MEMORANDUM
November 17, 2006
TO: University Committee on Assessment
FROM: Peter J. Binkert, Chair
Linguistics
RE: Assessment Plan of the Department of Linguistics
Goals Cited in Oakland University Mission:
Oakland University offers instructional programs of high quality that lead to degrees at
the baccalaureate and master’s levels; it advances knowledge through research,
scholarship, and creative activity; it renders significant public service.
Relevant Goal of the Unit:
The Department of Linguistics has the following overall program goals:
1. to provide sound undergraduate and graduate programs in linguistics informed by
current research,
2. to engage in study and research in areas that can most effectively provide the
intellectual underpinnings for our programs,
3. to serve both students and the larger public in ways that reflect well on the profession
Student Learning Outcomes:
The Department of Linguistics offers students a variety of programs at both the
undergraduate and graduate level. These programs can be grouped into four categories
which reflect an increasing commitment students have made to the discipline: (1)
programs for general education, (2) programs for students who concentrate or minor in
linguistics, (3) programs leading to an undergraduate major, and (4) programs leading to
a master’s degree. Our learning outcomes in these categories are cumulative; each
successive category subsumes the learning outcomes of the preceding.
1. Learning Outcomes for Programs in General Education:
a. Misconceptions about language are addressed; students must understand the
significance of the following:
(1) All normal children, regardless of racial, ethnic, cultural, social, or economic heritage,
can learn any human language as their native language.
(2) No language or dialect is inherently superior to any other.
b. Students must appreciate the nature of linguistic and cultural diversity:
(1) The differences among languages are not biologically based.
(2) Despite superficial differences, all languages and dialects share universal
characteristics.
(3) There are limits to the ways that languages can differ from each other.
c. Students must understand that the structure of language is not arbitrary; they must
demonstrate an awareness of linguistic principles in one or more of the core areas
linguistics (phonetics, phonology, morphology, syntax, semantics, and language change).
2. Learning Outcomes for Undergraduate Concentrators and Minors:
a. Students must demonstrate an understanding of linguistic argumentation and an ability
to analyze data in the required core areas of linguistics, as well as in any elected applied
areas such as psycholinguistics, neurolinguistics, language and society, etc.
b. Students must demonstrate an understanding of the cross-disciplinary focus of
linguistics by showing competence in cognate disciplines such as anthropology, computer
science, communication arts, etc.
3. Learning Outcomes for Undergraduate Majors:
a. Students must demonstrate an understanding of linguistic diversity with either of the
following: (1) two year’s study of a single foreign language through the 215 level or
higher, or (2) LIN 409 “Studies in the Structure of a Language” and one year’s study of a
single foreign language through the 115 level or higher.
b. Students must demonstrate an understanding of theoretical issues in each of the
required core areas of linguistics.
4. Learning Outcomes for the Master’s Degree.
a. Students must be able to select and critically evaluate the primary literature of their
specialization.
b. Students must demonstrate the ability to do original work on primary data.
c. Students must be able to write papers in the discipline which reflect (a) and (b) above
and which show an understanding of linguistic methodology and argumentation.
Methods of Assessment:
1. Assessment Instrument for Programs in General Education:
The assessment instrument is an objective test given in all sections of our general
education courses on the first day of classes and again just before the final exam. The test
consists of 25 true/false questions scored by scantron. Our goal is a 25% improvement in
the scores between the pretest and the posttest. Copies of the tests are attached.
2. Assessment Instrument for Undergraduate Concentrators, Minors and Majors.
To facilitate the assessment of undergraduate concentrators, minors and majors in
linguistics, the Department requires students to elect LIN 470. The History of Linguistics
and write a paper in the course. The direct assessment instrument for undergraduate
concentrators, minors and majors is the student’s paper written for LIN 470.
The indirect assessment instruments for undergraduate majors are an exit interview with
our undergraduate advisor and the student’s paper written for LIN 470.
Note:
For LIN 470, students will write essays for exams and will write three papers. The three
papers require students to gather information about different theories in linguistics (or
subtopics within linguistics) and to contrast and evaluate those theories. The three papers
will be evaluated for organization, style, and grammar, as well as for content. One of the
three papers (and possibly more) will require a first draft on which the instructor will give
comments. The student will then be required to make revisions based on the comments.
Each of the three papers has a 1,000 word minimum.
The last paper submitted by all of the students in LIN 470 will be evaluated by the
instructor of record each time the course is offered. The papers will be evaluated
according to the attached rubric (Appendix A).
3. Assessment Instruments for the Master’s Degree.
The direct assessment instrument for students enrolled in our graduate program is either
the student’s thesis written for LIN 690 or the student’s paper(s) written for LIN 680. All
papers for LIN 680 and all theses for LIN 690 will be evaluated according to the attached
rubric (Appendix B) and will have both a first and second faculty reader.
Additionally, for the indirect measure, each graduate has an exit interview with our
graduate advisor. Guidelines are attached.
GUIDELINES FOR LIN 680 AND LIN 690
Students who are planning to write a paper for a 680 Seminar in Linguistics or a thesis
for a 690 Master's Thesis must first contact a faculty member to serve as their advisor and
discuss with that faculty member the topic they intend to investigate. Once students have
received preliminary approval from the faculty member to proceed, a second faculty
member to serve as a second reader will be appointed by the Department. The primary
faculty member will meet with the student on a regular basis and monitor the student's
progress. The second reader is expected to approve the proposal, a preliminary draft, and
the final document. The next step is to submit a formal proposal to the two faculty
members. The formal 680/690 proposal should include the following:
A clear and succinct statement of objectives including the hypotheses that will be
investigated.
A tentative table of contents.
A brief discussion of the topics to be covered, including methodology.
A summary of the literature to be reviewed and an annotated bibliography.
A description of any experimental design and the statistical analysis to be used, when
relevant.
A statement of the kinds of results that are anticipated.
After receiving written approval from both faculty members, students may proceed with
their projects. The 680 paper should be a minimum of 30 pages in length. The 690 thesis
should be a minimum of 60 pages. Both the 680 paper and the 690 thesis must contain an
original contribution from the student. This contribution may involve a new analysis of
data focusing on a particular grammatical issue, a reassessment of some linguistics
controversy, a series of experiments with subjects (children or adults), and so on. The
topic may involve English or some other language, synchronically or diachronically.
Both the 680 paper and the 690 thesis must follow the Linguistics Department Style
Sheet, which is available on the Department website at
http://www.lin.oakland.edu/stylesheet.pdf.
The 690 thesis must conform to university standards which can be downloaded from a
link at http://www.lin.oakland.edu/680-690guide.html.
A temporary grade of "P" (Progress) may be given for either LIN 680 or LIN 690.
Individual Responsible for Assessment Activity:
Peter J. Binkert, Chair, Department of Linguistics
Procedure for Using Assessment Results to Improve Program:
As a result of our assessment activities, we periodically review all our courses and
requirements. All faculty participate in discussions. The data examined include student
evaluations, exit interviews, and scores on assessment instruments such as pretests and
posttests. Faculty also share experiences in teaching, particularly as they pertain to core
courses in the curriculum (LIN 302, LIN 303, LIN 304, LIN 305, and LIN 307; ALS 418
and ALS 419). Changes are discussed and debated during faculty meetings and then
decided on by a vote of the majority of all faculty.
Appendix A
ASSESSMENT RUBRIC FOR LIN 470 PAPERS
A. Eight Criteria for LIN 470 (Undergraduate):
5
Excellent
4
Very
good
3
Good
2
Fair
1
Poor
1. Shows a good grasp of the
mechanics of paper-writing
(organization, grammar,
spelling, punctuation)
2. Written in appropriate
language and style
3. Has a clear statement of
goal/topic, objectives, and
scope
4. Provides strong
arguments/evidence to
support hypotheses and
conclusions
5. Contains an analysis of core
area data
6. Contains appropriate, relevant
and sufficient citations
7. Shows an understanding of
linguistic argumentation
8. Shows an understanding of
theoretical issues in core
areas
B. All papers will be integrated into the student's grade. The following scale of 1-5 in
each of eight criteria above will be applied (maximum score is 40).
5 Excellent
4 Very good
3 Good
2 Fair
1 Poor
C. The above scores will be converted to a 100-point scale and OU scale as follows:
40 * 2.5= 100 = 4.0
36 * 2.5= 90 = 3.6
32 * 2.5= 80 = 3.0
30 * 2.5= 75 = 2.5
28 * 2.5= 70 = 2.0
26 * 2.5= 65 = 1.5 2
4 * 2.5= 60 = 1.0
Appendix B
ASSESSMENT RUBRIC FOR LIN 680/LIN 690 PAPERS
B. Eight Criteria for 680/690 (Graduate):
5
Excellent
4
Very
good
3
Good
2
Fair
1
Poor
1. Shows a good grasp of the
mechanics of paper-writing
(organization, grammar,
spelling, punctuation)
2. Written in appropriate
language and style
3. Has a clear statement of
goal/topic, objectives, and
scope
4. Provides strong
arguments/evidence to
support hypotheses and
conclusions
5. Shows an understanding of
the primary literature as well
as knowledge of how to
select, critically, evaluate and
use same
6. Contains appropriate,
relevant, and sufficient
citations
7. Provides relevant data and
examples where appropriate
8. Includes original work on
primary data (indicating an
understanding of linguistic
methodology)
B. All papers will be integrated into the student's grade. The following scale of 1-5 in
each of eight criteria above will be applied (maximum score is 40).
5 Excellent
4 Very good
3 Good
2 Fair
1 Poor
C. The above scores will be converted to a 100-point scale and OU scale as follows:
40 * 2.5= 100 = 4.0
36 * 2.5= 90 = 3.6
32 * 2.5= 80 = 3.0
30 * 2.5= 75 = 2.5
28 * 2.5= 70 = 2.0
26 * 2.5= 65 = 1.5 2
4 * 2.5= 60 = 1.0
Goal Cited
in OU Mission
Oakland University
offers instructional
programs of high
quality that lead to
degrees at the
baccalaureate and
master’s levels
Relevant Goal
of Unit
Student Learning
Outcomes
Methods of
Assessment
To provide sound
undergraduate and
graduate programs in
linguistics informed by
current research
a. Students must
demonstrate an
understanding of
linguistic argumentation
and an ability to
analyze data in the
required core areas of
linguistics, as well as in
any elected applied
areas such as
psycholinguistics,
neurolinguistics,
language and society,
etc. (Undergraduate
concentrators and
Minors)
b. Students must
demonstrate an
understanding of the
cross-disciplinary focus
of linguistics by
showing competence in
cognate disciplines
such as anthropology,
computer science,
communication arts,
etc. (Undergraduate
concentrators and
Minors)
Direct Measure:
Student's paper written
for LIN 470
(Undergraduate
concentrators,
Minors, and Majors)
a. Students must
demonstrate an
understanding of
Indirect Measure: Exit
interview with
undergraduate advisor
(Undergraduate
Majors)
Individual(s)
Responsible for
Assessment
Activities
Peter J. Binkert,
Chair,
Department of
Linguistics
The instructor of
record for LIN 470
Procedures for
Using Assessment
Results to Improve
Program
All faculty discuss
data from assessment
measures and vote on
changes at faculty
meetings.
Oakland University
advances knowledge
through research,
scholarship, and
creative activity
To engage in study
and research in areas
that can most
effectively provide the
intellectual
underpinnings for our
programs
linguistic diversity with
either of the following:
(1) two year’s study of
a single foreign
language through the
215 level or higher, or
(2) LIN 409 “Studies in
the Structure of a
Language” and one
year’s study of a single
foreign language
through the 115 level or
higher.
(Undergraduate
Majors)
b. Students must
demonstrate an
understanding of
theoretical issues in
each of the required
core areas of
linguistics.
(Undergraduate
Majors)
a. Students must
demonstrate an
understanding of
linguistic argumentation
and an ability to
analyze data in the
required core areas of
linguistics, as well as in
any elected applied
areas such as
psycholinguistics,
neurolinguistics,
language and society,
Direct Measure:
Student's paper written
for LIN 470
(Undergraduate
concentrators,
Minors, and Majors)
Peter J. Binkert,
Chair,
Department of
Linguistics
The instructor of
record for LIN 470
All faculty discuss
data from assessment
measures and vote on
changes at faculty
meetings.
etc. (Undergraduate
concentrators and
Minors)
Oakland University
renders significant
public service.
To serve both students
and the larger public in
ways that reflect well
on the profession
Goal Cited
in OU Mission
Individual(s)
Responsible for
Assessment
Activities
Relevant Goal
of Unit
Student Learning
Outcomes
Methods of
Assessment
Oakland University
offers instructional
programs of high
quality that lead to
degrees at the
baccalaureate and
master’s levels
To provide sound
undergraduate and
graduate programs in
linguistics informed by
current research
a. Students must be
able to select and
critically evaluate the
primary literature of
their specialization.
b. Students must
demonstrate the ability
to do original work on
primary data.
c. Students must be
able to write papers in
the discipline which
reflect (a) and (b)
above and which show
an understanding of
linguistic methodology
and argumentation.
Direct Measures:
Student's thesis
written for LIN 690
or student's paper
written for LIN
680.
Indirect Measure:
Exit interview with
graduate advisor
Peter J. Binkert,
Chair, Department
of Linguistics
Oakland University
advances knowledge
through research,
scholarship, and
creative activity
To engage in study
and research in areas
that can most
effectively provide the
intellectual
underpinnings for our
programs
a. Students must be
able to select and
critically evaluate the
primary literature of
their specialization.
b. Students must
demonstrate the ability
to do original work on
primary data.
c. Students must be
able to write papers in
the discipline which
Direct Measures:
Student's thesis
written for LIN 690
or student's paper
written for LIN
680.
Indirect Measure:
Exit interview with
graduate advisor
Peter J. Binkert,
Chair, Department
of Linguistics
Two faculty
readers for the
680 and 690
papers
Two faculty
readers for the
680 and 690
papers
Procedures for
Using
Assessment
Results to
Improve
Program
All faculty discuss
data from
assessment
measures and
vote on changes
at faculty
meetings.
All faculty discuss
data from
assessment
measures and
vote on changes
at faculty
meetings.
reflect (a) and (b)
above and which show
an understanding of
linguistic methodology
and argumentation.
Oakland University
renders significant
public service.
To serve both students
and the larger public in
ways that reflect well
on the profession