Language Arts Education
1. An understanding of the conventions - the codes and rules - that govern how we, as a culture, write and interpret literature
2. An understanding of the different literary genres. In the ONU English program the range of genres extends from journalistic articles and essays to epic poems and drama to film
3. An awareness of the history of literature, especially that in one's own language, as a context for individual works
4. An understanding of literary criticism as a practice and of critical theory as a concept
5. An understanding of and an ability to apply different critical theories
6. An ability to write critically about literature according to current conventions and theories
7. A knowledge of the English language, its history and grammar
8. An ability to use research materials and follow an accepted publication style sheet (in this department, the MLA format)
9. An extra-disciplinary awareness of literature in English through a study of literature in another language or a study of philosophy
10. An understanding of the pedagogical practices and philosophies of modern classroom teachers of and hands-on practice in applying that understanding.
Students present their SENIOR CAPSTONE PROJECTS in a presentation course that follows the new workshop course in their senior year, where they expand their research, write, revise and polish their writing. Under the guidance of a faculty member, the group works establishes a collaborative community to critique each other's projects and offer suggestions for revisions and publication opportunities. They must do a reading from their project of at least 20 minutes and take questions from their departmental peers and a group of faculty members. The faculty uses a rubric to score the student's presentation. Their responses are averaged, and comments are provided to the student; this material forms the basis for their grade in the presentation course.
In the spring 2006-07, the faculty within the department of English utilized the CoursEval system to enter evaluation data from all first-draft WRITING ASSIGNMENTS of student work from lower- and upper-division English courses. Using a common evaluation rubric, faculty assigned a rating (on a four-point scale) for each student's first draft for the following rubric criteria: content, documentation, focus, organization, style and mechanics. A copy of the scoring rubric is attached. For the upper-division courses, the majority of which are taken by majors within the department of English, a total of 54 students from four sections were evaluated. Learning objectives one, five, six, seven, and eight are measured with this assessment.
The STUDENT TEACHER EVALUATION consists of criteria that describe the targeted knowledge, skills and dispositions of a successful teacher. The criteria, graded on a three-point scale, are arranged into the four Pathwise domains. The teacher candidate is evaluated by the University supervisor and the cooperating teacher and also completes a self-evaluation using this assessment. The assessment is administered at the midterm and at the completion of student teaching. Learning objective 10 is measured with this assessment.
PRAXIS II CONTENT EXAMINATIONS measure knowledge of specific subjects that language-arts educators will teach. All learning objectives are measured by this assessment.
PRAXIS III (Classroom Performance Assessments) comprise a system for assessing the skills of beginning teachers in classroom settings. This includes direct observation of classroom practice, review of documentation prepared by the teacher and semi-structured interviews. The assessment contains 19 assessment criteria in four interrelated domains (A. Organizing content knowledge for student learning; B. Creating an environment for student learning; C. Teaching for student learning; D. Teacher professionalism). This assessment is taken after graduation, during the practicing teacher's first year of service and is evaluated using a three-point scale. Learning objective 10 is measured with this assessment.
Annual Reports on the Assessment of Student Learning
Follow the links below to view the full text of the reports for each academic year.
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