• 3rd Year is the bridge for students progressing on to a major or concentration in a foreign language.
• 3rd Year often attracts students with an interest in a language and culture but who are majoring in another subject.
• 3rd Year courses are the foundation for the language “Minor”
• Completion of third year (or third year proficiency) is required for students with a major in International Studies.

Because of the diverse student body in third-year courses, we were concerned about program coherence and student learning in this environment.

• The diversity of their interests and levels of preparation is often perceived as a source of difficulty for creating a successful learning environment at the third year level.
• Teachers preparing students for a major may have goals for the class that do not match the expectations or performance of their third-year students.

Research Goals: The assessment goal was to determine typical levels of student proficiency at the third year level (a base line) and find out how this matches the perceptions and expectations of their instructors. Students taking courses at this level have traditionally been self-placed.

Question 1. What is the presumed level of proficiency, knowledge, and preparation of entering third year students with respect to oral and written communication and reading skills as understood by the instructors, FLL department and the students themselves?
Instrument: An instructor interview with reference to ACTFL oral proficiency ratings.

Question 1 findings: Interviews conducted with third year French and German teachers indicated that they generally expected a higher level of entry and exit proficiency than was demonstrated by the students assessed. Teachers judged that a significant proportion (20-30%) of third year students were not reaching a level of proficiency to succeed in fourth year in classes. Results suggest that the program should assess whether the expectations were realistic and what remedies might be applied. It will be important to identify how and where students have prepared for upper-division course work.

Question 2. What can quantitative assessment measures tell us about the actual level of spoken, written and reading proficiency of students entering our third year courses?
Instruments: Web C.A.P.E and Modified Oral Proficiency

Question 2 findings: In general, testing results affirm the findings for Question 1 that there is a need for more effective placement. Results from online testing with WEB C.A.P.E. during the first term suggest that there are deficits in the preparation of some students enrolled in third-year. Results from oral proficiency evaluations and writing samples collected suggest there are discrepancies in levels of skill that the programs should address. It may be important to assess further the impact of the increasing participation of non-majors in third-year courses.

Outcomes: The data gathered was analyzed in 2002-2003. Preliminary data was shared with the French program, that was then in the process of conducting searches for two positions. FLL began to take measures to implement Web C.A.P.E. as a placement advising tool for incoming students of French, German and Spanish.
The Assessment Team decided to gather information from students about how they viewed their participation and support in third and fourth year French and German to generate a context for interpreting the findings.