: Add SPA 4 to
ensure ADT course rotation
Link to Annual
Program Review
See March 2013 APR
Spring 14: Add SPA 8 to
ensure ADT course rotation
Year Two
2014-2015
Fall 14: reintroduce French
1
Year Three
2015-2016
See March 2012 and
2013 APR
Complete first step of
assessment cycle Fall
14 for FRE 1
Close the loop on SPA
3 assessment cycle
See March 2013 APR
Spring 15: reintroduce
French 2
Year Four
2016-2017
Complete first step of
assessment cycle
Spring 14 for SPA 4
Close the loop on SPA
8 assessment cycle
Spring 15: reintroduce
French 1
Initiate dialog with CTE to
identify industry needs in
languages
Fall 14: Evaluate Japanese
interest and possibly
introduce Chinese
Assessment Plan
Spanish ADT PLO
assessment
Close the loop of
assessment cycle Fall
15 for FRE 1
If Chinese 1 is
scheduled, first step in
assessment cycle
Complete first step of
assessment cycle Fall
14 for FRE 2
Close the loop of
assessment cycle Fall
16 for FRE 2
Continue to evaluate
transfer, community, and
industry language needs
Close the loop of
assessment cycle Fall
16 for Chinese 1
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