Post on 17-Jan-2016
transcript
Getting the Most Out of Learning OutcomesILO Assessments – Closing the Loops &
Upcoming ILO Assessments
SLO Summit, November 6th, 2015
Assessment of Learning Outcomes
Institutional Learning Outcomes (ILOs)
Program Learning Outcomes (PLOs)
Course Learning Outcomes (Course SLOs)
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
LAMC ILOs
How do we assess ILOs?
Roll-up reports from course SLOs
Individual ILO assessments
selecting
specific courses
Student Surveys
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
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).
Student surveys Fall 2014
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.
Younger students: Rated their improvement higher than older students.
Low-income and first-generation students: Rated their improvement higher than their counterparts.
Limitation:The reports are based on student perception.
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.
Individual ILO assessments selecting specific courses
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.
ILO Roll-up reports
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
Institutional Improvement
Student Success
evaluate
Implement changes
Re-assess
Assess LO
Library HoursM-Th 8am-8pm Fri 8am-2pm Sat 10-2pm Librarians are available before and after library hours to give orientations to early morning and evening classes.
Net-tutor
Recommendations
Tutors
Extended Library Hours
Extended LRC hours
Writing Center
Director of LRC
Changes in the curriculum/COR &how to align ILOs and course SLOs
Normalization of the rubrics for roll-up reports
How to improve the assessments?
Deborah
Steve
Global Awareness
Problem Solving
ILOs to be assessed in the Spring 2016 & Fall 2016
Deborah
Steve
Spring 2016
Math Competency
Deborah
Steve
Fall 2016
Aesthetic Responsiveness
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Thank you!