ASAM 42 - Southeast Asians in the US - Stage 2 - Roger Chung

Assessment

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific SLOs
  • Assignments based on rubrics (such as essays, projects, and performances)
  • Direct observation of performances, practical exams, group work
Assessment DescriptionSample Questions from first midterm examination (used to access SLO #2)

Explain Kibria’s concept of Vietnamese women walking the “Family Tightrope.” Why did women want to give power back to their husbands, and in what are three ways in which they did so? Despite giving power back to men, how did Vietnamese women try to regulate or limit this power? ("Kibria is the author of course assigned text)

Briefly describe the Ethnic Economy Thesis and explain why 2nd Wave Vietnamese Americans chose to work in the informal ethnic economy, as opposed to the formal service sector, or the informal sector with non-Vietnamese. What advantages did the ethnic economy provide for Vietnamese Refugees?

Sample Questions from midterm exam 2 (used to assess SLO #1):

Both Chinese Vietnamese and Amerasians come to America with multicultural or multiethnic experiences. However, their outcomes in America are starkly different. Give examples of how Chinese-Vietnamese are able to use cultural capital effectively. What business practices are they engaging in that make them unique and successful? On the other hand, Amerasians are considered “marginalized”—why do they lack cultural capital? Give some examples of their experiences that make this true.

In the film The Betrayal, Laotians like Thavi’s family are settled in areas like Brooklyn, New York. Explain why this happened, and why it is an impossible place for assimilation compared to places like San Jose for the Vietnamese. In what ways were Laotians being threatened and exploited, and what human capital did they lack that would allow them to avoid such situations?

Data collected from midterm (assessment tool) 1 scored out of 15 total points:

scores of 12.5-15 represent "excelled" (3 out of 3 score for SLO #2)

scores of 11-12 represent "proficient" (2 out of 3 score for for SLO #2)

scores of 10.5 and below represent "failed" (1 out of 3 score for SLO #2)

Out of 13 participants, 11 scored 13 or higher, 1 students scored 9, and 1 student scored 10.5.

for SLO #2, 85% of students met the "excelled" standard of the SLO and 15% "failed" the SLO

Data Collected for SLO #1 (using midterm 2 as an assessment tool)

For students, midterm 2 was also scored out of 15.

8 students scored 12.5 or higher, meeting the "excelled" category of SLO

2 students scored between 11-12, meeting the "proficient" category of the SLO

1 student scored 10 or lower, while 2 students did not participate, meeting the "failed" category of the SLO

Overall, 62% of students "excelled," 15% were "proficient" and 23% "failed" SLO #2.
Learning OutcomesALL

outcomes (2) from outline of record listed below

1. to describe verbally and in writing the diversity of the Southeast Asian community in the united States;

2. to analyze, frame positions and write essays abouttopics affecting Southeast Asian groups, including economic opportunities, cultural traditions, social conditions, political situations, refugee issues and immigration patterns from a sociological viewpoint;
Number of Sections1
Number of Instructors1
Number of Students13

Data Analysis

Data Shared With

Faculty and staff within our department

Data Sharing Methods

Face-to-face meetings

Data Summaryfor SLO #1, 77% of students acheived a score of 11 out of 15 or higher on midterm 2 (73% grade)

for SLO #2, 85% of students acheived a score of 11 out 15 or higher on midterm 1 (73% grade)
Analysis SummaryGrades of 11 or higher out of a total score of 15 (73%) indicate outcome achievement.
Next Steps PlannedConsidering the difference in achievement between SLO 1 and 2, the assessment tool for SLO 1 will be redeveloped to more clearly fit the outcome. In addition, pedagogical tools will be refocused to improve the outcomes of SLO 1.
Learning OutcomesALL

Tentative Future Plans

Termwhen class is next offered
Activities
  • Revision of outcomes and assessment methods (measurements)
  • Assessment (measurement) of outcomes
  • Analysis and discussion of assessment data and next steps
  • Implementation of planned changes and reassessment
More Details1. Revise outcomes to more clearly fit revised course outline.

2. Redevelop assessment tool to more clearly fit the SLO.

3. Update course outline, and course syllabus to keep up with changes in academic discipline--reading assignments and films in particular.

SLO Details Storage Location

ELECTRONIC COPY - In my electronic filing system (hard drive or web server)

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