Learning
Outcomes Assessment Plan
Master of Arts Degree in Applied Linguistics
Department of Applied Linguistics and ESL
College of Arts and Sciences
Revised 9/04
1.
The
Department of Applied Linguistics and English as a Second Language is committed
to excellence in the preparation of second/foreign language teachers and
researchers, in the teaching of English to speakers of other languages, and in
other applications of applied linguistics theory to the solution of real world
problems. This goal is achieved by providing instruction, support, and
inspiration to those interested in applied linguistics in general and in the
teaching of English as a second or foreign language in particular. The department's instructional programs and
research activities are designed for current and prospective language teachers,
language learners, curriculum designers, materials and test developers, program
administrators, teacher educators, and researchers in the field. All units housed within the department
support this focus. Reflecting the goals
of the wider university, the department seeks to provide a range of activities
which prepare students to think critically, make ethical and informed choices,
appreciate diverse cultures and ideas, become creative problem-solvers, and
demonstrate responsible citizenship. The department creates and maintains a
multi-cultural and multi-national student population through the active
recruitment of students from a variety of ethnic and international
backgrounds.
2. Learning Outcomes
|
A |
Applies the basic
principles of ESL/EFL learning and teaching methodology |
|
B |
Demonstrates knowledge of
the linguistic systems of English phonology, grammar, and discourse |
|
C |
Uses cultural knowledge in
second language learning and teaching |
|
D |
Analyzes and critiques
theory and practice of L2 teaching and learning |
|
E |
Communicates effectively in both written and oral language in English |
|
F |
Uses technology effectively
in research and teaching |
|
G |
Conducts and participates
in professional development activities |
3. Description of Assessment Methods for
Learning Outcomes
Data sources for assessing learning outcomes are found in
the following table:
|
Outcomes |
Syllabi from required courses |
Portfolio (MA Paper, CBE, PD
essays, resume) |
Oral Presentation of MA
paper |
Teaching Performance and videotapes |
Survey of employer
perceptions |
Survey of current students |
Survey of alumni perceptions |
|
A. Applies the principles of ESL/EFL language
teaching methodology and learning |
X |
X |
|
X |
X |
X |
X |
|
B.Demonstrates knowledge of
the linguistic systems of English phonology, grammar, and discourse |
X |
|
|
|
X |
X |
X |
|
C. Uses cultural knowledge in
second language learning and teaching |
X |
|
|
|
X |
X |
X |
|
D. Analyzes and critiques
theory and practice of L2 teaching and learning |
X |
X |
|
|
|
X |
X |
|
E.Communicates effectively in
both written and oral language in English |
X |
X |
X |
X |
X |
X |
X |
|
F. Uses technology in research
and teaching |
X |
|
|
|
X |
X |
X |
|
G. Conducts and
participates in professional development activities |
|
X |
|
|
X |
X |
X |
Data source 1: Syllabi for required courses:
Evaluation procedure: Course syllabi will be turned into the main office. Each fall, the Chair will review the syllabi for measurable learning outcomes.
Criteria: All syllabi will contain appropriate learning outcomes and there will be 100% coverage of outcomes A-F.
Data source 2: Portfolio (MA paper, CBE, PD essays,
resume)
Data source 2A: students’ master’s papers.
Evaluation procedure: In addition to evaluating the content of the paper (as is currently the practice), the two faculty members who read each students’ master’s paper will explicitly evaluate the paper for critical analysis and the relationship of theory to practice (Outcome D) and clarity of expression, organization, grammar, use of language, and appropriate formatting and documentation. (Outcome E). A rubric has been developed for this purpose.
Criterion: 90% of student papers will be rated “excellent” or “good” in their application of critical thinking (Outcome D) and in their written communication (Outcome E).
Data source 2B:
Classroom-based experience (CBE) forms and reflective essays
Evaluation procedure:
Advisers will certify that students have completed 90 hours of CBE during their
program and have submitted reflective essays on their teaching each semester.
Criterion: 100% of students will complete the CBE requirements (Outcome A, D)
Data source 2C: Student reflective papers on professional development (PD) in portfolio.
Evaluation procedure: Advisers will certify that graduating students have completed two professional development activities for fall and spring semesters (Outcome G).
Criterion: 100% of students will complete the PD requirement.
Data source 2D: Resume
Evaluation procedure: Advisers count the number of conference presentations and/or articles published by their graduating advisees and reports to the Director of Graduate Studies, who compiles the data for each semester. (Outcome G)
Criterion: 70% of graduating students will have made at least one conference presentation or written at least one published article.
Data Source 3: Oral presentation of student’s MA paper
Evaluation procedure: During their final semester, students will make a formal oral presentation of their master’s paper. Two faculty members will rate the presentation for clarity, organization, effective use of visual aids, and overall presentation (e.g., volume, body language). (Outcome E). A rubric has been developed for this purpose.
Criterion: 90% of students will meet the minimum standards.
Data Source 4: Teaching performance and videotapes
Data source:
Videotapes of student lessons taught to their peers in
Evaluation procedure: A rubric for teaching effectiveness (Outcome A) and oral communication (Outcome E) has been developed. Videotaped student lessons will be rated according to this rubric by the instructor of the Practicum every semester.
Criterion: 90% of student lessons will meet the minimum standards.
Data Source 5: Survey of employer
perceptions
Evaluation procedure: Every three years, a representative sample of employers of recent graduates will be surveyed by mail. Survey results will be tallied by a staff or faculty member.
Criterion: 90% of employers who responded to survey will rate graduates of our program “excellent” or “good” in the understanding and application of the basic principles of ESL/EFL language teaching methodology and learning (Outcome A); in their knowledge of the linguistic systems of English (Outcome B); their understanding of intercultural issues (Outcome C); their oral and written communication (Outcome E); their use of technology (Outcome F); and their commitment to professional growth (Outcome G).
Data Source 6: Survey of current student perceptions
Evaluation procedure: Once a year, in collaboration with the Office of Institutional Research, all graduating students will be surveyed by mail or email. Survey results will be tallied by the Office of Institutional Research.
Criterion: 90% of students who respond to survey will report that they are receiving “excellent” or “good” preparation in Outcomes A-G.
Data Source 7: Survey of alumni perceptions
Evaluation procedure: Alumni will be surveyed by mail or email approximately one year following graduation. Survey results will be tallied by a staff or faculty member.
Criterion: 90% of students who respond to survey will report that they received “excellent” or “good” preparation in Outcomes A-G.
4. A description of your data collection and analysis procedures (i.e.,
how program assessment data will be collected and reported – who collects which
data, from which students, how often, etc.)
Each term, all faculty will submit copies of course syllabi to the main office. Each fall the Chair will review the course syllabi for appropriate measurable learning outcomes.
Each year, the Director of the MA program will compile data on student conference presentations and publications, and will ask faculty to certify that their advisees have completed the required CBE and professional development activities. The Director of the MA program will also compile performance data on MA papers and presentations annually.
The department needs to develop two surveys: a student survey that will be administered one year after graduation and an employer survey that will be administered to students’ employers one year after students have graduated. These surveys will be developed by the departmental testing committee. The testing committee also will administer the surveys every year and analyze the data every two years. In addition, questions specific to our program will be added to the survey of graduates conducted annually by the Office of Institutional Research. On the basis of the data, changes will be made in the program.
5. A description of
how you will be using the results of your analyses (i.e., how the results of
the assessments will be used to improve the program)?
If the criterion is not reached for any outcome, a faculty
committee will be constituted to to investigate the reasons behind the failure
to meet the criterion and will suggest possible remedies. The result of the analysis has the potential
to change our program in several ways: it might change the content or
organization of courses; it might change the courses we offer; it might change
the amount of teaching students in the program do; it might change the amount
of technology included; it might change the requirements for the portfolio.