Submitted Fall, 2005
I. Direct Measures
The three graduate students (one in Fall 2004 and two in Summer 2005) who completed their MAE Spanish Specialization were able to reach all of the expected levels in the Direct Measurement Plan: a) During their oral and written Comprehensive Examinations they demonstrated native speaking proficiency in English and superior speaking proficiency in Spanish. All three showed native writing proficiency in English, but only two of them received a superior level for Spanish. The other fell slightly below this level with an advanced high/superior (3+/4) level, which is nonetheless acceptable. b) Through their oral and written exam responses on cultural subjects (Spanish civilization, Mexican culture and Mexican film) they demonstrated a broad knowledge of and appreciation for the unique contributions of Hispanic culture. c) The two of them that were required to study at the graduate level comparative grammar (the other had taken this course as an undergraduate) displayed a detailed knowledge of the grammar of both Spanish and English. d) Through both their exam responses and papers (two of which were presented following study in Guadalajara), they showed a general and some detailed knowledge and understanding of Mexican and Latin American literature. e) The same aforementioned papers gave proof of their ability to do research in these areas, particularly related to Mexico. One of them also presented a well thought-out paper on comparative grammar. f) All three students presented during their exams very good responses to the questions on second language acquisition and on curriculum development for the foreign language classroom.
II. Indirect Measures
Two of the three graduate students returned the “Survey for Students Completing a Master of Arts in Education: French, German, Spanish Specialization,” which they were sent after graduation. Both of them rated their Speaking Proficiency to be Advanced. While one of them believed that both her Writing and Culture Proficiencies were Superior, the other said that these were Advanced. In the case of grammar knowledge, although one claimed that it was Advanced and the other Superior, the two actually switched their assessments. Concerning their knowledge of literature, both rated themselves to be Advanced, and finally the two of them said that their knowledge of language acquisition and/or teaching methods was Superior. These responses, as well as the students’ written comments, suggest that both were pleased with their graduate studies in the Department of Modern Languages.