Assessment: Course Four Column - Compton College · combine combination of (gue), (gui) and (güe), (güi). 95% of native speakers know how to correctly pronounce the conjugation

Compton: Course SLOs (Div 2) - Spanish

SPRING 2015Assessment: Course Four Column

COM: SPAN 1:Elementary Spanish I

Course SLO Assessment MethodDescription Assessment Data & Analysis Actions

SLO # 1 Conversation Skills: - Uponcompletion of Spanish 1, successfulstudents will converse in andcomprehend Spanish using presenttense, simple past tense, and “ir + a +infinitive” construction abouteveryday topics, such as introductionsand descriptions about themselvesand others within the limits ofvocabulary appropriate to beginningSpanish 1.

Course SLO Assessment Cycle: 2013-14 (Spring 2014), 2014-15 (Spring2015), 2015-16 (Spring 2016), 2016-17 (Spring 2017)

Course SLO Status: Active

Input Date: 12/21/2013

Standard and Target for Success: Itis expected that 75% of Spanishstudents will score 70% or above onthis SLO.

null.courseAction: To address theissue of oral competency, thestudent should have oral quizzes,and more reading time during theclass. (04/24/2015)Action Category: TeachingStrategiesnull.courseAction: The action planto address the SLO deficienciesare: Stronger emphasis in accentmarksand more writing exercises instem-changing verbs ending in -ar,-er, ir.And mandatory tutor visits.(05/20/2014)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not MetAll students in all Spanish I courses did not use properaccent marks in greetings such as “¿cómo estás?” and theyall did use the accent mark in the question of ¿De dóndeeres? Plus, they use accent marks in the wrong place.

Correct usage of the simple present tense verb.83% of the students in all Spanish I courses were not able tocorrectly conjugate the simple present tense verb ending in–ar, -er, -ir.” The most common error was found in the stemchanging verb such as “preferir” and “querer.”71% of the students were able to correctly conjugate thesimple present tense verb of “tomar.”17% of the students were able to correctly conjugate thepresent tenser verb ending in –ar, -er, -ir.

Correct usage of the simple past tense verb.15% of all students were able to correctly conjugate thesimple past tense in verbs ending in –ar, -er, -ir endings.Observation: In the verb “dormir” the majority missed theaccent mark. Example: durmio” instead of “durmió.” Plus,some students were not able to identify the differencebetween the present and past.

Correct usage of the construction “ir + a + infinitive.

Multiple Assessments - TheAssessment Method was holistic. Itincludes a written, oral,comprehension, reading, andcultural aspects.

10/28/2015 Page 1 of 7Generated by TracDat® a product of Nuventive


Faculty Assessment Leader: AxaMaradiagaFaculty Contributing to Assessment:Juan Antonio TavarezReviewer's Comments:

23% of all students in Spanish I were able to correctly usethe construction “ir + a + infinitive.”50% of the students were able to correctly conjugate theverb “ir” in the use of the “ir + a + infinitive construction.38% of all the students in Spanish I were able to correctlyuse the prepositional “a” in the use of the construction “ir +a + infinitive.”28% of all the students in Spanish I were able to correctlyuse the infinitive in the “ir + a + infinitive construction.” Inthe oral assessment, the pronunciation results varydepending on the command of Spanish in the student.Spanish I courses have Spanish heritage speakers. Thesestudents tend to do well in the oral assessment, but theyhave poor understanding of Spanish grammar. Non-Spanishspeakers struggle with the double "rr" pronunciation. Theytend to pronounce the double "rr" such in "carro" into thesingle "r" "caro." This pronunciation changes the meaningof the word from "car" to "expensive." Non-Spanishheritage speakers, they also struggle with the pronunciationof the "ll." They will pronounce the personal pronoun of"ella" (she) into "ela." "Ela" has no semantic meaning inSpanish.

(05/20/2014)

Standard and Target for Success:90% of Spanish native Speakers metthe success rate. 99% of the non-

null.courseAction: The ForeignLanguage Departmentrecommendations are as follows:

Spanish instructors shouldemphasize and allocate more oraldiscussions in the classroom.At least 30 minutes of lectureshould focus on oral conversation.Students can orally practice

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetThe standards the Foreign Language Department use todetermine the success was an oral exam. The students had3 to 5 minutes to answer questions regarding their schoolroutine and they also had to describe their family.

The student oral capacity varies depending on if thestudents are heritage speakers and/or second language

Presentation/Skill Demonstration -Students were asked to speak ontheir daily routine at school and theyhad to describe their family. Theyhad to use Spanish tenses of (tener),(ir) and the Spanish presentprogressive.



native speakers struggle meeting thestandards.

simple greetings and completesentences regarding currentevents regarding Spanish culture.

Spanish instructors shouldencourage their students to takepart in the Spanish Spelling BeeContest. The Spanish Spelling BeeContest assist students invocabulary build-up and with helpthem with the properpronunciation.

The Spanish instructors shouldhave student’s present oralpresentations as part of theiroverall grade.

The Foreign Language Departmentin conjunction with the ESLDepartment should collaborateand continue fomenting oralworkshops between ESL studentsand Spanish second learners.

The Foreign Language Departmentshould work closely with theStudent Success Center to haveSpanish students utilize theirresources such as the Rosettastone program and there Spanishtutors. (05/19/2016)Action Category: TeachingStrategies

learners. A total of 100 students were evaluated and theresults are as follows:

90% of the native speakers reproduce the Spanishpronunciation correctly. Some examples of irregularitiesare: The pronunciation of the silent Spanish [h] as in (hijo)is sometimes pronounced as the English [j]. Nativespeakers also tend to struggle with the correctpronunciation between (ga), (ge), (gi), (go), (gu) and thecombine combination of (gue), (gui) and (güe), (güi).

95% of native speakers know how to correctly pronouncethe conjugation of the verb (tener) and (ir) in the pasttense. Some irregularities are in the stem changing verbsand in the first person singular of the regular verbs thatbecome irregular in the first person singular. For example,some native speaker will tend to pronounce (yo sabo)instead of (yo sé) from the verb (saber). Some nativespeakers will also pronounce (yo haco) instead of (yo hago)form the verb hacer. Some native speakers also strugglewith correct pronunciation of the stem changers. Forexample, some native speakers will pronounce (tú tenes)instead of (tú tienes) of the verb (tener).

99% of native speakers have a tendency to use code-switching between Spanish and English. For example:(Tuve una clase de español, inglés y phychology), (yo voy losmartes y los jueves a la clase de español y astronomy).

100% of second language learners will mispronounce theSpanish [h] sound for the English [j] sound.

99% of native speakers use proper and pronounce the rightcorrelation between the subject and verb.

100% of native speakers use false cognates. For example:They tend to pronounce (librería) for (library), instead ofpronouncing (biblioteca).99% of second language learners have the same phoneticproblems as native speakers regarding the pronunciation



Faculty Assessment Leader: AxaMaradiagaFaculty Contributing to Assessment:Dr. Norma Parker, Andrew Brabbee,Juan Antonio TavárezReviewer's Comments:

between (ga), (ge), (gi), (go), (gu) and the combinecombination of (gue), (gui) and (güe), (güi). They alsostruggle with the correct pronunciation of the irregular andstem-changing verbs, such as (tener) (hacer) and saber.But this tendency of mispronouncing irregular and stem-changing verbs is more pronounce in the second languagelearners. (05/15/2015)

SLO #2 - Reading Skills: - Uponcompletion of Spanish 1, successfulstudents will read and comprehendshort paragraphs in Spanish on topicssuch as places in the city, dailyroutines, fields of study, pastimes,vacations, and likes and dislikes.




Standard and Target for Success: Itis expected that 75% of Spanishstudents will score 70% or above inthis SLO.

Faculty Assessment Leader: AxaMaradiagaFaculty Contributing to Assessment:Juan Antonio Tavarez

null.courseAction: The action planto address the SLO deficienciesare: Stronger writing exerciseswith the reflexive verb incombination with the verb"gustar." Mandatory tutor visits.(05/20/2014)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not MetCorrect usage of the verb (Gustar) and the indirect subjectpronoun.39% of all the students were able to correctly use theindirect subject pronoun with the verb “gustar.”Observation: Some students were not able to correctly usethe articles after the verb and before a noun. Example: Megusta agua de piña, instead of “Me gusta el agua de piña.”

Reading comprehension.64% of all the students in Spanish I were able tocomprehend the reading material. Observation: Inanswering the comprehension section, a few students hadgrammatical errors in their sentences. (05/20/2014)

Multiple Assessments - TheAssessment Method includes aholistic approach. It includes awritten, oral, readingcomprehension and cultural aspects.

null.courseAction: In order toensure that all students aresuccessful next year, we will beginto create more handouts forstudents to practice

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetCorrect usage of the verb (Gustar) and the indirect subjectpronoun.

Multiple Assessments - TheAssessment Method includes aholistic approach. It includes awritten, oral, readingcomprehension and cultural aspects.



Standard and Target for Success: Itis expected that 75% of Spanishstudents will score 70% or above inthis SLO.


comprehension skills.(05/19/2016)Action Category: TeachingStrategies

79% of all the students were able to correctly use theindirect subject pronoun with the verb “gustar.”Observation: Most, but not all, students were able tocorrectly use the articles after the verb and before a noun.

Reading comprehension: 77% of all the students in Spanish Iwere able to comprehend the reading material.Observation: In answering the comprehension section,fewer students had grammatical errors in their sentences asthose from the year prior. (05/15/2015)

SLO #3 - Writing Skills: - Uponcompletion of Spanish 1, successfulstudents will write a 5 to 10 sentenceparagraph in Spanish aboutthemselves and everyday topics suchas leisurely activities and academiclife using the present tense, simplepast tense, and “ir + a + infinitive”construction.






null.courseAction: The action planto address the SLO deficienciesare: Stronger emphasis in writingparagraphs andand sentences. (05/20/2014)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not MetCorrect usage of Spanish grammar, sentence andvocabulary.67% of all the students in Spanish I were able to write aparagraph using more than 5 sentences. Observation: Themajority of students wrote using the present tense.Example: Yo soy María. The verb most commonly use is thepresent tense of “ser” and the verb “gustar.” In somecases, the student will use the possessive “mi” instead ofthe reflexive “me.” Another grammatical error is theconfusion of the verb “to be” for indicating age, instead ofusing the verb “to have.” Example: Yo soy veintiún años,instead of “Yo tengo veintiún años.”

(05/20/2014)

Multiple Assessments - TheAssessment Method is a holisticapproach. The assessment includeswritten, oral, readingcomprehension and cultural aspects.

null.courseAction: In order toincrease our success rate nextsemester, instructors will work

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met

Multiple Assessments - TheAssessment Method is a holisticapproach. The assessment includes





together to create activities thatencourage students to use avariety of verb tenses to maketheir writing stronger and morerobust. (05/19/2016)Action Category: TeachingStrategies

Students were asked to demonstrate the correct usage ofSpanish grammar, sentence, and vocabulary.77% of all the students in Spanish I were able to write aparagraph with at least five sentences. However, we didfind that the majority of students wrote their paragraphsusing the present tense and struggled with writing in thepast and future tenses, which resulted in some verbconjugation confusion. (10/23/2015)

written, oral, readingcomprehension and cultural aspects.

SLO #4 - Knowledge of HispanicCulture: - Upon completion ofSpanish 1, successful students willdemonstrate basic awareness ofHispanic culture, such as values,customs, surname system, meals, etc.






null.courseAction: The action planto address the SLO deficiencies is:A language lab is needed.(05/20/2014)Action Category: Program/CollegeSupport

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not MetHispanic Culture (Oral) dictation.100% of all the students in Spanish I were not able tocorrectly demonstrate basic awareness of Hispanic culture,such as values and customs. Observations: The studentswere not able to properly identify countries in ageographical map. They do not use proper capitalization forcountries. Plus, there is a constant miss spelling of the letter“H”. Example: abana instead of Habana. Lack ofpunctuation is a constant recurrence. The studentsimproperly use the letter “n” for the “ñ” in words such as“España.” Some students also used the combination of“nia” in substitution of “ñ”. Example: “Espania” instead of“España.” The majority of students are not well rounded ingeneral history of Spain and of Latin America.

(05/20/2014)

Multiple Assessments - TheAssessment Method is a holisticapproach. It includes written, oral,reading comprehension and culturalaspects.

null.courseAction: In order toincrease student achievement inthe knowledge of Hispanic

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met

Multiple Assessments - TheAssessment Method is a holisticapproach. It includes written, oral,





Culture, instructors will continueto brainstorm new ways tocommunicate cultural mores andfolkways to students. Forexample, videos, documentaries,guest speakers, literature, fooddemonstrations, playing musicduring group work, and requiredvisits to art museums could all beways to further submergestudents into the Hispanic Culturesuccessfully. (05/19/2016)Action Category: TeachingStrategies

Hispanic Culture (Oral) dictation.

79% of all the students in Spanish I were able todemonstrate a basic awareness of Hispanic culture,including as values and customs. Most studentsdemonstrated that they were able to identify variouscountries and regions where Hispanic Culture flourishes.Some students struggled with punctuation and sentencestructure. For example, students improperly use the letter“n” for the “ñ” in words such as “España.” Many studentsstruggled to demonstrate more than a basic knowledge ingeneral history of Spain and of Latin America. (05/15/2015)

reading comprehension and culturalaspects.


Documents

Assessment: Course Four Column - Compton College · combine combination of (gue), (gui) and (güe), (güi). 95% of native speakers know how to correctly pronounce the conjugation