SLO Course Assessment in 5 Easy Steps

SLO Course Assessment in 5 Easy Steps

SLO Course Assessment in 5 Easy Steps Vivian Mun, Ed.D. Step 1: Look at the courses approved SLO addendum. This will tell you the outcome you are assessing, what evidence you will be gathering to see if students have achieved the outcome,

and how instructors will evaluate the student work. Step One - Know the Basics - Outcome, Student Activity and Evaluation Tool Example 1: Foreign Language 1 SLO - Using the vocabulary and structures learned, students will be able to perform elementary everyday communicative functions in the target language orally and in writing.

Evidence of SLO attainment for this assessment included: Compositions, oral presentations, role plays, sketches, and/or interviews in the target language on topics covered in the semester Evaluation tool - rubrics Example 2: Math 105 SLO Students will be able to perform arithmetic operations without the use of a calculator. Evidence of SLO Embedded questions from the final exam Evaluation tool item analysis

If the course has only one section: You do NOT need to randomly select student samples as you will analyze ALL student work. If the course has multiple sections: Randomly select work from the 1/3 of the total enrolled students. The 1/3 that is randomly selected must represent the greater diversity of courses offered

(e.g., morning/afternoon/evening/online sections; part-time/full-time faculty) Step Two - Randomly select student work samples Common Types of Sampling (excerpt taken from www.craftonhills.edu/)

Simple Random Sampling: You randomly select a certain number of students or artifacts. Stratified Sampling: Students are sorted into homogenous groups and then a random sample is selected from each group. This process is useful when there are groups that may be underrepresented. Systemic Sampling: You select the nth (e.g. 7th, 9th, 20th) student or artifact from an organized list. Cluster Sampling: You randomly select clusters or groups (e.g. classes or sections), and you evaluate the assignments of all the students in those randomly selected clusters or groups

Different Ways of Sampling Step 3: Randomly select student work samples. If you are using a rubric to evaluate student work, the first step is to write and test the rubric. Then use a norming process to

achieve inter-rater reliability. (Note: this would not apply to multiple-choice exams.) Step Three - The Rubric and Norming Process Norming process procedures: 1) Choose at least five anonymous student work samples. 2) Faculty assess anonymous student work samples, according to a rubric or set evaluation criteria. 3) Have a dialogue on scores given on the student work

samples. 4) If consensus cannot be achieved, assess more anonymous student work samples or consider revising the rubric. When all faculty come to an agreement on the scores for at least five student work samples, interreliability has been achieved. What is the norming process? Score student work (according to rubric, if applicable). Compile all the scores (according to each

rubric dimension, if using a rubric to evaluate the data). Step Four Data Analysis Review the data. The following questions are helpful to ask when analyzing the data: What patterns/common themes emerge around specific items in the data? What are the areas of strength? What are the areas of improvement? Are there any deviations from these patterns?

What interesting stories emerge from the data? Do any of the patterns/emergent themes suggest that additional data needs to be collected? Questions to ask during Data Analysis What actions will you take based on the data? How could the course be improved? Does the assessment process itself need revision? Does the SLO need to be

revised? How Results are Going to Be Used for Course/Program Improvement Make sure to fill out course-level assessment report (found on http://www.lavc.edu/slo/Forms.html) and email it to Vivian Mun. Filling out the Report Form

Report your findings to other faculty. Collaborate and discuss how to improve teaching, learning, and institutional effectiveness. Step Five - Closing the Loop

Recently Viewed Presentations

  • Chapter 35: Providing First Aid & Handling Emergencies

    Chapter 35: Providing First Aid & Handling Emergencies

    Continue until help arrives. Rescue Breathing Cardiopulmonary Resuscitation (CPR) Cardiovascular Failure Definition Causes ABC's of CPR irway ABC's of CPR reathing ABC's of CPR irculation CPR on an Adult CPR on a Child (age 1-8) CPR on an Infant The...
  • Chapter 4 Hotel Food & Beverage - Humble Independent School ...

    Chapter 4 Hotel Food & Beverage - Humble Independent School ...

    Banquet Event Order - BEO. A copy of this order is then sent to the Food and Beverage Director (head person), the Executive Chef (head of kitchen staff), the Beverage Manager (head of alcohol and beverage service)and the Banquet Manager/Catering...
  • The Chernobyl Disaster By: M. Mikschl P. Jrg

    The Chernobyl Disaster By: M. Mikschl P. Jrg

    The Chernobyl Nuclear Disaster. Saturday, 26 April 1986: The accident at reactor 4 occurred during an experiment to test a potential safety emergency core cooling feature. 2 workers died on the night of the accident. 28 people died within a...
  • Writing Strategies - PC\|MAC

    Writing Strategies - PC\|MAC

    Start with a topic sentence, follow with supporting sentences and examples (STAY ON TOPIC!) Use transitions If you can ask "how" or "why" with any sentence in your body - you are able to elaborate your points with details and...
  • Community Dtc

    Community Dtc

    Potters Bar Community DTC Model of Care Referral G.P. (+ Self) Main Entrance Reception Scheduling GPSI/Nurse/ AHP Consulting Led Services Outreach Dermatology Clinics Orthopaedic Triage Minor Surgery /ECGs Wait/Consult/Exam Pre-assess/Minor procedures (LA) Access to Diagnostics X-ray Pathology Ultrasound New Patient...
  • INTERESTING FACTS ABOUT YOUR Body -Scientists say the

    INTERESTING FACTS ABOUT YOUR Body -Scientists say the

    What does the Cell Theory state? 2. Compare and contrast Prokaryotic and Eukaryotic cells. 3. Five scientists made major contributions to the Cell Theory. In chronological order, list their names and their contributions. 4. Define the word "organelle" and list...
  • Reactions of Alkenes. Thermodynamics and Kinetics

    Reactions of Alkenes. Thermodynamics and Kinetics

    Thermodynamics There is a quantitative relationship between the Gibbs standard free energy change and the equilibrium constant G° = -RT lnKeq G° = -2.303RT logKeq Thermodynamics When G° is negative the reaction is exergonic Thermodynamics When G° is positive the...
  • Essentials of Finance - College of Business

    Essentials of Finance - College of Business

    What are financial markets and what role do they play in improving the standard of living in an economy? Why is it important for financial markets to be somewhat efficient? Why are there so many different types of financial markets?...