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Assessments for French Students at DSU



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Assessments for French Students at DSU
In French courses at DSU, students are assessed in areas of writing, listening/speaking, and reading. In First Year Level I courses, the writing component is evaluated at about 80 % with the reading and listening/speaking at 20 %. In Second Year or Level II courses the writing and reading component occupies about 80% of the grade with listening/speaking about 20%. In Upper level courses on Grammar, Culture and Literature we put an emphasis on reading (40%) followed by writing (40%) and listening/speaking (20%). The goal in French is to allow students to continue their study of French in the native tongue either in Graduate School or in the target country all while recognizing corrections from native speakers and teachers.
Writing Listening/Speaking Reading

Level I

Ask/answer questions in areas of immediate need and familiar topics.

Pronounce the language well enough to be understood by native speakers. Have a simple conversation in areas of immediate need and familiar topics.

Understand material presented in simple paragraphs, especially in cultural areas.

Level II

Ask/answer questions in a more extended way in areas of immediate need and familiar topics. Answer questions about the context of stories and articles.

Pronounce the language well enough to be understood by native speakers. Have a more extended conversation in areas of immediate need and familiar topics.

Understand material in newspaper and scholarly articles, including cultural subjects.


Level III

Write papers and essays of extended length with minimal interference from the native tongue.

Engage in conversation on areas of French literature and culture and follow stories presented in film and recordings.

Read longer stories and essays being able to understand the political and social backgrounds.

Summary of Grades Fall 2009


Level I Level II Level III

As

6

7

11

Bs

9







Cs

3







Ds

2







Fs

Ws

Audit


1

2




1

Summary of Grades Spring 2010
Level I Level II Level III

As


10

5

4

Bs

4

1




Cs




1




Ds

2

1

1

Fs

Ws

I s



Audits

1

1





2




Assessments for German Students at DSU
In German courses students are assessed in areas of listening, speaking, reading and writing.

These skills are evaluated at 25% in each level.


Writing Listening/Speaking Reading

Level I

Be able to ask and answer questions in everyday situations.

Be able to pronounce the language and engage in simple conversation in everyday situations.

Be able to understand everyday situations presented in simple dialogues/paragraphs.

Level II

Be able to ask and answer more complex questions in everyday situations.

Be able to pronounce the language and engage in more complex conversations in everyday situations.


Be able to understand everyday situations presented in more complex dialogues/paragraphs

Internal Assessment Summary of Grades Fall 2009


Level I Level II

As

4

2

Bs

5

1

Cs

3




Ds

3




Fs







Ws






Spring 2010


Level I Level II

As




1

Bs

2

1

Cs

2

1

Ds

1


Fs








Ws








Assessments for Spanish Students at DSU
In Spanish courses students are assessed in areas of listening, speaking, reading and writing. In First Year Level I courses the writing component is evaluated at about 80% with the reading and listening/speaking at 20%. In Second Year or Level II courses the percentages remain pretty much the same. In Third Year Level III courses like Advanced Grammar the writing, reading, listening and speaking components are evaluated at about 25% each. In the Fourth Year or Level IV in courses of Literature and Culture the reading component occupies about 40% of the grade, the writing 40% and listening/speaking at 20%.
Writing Listening/Speaking Reading

Level I


Be able to ask and answer questions on familiar topics

Be able to pronounce the language and engage in simple conversation on familiar topics.

Be able to understand the material presented in simple dialogues/paragraphs.

Level II

Be able to ask and answer questions about the context of dialogues.

Be able to pronounce the language well enough to roll play a character based on a hypothetical situation.

Be able to understand different types of writing.

Level III


Be able to write short essays on given topics.

Be able to engage in a protracted conversation on familiar topics.

Be able to understand material in newspapers and scholarly articles.



Level IV

Write term papers on chosen literature topics.

Be able to converse on areas of Spanish literature.

Be able to read and understand poetry and prose.


Internal Assessment Summary of Grades Fall 2009

Level I Level II Level III Level IV

As

16

3

2

2
















Bs

15

8

1

1

Cs

16

3

1

0

Ds

12

3

1

0

Fs


4

0

0

0

Ws

6

3

0

0

Spring 2010

Level I Level II Level III Level IV

As

8

3

0

7

Bs

2

6

0

5

Cs

7

4

0

1

Ds

5

2

0

0

Fs

0

0

0

0

Ws

0

0

0

0

*Summer I and II grades are included in the Fall 2009 summary.
External Assessment

  • Students of Spanish teaching in the Delta:


Kelly Martinez – Germantown, TN

Elizabeth Valle – Clarksdale, MS

Nancy McKnight – PDS, Cleveland, MS

Art Eidman – Hattiesburg, MS

Sally Scott Quinn – Teaching Spanish in a middle school in Memphis

Kimberly Nance – E-learning Spanish teacher DSU

Tracy Selby – Cleveland

Amanda Beuning – Spring 2008 Bayou Academy

*Teresa Ferguson Lara – Hernando High School


  • Students of Spanish working as interpreters:

Elizabeth Valle – Clarksdale

Deborah Burt - Cleveland



  • Student working for the Armed Forces:



III. Goals
-- For the Current Year


  1. Goal # 1: The Unit will hire a faculty member who has technical expertise and experience in desktop publishing for magazines and journals.

1. Institutional Goal which was supported by this goal:

SP Goal #s 1, 2 & 3

QEP Goal #s 1, 2, 3 & 4

2. Evaluation Procedure(s): A survey of the editors of both journals

3. Actual Results of Evaluation:


The survey indicated that the layout and design of both Confidante (the student journal) and Tapestry (the faculty

journal) improved significantly.


4. Use of Evaluation Results:


  1. A Poetry Editor will be appointed for Tapestry.

  2. An expanded mission statement will be developed for Tapestry.

  1. Goal #2: The Unit will increase its measured scholarship (publications, presentations, productions, etc) by 5% in


Academic Year 2009-10.

1. Institutional Goal which was supported by this goal:

SP Goal #’s 3 & 5

QEP Goal #’s 1 & 4


2. Evaluation Procedure (s) A comparison between scholarship production for the Unit in 2008-09 and 2009-10.
3. Actual Results of Evaluation: The goal was met, indeed exceeded.
4. Use of the Results: To set higher goals for the future



Goal



Institutional

Goals



Baseline (AY 08-09)


Year 1 (09-01)


% of Increase or Decrease vs. 08-09


Year 2 (10-11)

To increase scholarship production by 5% in 2009-10

SP 3 & 5


QEP 1 & 4

76


94*

+ 23.6 %*

(N = 18)

To be determined*

* These results may have been higher, but the data for Dr. Karen Bell was not available at the time of the computation.

-- For Coming Year(s)

A. Goal # 1: To increase scholarship production in the Unit by 5% in 2010-11
1. Institutional Goal(s) supported by this goal:
SP Goal #’s 3 & 5 QEP Goal #’s 1 & 4
2. Evaluation Procedure(s): We will tally the number of publications and presentations at all levels: local, state, regional and national.
3. Expected Results: Based on past performances of the Unit, we expect to reach the goal.

4. Anticipated/Intended Uses of Evaluation Results: We anticipate that this will help boost our esprit de corpse.

B. Goal #2 To save the majors in Modern Foreign Language and Communication Studies from elimination

1. Institutional Goal(s) supported by this goal:


SP Goal #’s 1, 2, 3 & 5 QEP Goal #’s 1, 2, 3 & 4
2. Evaluation Procedure(s): If these majors are saved, we will be successful.
3. Expected Results: We have a better chance of saving the foreign language degrees (concentrations in Spanish and French), but we will make every effort through logic, reason, data, and support from high profile graduates and potential donors to save both programs.
4. Anticipated/Intended Uses of Evaluation Results: If we save these majors, it will be a great, albeit exhausting, morale

booster. If we fail, morale in the Unit will continue to plummet.




  1. Data and information for department:

Brief Description and/or Narrative of programmatic scope:

The Unit continues to be one of the most fiscally healthy in the University. In fact, it is by far the top credit hour producer at Delta State, producing substantial annual revenue for the University beyond Unit costs. (Revenue estimates are based on Unit CHP and tuition payments.) More specifically, we are encouraged by a healthy increase in statistics for our graduate program in 2009-2010:


  • the number of graduates earning the M.Ed. degree in English increased by 60% (from 2 to 5);

  • the number of graduate CHP increased by 332% (from 94 to 312);

  • the number of graduate majors increased by 120% (from 10 to 22 for the Fall 2009 Semester).

Furthermore, the number of graduates earning a BA degree in the foreign language increased by 300% (from 1 to 4), and the number of graduates earning a BA in English increased by 8% (from 10 to 12). Given a weak economy and a decrease in enrollment at the University, this data suggests some rather significant accomplishments.
Comparative Data (Graduates. CHP, Majors):
Number of Graduates for all programs in the Unit

Year

Undergraduate

Graduate

2009-10

21

5

2008-09

24

2

2007-08

18

4


2006-07

19

5

2005-06

11

2

2004-05

19

2

2003-04

15

3

2002-03

14

3

2001-02

22

3

2000-01

9

3



Credit Hour Production

Semester

Undergraduate

Graduate

Spring 2010

4566

92

Fall 2009

5455

136


Summer 2009

551

84

Spring 2009

4587

34

Fall 2008

5599

33

Summer 2008

642

27

Spring 2008

4564

17

Fall 2007

5513

90

Summer 2007

726

57

Spring 2007

4750

58

Fall 2006

5665

61

Summer 2006

906


111

Spring 2006

4166

65

Fall 2005

5207

86

Summer 2005

791

48

Spring 2005

4099

42



Majors for all Programs in the Unit



Semester

Undergraduate

Graduate

Spring 2010

125

17

Fall 2009

117

22

Spring 2009

110

16

Fall 2008


117

12

Spring 2008

115

10

Fall 2007

131

12

Spring 2007

115

16

Fall 2006

117

16

Spring 2006

79

6

Fall 2005

86

12

Spring 2005

79

6




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