Division Department Your name Course with section. For example, MATH 22-50Z CRN# for course Enter SLO Statement(s) As it (they) appear on the Course Outline of Record. You may assess one or more at a time. Academic Year Quarter of Assessment Modality of class Method of Assessment Elaborate on Assessment Method Number of students exceeding expectations Number of students meeting expectations Number of students approaching expectations Number of students who do not meet this/these outcome(s) N/A Not Applicable (withdrew, absent, ...) Reflection Enhancement/Action
IIS ASAM Nina Moskowitz ASAM 11-60Z, ASAM11-62Z 38764, 39309 - Analyze and articulate the concepts of race, racialization, racism, and anti-racism in relation to class, gender, sexuality, religion, national origin, immigrant status, citizenship, and/or language as assessed by Asian American Studies through contemporary case studies involving Asian Americans.

- Describe and actively engage with an anti-racist issue, practice, and/or movement through community involvement and/or participant observation, and primary and secondary source research to critically review the structural conditions, the possibilities, and the constraints of Asian Americanist struggle for a just and equitable society.
 2024-2025 Winter ````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````` Project Students are given an open-ended creative final project to demonstrate an assessment of what they have learned, particularly as it pertains to demonstrating the breadth of their knowledge and the successful research and argument of a thesis. Students make pick from a variety of formats such as a research essay, original artwork, poetry, or creating websites, in order to capture what they have learned from the course. 30 53 0 7 6 I have a lot of students doing really well in the course, but had a handful of students who withdrew/were dropped on account of not completing any work, and a variety of students who on account of not submitting work, will not be able to pass my course. The majority engage, and do so well, but with online asynchronous courses, it can be difficult to capture all students' investment and engagement with the material. I try reaching out a lot, but perhaps more active intervention in the first few weeks of the quarter so as to prevent extra work for the student and myself to make up for it in the latter portion of the course.
IIS ES Dr. Bobby Seals W25 CETH D010 61Z Intro To Ethnic Studies 38896 1. Analyze and articulate concepts such as race and racism, racialization, ethnicity, equity,
ethno-centrism, eurocentrism, white supremacy, self-determination, liberation,
decolonization, sovereignty, imperialism, settler colonialism, and anti-racism as analyzed
in any one or more of the following: Native American Studies, African American
Studies, Asian American Studies, and Latina and Latino American Studies.
2. Apply theory and knowledge produced by Native American, African American, Asian
American, and/or Latina and Latino American communities to describe the critical
events, histories, cultures, intellectual traditions, contributions, lived-experiences and
social struggles of those groups with a particular emphasis on agency and group-
affirmation.
3. Critically analyze the intersection of race and racism as they relate to class, gender,
sexuality, religion, spirituality, national origin, immigration status, ability, tribal
citizenship, sovereignty, language, and/or age in Native American, African American,
Asian American, and/or Latina and Latino American communities.
4. Critically review how struggle, resistance, racial and social justice, solidarity, and
liberation, as experienced and enacted by Native Americans, African Americans, Asian
Americans and/or Latina and Latino Americans are relevant to current and structural
issues such as communal, national, international, and transnational politics as, for
example, in immigration, reparations, settler-colonialism, multiculturalism, language
policies.
5. Describe and actively engage with anti-racist and anti-colonial issues and the practices
and movements in Native American, African American, Asian American and/or Latina
and Latino communities to build a just and equitable society.
 2024-2025 Winter Online - Asynchronous Exam – Course Test/Quiz  FINAL - Chapter Title: Shifting Racial Terrain for Muslim Americans: The Impact of Racialized Surveillance.
Prompt:
800 WORD COUNT MINIMUM

Chapter Title- Shifting Racial Terrain for Muslim Americans- The Impact of Racialized Surveillance.pdf Download Chapter Title- Shifting Racial Terrain for Muslim Americans- The Impact of Racialized Surveillance.pdf

For this final assignment, please write a critical analysis and assessment on the assigned chapter title. In other words, deconstruct, deconstruct, deconstruct. You can reflect on some of the key tropes or themes we covered this quarter and find thought-provoking commonalities with the assigned chapter title. Keep in mind that this is a 40 point final assignment. 		 53 3 0 6 0 Very proud of the students who took the initiative to think critically and have an open-minded and an open-heart approach to the discourse throughout the quarter session.  In future classes, I plan to incorporate more subjectivity / intersubjectivity assignments where the students can use social media to share with their peers their sense of reality, their community and their culture(s). I think social media can be incorporated within the course to facilitate a more culturally responsive teaching educational environment. As someone from an older generation, I am learning that social media can be a great incorporation that can help students engage with the discursive praxis. I am excited for this incorporation.  
IIS FREN Loubna Hafid FREN D001-01Z 27605 Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and some detail.

 2024-25 Fall Online with at least some synchronous hours Exam – Course Test/Quiz  After reading a text, the students have to understand the details based on the learned vocabulary and structures , then  read each question and complete the answers.
(The grammar emphasizes the variation in gender and number of descriptive adjectives, particularly when it comes to nationalities applied to nouns. In contrast, languages—though similar in form to adjectives of nationality—are always masculine.)
The vocabulary focuses on the verbs to have and to be as well as adjectives of nationality used in context.
 15 1 2 4 4 Exceeding the Learning Outcome:
15 out of 18 students that submitted the work exceeded expectations :The majority of the students successfully met or exceeded the learning outcome for this task.Areas for Improvement:
three students needed to study the text better and differentiate between adjectives and nouns.

Use the answers given by students to identify their knowledge gaps and address them. Provide personalized feedback to the 3 students in need, pointing out their errors like adjective agreement or verb misuse.
Use quick games to reinforce grammar and vocabulary with the students that had difficulties answering properly. It would be a good review for the others.
IIS FREN Loubna Hafid  FREN D001-40Z 01076 Compose comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures.

 2024-25 Fall Online - Asynchronous Presentation/Performance Students have to introduce themselves to the rest of the class and talk about their general likes and dislikes in terms of cultural activities, sports, music …
They have to create and share their story based on the instructor’s introduction (on adobe express)  included in the prompt and the document on how to express likes and dislikes.
1/ the self introduction states the name, the nationality, the age and the family situation.
2/ it should mostly talk about the activities (more precisely the liked activities )
3/ the introduction must be enhanced with visual aids ( family photos , photos of the activity they enjoy)
4/ Power-Points slides, adobe express, Canva are the platforms that can be used.

 27 3 3 2 5 The majority of the students successfully met or exceeded the learning
outcome for this presentation task :
They composed  comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures.
Some students made minor errors that were allowed as long as the meaning was clear.
 - Advise the students to do peer editing before submitting the presentations.
- In a mini lesson following the presentations,  discuss common mistakes and explain how to fix them . 
IIS FREN Loubna Hafid  Fren D002 40Z 36611 Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and an increasing (from French 1) amount of detail.
 2024-2025 Winter Online with at least some synchronous hours Exam – Course Test/Quiz  Comprehension Questions -

Students are asked to respond in simple sentences to demonstrate understanding of a text they had to read .		 22 1 0 0 6 About 80% of the students of the class performed above the expected level, which is a strong indication of overall success. All the students that read the text did well on the questions they were asked:
the class demonstrated strong comprehension skills which was great.

 Room for improvement: 6 students (21%) did not take the test even though they were allowed two attempts. They were absent : I spoke with some of those students individually to understand their challenges and most had issues with some external factors.
IIS FREN Loubna Hafid FREN D001 01Z 38118 Demonstrate a working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, basic/simple information relating to high-frequency situations in familiar contexts 2024-2025 Winter Online with at least some synchronous hours Exam – Course Test/Quiz  The students had to match items from two columns " "For each situation on the left, choose the appropriate reaction from  the list on the right. Choose what would be most appropriate for you to say in reaction to each situation. (Note that there are more possible reactions than there are situations.) " 24 2 0 0 1 Strong Overall Performance: almost all students demonstrated the ability to accurately match reactions to situations. Students generally grasped the concept well.

The 2 students who met expectations made minor errors and still demonstrated a solid understanding.
Their mistakes were due to slight misunderstandings.

1 student was absent		 To make it more challenging, I could have them do a test where I present them with situations, but instead of choosing from pre-set answers, students must come up with at least two different appropriate responses.
IIS GERM Maike Ahrends D 001.41Z 26324 Demonstrate a working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, basic/simple information relating to high-frequency situations in familiar contexts. 2024-25 Fall Online with at least some synchronous hours Exit Interview Individual interview with students. In the interview, students had to provide personal information about themselves, focusing on familiar contexts like family, origin, hobbies, and studies. 19 0 0 1 3 While almost all students demonstrated a working command of essential vocabulary and language structures in familiar contexts, some of them expressed that they felt nervous in situation where only German was spoken. More steps to alleviate these  feelings should be taken. -Throughout the quarter, more interviews among students in breakout rooms should be conducted so that answering personal questions in German becomes more familiar to the students and students gain self-confidence.
-Students learn more phrases in German to express that they would like to continue with another topic about which they feel more confident. 
IIS GERM Maike Ahrends GERM 2 33858 Demonstrate a greater working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, an increasing range of basic/simple information relating to high-frequency situations in familiar contexts. 2024-2025 Winter Online with at least some synchronous hours Exit Interview Interviewed individual students, prompting them to talk about their hobbies, house, vacation etc. 2 26     3 All students who participated in the interview were able to convey information about a range of familiar topics addressed in German 2. A few students had difficulties switching to the present perfect tense, a tense form that was newly introduced in German 2. More time should be given in class to practice the present perfect. In the future, more class time will be dedicated to students in their breakout rooms asking each other questions that are related to events in the past.
IIS GERM Maike Ahrends GERM D003.40Z 00937 Demonstrate an increasingly accurate grasp of social protocols and contributions of German-speaking cultures, by analyzing and comparing them to one’s own culture(s). 2024-2025 Spring Online with at least some synchronous hours Exit Interview Conducted individual interviews with students in a formal setting. Students had to respond, following the appropriate social protocol. 5 12 3 0 3 While all students in the interviews were able to convey personal information, some are still not able to differentiate between the formal and informal address in German. More practice in this regard is needed. The class will offer more exercises which address the difference between the 'du' and 'Sie' in German to increase the students' awareness of social protocol in German speaking countries.
IIS HNDI Nilu Gupta HNDI D002.40Z 31206 SLO 1

Demonstrate a greater working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, an increasing range of basic/simple information relating to high-frequency situations in familiar contexts such as visiting friends, making appointments, studying Hindi, preparing for a class, school life, shopping and transportation.

SLO 2
Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and an increasing amount of detail.

SLO 3
Compose comprehensible, simple sentences about familiar topics to reflect a greater working command of core vocabulary and language structures.

SLO 4
Demonstrate a deeper grasp of social protocols and contributions of Hindi-speakingcultures, by analyzing and comparing them to one's own culture(s).
 2024-2025 Winter Other Exam – Course Test/Quiz  Course includes quizzes, mid term and final test. With class participation.  8 24 10 1 1 It was another good semester of Hindi class.
The students engaged well. They were hard working and enjoyed the class.		 I can look to explore integrating more cultural activities to further draw the students in which will help them develop more confidence to practice what they learn. 
IIS JAPN Kuo, Min- Jin JAPN-D001.40 01314 Communication:demonstrate a working command of essential vocabulary structures necessary to request and provide.
Reading: derive meaning from short simply texts on familiar topics, replying on contextual clues to extract the gist and some details.
Writing: compose comprehensive simple phrases or sentences.
Culture: demonstrate a cursory grasp of social products and contributions of Japanese culture.

 2024-25 Fall Face-to-Face Exam – Course Test/Quiz  This course is based on trial and error methods to improve students learning outcomes. 8 9 5 1 5 This fall quarter to me is a very fruitful quarter, I am glad that students have demonstrated an outstanding performance in their work. To those who dropped or withdrew the course I think that there are some reasons made them to do so, I respect and understand that.
IIS JAPN Renshi Xuan JAPN 001-D41 01312 Demonstrate a working command of essential vocabulary and language structures necessary to request and provide, orally and in writing (recognize and reproduce 46 Japanese syllable-based Hiragana and Katakana characters respectively) as well as 29 kanji (Chinese characters), basic/simple information relating to high-frequency situations in familiar contexts such as greetings, introductions, school, dating, and invitations.

Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and some detail.

Compose comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures.

Demonstrate a cursory grasp of social protocols and contributions of Japanese culture, by analyzing and comparing them to one's own culture(s).		 2024-25 Fall Face-to-Face Exam – Course Test/Quiz  Oral and written tests. 27 3 3 3 3 The majority of the students successfully met or exceeded the learning outcome for this course. Students demonstrated a strong ability to derive and present meaning from contextual clues while practicing pronunciation and sentence formation. Students will be encouraged to share positive comments and offer constructive critiques during class activities.
IIS JAPN Kuo, Min-Jin JAPN D001.42 01154 Communication, Reading, Writing, Culture  2024-2025 Winter Face-to-Face Exam – Course Test/Quiz  Quizzes, midterm, Final exam, and conversation, reading. 4 15 2 4 4 It is always an experience that makes me feel so good to be a teacher. I will keep my enthusiasm in teaching because I love it.
IIS KORE Soojeong Choi KORE 2  35181 1. Demonstrate a greater working command of essential vocabulary (recognize and reproduce
a total of 250 Korean words and expressions) and language structures necessary to request
and provide, orally and in writing, an increasing range of basic/simple information relating to
high-frequency situations in familiar contexts such as time, dates/days/schedules, daily
activities, weekend plans, counting, weather, directions, saying good-bye, coming and going,
giving and receiving, and like/dislikes.

2. Derive meaning from short, simple texts on familiar topics, relying on contextual clues to
extract the gist and an increasing amount of detail.

3. Compose comprehensible, simple sentences about familiar topics to reflect a greater
working command of core vocabulary and language structures.

4. Demonstrate a deeper grasp of social protocols and contributions of Korean-speaking
cultures, by analyzing and comparing them to one's own culture(s).
 2024-2025 Winter Online with at least some synchronous hours Exam – Course Test/Quiz  Midterm and final exams:
The tests are taken during the class to test the knowledge of simple phrases and sentences using grammar points, vocabulary, conversations, narrations, listening and reading comprehensions from the textbook.  

Conversation presentation:
As part of the midterm and the final exam, each student works in pairs with a classmate to use the textbook content for target chapters to develop a conversation based on their real-life situation. Students are required to create simple phrases and sentences for the oral presentation. Here is the procedure:
First, students will create the script collaborating with their partner using Google Doc. The script should be turned in for the assessment. The instructor reviews the script and gives feedback and suggestion for improvement. Second, each team meets up to practice. Third, each team presents the outcome in front of an instructor for assessment.

In class performance and assessment:
During breakout room sessions, students are supposed to practice target expressions and vocabulary by completing a few example tasks. The topic includes as follows: self-introduction, Korean class, school life, and family & home.  After the practice, the students are required to record their practice and turn in their outcome to the instructor. The instructor assesses the students’ performance.

Homework assignments:
The homework is completed outside of the class. The homework assignments that the students complete reinforce the grammar and vocabulary covered in class for the targeted topics.
22 8 1 1 2 The majority of the students successfully met or exceeded the learning outcome.
           
Students demonstrated a strong ability to compose comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures. The students are able to interact with other peers using the knowledge.
 Create discussion group through outside tool (e.g., Discord APP):
Students will be encouraged to join and create an online community outside of the class. They will share positive comments, highlight new vocabulary they’ve learned, and offer constructive critiques.

Office hour session focusing on review on homework assignment:
Special session for discussing and reviewing most common mistakes found on homework. Identify frequent mistakes and clarify rules further. Provide more tasks and examples for further practice.

Checklist for Presentations:
Provide students with a checklist to ensure all required elements (self-introduction, family details, visual aids) are included in their presentations.

Connect with Korean community outside of class:
Students are encouraged to join in Korean community and participate in community activities. The opportunity is given to communicate with Korean people using simple phrases or sentences about familiar topics covered in the class.
IIS KORE Soojeong Choi KORE 1 33889 Student Learning Outcome 1: Develop reading the Korean alphabet, Hangul and demonstrate a working command of essential vocabulary (recognize and reproduce some 190 Korean words and expressions) and language structure necessary to request and provide, orally and in writing, basic/simple information relating to high-frequency situations in familiar context, such as greeting, introducing friends/family, locations, making requests, and describing detail.

Student Learning Outcome 2: Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and some detail.

Student Learning Outcome 3: Compose comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures.

Student Learning Outcome 4: Demonstrate a cursory grasp of social protocols and contributions of Korean –speaking cultures, by analyzing and comparing them to one’s own culture(s).
 2024-2025 Winter Online with at least some synchronous hours Exam – Course Test/Quiz  Midterm and final exams:
The tests are taken during the class to test the knowledge of simple phrases and sentences using grammar points, vocabulary, conversations, narrations, listening and reading comprehensions from the textbook.  

Conversation presentation:
As part of the midterm and the final exam, each student works in pairs with a classmate to use the textbook content for target chapters to develop a conversation based on their real-life situation. Students are required to create simple phrases and sentences for the oral presentation. Here is the procedure:
First, students will create the script collaborating with their partner using Google Doc. The script should be turned in for the assessment. The instructor reviews the script and gives feedback and suggestion for improvement. Second, each team meets up to practice. Third, each team presents the outcome in front of an instructor for assessment.

In class performance and assessment:
During breakout room sessions, students are supposed to practice target expressions and vocabulary by completing a few example tasks. The topic includes as follows: self-introduction, Korean class, school life, and family & home.  After the practice, the students are required to record their practice and turn in their outcome to the instructor. The instructor assesses the students’ performance.

Homework assignments:
The homework is completed outside of the class. The homework assignments that the students complete reinforce the grammar and vocabulary covered in class for the targeted topics.
15 3 1 0 10 Exceeding the Learning Outcome:
18 out of 29 students demonstrated proficiency, exceeding the expected outcome by successfully presenting with accurate pronunciation and sentence structures.


 Create discussion group through outside tool (e.g., Discord APP):
Students will be encouraged to join and create an online community outside of the class. They will share positive comments, highlight new vocabulary they’ve learned, and offer constructive critiques.

Office hour session focusing on review on homework assignment:
Special session for discussing and reviewing most common mistakes found on homework. Identify frequent mistakes and clarify rules further. Provide more tasks and examples for further practice.

Checklist for Presentations:
Provide students with a checklist to ensure all required elements (self-introduction, family details, visual aids) are included in their presentations.

Connect with Korean community outside of class:
Students are encouraged to join in Korean community and participate in community activities. The opportunity is given to communicate with Korean people using simple phrases or sentences about familiar topics covered in the class.
IIS MAND Frances Lai MAND D001.41Z 01458 • Develop the native sense of four tone usage of Mandarin pronunciation and demonstrate a working command of essential vocabulary (recognize and reproduce some 150 Chinese characters) and language structures necessary to request and provide, orally and in writing, basic/simple information relating to high-frequency situations in familiar contexts, such as greetings, family, dates/time, hobbies and visiting friends.
• Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and some detail. 
• Compose comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures.
• Demonstrate a cursory grasp of social protocols and contributions of Mandarin-speaking cultures, by analyzing and comparing them to one’s own culture(s). 		 2024-25 Fall Online with at least some synchronous hours Exam – Course Test/Quiz  Two exams:  Midterm and Final.  The exams include listening, speaking, reading and writing skills.  4 14 4 3 2 The strength of learning motivation determines the learning outcome.  students are not highly motivated to learn, often do not do their homework, and therefore learn poorly, especially high school students. Most of whom are children of overseas Chinese. They have a worse attitude towards learning--frequently absent, not attentive...

This is the most challenging class I have been teaching since 2001.  		 To improve learning motivation, I will ask former students to demonstrate the benefits of learning Chinese.  
IIS MAND Henny Chen MAND D052 01Z 37394 Students are exposed to the modes of description, narration, and process, etc. They will practice paragraph development and focus on writing longer variety compositions.

After successful completion of this course, students will demonstrate the ability to do the following:

write accurate sentences, and paragraphs incorporating the grammatical structures studied in the course;
generate ideas and prepare to write using the following prewriting strategies: brainstorming, webbing, freewriting.
write effective paragraphs and short compositions using the modes of description, narration and process, etc. ;
identify and correct errors to become astute editors of their own writing		 2024-2025 Winter Online with at least some synchronous hours Presentation/Performance weekly grammar writings and composition essays; in class checking; group projects; translation writings and presentations 19 2 0 0 1 During the weekly online synchronous class meetings:

Interactive Oral Activities: Students will engage in oral activities, either in pairs, small groups in breakout rooms, or individually in front of the class via Zoom. These activities will provide opportunities to practice vocabulary and grammatical structures in real-time.

Skill Demonstrations: Each class session will include time for students to demonstrate their writing practices and skills, ensuring consistent progress and confidence in language use.

In-Class Assignments: Students will complete assigned classwork or exit ticket tasks to consolidate their learning before the class concludes.

Weekly writing Assignments: Every week, students will be given at least one learning note assignment and one writing presentation. These tasks will allow them to showcase their learning progress and provide targeted practice to strengthen their proficiency.

Comprehensive Assessments: Both midterm and final examinations will include a significant oral component, emphasizing the importance of spoken proficiency in assessing overall language mastery.		 I observed that students who just meet the expectations in this course were primarily those who attended inconsistently or missed key assignments. To address these challenges, I will focus on regularly monitoring student engagement and success while providing consistent opportunities for substantive discussions on course content.
IIS MAND Hua-Fu Liu MAND 002.01Y 39188 Communicate basic information in Mandarin (orally and in writing) using learned vocabulary and sentence structures. 2024-2025 Winter Hybrid (some Face-to-Face) Presentation/Performance Video Directions:

Length: 30 sec – 1 min.

Submission: Upload at least 1 day before the due date. Ensure clear visuals and audio.

Grading (25 pts):

Pronunciation (1–5%)

Sentence Accuracy (1–5%)

Writing Quality (1–5%)

Volume & Clarity (1–5%)

Visual Aids & Creativity (1–5%)

Scenarios (Choose One):

On Campus: Two students (both played by you) greet, discuss grammar, vocabulary, and characters, and plan a study session.

After a Test: Two students discuss test results, progress, and plan to seek help from others or the teacher.

At the Cafeteria: Two students talk about being late/early, sleep schedules, and lesson prep. They plan to study together at the library.

Test Reflection: Share your performance in grammar, vocabulary, and characters. Reflect on your Chinese learning experience.








 14 2 1 0 0 In the recent video assignment, 14 students exceeded expectations, demonstrating strong pronunciation, sentence accuracy, and creativity. One student is approaching expectations, showing potential but needing improvement in areas like clarity or grammar. Two students need expectations, indicating a need for more practice with pronunciation, sentence structure, or visual presentation. For students exceeding expectations: Encourage them to maintain their high standards and explore more complex sentence patterns or creative visual aids.

For the student approaching expectations: Offer targeted feedback on specific areas for improvement and recommend extra practice with grammar or pronunciation.

For students needing expectations: Provide additional support, such as review sessions or one-on-one guidance. Recommend they watch sample videos again for inspiration and refine their script for accuracy and fluency.
IIS MAND Hua-Fu Liu MAND 002.60Z 39055 Communicate basic information in Mandarin (orally and in writing) using learned vocabulary and sentence structures. 2. Derive meaning from short, familiar texts, extracting key details using context clues. 2024-2025 Winter Online - Asynchronous Presentation/Performance Create a 30 sec – 1 min video commenting on a recent social media photo. Discuss the fit and color of the clothes, share your opinion on their style, and offer fashion tips.

Instructions:

Prepare: Write and practice your lines.

Submit: Upload your writing, video, and any visual aids to Canvas 1 day before the presentation.

Grading (25 pts):

Pronunciation: 1–5%

Sentence Accuracy: 1–5%

Writing: 1–5%

Volume: 1–5%

Visual Aids/Creativity: 1–5%

Extra Credit (1%): Leave a positive comment in Mandarin on a classmate’s video.		 36 4 0 0 4 In the recent video assignment, 36 students exceeded expectations, showcasing clear pronunciation, accurate sentences, and creative visuals. Four students need expectations, indicating areas for growth, such as fluency, grammar, or presentation skills. For students exceeding expectations: Encourage them to continue refining their delivery by adding more expressive language or advanced vocabulary.

For students needing expectations: Offer targeted feedback and suggest extra practice with pronunciation and sentence accuracy. Recommend they review top-performing videos for inspiration and consider using more visual aids to enhance creativity.
IIS MAND Hua-Fu Liu MAND 005.40Z 01207 • Analyze increasingly complex texts and interpret subtle content details.
• Compose paragraph-level discourse with a clear structure and appropriate vocabulary.
 2024-2025 Winter Online with at least some synchronous hours Presentation/Performance Presentation: "An Ideal Living Place"
Create a 40 sec – 1 min presentation describing your ideal living place, covering aspects like location, housing, community, and more.

Grading (25 pts):

Pronunciation: 5%

Sentence Accuracy: 5%

Volume: 5%

Performance & Creativity: 5%

Visual Aids: 5%		 37 2 0 0 1 In the "Ideal Living Place" presentation, 37 students exceeded expectations, demonstrating clear pronunciation, structured paragraph-level discourse, and creative use of visuals. They effectively analyzed complex content and used appropriate vocabulary. Two students need expectations, indicating areas for improvement in fluency, sentence accuracy, or presentation skills. For students exceeding expectations: Encourage them to refine their discourse by incorporating more nuanced content analysis and advanced vocabulary.

For students needing expectations: Provide targeted feedback on sentence structure and pronunciation. Suggest extra practice with paragraph-level writing and recommend reviewing top-performing presentations for inspiration.
IIS MAND April Phung Mandarin D001-40Z/41Z 39148/ 39187 Develop the native sense of four tone usage of Mandarin pronunciation and demonstrate a working command of essential vocabulary recognize and reproduce some 150 Chinese characters and language structures necessary to request and provide, orally and in writing, basic/simple information relating to high-frequency situations in familiar contexts, such as greetings, family, dates/time and hobbies.
Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and some detail.
Compose comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures.
Demonstrate a cursory grasp of social protocols and contributions of Mandarin-speaking cultures, by analyzing and comparing them to one's own cultures.
 2024-2025 Winter Online - Asynchronous Presentation/Performance Assign student essays, presentations on the topics we learn (introducing themselves, talking about family members and their occupations, making appointments, sharing their likes, habits, foods, drinks, etc.). Also, there are two main projects related to these topics. 5 15 2 0 7 Many students dropped this class because they needed to take the pinyin quiz. This is the only quiz we have for this class. Some students were not satisfied with their pinyin quiz scores and found it hard to continue. They felt nervous. Some others withdrew from the class because they had a hard time recognizing the characters and found it hard to continue. Plan to cancel the pinyin quiz to help students gain confidence in learning the new language. Also, create more activities for students to recognize Chinese characters.
IIS NAIS Meghan Kensler NAIS 12 38204 1. Analyze and articulate concepts such as race/ethnicity, racialization, ethnocentrism, eurocentrism, white supremacy, settler colonialism, decolonization, self-determination, sovereignty, and anti-racism within the context of Native American Studies.
 2024-2025 Winter Online - Asynchronous Demonstration Course discussion. 50   1 0 3 Students are able to get a good grasp on important course concepts of indigenousness, sovereignty, colonialism, and decolonization from analyzing course readings. Keep this important assignment. Possibly create beginning of quarter survey to compare to end of quarter survey
IIS NAIS Meghan Kensler NAIS 12 38204 2. Apply theory and knowledge produced by Native American communities to describe critical events, histories, cultures, contributions, lived-experiences, and social struggles, emphasizing the effects on agency and group-affirmation and identity.
3. Analyze critically the intersection of race and racism as they relate to class, gender, sexuality, religion, spirituality, tribal citizenship, and sovereignty in Native American communities.		 2024-2025 Winter Online - Asynchronous Project Research project analyzing critical event in Native American history 40 14 0 0 2 Student research projects allowed students to successfully synthesize course content with a relevant critical event in Native American history.  Keep research project. Keep connection to course content element. Keep future of group element.
IIS NAIS Meghan Kensler NAIS 12 38204 4. Review critically how struggle, resistance, racial and social justice, solidarity, and liberation, as experienced by Native Americans, are relevant to current and structural issues, including tribal sovereignty, repatriation, religious freedom, and identity. 2024-2025 Winter Online - Asynchronous Exam – Course Test/Quiz  Specifically Question regarding ways of asserting cultural sovereignty 38 16 0 0 2 Most students were able to identify all assertions of sovereignty. Keep this question on the exam.
IIS NAIS Meghan Kensler NAIS 14 37378 1. Students will be able to discuss how and why beliefs, values, assumptions, communication and spiritual practices interact to shape ways of being and knowing within the American Indian/Alaskan Native experience. 2024-2025 Winter Online - Asynchronous Exam – Course Test/Quiz  Students who earn at least 90% exceed expectations; 75% -89% meet expectations; 70-75% approaching expectations; below 70% did not meet expectations. 30 12 0 0 3 Students overall are meeting or exceeding expectations. Students who did not take the exam (stopped attending after drop date) account for the three N/A. Maintain final exam as method of evaluating SLO #1.
IIS NAIS Meghan Kensler NAIS 14 37378 2. Students will be able to identify and evaluate the elements of religious syncretism and its respective roles within American Indian/Alaskan Native experience. 2024-2025 Winter Online - Asynchronous Exam – Course Test/Quiz  Midterm exam: Students who earn at least 90% exceed expectations; 75%-89% meet expectations; 70-75% approaching expectations; below 70% did not meet expectations. 16 27 1 0 1 Given the "take-home" approach to the exam, I would have expected more students to exceed expectations.  Evaluate specific questions to determine where students may need more support in learning.
IIS SPAN Carmen M Lizardi-Folley SPAN 1.01Z 02316 Understand the gist and recognize basic details of simple, aural / written texts adapted for
learners on familiar topics. 		 2024-25 Fall Online with at least some synchronous hours Exam – Course Test/Quiz  On the final exam, students were given a short reading passage in Spanish with five comprehension questions:  four multiple choice and one true/false. 16 3 1 0   81% of the students answered four of the five questions correctly.  65% of the students answered the remaining question correctly. Revisit/rephrase the question with the outcome below expectations.  The level of sentence analysis needed to answer this question correctly seems to be above the SPAN 1 level. 
Intercultural/International Studies SPAN Carmen M Lizardi-Folley SPAN 1.01Y  25069 Understand the gist and recognize basic details of simple, aural / written texts adapted for
learners on familiar topics		 2024-25 Fall Hybrid (some Face-to-Face) Exam – Course Test/Quiz  On the final exam, students were given a short listening passage in Spanish with five, multiple-choice comprehension questions. 16 5 1 0   98% of the students answered four of the five questions correctly.  73% students answered the remaining question correctly. Even the question with the lowest success rate (73%) shows that students exceeded expectations.  The answer choices in this case are one-word temporal expressions (before, after, during) that may be a bit harder to grasp than those of the remaining questions.
However, I wouldn't make any changes to the question    (Marisela brushes her teeth [before, after, during] showering.) 
Intercultural/International Studies SPAN Carmen M Lizardi-Folley SPAN 1.01Z 01981 Engage critically with constructions of cultural and social differences while examining their own
cultural positionings and assumptions as expressed through language.		 2024-25 Winter Online with at least some synchronous hours Other Class activity (by Zoom) on the use of two last names in the Spanish-speaking world.  Students learn how the custom applies (paternal last name followed by maternal last name).  Then they reconstruct their full name by applying the custom and typing it on the Zoom chat.  Finally, they share with the class (by Zoom chat or orally) how first names, middle names, and last names are handled in their cultures and if there are specific rationales behind these customs.  4 15 0 0 7 15 of the 23 students in attendance wrote on the Zoom chat to restate their names, adding paternal and maternal last names according to the custom in the Spanish-speaking world.  3 of those 15 students (and an additional, fourth student) shared with the class (by Zoom chat and/or orally) how first names, middle names, and/or last names are handled in their cultures (Portuguese, South Indian, North Indian, Filipinx) and any specific rationales behind these customs.   I was very pleased with the student response, considering that it was a very short class activity  embedded into the second day of instruction during Week 1.  Since the handling of names varies so greatly across world cultures and since some students may be uncomfortable discussing their family names, I wouldn't add anything else to this activity.  I believe the activity allowed the students to 'engage critically' with the cultural construct of last names in the Spanish-speaking world and to experiment and 'examine their own cultural positionings' with regard to their use of first names, middle names, and last names. 
Intercultural/International Studies SPAN Carmen M Lizardi-Folley SPAN 1.01Y 48666 Perform with some hesitation a variety of communicative tasks dealing with basic routines and
day-to-day social situations in the present. Produce simple phrases or sentences related to
personal experiences. Both orally and in writing basic errors may impede comprehensibility.		 2023-2024 Spring Hybrid (some Face-to-Face) Project Students video recorded a scripted conversation with a partner, completing two assigned conversational scenarios.  The goal was to reach a 5 minute conversation total (including both scenarios).  The scenarios contained a number of communicative tasks that reflected grammar structures and vocabulary covered throughout the quarter.   19 6 0 2 1 9 pairs of students exceeded the required 5 minute duration:  two pairs exceeded 5 mins 30 secs, one pair even reached a duration of 6 mins 46 secs!  3 pairs of students recorded up to 4 mins 37 secs and were very close to meeting the 5 minute goal.  Only one pair of students did not meet expectations because they submitted only one of the two conversational scenarios, thus reaching only 2 mins 56 seconds in the duration.
The overall performance grade takes into account the performance in communicative functions:  5 pairs achieved a perfect score (100%), 5 pairs were in the 90's%, 2 pairs in the high 80's%, and 1 one pair in the high 70's%.		 This project was very successful, with only one student not submitting and the rest performing at a very sophisticated level.  The only enhancement might be to provide students with the opportunity to record with a non-member of the class to accommodate for students who may have scheduling limitations.
Intercultural/International Studies SPAN Viviana Alcazar SPAN 1-60Z 28113 Perform with some hesitation a variety of communicative tasks dealing with basic routines and
day-to-day social situations in the present. Produce simple phrases or sentences related to personal experiences. Both orally and in writing basic errors may impede comprehensibility.		 2024-25 Fall Online - Asynchronous Other The activity assessed was a discussion group for the last chapter of the quarter. Students were asked to write 5 sentences about themselves using the verbs saber and conocer. These verbs mean to know in English but they are not used interchangeably in Spanish. Of the five statements, only one would be true about the student. Replies to two classmates involved guessing which statement was true and rewriting all five statements in the tú (informal you form).  18 1 0 6   This was the first asynchronous class offered in the Spanish department. It was very popular and attracted 54 students. The first 25 students with submissions on Speedgrader were chosen for this assessment. 15/25 students (60%) used both verbs correctly in their original post and in one of their replies to classmates (10 sentences). An additional 3 students exceeded expectation by having at least 9 correct sentences. 6/25 (24%) did not meet expectations because they scored 4-5 out of 10. 1 student (7/10 score) barely met expectations. This assignment went beyond a grammatical exercise by allowing students to learn more about each other and build a community. Some of the sentences were humorous and it was clear that students were having fun while completing the assignment.  A potential enhancement for this assignment would be to require a reply to only one classmate (as opposed to two) to avoid repetition and to make it more sustainable for student participation and grading. Another option would be to require a shorter reply that would only include one sentence, namely the guess for the true statement about the student. 
Intercultural/International Studies SPAN Viviana Alcazar SPAN 2-41Z 30556 Perform with some hesitation a variety of communicative tasks dealing with basic routines and day-to-day social situations in the present. Produce simple phrases or sentences related to
personal experiences. Both orally and in writing basic errors may impede comprehensibility.		 2023-2024 Winter Online with at least some synchronous hours Other Group discussion with a focus on a grammar structure (the verb gustar and similar verbs) to express likes and dislikes. In the original post, students composed four sentences sharing two activities that they liked and two activities that they disliked. A list of suggested activities was provided to scaffold the options for students who needed more structure. Students were encouraged to go beyond the list and create their own. Students were asked to reply to two classmates to find one similarity and one difference with each classmate. For this SLO assessment only one reply to classmate was tabulated. A subset of 25 students was chosen for the tabulation. 15 6 4 0   The first 25 students with submissions on Speedgrader were chosen for this assessment. Most students (15/25=60%) exceeded expectations by using the assigned verbs correctly in their original post (4 sentences) and in one of their replies to classmates (2 sentences). 6/25 (24%) met expectations but made some mistakes in conjugations and/or use of pronouns. Approaching expectations were 4/25 (16%) students who made more frequent mistakes or used either the verbs or the pronouns inconsistently. Expectations were exceeded, met or closely met by all students. This was a successful communicative activity as well because students shared personal information with their peers and commented meaningfully on their peers' responses, finding similarities and differences among themselves.  Given that some students only used gustar and excluded the other assigned verbs, it may be better to require the use of at least three different verbs within the original post and two different verbs in the reply. This additional requirement might justify reducing the number of replies to classmates (from two to one) to make it more manageable for students to experiment with different verbs. 
Intercultural/International Studies SPAN Carmen M Lizardi-Folley SPAN 41.Z  47127 Engage critically with constructions of cultural and social differences while examining their own
cultural positionings and assumptions as expressed through language. 		 2023-2024 Spring Online with at least some synchronous hours Exam – Course Test/Quiz  Canvas quiz on a textbook, cultural reading about young adults living with parents, a custom traditionally associated with the Spanish-speaking world.  The article also discusses recent, worldwide tendencies (including the U.S.) for young adults (18-34 years old) to remain at home with the parents (more so than in previous generations) due to various practical reasons (e.g., cost of living, delayed marriage).  Students answered reading comprehension questions and three optional questions.  Two of the optional questions were demographic:  (1) are you between18-34 years old and living with your elders?  (2) are you between 18-34 years old and living on your own, and/or still receiving assistance from your elders?   The third question engaged students in a cultural reflection on the advantages and disadvantages of living at home as young adults, per their own experience.  Given that the students in the class represented various cultures and age groups, their reflections showcase a cross-cultural and cross-generational perspective. 4 10 5   5 Given that this quiz item was an optional set of bonus questions worth only 2 points, it is rewarding to see that most students engaged.   At least 4 students exceeded expectations by composing a balanced discussion of 3-4 advantages and 3-4 disadvantages (of living at home with parents while 18-34 years of age).  10 students met expectations by producing a balanced discussion of fewer (1-2) advantages and disadvantages.  A small number of students (N=5) focused only on the advantages, which means their analysis is somewhat short of meeting the expectations.    In closing, mature students (older than the target age group in the reading) chose to participate in the reflection, providing a more in-depth reflection than their younger peers.    The activity could be enhanced by a pre-reading presentation/lecture to give students more historical and contemporary background on the family protocols of the Spanish-speaking world, in terms of expectations/definitions of independence and adulthood for young adults.   This would give students the tools to engage with a more critical lens when reflecting on their own experiences and comparing them with those of their peers in the Spanish-speaking world. 
Intercultural/International Studies SPAN Viviana Alcázar SPAN 3.40Z  27699 Engage critically with constructions of cultural and social differences while examining their own
cultural positionings and assumptions as expressed through language.		 2024-25 Fall Online with at least some synchronous hours Exam – Course Test/Quiz  Canvas quiz on a cultural reading from the textbook chapter on sports and wellness. The reading focuses on the historical, religious, and community based running practices of the Tarahumara indigenous group of northern Mexico. Students answered 5 open-ended reading comprehension questions. The last question added an analytical, cross-cultural component by asking students to compare and contrast runners from their own country to the Tarahumara runners.  8 13 2 0 6 The first 30 students on Speedgrader were chosen for this sample. 6 students did not submit. At least 4 students exceeded expectations by identifying two or more similarities and two or more differences in their comparisons of the Tarahumara runners and the runners from their own country. 13 students met expectations by identifying at least one similarity and one difference. Two students identified either one similarity or one difference but not one of each, thus approaching expectations. Appropriate to the level, most students focused on the obvious differences and similarities. Only a few demonstrated the ability to analyze the text by reflecting on more subtle similarities and differences.  Rephrase the question to invite students to go beyond identifying similarities and differences. Invite students to reflect on the cultural values behind the Tarahumara running practices (e.g., communal participation, spiritual fulfillment of love towards Mother Nature). The reflection should also invite students to examine their own cultural values associated with long distance running.  
Intercultural/International Studies SPAN Viviana Alcázar SPAN 3.40Z 27699 Understand the main ideas and most supporting details of longer, aural / written texts adapted for learners on familiar topics and minimally interpret some basic textual subtleties in structure and perspective. 2024-25 Fall Online with at least some synchronous hours Exam – Course Test/Quiz  On the last chapter test, students were given a short listening passage in Spanish about the Galápagos Islands with five comprehension questions:  two T/F and three were multiple choice. 29 5 0 0 4 Students surpassed expectations in four of the five questions. 100% of students answered two questions correctly: one of them was really easy and the second one was more complicated. 94% of the students answered four of the five questions correctly.

The remaining question happened to be the least straightforward, and noticeably fewer students  met expectations by answering it correctly. The question statement (some islands do not allow tourists) is not mentioned in the listening passage. Only 62% recognized that the statement had not been mentioned in the passage. 18% thought this was a true statement and 21% thought it was a false statement. 		 The last question could be rephrased as follows: "The passage mentions that tourists are not allowed in some of the islands." The possible answers could be reduced to true/false. This would simplify the task for students and still keep a level-appropriate challenge.
Intercultural/International Studies SPAN Viviana Alcázar SPAN 3.40Z 27699 Perform with ease a variety of communicative tasks dealing with basic routines and day-to-day social situations; describe personal experiences in the present with some references to the past; express basic opinions about abstract topics. Produce discourse level writing related to personal experiences. Both orally and in writing, errors minimally interfere with comprehensibility. 2024-2025 Fall Online with at least some synchronous hours Other Group discussion focused on the present (indicative and subjunctive) and future tenses. Initial post:  students wrote four sentences about their present and/or future lives. Three of the sentences had to be false, and the remaining one had to be true. Students were encouraged to be creative and write about any topic.  For the reply to classmates, students selected two sentences to respond to: one that they considered to be true about their classmate and one that they considered to be untrue or doubtful. They used the present indicative to react to the true statement and the present subjunctive to react to the untrue or doubtful statement. Students were provided with a reference chart that contained verbs and impersonal expressions they could use. For this SLO assessment only one of the two replies to classmates was tabulated. A sample of 25 students was chosen for the tabulation. 20 3 0 2 5 The first 25 students with submissions on Speedgrader were chosen for this assessment. Most students (20/25=80%) exceeded expectations by writing the required four sentences  in their original post and by writing a two-sentence reply to a classmate (which included both the present indicative and the subjunctive). 3/25 (12%) met expectations by completing the original post as instructed, but by writing only one sentence in their reply. Not meeting expectations were two students who completed their post as instructed, but did not write a reply: their work crucially missed half of the outcomes for this assignment. Expectations were exceeded or met by 92% (23/25) of the class.

This was a successful community-building activity because students shared personal information with their peers and commented on it. 
For their discussion post, in addition to simple present and future, some students used other tenses learned in Spanish 2 and 3 (present perfect, present progressive and preterite). This spontaneous use of other tenses is understandable but detracts from the focus of the assignment for assessment purposes. In the future, the instructions and the models should be clearer. In addition, the number of replies to classmate can be reduced to one, with a four-sentence reply to maximize the use of the subjunctive. 
Intercultural/International Studies SPAN Viviana Alcázar  SPAN 3.01Y 48668 Understand the main ideas and most supporting details of longer, aural/written texts adapted for learners on familiar topics and minimally interpret some basic textual subtleties in structure and perspective. 2023-2024 Spring Online with at least some synchronous hours Exam – Course Test/Quiz  On week 9, students were given a short reading passage in Spanish with four questions. Questions one, two, and three asked students to match Spanish words from the reading with their English equivalents. Question four asked students to complete six Spanish sentences by choosing the correct option from a list of words. 30 3 3 0   All 36 students exceeded or met expectations for questions one, two and three. Question four had a wider range of performance among students. It was a six-item question, and all 36 students exceeded expectations in two-thirds of the items (4 of the 6). For the remaining two items, 30 students met expectations, and 25 students approached expectations respectively. Questions one, two and three asked students to match the meaning of Spanish words from the reading with their English equivalent. Although the words were different for each question and expanded the students’ vocabulary, it seemed repetitive to ask the same type of question multiple times. One enhancement could be to combine these three questions into one question and decrease the number of words to be matched in Spanish and English. Additionally, the instructions for question four (which had a broader range of performance) should be revised to highlight that some options from the list of words can be used more than once and that there are bogus answers/options.
Intercultural/International Studies SPAN Viviana Alcázar  SPAN 4.40Z 38581 Understand main ideas and supporting details of longer aural/written texts adapted for learners and the gist of texts written for first language users. Interpret some basic textual subtleties in structure, content, and perspective. 2023-2024 Winter Online with at least some synchronous hours Exam – Course Test/Quiz  On the final exam, students were given a listening passage in Spanish with seven comprehension questions: five multiple-choice and two true/false. 14 6 0 3 2 61% (14/23) of the students answered the seven questions correctly. 26% (6/23) of students answered six questions correctly. 13% (3/23) of students only answered four questions correctly. Question one was the most challenging one with 5/23 (22%) students answering incorrectly. Question one had the lowest success rate with 78%. This could be because the correct answer as it appears in the question (composición étnica) is not the exact wording that students heard in the recording (mezcla de las culturas espańolas, indígenas y africanas). Per the SLO, students should be able to interpret some basic textual subtleties in content and this would be an example. The question should remain as is:  it elevates the screening level to a higher degree, but still within the expectations for SPAN 4.
Intercultural/International Studies SPAN Viviana Alcázar SPAN 4.40Z 38581 Understand main ideas and supporting details of longer aural/written texts adapted for learners and the gist of texts written for first language users. Interpret some basic textual subtleties in structure, content, and perspective. 2023-2024 Winter Online with at least some synchronous hours Exam – Course Test/Quiz  On the final exam, students were given a reading passage in Spanish with five comprehension questions: three multiple-choice and two true/false. 17 6 0 1 1 71% (17/24) of the students answered the five questions correctly. 25% (6/24) of students answered six questions correctly. 4% (1/24) of students only answered three questions correctly. Out of the five questions, the last one (multiple choice format) was the most challenging:   21% (5/24) of the students missed the answer. Following up on the most challenging question (only 79% of students answered it correctly):   the two possible options related to banks and the stock market (los bancos vs. Wall Street).  These terms might be too close in meaning for the average lay person to differentiate.  An enhancement could be to add “la bolsa de valores en Wall Street” to give additional clues from the reading to students.
Intercultural/International Studies SPAN Viviana Alcázar SPAN 4.40Z 38581 Engage critically with constructions of cultural and social difference while examining one’s own cultural positionings and assumptions as expressed through language. 2023-2024 Winter Online with at least some synchronous hours Exam – Course Test/Quiz  On week 11, students learned in class about the 16th century Mexican legend of La Llorona, narrated in the past tense (preterite and imperfect) in Spanish.  On the final exam, a multiple-choice question asked students to complete a paragraph about “La Llorona” by selecting the correct past tense option (preterite or imperfect).
 
Both the class activity and the multiple-choice question on the final were used to contextualize/scaffold the follow-up cultural question reported for this SLO assessment.
 
Students were asked to think about a story or legend from their country or cultural tradition that is used to scare and/or discipline children. Students were asked to summarize their story in 5 full sentences using preterite and/or imperfect.		 10 12 0 1 2 Given that the students in the class represented various cultures and age groups, their narratives highlighted cross-cultural (e.g., Japan, India, Nicaragua, Mexico, Turkey, Iran, China, Peru, Vietnam, France and Korea) and cross-generational perspectives.

It was rewarding to see that 10/23 students exceeded expectations (to write a minimum of 5 sentences) by producing 6-11 sentences.  12 students met expectations with 4-5 sentences.  One student did not meet expectations by writing only 3 sentences.
 
Assessing accuracy in the use of preterite and imperfect tenses: on average 20 students (87%) used either tense correctly at least once in each sentence.  For the first three sentences, the imperfect was used by students more frequently than the preterite. For the remaining sentences, it was the opposite. This pattern is encouraging, as it reflects the real-life use of these two tenses: the imperfect is used to describe and set the background for narratives, while the preterite is used to signal key events that move the plot forward.		 During the class activity (weeks 10-11), there could be more emphasis on the cultural roles of legends and folk tales directed at children. This would give students more tools to engage with a critical lens when reflecting on their own experiences and comparing them to La Llorona.

Another enhancement would be to provide clearer instructions about the use of the tenses, namely, that both preterite and imperfect have to be included at least once in their narratives. This enhancement would address what was observed in the writing of some students, who used only the imperfect or only the preterite.
Intercultural/International Studies SPAN Viviana Alcázar SPAN 4.40Z 38581 Describe with increasing ease personal experiences in both the present and the past; express opinions about abstract topics. Produce discourse level writing related to personal experiences and express opinions about abstract topics. Both orally and in writing errors are still present in more sophisticated structures that may impede full comprehensibility. 2023-2024 Winter Online with at least some synchronous hours Other Group discussion with a focus on a grammar structure (past imperfect subjunctive) to discuss student experiences during their childhood/teenage years.

In the original post, students used the target structure to compose four sentences about their hopes and expectations from the past. A list of suggested models was provided to  scaffold the options for students (e.g., Cuando era nińo/a/e, esperaba que mis padres ...).

Students were asked to reply to two classmates with either a follow up question or comments of empathy, surprise, disbelief, etc. The use of the target structure was not required in the reply.		 14 6 1 2 2 Most students (14/23 = 55%) exceeded expectations by using the target structure correctly in their original post (4 sentences) and in one of their replies to classmates (2 sentences). (Only one reply to classmate was used for this SLO assessment.)

6/23 (26%) met expectations but made at least one conjugation mistake in the target structure in their post.   1/23 (4%) correctly used the target structure in the original post (4 sentences), but did not reply to a classmate, thus approaching expectations.  2/23 (9%) of students did not meet expectations due to: (1) incorrectly using the target structure in 50%-100% of their post sentences, (2) incorrectly using the structure in their reply to classmate, or (3) not replying to a classmate.

Expectations were exceeded, met, or close to being met by most students. This was a successful communicative activity as well because students shared personal information about their childhood/teenage years with their peers and commented meaningfully on their peers' responses (e.g., asking questions, expressing surprise, doubt and/or empathy).		 There was a lot of variation in the grammar structures used by students in their replies to classmates.  This wide range is to be expected because the format of the replies was open-ended (e.g., follow up question, a comment) and the use of the past (imperfect) subjunctive was optional.

Over half of the students (61%) used the past (imperfect) subjunctive to reply to their classmates. 26% used the present indicative in their replies.  17% used the imperfect, and 4% used the present subjunctive.

Considering that most students used the past (imperfect) subjunctive in their replies, an enhancement would be to rewrite the instructions to focus on this mood/tense.  It would be most helpful to provide a few model sentences to further support students.
Intercultural/International Studies SPAN Viviana Alcázar SPAN 4.40Z 38581 Describe with increasing ease personal experiences in both the present and the past; express opinions about abstract topics. Produce discourse level writing related to personal experiences and express opinions about abstract topics. Both orally and in writing errors are still present in more sophisticated structures that may impede full comprehensibility.  2023-2024 Winter Online with at least some synchronous hours Project On week 8, students were asked to think about someone they knew well (e.g., family member, a friend, a classmate, a coworker, etc.) who was in a situation that was stressful, tragic, difficult to solve, uncomfortable or uncertain. The situation had to present a conflict for the person without a clear-cut solution.  Students were asked to submit a paragraph (8 to 10 sentences in Spanish) via Canvas to document their work.

In class, students shared their situations orally as mini presentations in small break out rooms (3-4 students) via Zoom as reported for this SLO assessment. 		 10 11 2 0 2 A wide range of topics was spontaneously generated by the students, and there was variety in the tone of their discourse (e.g., pessimistic, optimistic, serious, light-hearted, inspirational).   

Students took turns delivering in their small groups.  Peers reacted with a wide range of emotions (e.g., empathy, disbelief, anger), they asked questions and shared their own experiences.  

10 students (40%) exceeded expectations for the mini presentations by delivering 11-15 full sentences in their small groups. 11 students (44%) met expectations by presenting the required 8-10 full sentences. Only two students approached expectations because they delivered 6-7 sentences.  		 The mini presentations were very successful, with only two students not submitting the required script. The rest submitted the script and orally delivered extended discourse (6-15 sentences) in their small groups. 

One improvement might be to ask students to video record their presentation ahead of time, submit via Canvas in a group environment, and optionally play their recording to their classmates in the Zoom session (rather than present live).  This would help students who might otherwise experience high levels of performance anxiety when speaking in front of others.  This might also benefit students who would prefer to listen to their peers’ work ahead of time, prior to the Zoom session.  These might be students whose listening comprehension skills may not allow full comprehension of live oral speech.  An additional benefit for the assessment process by the instructor would be to watch the mini presentations in their entirety instead of only observing portions while visiting Zoom breakout rooms. 
Intercultural/International Studies SPAN Aurelio Dias-Ferreira SPAN 001-40Z 39192 1. Understand the gist and recognize basic details of simple, aural / written text adapted for learners on familiar topics and within context.
2. Perform with some hesitation a variety of communicative tasks dealing with basic routines and day-to-day social situations in the present. Limit or correct, orally and in writing, basic errors that may impede comprehensibility.
3. Learners critically engage with constructions of cultural and social differences while examining / comparing with their own cultural positioning and assumptions as expressed through language.
2024-2025 Winter Online with at least some synchronous hours Exam – Course Test/Quiz  Chapter exams (1 through 4) and a final exam (cumulative) were used for assessment at the end of each chapter, along with corresponding individual and group projects/assignments.  7 15 3 4 4 - Out of 31 students enrolled (who did not withdraw), 4 stopped attending or doing any work around the middle of the quarter, despite having sent out communications for follow-up and encouragement.
- Out of those 31 enrolled, 3 others made a true effort but seemed to struggle to do well/remember during the exam.
- The 5 out of 31 enrolled who exceeded expectations 		 Perhaps more frequent follow-up with struggling students would help.
Intercultural/International Studies SPAN Aurelio Dias-Ferreira SPAN 001-2Y 38133 1. Understand the gist and recognize basic details of simple, aural / written text adapted for learners on familiar topics and within context.
2. Perform with some hesitation a variety of communicative tasks dealing with basic routines and day-to-day social situations in the present [present tense]. Limit or correct, orally and in writing, basic errors that may impede comprehensibility.
3. Learners critically engage with constructions of cultural and social differences while examining / comparing with their own cultural positioning and assumptions as expressed through language.
2024-2025 Winter Face-to-Face Exam – Course Test/Quiz  Chapter exams (1 through 4) and a final exam (cumulative) were used for assessment at the end of each chapter, followed up with some individual and group projects. 7 10 5 7 4 - Students who exceeded (7) or met (10) expectations seemed to genuinely like the interaction in-person, along with accompanying material online.
- The remaining students making a good effort approaching expectations (5) appeared to strive for good learning but could not consistently keep up toward the second half of the quarter.
- As content was added, the remaining students could not catch up and stopped attending toward the last few weeks in the quarter. 		 Closer, but frequent follow-up, earlier in the quarter might have helped, though some 5 students stopped attending without warning and would not respond back after week 8 or 9 or so of the quarter. 
Intercultural/International Studies SPAN Carmen M Lizardi-Folley SPAN 2.40Z 26982 Understand the gist and some supporting details of simple, aural / written texts adapted
for learners on familiar topics, although comprehension may be uneven.		 2024-2025 Fall Online with at least some synchronous hours Exam – Course Test/Quiz  Reading passage (on the final exam) about the lives and work of two fashion designers from the Caribbean.  Six questions (phrased in English):  three in T/F format and three in multiple choice format. 37 0 0 0 0 Of the six questions (phrased in English), the three in multiple choice format  were answered correctly by all students (N=37).  Two of the T/F questions were answered correctly by at least 35 students.  The remaining T/F question had a lower success rate (84%), with only 31 students answering it correctly. All students exceeded expectations. 
 		 I reread the question with the lower success rate and it is a bit on the long side, compared to the others.  I noticed also that it has two parts:  in order to decide if the statement is true or false, students need to work harder.  I also noticed that it requires a higher level of abstraction to answer it correctly:  students must infer the answer after reading the entire passage.  A possible enhancement could be to simplify the wording of the question.  Regardless, it's a good question as it provides students a chance to expand their reading analysis skills.
Intercultural/International Studies SPAN Carmen M Lizardi-Folley SPAN 2.40Z 26982 Understand the gist and some supporting details of simple, aural / written texts adapted for learners on familiar topics, although comprehension may be uneven. 2024-2025 Fall Online with at least some synchronous hours Exam – Course Test/Quiz  Listening passage (2 mins 37 secs, on the final exam) about the life and work of Amancio Ortega, a clothing entrepreneur from Spain.  Seven questions (phrased in English):  five in T/F format and one with two items in multiple choice format. 27 10 0 0 0 Of the seven questions (phrased in English), only two were answered correctly by most students:  a T/F item had 100% success rate among the 37 students and a two-item question in multiple choice format had 97% success rate (with all but one student (N=36) answering correctly).
Three of the remaining four T/F questions yielded a gradual continuum of lower success rates between the A- and B- range:  92%, 86%, 81%.  The fourth T/F question had a much lower success rate of 73%, although still within expectations.    Given that the passage was relatively long (2 mins 37 secs), all in the past tense and focused on new content (a biography of someone not known to the students), it’s not surprising that the questions (phrased in English and focusing on details) would trigger different levels of performance.
I reread the T/F question with the lowest success rate, trying to identify what may have caused 27% of the students (N=10) to miss it.  I’m still puzzled.  The last sentence of the listening passage says that, according to Forbes magazine, Amancio Ortega is the fifth richest man in the world.  The question statement (which is false) reads: According to Forbes magazine, Zara is the richest clothing chain in Europe.  Both the listening passage and the question contain the segment "according to Forbes magazine." I did this intentionally to direct students to the portion of the passage needed to interpret the statement.  However, it appears that the wording of the rest of the statement was somehow ambiguous.   Those students who missed the answer may have thought that a statement about the man (Amancio Ortega) would be equivalent to a statement about his clothing chain (Zara)?   If so, perhaps that’s why they chose it was a true statement?   In other words, if Amancio Ortega is the fifth richest man in the world, then his clothing chain must be the richest as well?  In order to make this question more viable, I’ll switch to a multiple choice format to guide the content with more anchors. 
Intercultural/International Studies SPAN Carmen M Lizardi-Folley SPAN 2.41Z 47127 Perform with increasing ease a variety of communicative tasks dealing with basic routines and day-to-day social situations in the present.   Produce comprehensible sentences of increasing complexity related to personal experiences, with some references to past experiences.  Both orally and in writing, errors may still impede full comprehensibility. 2023-2024 Spring Online with at least some synchronous hours Project Students video recorded a scripted conversation with a partner, completing two assigned conversational scenarios anchored in the past tense.  The goal was to reach a 5-minute conversation total (including both scenarios) and sustain the use of the past tense.  The scenarios contained a number of communicative tasks that reflected grammar structures and vocabulary covered throughout the quarter.    10 4 2 4 3 Ten pairs of students submitted a video recording; three students didn’t. 
Three pairs reached the 5-minute goal; four pairs exceeded it by quite a bit (5:55, 6:10, 6:58, 7:05).  One pair submitted a 4:47 recording, very close to the goal.  The three pairs with the shortest recordings were at 4:20, 4:00, 3:27. 
Achieving or exceeding the 5-minute goal didn’t automatically translate into a perfect score.  Not reaching the 5-minute goal didn’t necessarily result in a failing grade either.  The score also takes into account pronunciation, fluency, and fulfillment of communicative functions through grammar and vocabulary.   For example, one pair made it to 6:10, but obtained scores of 93% and 88% due to halted delivery (with pronunciation issues) and shallow content in their lines, respectively.   Another student reached the 5-minute goal but scored 75% due to a variety of reasons (unintelligible speech, misconjugated verbs, use of a plural pronoun when addressing their partner, prevalent use of present tense.)  One pair reached 4:20 and attained a score of 78% while another pair attained a score of 68% with a 4-minute recording.  The pair with the shortest recording (3:27) scored 70% due to lack of detail in the conversation, digression to content in the present/future tenses, and lack of gradual progression between the greetings and the ‘meat’ of the prompts.
10 students achieved a perfect score (100%), 2 students were in the 90's%, 2 students in the mid and high 80's%, 2 students in the mid to high 70's%.   Two pairs of students didn’t meet expectations at 68% (4:00) and 70% (3:27)
 This project was successful, with most students being able to sustain the use of past tense in conversations reaching a duration of 5 minutes.  An enhancement would be to develop a detailed rubric to provide more guidance to the students. Another enhancement would be to provide students with the opportunity to record with a non-member of the class to accommodate for those with scheduling limitations. 
Intercultural/International Studies SPAN Carmen M Lizardi-Folley SPAN 3.40Z 42829 Perform with ease a variety of communicative tasks dealing with basic routines and day-to-day social situations; describe personal experiences in the present with some references to the past; express basic opinions about abstract topics. Produce discourse level writing related to personal experiences. Both orally and in writing, errors minimally interfere with comprehensibility. 2021-2022 Spring Online with at least some synchronous hours Project Students video recorded a scripted conversation with a partner, based on an assigned prompt.  The prompt is anchored in SPAN 3 structures that require the use of the subjunctive (both present and past).  It also contains communicative tasks and vocabulary previously covered in class.  The goal was to follow the prompt (to produce the required grammar) and to expand the content ad lib to reach a 5-minute conversation.   16 5 2 0 0 All students (12 pairs) submitted a video recording.   10 pairs exceeded the 5-minute goal:  the two longest recordings were 5:39 and 5:40.  As for the remaining two pairs,  one almost reached the goal at 4:54 and the other fell very short at 2:31.   Interestingly, the 4:54 recording received a perfect score because of the impeccable quality of the grammar, content, and delivery.  The 2:31 recording had a good script and the dialogue flowed well, with great acting.  One of the members of said pair was a DSS learner with autism and perhaps an accommodation would have been needed:  taking this into consideration, I rated the work at 75%, as having the potential to meet expectations and thus approaching expectations. 
Achieving or exceeding the 5-minute goal didn’t automatically translate into a perfect score.  Pronunciation, fluency, and fulfillment of communicative functions through grammar and vocabulary were taken into account.   As an example, the pair with the second longest recording (5:39) had a strong script and great acting, but each member received a score of 88% due to delivery issues.  Lack of accuracy in pronunciation and lack of familiarity with the script caused halted speech and made portions of the recording unintelligible.

In summary, 9 students achieved a perfect score (100%), 7 students were in the 90's%, 4 students in the high 80's%, 1 student at 80%, and 2 students at 75%.  
This project was successful, with most students being able to use the assigned structures and to craft an ad lib conversation reaching a duration of 5 minutes.  An enhancement would be to develop a detailed rubric to provide more guidance to the students. Another enhancement would be to provide students with the opportunity to record with a non-member of the class to accommodate those with scheduling limitations.  
Intercultural/International Studies VIET Bac Tran VIET D001.40Z 24273 • Demonstrate a working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, basic/simple information relating to high-frequency situations in familiar contexts.
• Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and some detail.
• Compose comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures.
• Demonstrate a cursory grasp of social protocols and contributions of Vietnamese-speaking cultures, by analyzing and comparing them to one's own culture(s).		 2024-25 Fall Other Presentation/Performance Throughout the 2024 fall quarter, VIET 1 students participated in various activities to demonstrate their command of essential vocabulary and language structures. These included pronunciation practice, role-plays, and dialogue exercises in every class session. In addition, students delivered a total of six oral presentations, including the midterm and final, on topics such as basic personal information, family, daily routines, weather, schooling, and career choices. To assess their understanding and retention of vocabulary and grammar, students also took four quizzes on these areas. These activities collectively ensured that students were able to request and provide basic information orally and in writing, in line with the course's learning outcomes. 14 11 5 0 4 I believe the five students approaching expectations simply need more time and additional exposure to the language to strengthen their understanding and mastery of the two most challenging aspects of Vietnamese: pronunciation and grammar. I plan to develop additional exercises focused specifically on grammar and pronunciation to support students who struggle with these two areas.
Intercultural/International Studies VIET Bac Tran VIET D001.41Z 28044 • Demonstrate a working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, basic/simple information relating to high-frequency situations in familiar contexts.
• Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and some detail.
• Compose comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures.
• Demonstrate a cursory grasp of social protocols and contributions of Vietnamese-speaking cultures, by analyzing and comparing them to one's own culture(s).		 2024-25 Fall Other Presentation/Performance Throughout the 2024 fall quarter, VIET 1 students participated in various activities to demonstrate their command of essential vocabulary and language structures. These included pronunciation practice, role-plays, and dialogue exercises in every class session. In addition, students delivered a total of six oral presentations, including the midterm and final, on topics such as basic personal information, family, daily routines, weather, schooling, and career choices. To assess their understanding and retention of vocabulary and grammar, students also took four quizzes on these areas. These activities collectively ensured that students were able to request and provide basic information orally and in writing, in line with the course's learning outcomes. 15 13 4 0 1 I believe the four students approaching expectations simply need more time and additional exposure to the language to strengthen their understanding and mastery of the two most challenging aspects of Vietnamese: pronunciation and grammar. I plan to develop additional exercises focused specifically on grammar and pronunciation to support students who struggle with these two areas.