B.A. Hawaiian Studies – Written Communication (2013-2014)

Have formal Program Learning Outcomes (PLOs) or Student Learning Outcomes (SLOS) been developed?

YES, “Goals for Student Learning”

Published where? (website)

Hawaiian Studies Webpage

Do PLOs include or imply link to Core Competency? (AY 2013-2014: Written Communication)?

1.) Hiki i ka haumāna ke ʻōlelo a kākau me ka pilinaʻōlelo pololei ma ka pae makahiki IV, ʻo ia hoʻi ka hoʻopili me ka hoʻokokoke ʻana aku i ka pae mānaleo i ʻike ʻia i loko o nā nūpepa, nā palapala, a me nā līpine i hana ʻia e nā mānaleo o nā kenekulia 19 a 20.
(The student is able to speak and write using grammatically correct prose at the fourth-year level of language study, approaching the level of native speaker fluency found in Hawaiian language newspapers, documents, and recordings made by native speakers of the 19th and 20th centuries.)
2.) Hiki i ka haumāna ke ʻōlelo a kākau ma ka pae walewaha e kūpono ai ka nohona a me ka ʻoihana ma ka ʻōlelo Hawaiʻi.
(The student is able to speak and write at a level of proficiency suitable for living and working in Hawaiian medium environments.)
3.) Hiki i ka haumāna ke hoʻopili aku i kona ʻike ʻōlelo Hawaiʻi i ke kākau pono ʻana i ka pepa kālaiʻike a me ka haʻiʻōlelo pono ʻana ma ka pae makahiki IV i wehewehe ʻia ma ka hopena aʻo mua o luna aʻe nei.
(The student is able to apply his/her Hawaiian language knowledge to properly writing an academic paper and to properly delivering a speech at the fourth-year level explained in the first learning outcome above.)

Process of Core Competency Assessment:

Course (400- level)

HAW 404

Assignment

Research and explain the meaning of five examples for each of four kinds of “momi waiwai” (valuable pearls) not taught in KHʻUOK Hawaiian language courses: 1.) terms not found in any major Hawaiian-English/English-Hawaiian dictionary; 2.) grammatical patterns; 3.) idioms; and 4.) metaphors or similes .

Type of Student Artifact

Typewritten paper (double spaced, minimum 10 pages) using the Chicago Manual of Style.

Rubric or other instrument

Written Communication Rubric

Data (measurement of the competency)

Fourteen paper (N = 14) were assessed by three readers according to Rubric for Written Communication, with the two closest set of scores used to attain high inter-rater reliability (>75%). Most scores were within one point difference; however, the two instances where the scores differed by more than two points suggests a lack of consensus about what constitutes “competent”

Evaluator Tabular Data

Action Taken in Response to the Data (What will you do in response to the Findings?)

  • One of the three readers, the teacher of the course, will increase the focus on all four aspects of the rubric but especially on organization and structure, the aspect of greatest difficulty.
  • Discussion by the three readers and other, future readers about what constitutes “competent” senior level writing will provide valuable direction in future writing curriculum and assessment in the College of Hawaiian Language.

Date of Last Program Review

2010

Link to report:

http://hilo.hawaii.edu/uhh/vcaa/documents/CollegeofHawaiianLanguageProgramReview2010-CL-ADA.pdf