Assessment: Course Four Column SPRING / SUMMER 2016

Assessment: Course Four Column SPRING / SUMMER 2016 El Camino: Course SLOs (HSA) - Sign Language Interpreter Training ECC: SLAN 101:Individualized American Sign Language Laboratory Course SLOs SLO #1 Cultural Components Students will describe and analyze basic cultural components of the Deaf world. Course SLO Assessment Cycle: 201516 (Spring 2016) Input Date: 05/15/2015 Exam/Test/Quiz - Students will take a pre-test and post-test and answer six questions about Deaf culture. Questions are a combination of are short-answer, some listing, and some short essay. 1. Name three values of Deaf Culture (what Deaf people value). (listing is okay) 2. Deaf culture is considered a collectivist culture rather than individualistic culture. What does this mean? (short paragraph) 3. Give the three communication tips for interacting with a deaf person that you would most recommend to a friend. (listing is okay) 4. Explain how the pathological view of deafness and the cultural view of deafness differ. (short paragraph) 06/13/2017 Generated by TracDat a product of Nuventive Page 1 of 18

5. What is Gallaudet University? (sentence or two) 6. What was the Deaf President Now movement in 1988 and why is it so significant for Deaf people? (short paragraph) 80 percent of students will score higher than 75% accuracy in answering questions on Deaf culture. Essay/Written Assignment - Students were given a paper where they have to write down in a paragraph of their best ability answering to this question; what are basic cultural components of the Deaf World? I target for 80% of our students to achieve an average score of 80% or better. Semester and Year Assessment Conducted: 2015-16 (Spring 2016) Standard Met? : Standard Met Out of our thirteen students who are registered to the Lab course, only five had participated with the SLO assessment. Out of these five students, all five or 100% have received a score of 80% or better. (05/27/2016) Faculty Assessment Leader: Brian Morrison Action: The method of this assessment is a great approach to see how students would summarize the whole cultural components of the Deaf World into a paragraph. Whether if students answer correctly or not is open to anyone s interpretation as we do not have a set of certain expectations of what specific components that student should know whether or not to include information such as Holcomb s five marks of a culture? (05/27/2016) Action Category: Teaching Strategies Page 2 of 18

SLO #2 Vocabulary - Students will demonstrate basic vocabulary and sign recognition at the beginning through intermediate level. Course SLO Assessment Cycle: 2014-15 (Spring 2015) Input Date: 05/15/2015 Exam/Test/Quiz - A pre recorded video tape quiz was administered to students at the beginning level in lab class. The quiz focuses on questions words, verbs, and vocabulary related to introductions, comparisons, and commands. Exam/Test/Quiz - Students watched a pre made signed quiz on video tape/dvd. The quiz consisted of 22 questions in 3 categories: Signed questions, signed verbs used in sentences, signs related to introducing oneself. 19-22 correct answers = A 100%, 16-18 correct answers = B 80-90%, 0-15 did not pass the quiz demonstrating insufficient comprehension of basic vocabulary in Sign Language at the beginning level. SLO #3 Internet - Students will utilize the internet to locate information about Deaf organizations/agencies and Deaf events at the local and national levels. Course SLO Assessment Cycle: 2015-16 (Spring 2016) Essay/Written Assignment - Students were given a paper where they have to write down three websites that they would use to locate the information about Deaf organizations/agencies and Deaf events. I target for 80% of our students to achieve an average score of 67% or better. Semester and Year Assessment Conducted: 2015-16 (Spring 2016) Standard Met? : Standard Met Out of our thirteen students who are registered to the Lab course, only five had participated with the SLO assessment. Out of these five students, all five or 100% have received a score of 67% or better. (05/27/2016) Faculty Assessment Leader: Brian Morrison Action: We seriously need to strategize for an increase enrollment to our SLAN 101 Individualized ASL Lab, so we can have more data. Also, I am not sure whether to expect for certain few websites or being open to any website that students came up with? (05/27/2016) Action Category: Curriculum Changes Page 3 of 18

ECC: SLAN 114:American Sign Language IV Course SLOs SLO #1 Conversational Comprehension - Students will demonstrate ability to comprehend conversational ASL among two or more ASL users. Course SLO Assessment Cycle: 2015-16 (Spring 2016) Performance - Students were assigned to groups of four students each. One student will pick an index card (faced down). S/he will ask a question as printed on the card to other three students whose will voluntarily answer the question. Then they as a group will have conversations about the question. I target for 80% of our students to achieve an average score of 75% or better. Semester and Year Assessment Conducted: 2015-16 (Spring 2016) Standard Met? : Standard Not Met Out of our thirty-two students who had participated with assessment, twenty-three or 72% have received a score of 75% or better. (05/27/2016) Faculty Assessment Leader: Brian Morrison Action: The method of this assessment is a great approach to evaluate students abilities to comprehend conversational ASL. However, I still rather to have a group of several committees to do this assessment, so students can have an average score of three evaluators rather than by one person. (05/27/2017) Action Category: Teaching Strategies SLO #2 Conversational Expression - Students will demonstrate ability to express conversational ASL among two or more ASL users. Course SLO Assessment Cycle: 2013-14 (Spring 2014), 2016-17 (Spring 2017) Performance - Students will be divided into groups of 4 and/or 5 each. Only one student per group will be able to see my question on the board. That student will bring up the question with her/his group for a discussion about the question. I will sit back and observe them for their ASL proficiencies with abilities to express in conversational with two or more ASL users. I will also observe for dynamics of their group discussion; how engaged they were with each other? I use these rubrics when evaluating my students; Student Name: Sign Productions /5 Is S/he Producing Signs? Fingerspelling too Frequently? Clear and Correct Signs? Page 4 of 18

Signing Fluency /5 Smooth or Choppy? Short Pauses? Comfortable with Signings? Looking Confident? Evidences of Non-Manual Signals /5 Facial Expressions? ASL Mouthings? Questioning Eyebrows? Responsive Attentive? Usage of Appropriate ASL Technique /5 Role Shifts? Classifiers? Eye Gaze? Locative Spaces? Changing in Speed and Style? Overall Performance /5 Did S/he Practice? Looking Motivated? Direct Eye Contact? Being too Nervous? I target for 80% of my students to achieve a rubric score of 19/25 or better. SLO #3 Major Differences - Students will compare major differences between Deaf and hearing cultures. Course SLO Assessment Cycle: 2014-15 (Spring 2015) Input Date: 05/15/2015 Inactive Date: 05/20/2016 Exam/Test/Quiz - Students were disturbed a test that will compare differences between Deaf and Hearing Cultures consisting of twenty-four True/False questions and one short answer in their own written words. I target for 75% of our students to achieve an average score of 90% or better. Page 5 of 18

ECC: SLAN 115:American Sign Language V Course SLOs SLO #1 Signed Discussions - Students will demonstrate ASL comprehension language skills to participate fully in a wide variety of spontaneous signed discussions and debates. Course SLO Assessment Cycle: 2014-15 (Spring 2015) Presentation/Skill Demonstration - Students were divided into groups of four students each. Each student will pick a topic from list and start a conversation about it with his/her group. I target for 75% of our students to achieve an average score of 80% or better. SLO #2 Expressive Skills - Students will demonstrate ASL language expressive skills to fully participate in a wide variety of spontaneous signed discussions and debates. Course SLO Assessment Cycle: 2015-16 (Spring 2016) Performance - Students were assigned to groups of four students each. One student will pick an index card (faced down). S/he will ask a question as printed on the card to other three students whose will voluntarily answer the question. Then they as a group will have conversations about the question. I target for 80% of our students to achieve an average score of 75% or better. Semester and Year Assessment Conducted: 2015-16 (Spring 2016) Standard Met? : Standard Not Met Out of our twenty-four students who had participated with assessment, twelve or 50% have received a score of 75% or better. (05/27/2016) Faculty Assessment Leader: Brian Morrison Action: The method of this assessment is a great approach to evaluate students abilities to use ASL to express themselves discussing about our final exam questionnaires. However, I still rather to have a group of several committees to do this assessment, so students can have an average score of three evaluators rather than by one person. (05/27/2017) Action Category: Teaching Strategies SLO #3 Linguistic Features - Students will be able to identify and explain major linguistic features of ASL. Course SLO Assessment Cycle: 2016-17 (Spring 2017) Page 6 of 18

ECC: SLAN 130:Deaf Culture Course SLOs SLO #1 Cultural Models - Students will compare and contrast the pathological and cultural models of D/deaf people. Course SLO Assessment Cycle: 2014-15 (Spring 2015) Essay/Written Assignment - Students will receive a written assignment where they will write down three comparisons and three contrasts on the pathological and cultural models of D/deaf people. They may jot down their answers in any of the following forms: outline, short-answers essay, bullet/numerical list, or graphic organizer with brief explanation. BASED ON PERCENTAGE: It is expected 80% of students will identify at least 1-3 comparisons and contrasts of both models as shown on the rubric. SLO #2 Myths - Students will identify myths and misconceptions on deafness and D/deaf people. Course SLO Assessment Cycle: 2013-14 (Spring 2014) Exam/Test/Quiz - Students will write three different myths and misconceptions on deafness, deaf people, American Sign Language, and Deaf culture. 75% of the students will pass with 100% accuracy. SLO #3 Technological Advances - Student will differentiate positive and negative technological and medical advances, and the impact on deaf peoples lives. Course SLO Assessment Cycle: 2015-16 (Spring 2016) Exam/Test/Quiz - Short essay question on the final exam It is expected that at least 60% of the class will answer the essay question correctly. Semester and Year Assessment Conducted: 2015-16 (Spring 2016) Standard Met? : Standard Met All 28 students were present for the final exam. Out of 28 students, 20 successfully answered the question while 8 did not. (05/11/2016) Faculty Assessment Leader: Jaymie Collette Action: Though at least 60% of the class answered the question correctly, maybe instead of answering this question on a test format, student will do a in-class assignment or group-activity type of assignment. (05/11/2016) Action Category: SLO/PLO Assessment Process Follow-Up: The suggested action Page 7 of 18

from last term was not conducted. This was a result of the instructor being out on medical leave for a long period of time. The substitute teacher did not know what the regular instructor wanted for this course. Upon the instructor's return, there were only adequate time to cover the areas that were left untouched in her absence, so this action will be attempted for the next term instead. (06/07/2017) Exam/Test/Quiz - Students will answer questions on their final exam in a short-term essay form. If they answer the question to the instructor's expectation, they have met the instructor's goal of this particular lesson. It will be clear whether the students do or not because the answer was given in class and stressed upon numerous of times. At least 60% of the class should be able to successfully pass the SLO objective. Page 8 of 18

ECC: SLAN 131:Perspective on Deafness Course SLOs SLO #1 Agencies - Students will compile a resource list of agencies, organizations, and web sites that provide services for persons who are deaf or hard of hearing. Course SLO Assessment Cycle: 2016-17 (Fall 2016) Project - 20 students will design, prepare and present to the class a Power Point presentation on a topic related to deafness and will site 3 resources, or media, or agencies that they used for the project. 100% of all students will present a Power Point project to the class with 3 sites listed. All 20 student did the project and all students cited 3 sources they used for their Power Point presentation. Related Documents: Websites 2014.doc SLO #2 Cross Cultural Components - Students will list and differentiate major cross cultural components of deaf and hearing societies. Course SLO Assessment Cycle: 2014-15 (Fall 2014), 2017-18 (Fall 2017) Essay/Written Assignment - Pre test Essay: 2 questions Answers reflect: 1. Student lists/identifies a minimum of 3-5 difference of deaf and hearing societies. 2. Answers reflect understanding of basic traits of Deaf culture. Post test: Students were given same essay questions after viewing a video of deaf culture called "See What I Mean". Class discussions about topics mentioned and highlighted in the video were part of lesson plans. Performance Standard- Page 9 of 18

Question 2. Above satisfactory-student identifies a minimum of 3-5 cultural traits. Satisfactory-Student identifies 1-2 cultural traits. Below satisfactory-student does not identify cultural traits. Question 1. Above Satisfactory-Student demonstrates knowledge of a minimum of two differences and two similarities between Deaf and Hearing cultures. Satisfactory-Student demonstrates knowledge of a minimum of one difference and one similarity between Deaf and hearing cultures. Below satisfactory- Student does not demonstrate knowledge of a minimum of one difference and one similarity between Deaf and hearing cultures. Reviewer's Comments: Pre test- 85% of the students received above satisfactory on the pre test to question #1. It was evident that differences of deaf and hearing societies were identified but students lacked the politically acceptable terminology and academic vocabulary to properly discuss topics of sensitivity. Post test-after watching a video production of deaf culture 90% of students were above satisfactorily able to use appropriate sensitivity words and politically correct terminology. Page 10 of 18

Quest #2 Basic traits was much harder for students to answer. Their answers were mostly related to things and aspect they could see such as hearing aids. Pre test results-75% of students were able to identify 3-5 cultural traits. Post test results-90% of students were able to satisfactorily identify 1-2 cultural traits. SLO #3 Pros and Cons of Mainstreaming deaf children - Students will identify and give 5 examples of the pro and cons of mainstreaming deaf children in an educational setting. Course SLO Assessment Cycle: 2015-16 (Spring 2016) Exam/Test/Quiz - Students will read the textbook and then in a test they will respond to an essay question listing and defining 5 examples of pros and cons of mainstreaming. Pre test was administered before the textbook was utilized. The final test will include the exact questions as on the pre test to determine if the topic was successful learned by the students. Pre test was administered the 4th week of school. The rubric anchors were- 1-3 Pros and cons were identified and examples were given as ACCEPTABLY meeting the standard. 4-5 pros and cons were identified and examples were given as SUCCESSFULLY meeting the standard. Related Documents: SLAN 131 SLO#3 Pros and cons.docx Semester and Year Assessment Conducted: 2015-16 (Spring 2016) Standard Met? : Standard Met The Post test data from the final exam revealed students did significantly better after reading the textbook and being quizzed about the Pros and Cons. The final exam was used to better assess if learning transpired and was sustained. The results from the final data shows that out of 16 students taking the test 14 of them received 100% ability to identify and explain SUCCESSFULLY 5 Pros and Cons of mainstreaming while 2 students gave only an ACCEPTABLE 70% understanding of the pros and cons of mainstreaming. (05/10/2016) Faculty Assessment Leader: Sandra Bartiromo Action: The next time this assessment is given the topic could be expanded to include not only the PROs and Cons of mainstreaming but some scholarly data from these settings to see if the textbook listings are accurate in this part of the country. (05/10/2016) Action Category: Teaching Strategies Follow-Up: A student driven report and scholarly data for local mainstream schools will be explored next semester when the class is taught again. (09/14/2016) Page 11 of 18

ECC: SLAN 200:Principles of Sign Language Interpreting Course SLOs SLO #1 Employment Settings and Working Conditions - Students will describe common employment settings and working conditions for sign language interpreters. Course SLO Assessment Cycle: 2014-15 (Spring 2015) Input Date: 09/18/2014 Essay/Written Assignment - Students will write a three-page paper describing a common employment setting and working conditions, using at least one scholarly source, one website source, and one actual interpreter source. Ratings from 1 (poor) to 5 (excellent) will be given for organization. delivery, and substantive content. Students will achieve at least a level 3 for each category. The Synoptic Communication Rubric for ILO #2 will be used. Related Documents: 1-Synoptic Communication Rubric.pdf SLO #2 Code of Ethics - Students will apply appropriate tenets of the Code of Ethics to solve basic ethical dilemmas. Course SLO Assessment Cycle: 2015-16 (Spring 2016) Input Date: 09/18/2014 Essay/Written Assignment - Given an interpreting situation, students will identify the problem or conflict, considering all stakeholders' perspectives. They will reference the CPC tenets that pertain to the ethical dilemma and that support their solution. In addition, short term implications for stakeholders and long term implications for the interpreting field will be identified. 1. All major conflicts areidentified. 2. All perspectives are Semester and Year Assessment Conducted: 2015-16 (Spring 2016) Standard Met? : Standard Not Met The target for this assessment was not reached in one of the criteria (#5 below). 61% of the students scored 75% or better. The breakdown for each component of the assignment is as follows: 1. All major conflicts are identified. (Target met) 2. All perspectives are considered, especially those of the consumers. (Target met) 3. Major Code of Professional Conduct tenets are identified as they apply to the ethical dilemma (Target met) 4. Solution is clearly stated and supported by identified Action: Students not meeting the target most often forgot to consider both the short and long-term consequences of their decisions. This is a vital part of the critical analysis as it may lead the student to reconsidering their "solution/s." In the future activities/more practice can be given to students that emphasize this part of the critical thinking process. For example, ethical situations can be given with provided conflicts and solutions. Students would then specifically concentrate on providing short and long-term consequences. Page 12 of 18

considered, especially those of the consumers. 3. Major Code of Professional Conduct tenets are identified as they apply to the ethical dilemma 4. Solution is clearly stated and supported by identified tenets 5. Both short and long-term consequences of the solution are discussed It is expected that 85% of students will be able to answer the above questions, scoring a 75% or above. tenets (Target met) 5. Both short and long-term consequences of the solution are discussed (Target not met) Students not meeting the target most often forgot to consider both the short and long-term consequences of their decisions. This is a vital part of the critical thinking analysis being taught as it may lead the student to reconsidering their "solution/s." In the future activities/more practice can be given to students that emphasize this part of the critical thinking process. For example, ethical situations can be given with provided conflicts and solutions. Students would then specifically concentrate on providing short and long-term consequences. Also the target of 85% may be too high since this is an introductory course in interpreting. Perhaps a more standard 70-75% would be more appropriate. (03/25/2016) Faculty Assessment Leader: Susan Marron Faculty Contributing to Assessment: This is the only section of this course. Also the target of 85% may be too high since this is an introductory course in interpreting. Perhaps a more standard 70-75% might be more appropriate. (02/01/2017) Action Category: Teaching Strategies SLO #3 Identify Laws and Other Factors - Students will identify laws and other factors that led to the growth of interpreting as a profession. Course SLO Assessment Cycle: 2016-17 (Spring 2017) Input Date: 09/18/2014 Exam/Test/Quiz - A pre test of three questions was given to the students in SLAN 200, SLAN 210, SLAN 220. Questions refer to how the profession of interpreting got started, list 3 laws or legislative acts that paved the way for interpreting to become a profession, and 3 factors that made the requirement of certification necessary. The pre test-- I expect very little knowledge of this information regarding the profession. The post test will be included in the mid term essay questions. I expect 90- Page 13 of 18

95% correct answers on the the post test for these 3 questions. Page 14 of 18

ECC: SLAN 210:American Sign Language to English Interpreting I Course SLOs SLO #1 Interpreter Training Skills Development - Students will utilize information and discourse from English to ASL and from ASL to English at the beginning level. Course SLO Assessment Cycle: 2015-16 (Spring 2016) Input Date: 04/10/2014 Exam/Test/Quiz - Students will consecutively interpret a basic signed videotext. Students will view a videotape which is stopped at short intervals and write appropriate English equivalents. Students will be assessed on accurate content, complete grammatically correct English sentences, and appropriate transitions. It is expected that 85% of students will score 80% or better. Semester and Year Assessment Conducted: 2015-16 (Spring 2016) Standard Met? : Standard Met Although all except for two students in the class scored in the 90% range for content accuracy and appropriate syntax/grammar, only 60% of students did well on adding appropriate transitions. A few students showed confusion on what would constitute a transition. This shows that more class time needs to be spent on discussing transitions. The following steps need to be added to classroom lecture: 1) A handout with an extensive list of transitions or online resources needs to be given, 2) more class exercises using transitions in L1, and 3) more class exercises in adding transitions when consecutively interpreting from L2 to L1. (02/22/2016) Faculty Assessment Leader: Susan Marron Faculty Contributing to Assessment: Only one section of this course is taught. Action: The following steps need to be added to classroom lecture: 1) A handout with an extensive list of transitions or online resources needs to be given, 2) more class exercises using transitions in L1, and 3) more class exercises in adding transitions when consecutively interpreting from L2 to L1. (02/22/2017) Action Category: Teaching Strategies SLO #2 Semantically Appropriate ASL/English - Students will utilize semantically appropriate ASL and/or English vocabulary in the interpreting process at the beginning level. Course SLO Assessment Cycle: 2016-17 (Spring 2017) Input Date: 04/10/2014 Performance - Students will voice two commercially made signed stories, Birds of a Different Feather and Lost Souls. Each signed story was voiced and had accompanying comprehension questions. Voiced presentation rubric included: Rating (3 points) Always, (2 points) sometimes, (1 point) Never, (0 points) Lost Tasks: Completing Sentences, Voice Tone, Major Concepts, Cultural Mediation, Register Comprehension questions included 14 multiple choice questions. Both components of the test were Page 15 of 18

utilized to see if there was a significant difference in comprehension skills and voice skills. Related Documents: Bird of a Different Feather.docx SLO #3 Form and Meaning - Student will analyze and evaluate beginning discourse with regard to form and meaning of the source languages and produce appropriate message in the target languages. Course SLO Assessment Cycle: 2017-18 (Spring 2018) Input Date: 04/10/2014 Page 16 of 18

ECC: SLAN 211:English to American Sign Language Interpreting I Course SLOs SLO #1 Interpreter Training Skills Development - Students will utilize information and discourse from English to ASL and from ASL to English. Course SLO Assessment Cycle: 2015-16 (Spring 2016) Input Date: 04/10/2014 Performance - A panel of 3 individuals, 2 deaf off campus raters, and the instructor will evaluate the students capstone presentation. This mock interview and skills demonstrations is similar to the screenings required by potential employers. I. A question pertaining to the Code of Conduct will require an ethical analysis, 2. one skills demonstration of interpreting from English to ASL and 3. one transliterating skills demonstration from English to conceptually accurate signed English will be video recorded. Total points is 75. Standard for passing is 70% =52 points ( Section I) Rating rubric anchors: 5 points. Appropriate=5 Inappropriate=0 (Section 2) 40 points. Scale of 1-5 ( Section 3) 30 points. Scale of 1-5. Section 1. Rubric anchors=inappropriate- The candidate's response might lack identification of problem areas, offer only a single perspective of the solution, lack a reasonable decision, and lack a discussion as to how the decision would effect the stakeholders. Appropriate-The candidate's response will describe clearly and comprehensively the problem or conflict, provide a substantial Semester and Year Assessment Conducted: 2015-16 (Spring 2016) Standard Met? : Standard Met Section 1. Out of 15 students taking the mock evaluation 14 students identified the problem areas in the scenario, and were able to describe clearly and comprehensively the conflict. 1 student lacked a reasonable decision and a lack of discussion as to how the decision would effect the stakeholders. Section 2. Out of 15 students12 students received scores of 3-5 points for fingerspelling, non manual behaviors, sign choices, etc. Section 3. Out of 15 students 14 students received scores of 3-5 points for vocabulary selection, register, facial grammar, etc. As a total 13 students received total scores of 52 and better for 70%. 2 students received scores above 52 for 80%-90%. No one received 100% as to be expected. (05/10/2016) Faculty Assessment Leader: Sandra Bartiromo Action: Next semester's final may not be used as a benchmark for continuation in the program. The mock evaluation and interview paralleled a real life job interview and performance assessment. Another method may reveal the need to expand the topics from daily living and vocational topics to include science and technology. The difficulty with this type of assessment is the need for video taping equipment either in the student's possession or the classroom. It is strongly recommended that access to Smart Board Technology be utilized for this type of assessment. In addition a 2 hour lecture/ 2 hour lab course should include one more hour of lab. (05/10/2016) Action Category: Curriculum Changes Follow-Up: Use of technology for video taping students and in person play back assessment results would be beneficial. (09/10/2018) Page 17 of 18

discussion of the perspective of all involved, and provide substantial discussion of both long term and short term effects of their decision. Section 2. Rubric anchors=1-5 Include fingerspelling, non-manual behaviors, sign choices, fluency, message conveyed, use of space, facial expression, overall delivery. Section 3. Rubric anchors=1-5 Include vocabulary selection, register, facial grammar, fingerspelling, time lag, overall delivery. SLO #2 Semantically Appropriate ASL/English - Students will utilize semantically appropriate ASL and/or English vocabulary in the interpreting process at the entry level. Course SLO Assessment Cycle: 2016-17 (Spring 2017) Input Date: 04/10/2014 SLO #3 Form and Meaning - Students will analyze and evaluate basic discourse with regard to form and meaning of the source languages and produce appropriate message in the target languages. Course SLO Assessment Cycle: 2017-18 (Spring 2018) Input Date: 04/10/2014 Page 18 of 18