SLO Committee Workshop: An Introduction to the SLO Process and Course Level SLOs for the School of Business and Applied Technology 11/14/08 Marie Boyd Tom Vitzelio Giovanni Sosa
Presentation Overview The Learning Outcomes for Today The Chaffey SLO Reality Check Debunking the SLO Myths Reviewing the SLO Assessment Process Connecting to Chaffey s Core Competencies Writing the Course Level SLO Laying the Foundation for Successful SLO Assessment Reviewing and Wrapping it up
Learning Outcomes for Today A Chaffey SLO reality check and a good Debunking Identify the connection between the mission of Chaffey and the Core Competencies to your individual course Compose at least 1 course SLO Prepare a foundation for the assessment portion of the SLO Process techniques
A Chaffey College SLO Reality Check And we re not talking about Reality Television
Where have you been? Where are you now? Where are you going?
What is your current impression about SLOs? Confusion?
P U Z Z L E D?
Purpose of the Reality Check is: To clear up any confusion and/or apprehension To let you know that everyone is in the same boat To show how simple and effective SLOs can be And let you know that you are not alone.
And Now the Debunking
The SLO Assessment Process Step 1 Develop a Learning Outcomes Statement Step 2 Determine a Means of Assessment Step 5 Use Results to Improve the Academic and Assessment Process Step 3 Establish a Criteria for Success Step 4 Collect and Summary Evidence
Connecting to the Core The Path from Course Level SLOs to the Core Competencies
An Example of how to Connect to the Core Psychology Core Competency: Communication Students will be able to speak and write effectively. Academic Program Outcome for Psychology Students can speak and write effectively using the principles and concepts of the discipline. Course Outcome (Psychological Measurement) Students can prepare a written summary and interpretation of standardized test results.
The Mission of Chaffey College Chaffey College Mission Statement Chaffey College improves lives within the diverse communities it serves through equal access to quality, learning-centered occupational, transfer, general education, and foundation programs
The Chaffey College Core Competencies Chaffey College strives to develop lifelong learners who will exhibit the following: Communication Critical Thinking and Information Competency Community/Global Awareness and Responsibility Personal, Academic and Career Development
The Course Level SLO Where your heart is at in the SLO Process
Writing Course Level SLOs Student Learning Outcomes: More specific statements & reflect broader goals Should focus more on student learning than development and process Primarily describe what the course (or program) is going to do AND what its impact will be on students
Writing Course Level SLOs What will my students know? What will they understand? What will they be able to do with their knowledge at the end of the course/certificate/degree program?
Writing Course Level SLOs Areas for you to Assess: COGNITIVE: mental skills (knowledge) AFFECTIVE: growth in feelings or emotional areas (attitude) PSYCHOMOTOR: manual or physical skills (skills)
Writing Course Level SLOs Learning Domains of Blooms Taxonomy http://www.nwlink.com/~donclark/hrd/bloo m.html
What do you know about your students and their expectations for your course?
Writing Course Level SLOs Verbs to Avoid: APPRECIATE BECOME AWARE OF BECOME FAMILIAR WITH KNOW LEARN UNDERSTAND
SMART SLOs SPECIFIC be clear about what your students need to be able to accomplish, as well as when, where or how; use action or concrete verbs MEASURABLE write your outcomes so that it is quantifiable and a target can be set so you will know when it has been reached! ACHIEVABLE Know the outcome is something that your students can accomplish. Remember our mission and that we are a two year college REALISTIC - make sure the outcome is practical in that it can be achieved in a specific time frame or for a specific amount of money. TIME-BOUND when will the outcome be done? Identify a specific time frame.
Writing Course Level SLOs
Writing Course Level SLOs
Want to Try Your Hand At This? Gather your materials COR Do you know how to access Curricunet? How to Write a SMART SLO Core Competencies Chaffey College Mission Statement Core Competencies and Course Activity Matrix Bloom s Taxonomy Definition of Terms Outcomes Characteristics
Completing the Core to Course Activity Grid
Instructions: In the left hand column under Course Activities list as many activities as you can for each area (ie. Reading, lecture). Use your course objectives if necessary to jumpstart your thoughts In the columns under the four Core Competencies, rank each of your listed course activities on a scale for 1 to 5 (5 being a strong relationship and 1 being a weak relationship) they have to that particular competency. See the example under Readings
Sample Matrix Course: Mgmt 440 Course Activities Communication Chaffey College Core Competencies Critical Thinking Community/Global Awareness and Responsibility Personal, Academic and Career Development Readings Cashman reading: Pathway 1 Personal Mastery 2 5 2 5 Case Study: Footwear International 2 5 5 5 Purpose Mastery Reading 5 5 1 5
When numbering, keep the following in mind: how much time do you devote to any of the core competencies or course/service objectives? how much weight do you give course activities involving any of the core competencies or course objectives? how would our community stakeholders (employees within your fields) define the importance of the core competencies?
Ready to Write a Course SLO. 1. Pick out your 4s and 5s use those to write course level SLOs 2. Outcomes must be observable so you can measure or record them 3. Bloom s taxonomy 4. Keep in mind that outcomes are tools to guide evidence collection for assessment 5. You ll only need three five 6. For today s exercise, we ll only need one 7.
You are now a Course Level SLO Expert!!!!!!!!
The Big Pain in the ASSessment Now that we have a Course Level SLO how do we assess it?
Identify Appropriate Assessment Measures Direct Methods ask students to demonstrate their learning while indirect methods ask them to reflect on their learning. Direct methods include examining student work such as exams, essays, presentations and classroom assignments Indirect methods involve gathering information through means other than looking at actual samples of student work, such as surveys, interviews and focus groups.
What are appropriate direct and indirect assessment measures? Embedded Assessment Embedding the measures into existing coursework is in fashion right now. How? Agree on the courses in which this data collection should occur Collectively design the strategy to measure the outcome Questions on a quiz written assignment using the same grading rubric Common questions on a final