Identify Learning Outcomes Identify/Create Assessment Tools Choose/Develop Evaluation Criteria...

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Use Results for Improvement Conduct Assessment Choose/Develop Evaluation Criteria Identify/Create Assessment Tools Identify Learning Outcomes Student Learning The SLO / Assessment Cycle

Transcript of Identify Learning Outcomes Identify/Create Assessment Tools Choose/Develop Evaluation Criteria...

Page 1: Identify Learning Outcomes Identify/Create Assessment Tools Choose/Develop Evaluation Criteria Conduct Assessment Use Results for Improvement Student Learning.

Use Results for Improvement

ConductAssessment

Choose/DevelopEvaluation Criteria

Identify/CreateAssessment Tools

IdentifyLearning Outcomes

Student Learning

The SLO / Assessment Cycle

Page 2: Identify Learning Outcomes Identify/Create Assessment Tools Choose/Develop Evaluation Criteria Conduct Assessment Use Results for Improvement Student Learning.

IntendedLearning

Outcomes ofthe Lesson

IntendedLearning

Outcomes ofthe Unit

IntendedLearning

Outcomes ofthe Course

Deliver Forward

Design Backward

Alignment Within CoursesAlignment Within Courses

Page 3: Identify Learning Outcomes Identify/Create Assessment Tools Choose/Develop Evaluation Criteria Conduct Assessment Use Results for Improvement Student Learning.

IntendedLearning

Outcomes ofthe Lesson

IntendedLearning

Outcomes ofthe Unit

IntendedLearning

Outcomes ofthe Course

IntendedLearning

Outcomes ofthe Academic

Program

IntendedLearning

Outcomes ofthe Institution

Deliver Forward

Design Backward

Alignment Between Course OutcomesAlignment Between Course Outcomes and Institutional Outcomesand Institutional Outcomes

Page 4: Identify Learning Outcomes Identify/Create Assessment Tools Choose/Develop Evaluation Criteria Conduct Assessment Use Results for Improvement Student Learning.

Course Objectives vs. SLOs

“Nuts and Bolts”

Faculty-oriented

What you will cover, or present

The “input”

Numerous, specific

and detailed

“Big picture”

Student-focused

What student will be able to do

The “output”

Fewer (3 – 6), broad, observable

Page 5: Identify Learning Outcomes Identify/Create Assessment Tools Choose/Develop Evaluation Criteria Conduct Assessment Use Results for Improvement Student Learning.

SLOs focus on:

• student learning, rather than instruction

• learning that will endure, but that can be assessed in some form now

• the learning resulting from an activity, not the activity itself

• active, observable, and measurable behaviors.

Page 6: Identify Learning Outcomes Identify/Create Assessment Tools Choose/Develop Evaluation Criteria Conduct Assessment Use Results for Improvement Student Learning.

Identifying Learning Outcomes

What do you intend students to know,

believe, or do once they have completed

your program or course?

Page 7: Identify Learning Outcomes Identify/Create Assessment Tools Choose/Develop Evaluation Criteria Conduct Assessment Use Results for Improvement Student Learning.

Course Objectives - Nutrition

• Review nutritional recommendations and components

• Discuss differences in nutritional requirements re: sex, age, activity

• Describe causes and consequences of nutritional problems

• Explain complications of underlying physical conditions

• Describe resources and strategies to treat nutritional disorders.

Page 8: Identify Learning Outcomes Identify/Create Assessment Tools Choose/Develop Evaluation Criteria Conduct Assessment Use Results for Improvement Student Learning.

Course SLO – Nutrition(what the student will be able to

do at the end of this course)

A student will be able to analyze a documented

nutritional problem, determine a strategy to

correct the problem, and write a draft nutritional

policy addressing the broader scope of the

problem.

Page 9: Identify Learning Outcomes Identify/Create Assessment Tools Choose/Develop Evaluation Criteria Conduct Assessment Use Results for Improvement Student Learning.

Correct wording of SLOs:

Upon successful completion of (insert name

of course) the student will be able to

(insert instructional measurable verb)

_____________ (fill in the blank).

Page 10: Identify Learning Outcomes Identify/Create Assessment Tools Choose/Develop Evaluation Criteria Conduct Assessment Use Results for Improvement Student Learning.

Measurable Verbs:

• Cognitive – What knowledge is essential to student success in your course or program??

• Affective – What dispositions are essential to student success in your course or program??

• Psychomotor – What performances are essential to student success in your course or program??

http://slo.fullcoll.edu

Page 11: Identify Learning Outcomes Identify/Create Assessment Tools Choose/Develop Evaluation Criteria Conduct Assessment Use Results for Improvement Student Learning.

6 Levels of Cognitive Taxonomy

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Lower Order Higher Order

Page 12: Identify Learning Outcomes Identify/Create Assessment Tools Choose/Develop Evaluation Criteria Conduct Assessment Use Results for Improvement Student Learning.

Affective Outcomes

• Also known as Dispositions

– Reception– Response– Value– Organization– Characterization by Value

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• Imitation

• Manipulation

• Precision

• Articulation

• Naturalization

Performance/Psychomotor Outcomes

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Examples:

Too Narrow and Specific:

– Students will be able to conjugate the verb “avoir” using the worksheet provided.

– Students will read a passage on Paul Bunyan and identify unfamiliar words.

– Students will list three manufacturers of network operating systems.

Page 15: Identify Learning Outcomes Identify/Create Assessment Tools Choose/Develop Evaluation Criteria Conduct Assessment Use Results for Improvement Student Learning.

Examples:

Too broad or vague:

• At the end of the course, students will be able to understand the true function of the federal government.

• The students will learn to relish literature.

• Student will understand the importance of computer literacy.

Page 16: Identify Learning Outcomes Identify/Create Assessment Tools Choose/Develop Evaluation Criteria Conduct Assessment Use Results for Improvement Student Learning.

Examples:

• Just Right:

– By the end of the chemistry course, students will be able to apply knowledge of ions, solutions, and solubility to explain the formation and properties of homogeneous mixtures.

Page 17: Identify Learning Outcomes Identify/Create Assessment Tools Choose/Develop Evaluation Criteria Conduct Assessment Use Results for Improvement Student Learning.

The SLO / Assessment Cycle

Use Results for Improvement

ConductAssessment

Choose/DevelopEvaluation Criteria

Identify/CreateAssessment Tools

IdentifyLearning Outcomes

Student Learning

Page 18: Identify Learning Outcomes Identify/Create Assessment Tools Choose/Develop Evaluation Criteria Conduct Assessment Use Results for Improvement Student Learning.

Develop Divisional Timeline

• Identify Learning Outcomes• Program Course• Identify/Create Assessment Tools• Choose/Develop Evaluation Criteria

Complete by March 15, 2008


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