Assessment Plan of the

Department of Foreign Languages

Educational Objectives

The Department of Foreign Languages develops in its majors advanced speaking, listening, writing, and reading skills along with literary knowledge. In addition, the Department of Foreign Languages fosters in its students cultural sensitivity and cross-cultural knowledge.

· The student learning outcomes being assessed

In order to demonstrate student learning outcomes, we first need to define the goals and objectives of the Department of Foreign Languages.

1. Speaking objectives. Foreign language majors should be able to initiate, sustain, and bring to closure a variety of communicative tasks including those required in university classes taught entirely in the target language. They should be able to narrate events and to describe people, places, and things using paragraph-length connected discourse. They should also possess the ability to express personal ideas and feelings and to discuss social and cultural matters relevant to their lives. They should both understand and be understood by interlocutors, including native speakers of the target language not accustomed to dealing with foreign speakers.

Opportunities outside of class: authentic visual materials (DVDs, videos, films), campus and community programs. The department encourages study abroad in all languages in which there is a program for majors. These immersion programs are excellent opportunities to improve oral/aural proficiency. In addition, weekly language tables coordinated by Department of Foreign Language faculty are offered in each of the major programs.

1.1. Types of Assessment:

Outcome indicators. All courses required for the major are conducted in the target language and oral participation is mandatory. Majors must successfully complete courses that emphasize oral expression. Exams in those courses document attainment of objectives.

Oral proficiency of major/minor students is assessed in the third year in the required 3010/3020 sequence and in the fourth year in the required 4010/4020 as well as 5010/5020 sequence (French and German only).

2. Writing objectives. Majors are able to write compositions that demonstrate mechanical and grammatical correctness and that show a precise and correct use of vocabulary. Their compositions are also well organized, clear, and have some intellectual or artistic interest. Students are able to write down everything they are able to say aloud, using an appropriate register in description, narratives, personal expression, etc. They are also able to write longer analytical texts on a variety of topics.

Opportunities outside of class: The study abroad programs which UT students are encouraged to consider include writing components and/or journal activities.

2. 1 Types of Assessment:

Outcome indicators. All foreign language majors take courses with congruent objectives. Two writing intensive courses in the target language are required for majors and in French and German for minors as well. Copies of compositions demonstrate achievements of a number of the stated objectives.

3. Grammar objectives. Majors are able to communicate clearly and correctly in the target language. Clear communication is based on the accurate use and understanding of correct forms and structures. Majors are able to identify forms and structures that they have mastered.

Opportunities outside of class: The department makes available a comprehensive set of grammar exercises on the computer for students to use at any time to practice grammatical forms and structures.

3.1. Types of Assessment:

Outcome indicators: All foreign language majors take required courses in grammar at the 3000 and 4000 level. Copies of papers and exams from different levels document increased control of the language. Majors should keep track of grammatical forms and structures as they master them.

4. Literature Objectives. Majors should be familiar with a range of texts and be able both to place them in relevant contexts and to discuss them in the target language using critical concepts. The literary knowledge objective has two components: knowledge of literary history and critical reading skills.

Opportunities: Two literature survey courses at the 3000 level in French and Spanish and one in German are required of majors, with 4000/5000-level electives offered on a rotational basis each year.

a) Literary history. Majors are able to situate literary texts into their literary, political and social-historical contexts and to classify literary texts according to historical genres (essay, novel, lyric poetry, drama etc.) and style periods (Renaissance, Classicism, Romanticism, etc.). They should also be able to indicate which texts do not easily fit into given generic or stylistic categories and why. Majors should be able to use the library as well as electronic sources to gain access to relevant materials in and about literature in the target language.

b) Critical reading. Majors are able to respond coherently and react critically to texts they have read, formulate relevant questions and problems, and show how these concerns may be clarified. They are able to identify, understand, and analyze the texts they have read.

4.1. Types of Assessment:

Outcome indicators: Copies of papers from literature courses and checklists of texts majors have read can demonstrate attainment of objectives.

5. Linguistic objectives (Spanish only). Students not only learn the correct usage of the target language but also its structure, history, and varieties (dialectal, sociolectal, etc.). Students gain knowledge of the main branches of linguistics as they apply to Spanish (phonetics, phonology, morphology, syntax, semantics, and pragmatics) and apply this knowledge to their own use of the target language through the study of stylistics.

Opportunities: A required course for Spanish majors in either Syntax and Stylistics (SPAN 4010) or Hispanic Linguistics (SPAN 4110), with the other as an elective possibility. Among the Spanish electives offered is the History of the Spanish Language. UT students may participate in study abroad programs that include courses on the above subjects. There are computer based materials in the Foreign Language Learning Center, including an archive of historical texts and CDs on Spanish pronunciation. There are also web-based materials such as Spanish corpora and phonological files. The presence of Spanish speakers in the community enables students to undertake and complete a project studying the language of those speakers.

5.1 Types of Assessment

Outcome indicators: Copies of papers and exams show relevant knowledge at both the undergraduate and graduate levels.

6. Culture Objectives. Majors can identify a number of texts, artifacts, monuments, terms, names, places, concepts, behavior, dates, and other cultural facts from periods of the target culture’s history, geography, and institutions. Majors can establish these concepts within relevant contexts and explain in the target language their meaning or importance. Majors can use the library and electronic sources to gain access to relevant materials on the target civilization.

Opportunities: Two courses in civilization and culture at the 3000 level in French and ine in Spanish and one in German are required of majors, with 4000/5000-level electives offered on a rotational basis each year. The department co-sponsors various events with local ethnic communities and organizations. The department encourages students to participate in study abroad programs in all the major languages. If the situation permits, participants are housed with host families during the immersion program. These programs optimize opportunities for majors to acquire knowledge and understanding of the target cultures.

6.1 Types of Assessment:

Outcome indicators: Copies of papers and exams show relevant knowledge.

· Other types of student outcomes being assessed

(Note: This probably will not apply to a degree-granting program)

For all foreign language students completing their FL requirement, proficiency in reading, writing, and the target culture is assessed through regularly conducted exams throughout the semester and comprehensive final exams at the end of each semester. Oral proficiency is assessed in the first two years through regularly conducted oral exams during each semester.

Approaches to Assessment (presently used)

Portfolio approaches (e.g., writing samples)

In French: Portfolio assessment starts in the third year, i.e. FREN 3010 and FREN 3020 (WAC), and continues through the fourth year, especially FREN 4010 and 4020 (WAC & capstone course). Assessment in 3010 and 3020 includes process writing and rough drafts as well as oral exams. Assessment in 4010/5010 and 4020/5020 includes process writing and rough drafts. Assessment in 4020 also includes a short research paper, an explication de texte, an exposé and an oral interview. In addition, writing samples are collected for each student by the instructor in FREN 3210 and 3410.

Graduate students in 5020 are assessed by portfolio which consists of: a longer research paper, an explication de texte, an exposé, and an oral interview.

In German: Portfolio assessment starts in the third year, i.e. GERM 3010 and GERM 3020 (WAC), and continues through the fourth year, especially GERM 4010 and 4020 (WAC & capstone course), as well as in GERM 5010 and 5020. Assessment includes process writing from rough drafts to final versions of essays; preparation of a curriculum vitae; a job application in the target language; and oral exams.

In French and German: Current portfolio assessment is a formative, on-going collection of student work (undergraduate and graduate) in draft and finished form, gathered by instructors, and stored in binders.

Across the department: In the Teaching Colloquium (FREN/GERM 4160/5160, SPAN 4120/5120), usually populated by undergraduate students earning teaching credentials or graduate students seeking permanent certification, a formative portfolio is prepared by each student as a working professional teaching portfolio; it is handed in to the instructor for evaluation. The materials include: personal reflections, lesson plans, learning goals, and career goals. Portfolio entries include a statement of teaching philosophy (from rough drafts to final versions), student learning goals, reading journals, reflections, peer reviews, unit/lesson plans, evidence of participation in language teaching professional groups (such as FLTeach, an online forum), and other material of the student’s choice that documents student progress and accomplishments. The course portfolios are kept in a three-ring binder by students. The electronic portfolio is an option as well. Some portfolios are kept in the instructor’s office after the course ended.

· Survey approaches (e.g., student, alumni, or employer surveys)?

We plan to implement an alumni survey in the near future if reasonable resources are available.

· Testing approaches (e.g., ETS Major Field Test, placement or certification tests)?

The University of Wisconsin Placement Test is given to all incoming students to determine their linguistic level. The results of the test are not binding, i.e., students may wish to register for a course higher or lower than the placement test score indicates, and students do not receive credit for the placement test.

Praxis II Tests are taken by all College of Education students majoring in foreign languages who are applying for state licensure. This multi-part test is language specific and assesses speaking, writing and content areas. It is taken during the student’s senior year.

The Graduate Program’s summative assessment includes:

All graduate students are expected to demonstrate a reading knowledge of a second foreign language by passing an approved translation exam.

In French: The comprehensive examinations consist of six exams (on a topic from literature of the Middles Ages, Renaissance, seventeenth through twentieth centuries) of one hour each, written in French, and an oral exam (one hour) of a general overview in the target language.

In German: The comprehensive examination consists of an oral exam (minimum one hour) in the target language which assesses skills in courses completed and knowledge of works included on the reading list.

In Spanish: There are currently three assessments used at the graduate level in Spanish: (1) a six-hour comprehensive examination, (2) an M.A. thesis, or (3) an M.A. project. The original six-hour comprehensive was an oral examination administered by three members of the full-time teaching staff. It examined the students’ knowledge of language and literature based on questions drawn from the courses they had taken while in the graduate program at the University of Toledo and on an extensive reading list provided to each student early in his or her career and designed to fill in any potential gaps in preparation. Due to faculty dissatisfaction with the oral exam as a measurement tool, several years ago the Spanish full-time faculty made this a six-hour written examination divided into the following parts: Spanish literature (2 hours), Latin American literature (2 hours), and Linguistics and Pedagogy (2 hours). Questions are still drawn from a pool based on the courses a particular student has taken and on the reading list. The student responses are graded by the respective faculty member specialized in each field examined.

The original alternative to the oral comprehensive was a M.A. thesis to be done under the direction of one or more members of the full-time staff. It is still in place today. The goal is the production of a research thesis of at least fifty pages in length dealing with a topic typically drawn from the student’s experience in classes and approved by the graduate director and second reader of the thesis.

In an attempt to diversify assessments at the graduate level, the Spanish section added the M.A. project as an alternative to the comprehensive exam or thesis. While entailing substantial independent research, the goal of the M.A. project is the production of a corpus of practical materials that the M.A. candidate can use in the classes that he or she teaches. Several of these projects have resulted in Web pages that walk students through solving problems relating to communication (specific vocabulary needs) or culture (understanding a regional myth). Each project usually contains a clear statement of purpose, review of existing studies and materials, extensive discussion of pedagogical rationale, and concrete examples of materials designed to meet the project’s purpose.

· Other approaches (please explain)

Midpoint and completion of degree:

In French: FREN 3010 and 3020 (third-year level) mark the beginning of portfolio assessment, which continues through the fourth year in 4010/4020. In FREN 4020 (WAC & capstone course for French majors) and FREN 5020, students write short essays (including rough drafts) during the first half of the semester. The second half of the semester concentrates on a short research paper, an explication de texte which they also prepare as a class exposé. Graduate students write a longer research paper. This work is collected by the instructor from each student and is deposited in a portfolio.

In German: GERM 3010 and 3020 (third-year level) mark the beginning of portfolio assessment, which usually continues through the fourth year 4010/4020 and 5020. (During the 2003/2004 academic year GERM 4010/4020 were cancelled because of faculty leave.) In GERM 4020 (WAC & capstone course for German majors) students write longer essays (including rough drafts), and GERM 5020 students prepare additional written assignments. Selected assignments are collected by the instructor and deposited in a portfolio. In Spring 2004 exit interviews with each student will be conducting for the first time.

Specific Changes to Curriculum and Program over the last 2-3 years (based on assessment data)

In Spanish: Cut-off scores for each level of the Spanish placement test were revised to better coordinate them with the goals and objectives of the elementary and intermediate language courses.

Specific Changes in Department Program Planning and Resource Allocation over the last 2-3 years (based on assessment data)

Because of budget cuts, no tutor was available from the Writing Center for GERM 3020 during Spring 2004.

Types of Assessment Data to be Gathered (2003-2004)

· Portfolio approaches (e.g., writing samples)

In French: Portfolio assessment starts in the third year, i.e., FREN 3010 and 3020 (WAC) and continues through the fourth year, especially FREN 4010 and 4020 (WAC & capstone course) and at the graduate level in FREN 5020. Assessment includes process writing, rough drafts, and an explication de texte, as well as an oral exposé. In addition, there is an exit interview in French with each student during final exam week.

In German: Portfolio assessment starts in the third year, i.e., GERM 3010 and 3020 (WAC) and continues through the fourth year, especially GERM 4010 and 4020 (WAC & capstone course) and at the graduate level in GERM 5020. Assessment includes process writing from rough drafts to final versions of essays, preparation of a curriculum vitae, a job application in the target language, and oral exams.

In Spanish: Students majoring in Spanish and Education in SPAN 4120/5120 (Teaching Colloquium) will include their speech samples in their working professional portfolios constructed during the course. Their oral proficiency will be assessed by using the Simulated Oral Proficiency Interview (SOPI) (standardized assessment tool developed by the Center for Applied Linguistics based on the rating criteria, Proficiency Guidelines by American Council on the Teaching of Foreign Languages [ACTFL]). SOPI will be rated by a Spanish faculty member who participated in the full (four-day) ACTFL OPI Tester Training Workshop and SOPI rater training. The SOPI test will serve as a diagnostic test before pre-service teachers of Spanish take the Praxis II test and the ACTFL OPI for new teacher licensure.

· Survey approaches (e.g., student, alumni, or employer surveys)

(1) Exit questionnaire about student satisfaction will be filled out upon the graduation of majors from UT;

(2) Follow-up survey, sent to alumni three years after graduation.

· Testing approaches (e.g., ETS Major Field Test, placement or certification tests)

In Spanish: The learning outcomes of Spanish majors will be measured by a computer-adapted test developed by the Spanish assessment committee during 2003-2004. The test will assess not only students’ writing and reading proficiency, but also the contents of eight core courses including areas of culture, literature, linguistics, and language (SPAN 3000, 3010, 3020, 3210, 3220 [or 3270, 3280], 3410 [or 3420], and 4010 [or 4110]). Spanish faculty who teach the core courses will develop test bank items and pilot-test them during the AY 2003-2004. The local test, a computer-adaptive test, is to be administered at the entry level (3000-level) to Spanish majors as a pretest and upon the completion of Spanish major requirements as a post-test. The results will be used to measure student progress and to evaluate the Spanish program.

· Other approaches (please explain)

In French: In FREN 4020 (WAC and capstone) and 5020 an exit interview (30 minutes) is conducted in French with each student. The interview contains questions about the student’s experience in the program (courses taken) and the student’s perception of his/her progress as well as a discussion about any study abroad experience. Other topics include, but may not be restricted to: the relationship of French literature and language courses to future profession in particular and to education in general; differences in francophone cultures; cultural differences between France and the U.S. in the contemporary world. Students who will graduate in the spring will also do a short interview in English to determine their level of satisfaction with their overall program.

In German: An exit interview similar to that in French will be introduced in German during Spring 2004. It will be conducted independently of any course.

For the past decade GERM 3020 students have worked individually with a tutor from the Writing Center. The tutor has been a junior or senior undergraduate German major who is trained and paid by the Writing Center. GERM 3020 students are required to meet with the tutor three times during the semester to work on essay assignments. The tutor files reports with the instructor monitoring the student’s difficulties and progress in writing during the course. The instructor files a final report every year with the director of the Writing Center documenting students’ progress, students’ evaluation of the experience, and the tutor’s reactions to the experience.

Individuals Responsible in 2003-2004 for:

· Gathering unit assessment data

In French: Dr. Ruth Hottell and Dr. Linda Rouillard

In German: Dr. Friederike Emonds and Dr. Debra Stoudt

In Spanish: Spanish Assessment Committee (An-Chung Cheng, Joseph Feustle, Oscar Lepeley, Juan Martín, Kathleen Thompson-Casado, and Antonio Varela)

· Analyzing the unit’s assessment findings

In French: Dr. Ruth Hottell and Dr. Linda Rouillard

In German: Dr. Friederike Emonds and Dr. Debra Stoudt

In Spanish: Spanish Assessment Committee

· Preparing a report of unit changes based on assessment findings

In French: Dr. Ruth Hottell and Dr. Linda Rouillard

In German: Dr. Friederike Emonds and Dr. Debra Stoudt

In Spanish: Spanish Assessment Committee