Getting the Most Out of Learning Outcomes ILO

Getting the Most Out of Learning Outcomes ILO Assessments – Closing the Loops & Upcoming ILO Assessments SLO Summit, November 6 th, 2015

Assessment of Learning Outcomes Institutional Learning Outcomes (ILOs) Program Learning Outcomes (PLOs) Course Learning Outcomes (Course SLOs)

LAMC ILOs Written and Oral Communication Information Competency Problem Solving Math Competency (Quantitative Reasoning) Aesthetic Responsiveness Ethics and Values Global Awareness http: //www. lamission. edu/slo/generaleducation. aspx

How do we assess ILOs? Student Surveys Individual ILO assessments selecting specific courses Roll-up reports from course SLOs

Individual ILO assessments selecting specific courses Task Force Method of assessment Selected faculty who teach courses related to the ILO contacted

Roll-up reports from course SLOs - prepared by the online SLO system

Assessment Outcomes Reports

Student surveys Fall 2014 Students reported -they are attaining the skills identified in the ILOs. -the most improvement in problem solving & the least amount of improvement in Math competency (quantitative reasoning). Female students: Reported improvement higher than male students on all ILOs except Math competency. Hispanic students (77% of the student body): Rated their improvement the highest among all ethnic groups. Low-income and first-generation students: Rated their improvement higher than their counterparts. Younger students: Rated their improvement higher than older students. Limitation: The reports are based on student perception.

Individual ILO assessments selecting specific courses ILO#2 Information Competency (Spring 2014) Use Flex Day or Spring into Spring for deep dialog about plagiarism—strengthen and reinforce common plagiarism statement on syllabi. ILO#1 Written Communication (2012) The writing component for which students scored lowest was grammar, and thus this would appear to be where student improvement is most needed.

ILO Roll-up reports Information Competency: Classes and programs need instructional support materials and tutors, specifically library research and citation workshops. Instructors also requested extended Library and Learning Resource Center hours to accommodate night classes. EXAMPLES: "We request that the library be open in the evenings to meet the needs of our evening classes" Writing: It seems clear that greater access to tutoring services in written communication is necessary for students to improve in these areas. Global Awareness: Tutors play an important role in boosting less prepared students to cope with the rigors of the course.

Problem solving: Also the students need to be encouraged to take advantage of the tutoring offered in the Learning Resource Center. Aesthetic Responsiveness: Classes need instructional support materials and tutors, specifically here for writing. Instructors also requested technology, such as smart classrooms and computers in classrooms and/or extended LRC hours to accommodate night classes. Repeated Resource Requests: Tutors for Writing Skills

Closing the Loop evaluate Assess LO Institutional Improvement Student Success Re-assess Implement changes

Tutors Net-tutor Director of LRC Writing Center Recommendations Extended Library Hours Extended LRC hours M-Th 8 am-8 pm Fri 8 am-2 pm Sat 10 -2 pm Librarians are available before and after library hours to give orientations to early morning and evening classes.

How to improve the assessments? Changes in the curriculum/COR & how to align ILOs and course SLOs Deborah Normalization of the rubrics for roll-up reports Steve

ILOs to be assessed in the Spring 2016 & Fall 2016 Spring 2016 Fall 2016 Global Awareness Aesthetic Responsiveness Deborah Problem Solving Math Competency Steve Please sign up to assist! Steve Thank you!