SLO Assessment Cycle Course and Program EVERGREEN VALLEY
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SLO Assessment Cycle Course and Program EVERGREEN VALLEY COLLEGE Spring PDD, March 23, 2012 PRESENTED BY DR. ABDIE TABRIZI ENGINEERING FACULTY SLO COORDINATOR LYNETTE APEN RN, MS An EVC Student Learning Outcome (SLO) Committee Presentation
EVC SLO Sub-Committee Members Abdie Tabrizi MSE Janice Toyoshima MSE Kara Potter NAH Victor Garza SS Vicki Brewster Curriculum Eric Narveson SSHAPE Sherryanne Lim LA Nasreen Rahim Library Learning Resources Lisa Kalenda Accreditation Keith Aytch Academic Affairs * special acknowledgement Shashi Naidu, Rita De. La. Cerda, Paulette Romano & Pat Bruno*
PDD Learning Outcomes Define assessment purposes/guidelines and access appropriate resources Plan for and implement assessment for previously created SLOs. Utilize assessment data to analyze learning/services and implement changes as indicated. Please note that the assessment process is not a part of faculty or staff evaluation.
Why Assess? How do we know what students are learning? Are teaching practices equally effective for diverse populations? Can students apply information to real world experiences? Are students acquiring the needed skills and values? How do we improve our practice to address student success?
Who’s Involved? Faculty Research Student Learning Administrator Staff
Assessment Defined Manageable data directly tied to decision making Qualitative (Descriptive data; narrative: Essay) Quantitative (numerical or statistical value: multiple choice exam) Process provides continuous flow of evidence Demonstrate learning Identify areas of improvement Positive changes in teaching and learning Modify instruction or SLO Inform program review, integrated planning and resource allocation
Types of Assessment Quantitative or Qualitative Direct Indirect • Measures actual student learning • Math test • Perception of student learning • Degree completion or employer survey Quantitative or Qualitative Formative Summative • Collected during the course; “in progress learning” • Allows for corrective feedback • Collected for evaluation purpose; “after the fact” • Final exam
Examples of Assessment Tools Direct data Indirect data Imbedded questions on Exit Survey exam or assignment Licensing exam Assignment with scoring rubric Collective portfolio Essay Standardized test Satisfaction survey Employer survey
Keep in Mind Faculty-driven: Dynamic, collaborative and continuous Focus on learning SLO Assessment Integrated and is not above what is already done Leads to positive change in teaching and learning
Closing SLO Assessment Loop Reporting Results Improving Practice Assessment summaries Modify SLO Celebrate results Modify instruction or Identify improvement service Integrate to program review, integrated planning and resource allocation REASSESS Areas for greater inquiry Sustainable
PDD Breakout Sessions Student Services Gullo II Status of assessment implementation Analysis of data Document and Report out Instruction Gullo I Identify course assessment tool/timeline If applicable, data analysis Document and Report out Identify program assessment tool and timeline Administrative Services Gullo I Lounge Develop service SLO Identify assessment tool/timeline Document and Report out
Follow-up Training Opportunities TLC and SLO Sub-committee partnered to offer 3 additional SLO Assessment Workshops Thursday, 3/29/12: 12 -1: 30 pm in LE 228 Topic: f/u from PDD Lunch provided for participants Wednesday, 4/11/12: 2 -4 pm in LE 228 Topic TBD Snacks provided for participants Friday, 4/27/12: 12 -1: 30 pm in LE 228 Topic TBD Lunch provided for participants
References Allen, G. , Cummings, V. & Sands-Miller, D. (Fall 2007). Course and program student learning outcomes assessment handbook: course and program level principles and practices. Project Learn; Santa Rosa Junior College. BRIC Inquiry Guide (June 15, 2010): Assessing Student Learning (http: //www. rpgroup. org/BRIC/Inquiry. Guide/SLOs) Fulks, J. , Pacheco, B. (n. d. ). Student Learning Outcomes Assessment.