Archived Assessment Report
| Program | Latin American Studies AA Degree |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 3. Incorporate more than one perspective (e.g. source, method, technique, and/or approach) | Can students critically evaluate material by recognizing multiple perspectives, including that of the author/producer/filmmaker? |
| 5. Effective Communication | Can students effectively express their evaluation of a piece of content? (an article, film, podcast, etc...) |
| 7. Produce communication appropriate to audience, situation, venue, and/or context | Can students write academically, using appropriate language and grammar? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 3. Incorporate more than one perspective (e.g. source, method, technique, and/or approach) | Students respond/reflect/discuss a film or documentary and address the following: 1. What were the main ideas and issues conveyed in this film? 2. Discuss two or more different perspectives that were expressed in this film. What do you think the agenda of the filmmaker was in creating this film? | LTAM 1110 | Can students effectively analyze and discuss the film from multiple perspectives? |
| 5. Effective Communication | Students respond/reflect/discuss a film or documentary and address the following: 1. What were the main ideas and issues conveyed in this film? 2. Discuss two or more different perspectives that were expressed in this film. What do you think the agenda of the filmmaker was in creating this film? | LTAM 1110 | Can students effectively communicate about multiple perspectives? |
| 7. Produce communication appropriate to audience, situation, venue, and/or context | Students respond/reflect/discuss a film or documentary and address the following: 1. What were the main ideas and issues conveyed in this film? 2. Discuss two or more different perspectives that were expressed in this film. What do you think the agenda of the filmmaker was in creating this film? | LTAM 1110 | Can students effectively write academically? |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 3. Incorporate more than one perspective (e.g. source, method, technique, and/or approach) | 7/17 students were proficient, 6/17 were emerging, and 3/17 were ineffective at incorporating more than one perspective. | This answers our question that this is in fact an area than many students could use help with. | This shows us that there is work to be done on our end at helping students identify multiple perspectives. |
| 5. Effective Communication | 8/17 students were proficient, 4/17 students were emerging, and 3/17 students were ineffective at communicating their evaluations. | These results answer the question that some students cannot effectively communicate about multiple perspectives. | This shows us that students need more support in this area. |
| 7. Produce communication appropriate to audience, situation, venue, and/or context | 8/17 students were proficient, 4/17 students were emerging, and 3/17 students were ineffective at communicating academically. | This answers the question that many students struggle to write to the appropriate audience, in this case in an academic style. | This shows us that students need more support with their academic writing. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Describe any external factors affecting the program or affecting assessment of the program.