Developing An Assessment Framework For Cultural Responsiveness Through A Japanese Program In A Southeastern University

<p>As its paralleled learning goals for students toward an increasingly globalized world, the Japanese program in a state university in North Carolina lists language fluency and cultural responsiveness. In order to evaluate students’ language fluency, the program adopted the Oral Proficiency Interview (OPI) and the Japanese Language Proficiency Test (JLPT), however, no evaluation tool for cultural responsiveness was available. Therefore, in this study, the researcher created an assessment framework to evaluate students’ development of cultural responsiveness while they pursue the minor or Interdisciplinary Studies Undergraduate Degree (ISUD) in Japanese Studies.</p> <p>The assessment was designed to provide answers to the following research questions: 1) How can students demonstrate cultural responsiveness within the program setting? 2) how does the cultural responsiveness assessment framework allow the program faculty to determine that students have strengthened cultural responsiveness? and 3) how will the program’s assessment framework document students’ descriptions of their cultural responsiveness? The assessment consists of the three steps: 1) Written self-reflection; 2) informal group conversation among students; and 3) one-on-one interview with the program faculty. It is grounded in the concept of cultural responsiveness, which is one of the four transferable skills developed through the university’s newly implemented quality enhancement plan (QEP): Degree Plus: Furthering students’ development through intentional extracurricular involvement. After the assessment is pilot-tested by the program faculty, the <em>Degree Plus-Cultural Responsiveness Rubric Scoring</em> created by the researcher and narrative research design will be utilized to analyze the data.</p> <p>It is recommended that Program faculty share the results with the Center for Career and Professional Development, in which <em>Degree Plus</em> resides and the Office of Institutional Planning and Effectiveness (OIPE) as a part of the program’s Continuous Improvement Report (CIR). The data will be also presented in the Department of World Languages, special interest groups of American Council on the Teaching of Foreign Languages (ACTFL) such as Critical and Social Justice Approaches, American Association of Teachers of Japanese (AATJ), our regional branch Southeastern Association of Teachers of Japanese (SEATJ), etc. for further development of world language education.</p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2020

Author dc:creator

• Ono, Yumiko

Contributors dc:contributor

• Michelle Collay
• Kimberly Roberts-Morandi
• Will Lehman

• Educational Assessment, Evaluation, and Research
• Educational Leadership

Repository record dc:identifier

https://dune.une.edu/theses/319

OAI identifier oai:identifier

oai:dune.une.edu:theses-1318