Intended Student Learning Outcome #1

General Education Courses: Oral Proficiency.

  • SUNY General Education Student Learning Outcome: Students will exhibit basic proficiency in the understanding and use of a world language.
  • Department of Global Languages and Cultures Student Learning Outcome: Students will demonstrate Novice High to Intermediate Low (ACTFL) proficiency in listening, speaking, writing and reading, and will also demonstrate familiarity with culture.
  • ACTFL description of an Intermediate Low speaker: Speakers at the Intermediate Low sublevel are able to handle successfully a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target-language culture. These topics relate to basic personal information; for example, self and family, some daily activities and personal preferences, and some immediate needs, such as ordering food and making simple purchases. At the Intermediate Low sublevel, speakers are primarily reactive and struggle to answer direct questions or requests for information. They are also able to ask a few appropriate questions
  • ACTFL description of a Novice High speaker: Speakers at the Novice High sublevel are able to handle a variety of tasks pertaining to the Intermediate level, but are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations. Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture, such as basic personal information, basic objects, and a limited number of activities, preferences, and immediate needs. Novice High speakers respond to simple, direct questions or requests for information. They are also able to ask a few formulaic questions.


Alignment with institutional mission and goalsPlease type text in boxes below. They will expand as needed.
College Mission ReferenceOur supportive, inclusive community is exceptional in cultivating creativity, engagement, and discovery. We find strength in diversity, joy in growth, and fulfillment in lifelong learning.
Relevant College Values ReferenceEmpowering a spirit of innovation that inspires intellectual curiosity, self-expression, and problem-solving.
Relevant Strategic Plan Focus AreaSupporting student success and retention in the classroom. Our instructors have daily interaction with students; they know and support them. In turn, college-level "focused efforts on student retention" must include supporting these instructors instead of hiring new administrators, like a director of student retention.
Relevant Program Goal or Learning OutcomeAt the 102 level: Students will demonstrate Novice High to Intermediate Low (ACTFL) proficiency in listening, speaking, writing and reading, and will also demonstrate familiarity with culture.
First Means of AssessmentPlease type text in boxes below. They will expand as needed.

Procedures & Criterion for

Success

Brief oral interview of student by instructor. Instructor asks questions related to daily life and familiar topics, primarily in the present tense. Student is encouraged to ask the instructor a few questions as well. Rubric adapted from the 2012 ACTFL Proficiency Guidelines. See below for rubric and results.

Assessment ResultsSee below for results. 
Reflection on ResultsThis was the first year that the 4-credit model was in place, and the majority of the students who took the oral interview in Spring 2022 had taken 101 in Fall 2021. Based on the results, where the majority of students are meeting or exceeding the SLOs, the 4-credit model at the General Education level does seem to be effective. 

RUBRIC:


Exceeding (4)

Meeting (3)

Approaching (2)

Not Meeting (1)

VOCABULARY

communicates with ease about predictable topics related to personal information; generic vocabulary


communicates with minor difficulty about predictable topics related to personal information; somewhat limited vocabulary influenced by native language

communicates minimally by using isolated words and memorized phrases; basic vocabulary influenced by native language

struggles to communicate minimally by using a number of isolated words and memorized phrases; very limited basic vocabulary

LANGUAGE CONTROL

sporadic errors that do not interfere with communication


errors mainly in low frequency structures; errors tend to be influenced by native language patterns, including literal translations

high and low frequency grammatical structures are inaccurate and strongly influenced by the native language

no control over grammatical structures


DISCOURSE LENGTH AND TYPE

speaks in coherent, complete sentences with proper syntax; mainly in present tense but some discourse in past and future is possible


occasionally struggles to speak in coherent complete sentences; when struggling, will use stock (memorized) phrases or single words

very short discourse including words and phrases that consists of learned phrases or recombinations of these phrases

word level discourse only

PRONUNCIATION AND INTELLIGIBILITY

easily understood by interlocutor; vocabulary and grammar is appropriate and correct


easily understood by interlocutor, despite some grammatical mistakes and/or poor word choice


understood with difficulty by interlocutor; grammatical and vocabulary mistakes impede message


extremely difficult to understand; pronunciation, vocabulary and/or grammatical block meaning; unintelligible

COMMUNICATION STRATEGIES

can initiate conversation by asking formulaic but comprehensible questions; successfully self-corrects and/or employs rephrasing and recombination


has some difficulty forming questions but can get point across despite errors; successfully self-corrects; may employ repetition or rephrasing


has great difficulty forming questions but can get point across despite errors by simplifying or gesturing; uses stock (memorized) questions; communicative strategies are limited

cannot participate effectively in conversation, no communicative strategies are used


RESULTS:

Second Means of AssessmentPlease type text in boxes below. They will expand as needed.

Procedures & Criterion for

Success		Instructors interact with students in the target language on a daily basis in class.
ResultsStudents receive on the spot correction and help in order to move them towards the SLOs.
Reflection on ResultsBeing in class and on task in the target language is the best way for students to advance towards proficiency. Student absences impede advancement towards this goal. While individual instructors can make attendance policies, there needs to be better messaging from the college about the vital importance of being in class. This is an important factor in student success and retention that instructors understand, and it needs to be backed up by the college. How about a short video to educate students on the importance of going to class? Again, this is something that instructors need support with. And tackling issues such as these can be accomplished with a focus group of instructors from across the disciplines--–arguably more this would be more effective and less costly than hiring a director of student retention who doesn't have the necessary institutional knowledge. 

Intended Student Learning Outcome #2


Alignment with institutional mission and goalsPlease type text in boxes below. They will expand as needed.
College Mission Reference
Relevant College Values Reference
Relevant Strategic Plan Focus Area
Relevant Program Goal or Learning Outcome
First Means of AssessmentPlease type text in boxes below. They will expand as needed.

Procedures & Criterion for

Success
Results
Reflection on Results
Second Means of AssessmentPlease type text in boxes below. They will expand as needed.

Procedures & Criterion for

Success
Results
Reflection on Results

Intended Student Learning Outcome #3


Alignment with institutional mission and goalsPlease type text in boxes below. They will expand as needed.
College Mission Reference
Relevant College Values Reference
Relevant Strategic Plan Focus Area
Relevant Program Goal or Learning Outcome
First Means of AssessmentPlease type text in boxes below. They will expand as needed.

Procedures & Criterion for

Success
Results
Reflection on Results
Second Means of AssessmentPlease type text in boxes below. They will expand as needed.

Procedures & Criterion for

Success
Results
Reflection on Results

Summarize departmental discussion of assessment results. (Discussion Guidelines) Have you made, or are you considering, any changes (to courses, programs, co-curriculum, use of other campus resources) in light of assessment results?  If so, please describe the changes below.


Parts II and III of the CAC Assessment Report:

II: Identifying of the Learning Outcome Goals of Your Academic Unit for next year.

Name 1-3 learning outcome goals you will assess next year. This next year's goals may be based on assessment from last year or the planned rotation of student learning outcomes assessment. By archiving this information on the wiki using this form, you can access these goals next year.

Goal 1: 

How you will measure your success: 

Goal 2: 

How you will measure your success: 

Goal 3: 

How you will measure your success: 

III: Linking Academic Unit Learning Outcome Goals to the College's Mission, Values, and Strategic Plan

Please tie your goals for the upcoming year to Geneseo's declared values (Learning, Creativity, Inclusivity, Civic Responsibility, and Sustainability) or to the more granular Focus Areas and Objectives outlined in the Geneseo 2021 Strategic Plan.

Goal 1: Mission, Values, and/or Strategic Planning objective supported by learning outcome 1

Goal 2: 

Goal 3: 




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