On SLOA On SLOA ((SLO Assessment)SLO Assessment)

On SLOA On SLOA ((SLO Assessment)SLO Assessment)

(after Munch)(after Munch)

Will Lecture die? No…Will Lecture die? No…

Will SLOA result in this? Will SLOA result in this?

What is SLO Assessment?What is SLO Assessment?

An ongoing process aimed at An ongoing process aimed at improving student learningimproving student learning

Faculty make learning outcome Faculty make learning outcome expectations explicit and publicexpectations explicit and public

Faculty measure if students have met Faculty measure if students have met the SLOs and then document findingsthe SLOs and then document findings

Faculty make teaching and curriculum Faculty make teaching and curriculum changes based on the findingschanges based on the findings

*From Exploring SLO Country: Assessing Course SLOs Workshop; PP by Marcy Allancraig, Cabrillo College*From Exploring SLO Country: Assessing Course SLOs Workshop; PP by Marcy Allancraig, Cabrillo College

Assessment, Achievement Assessment, Achievement & Evidence& Evidence

““Evidence tells all stakeholders that an Evidence tells all stakeholders that an institution has investigated its institution has investigated its questions and knows something about questions and knows something about itself - it knows what it achieves.”itself - it knows what it achieves.”– ACCJCACCJC

*From Pasadena Assess. Conference; PP by Barbara Anderson, Pierce College Scott Lee, Antelope Valley College Tracy Schneider, *From Pasadena Assess. Conference; PP by Barbara Anderson, Pierce College Scott Lee, Antelope Valley College Tracy Schneider, Solano Community CollegeGary Williams, Crafton Hills CollegeSolano Community CollegeGary Williams, Crafton Hills College

ACCJC on EvidenceACCJC on Evidence

Is it intentional & purposeful?Is it intentional & purposeful?

Has it been interpreted and reflected Has it been interpreted and reflected upon?upon?

Is it integrated and holistic?Is it integrated and holistic?

It is actionable?It is actionable?

Is it both qualitative and quantitative?Is it both qualitative and quantitative?

*From Pasadena Assess. Conference; PP by Barbara Anderson, Pierce College Scott Lee, Antelope Valley College Tracy Schneider, *From Pasadena Assess. Conference; PP by Barbara Anderson, Pierce College Scott Lee, Antelope Valley College Tracy Schneider, Solano Community CollegeGary Williams, Crafton Hills CollegeSolano Community CollegeGary Williams, Crafton Hills College

Here’s What We Need To DoHere’s What We Need To Do

SLOsSLOs : : What do I want students “to What do I want students “to get”—to be able to know and do?get”—to be able to know and do?

EVIDENCEEVIDENCE : : What data do I need to What data do I need to gather so as to see and show that gather so as to see and show that students actually “got it”?students actually “got it”?

ASSESSMENTASSESSMENT: : What tools do I need in What tools do I need in order to elicit the evidence in a reliable order to elicit the evidence in a reliable and valid way?and valid way?

*From ETS, “Building a Culture of Evidence”, 3*From ETS, “Building a Culture of Evidence”, 3rdrd Report, 2008 Report, 2008

ExampleExample

SLO:SLO: Students will demonstrate the Students will demonstrate the

ability to create, analyze and evaluate ability to create, analyze and evaluate

Arguments.Arguments.

Example ContinuedExample Continued

Assessment Tool A:Assessment Tool A:

*Select the argument that is good. *Select the argument that is good.

I) X. Thus, A, B & C follow.I) X. Thus, A, B & C follow.

II) If X, then Y. Not Y. Thus, not X.II) If X, then Y. Not Y. Thus, not X.

Question: Does this look like a valid tool?Question: Does this look like a valid tool?

Example ContinuedExample Continued

Assessment Tool B:Assessment Tool B:

*Create four arguments: 1) a valid *Create four arguments: 1) a valid argument; 2) a sound argument; 3) an argument; 2) a sound argument; 3) an invalid argument; 4) an argument that invalid argument; 4) an argument that is valid yet unsound.is valid yet unsound.

Question: Does this look like a valid tool?Question: Does this look like a valid tool?

As a Department…As a Department…

1)1) Take your chosen assessment item and Take your chosen assessment item and embed it in a test, say, in your 101 course.embed it in a test, say, in your 101 course.

2)2) Others in the department do the same.Others in the department do the same.3)3) Create a rubric for assessment evaluation. Create a rubric for assessment evaluation. 4)4) Gather the student work, use peer-reviewed Gather the student work, use peer-reviewed

grading and the rubric--discuss and use the grading and the rubric--discuss and use the results... results...

Assessment StrategiesAssessment Strategies

Four StrategiesFour Strategies

1.1. Paper-and-pencilPaper-and-pencil– Exams (multiple choice, true/false, etc.)Exams (multiple choice, true/false, etc.)– EssaysEssays

2.2. PerformancePerformance– Papers & ReportsPapers & Reports– ProjectsProjects– PresentationsPresentations

*From: Assessment Theory for College Classrooms (2004) by Susan M. Brookhart.

Four StrategiesFour Strategies

3.3. Oral CommunicationOral Communication– Asking questions of students in classAsking questions of students in class– (Primarily Formative)(Primarily Formative)

4.4. PortfoliosPortfolios– Collections of student work over timeCollections of student work over time

*From: Assessment Theory for College Classrooms (2004) by Susan M. Brookhart.

5.5. Pre and Post TestingPre and Post Testing– Ask same questions at start and end of Ask same questions at start and end of

classclass– Measure growth, value addedMeasure growth, value added

Authentic AssessmentAuthentic Assessment

..

..

The SLO Paradigm Asks Us to The SLO Paradigm Asks Us to Engage in Authentic AssessmentEngage in Authentic Assessment

Authentic Assessment:Authentic Assessment:

Seeks to find out the truth about whether or Seeks to find out the truth about whether or not our students are “getting it.”not our students are “getting it.”

Do they actually know the course material?Do they actually know the course material?

Can they meaningfully apply it?Can they meaningfully apply it?

Are our assessment methods and projects Are our assessment methods and projects actually valid with respect to what we are actually valid with respect to what we are trying to test and measure? trying to test and measure?

It Also Asks Us to Make Assessment It Also Asks Us to Make Assessment

Criteria Transparent and AvailableCriteria Transparent and Available

Create rubrics and give them to students.Create rubrics and give them to students.

Discuss the assessment criteria on the Discuss the assessment criteria on the rubrics with the students. Get them to rubrics with the students. Get them to dialogue about and internalize the criteria dialogue about and internalize the criteria used to evaluate them. Try to gain their used to evaluate them. Try to gain their buy-in and ownership.buy-in and ownership.

Have students apply the criteria, say, by Have students apply the criteria, say, by using it to grade the work of colleagues. using it to grade the work of colleagues.

Create and Close the Loop: Create and Close the Loop: Next Slide…Next Slide…

Beyond Closing the Feedback LoopBeyond Closing the Feedback Loop

What faculty learn from assessmentWhat faculty learn from assessment

Informs program reviewInforms program review

Informs planning, DPPs, and EMPInforms planning, DPPs, and EMP

Beyond Closing the Feedback LoopBeyond Closing the Feedback Loop

Go to the SCC SLO Website for Go to the SCC SLO Website for Links to Assessment ResourcesLinks to Assessment Resources