LA HARBOR COLLEGE

Student Learning Outcomes (SLOs) Assessment Report

Course Assessment

Division: Communications Discipline/Program: Japanese

Course Number and Name: Japanese 022 Fundamentals of Japanese II

Program Contact Person: __ Ryoko Onishi Phone: 310-291-5022 E-mail:

Reviewed by: Date: June 2011

Attach additional pages as necessary.

Institutional Learning Outcomes / Course Intended Outcomes / Means of Assessment and Criteria for Success / Summary of Data Collected / Use of Results
1 / Demonstrate mastery of the basic Hiragana writing system / Students will answer written questions on the final exam. 83% of students will score a ‘C’ or better / In Spring 2011, a total of 19 students completed the midterm exam. Scores were as follows.
13 – 80% or more correct
6 – 70% or more correct / No change
1 / Demonstrate basic listening comprehension in spoken Japanese / Students will be able to understand the longer sentences in spoken Japanese. 75 % of students will score a ‘C’ or better score by a department rubric. / In Spring 2011 a total of 19 students completed the listening comprehension exam “Kumiko”
9 – Excellent
9– Good
1- Acceptable / No change
1 / Use expanded Japanese vocabulary and useful phrases / Students will keep daily journal in Japanese. 95% of students will score a ‘C’ or better scored by a department rubric. / In Spring 2011, a total of 18 students wrote a daily journal. Scores were as follows:
10– Excellent
8– Good / No change
4 / Recite basic facts about Japanese customs and culture / Student will write a small composition in their daily journal. 90% of students will score a ‘C’ or better as scored by a department rubric. / In Spring 2011, a total of 18 students wrote a composition, “The differences between Japanese polite expression and English polite expression”
4 – Excellent
10 – Good
3 – Acceptable
1 –not completed / Majority of students wrote that Japanese language is more difficult than English since Japanese has various polite expressions (honorific forms) depending on the relationship between the speakers. This relational difference was sensed and assessed by the speakers but not necessarily explained.
1 / Converse in Japanese about familiar topics / Students will deliver an oral presentation in Japanese. 96% of students will score a ‘C’ or better as scored by a department rubric. / In Spring 2011, a total of 18 students participated in an oral presentation “My favorite hobbies”
7 – Excellent
8– Good
3 – Acceptable / The students gave an oral self-introduction. Each student described his or her favorite hobbies the reasons why the hobbies are enjoyed. They were able to expand vocabulary in a subject they are familiar with.
SLO #3 Rubric: Reading the Story
Not Acceptable / Acceptable / Good / Excellent
Pronunciation / Pronounces words with constant support / Pronounces words with frequent support / Pronounces words with occasional support / Pronounces with little or no support
Fluent expression / Reading is not fluent / Reading is partially fluent / Reading is mostly fluent / Reading is fluent with expression
Role-play Participation / Participates in role-play activity only with constant support and using a few basic forms, structures, and vocabulary / Participates in role-play activity with some support and using a few basic forms, structures, and vocabulary / Participates in role-play activity with occasional support and using a few basic forms, structures, and vocabulary / Participates in role-play activity with enthusiasm and takes on a leadership role. Uses all or almost all basic forms, structures, and vocabulary
Knowledge/Comprehension of words / Requires constant support to point to words to demonstrate comprehension / Requires partial support to point to words to demonstrate comprehension / Points to words accurately most of the time with occasional support / Points to words accurately with little or no support
Self-Correction / Never or rarely self-corrects while reading aloud / Occasionally self-corrects while reading aloud / Most of the times self-corrects while reading aloud / Always self-corrects while reading aloud
Volume / Never or rarely reads with volume appropriate to audience / Occasionally reads with volume appropriate to audience / Mostly reads with volume appropriate to audience / Always self-corrects while reading


Date: June 2010

Attach additional pages as necessary.

Institutional Learning Outcomes / Course Intended Outcomes / Means of Assessment and Criteria for Success / Summary of Data Collected / Use of Results
1 / 1. Demonstrate mastery of the basic Hiragana writing system / Students will answer written questions on the final exam. 83% of students will score a ‘C’ or better / In Spring 2010, a total of 20 students completed the final exam. Scores were as follows.
10 – 80% or more correct
5 – 70% or more correct
5 – below 70% / No change
1 / 2. Demonstrate basic listening comprehension in spoken Japanese / Students will be able to ask simple questions in Japanese in communicative settings / In Spring 2010, a total of 20 students completed the final exam. Scores were as follows
10 – Excellent
7 – Good
3– Acceptable / No change
1 / 3. Use expanded Japanese vocabulary and useful phrases / Students will participate in a group role-play activity. 83% of students will score a ‘C’ or better scored by a department rubric. / In Spring 2010, a total of 20 students participated in a role-play “At my host family in Japan.” Scores were as follows.
10– Excellent
10– Good / No change
1 / 4. Recite basic facts about Japanese customs and culture / Student will write a small composition or storyline. 83% of students will score a ‘C’ or better as scored by a department rubric. / In Spring 2010, a total of 20 students wrote a composition, “The differences between Japanese polite expression and English polite expression”
5 – Excellent
8– Good
7 – Acceptable / Majority of students wrote that Japanese language is more difficult than English since Japanese has various polite expressions (honorific forms) depending on the relationship among the speakers. This relational difference will be sensed and assessed by the speakers but not necessarily being explained.
2 / 5. Converse in Japanese about familiar topics / Students will deliver an oral presentation in Japanese and English. 83% of students will score a ‘C’ or better as scored by a department rubric. / In Spring 2010, a total of 20 students participated in a group role-play, “My favorite hobbies”
5 – Excellent
10 – Good
5 – Acceptable / The students conducted a group role-play of self-introduction. Each student explained what the favorite hobbies are and the reasons. They were able to expand the vocabulary in the subject that they are familiar with.

Spring 2011 Japanese 022 SLO-Onishi