On SLOA
(SLO Assessment)
On SLOA
(SLO Assessment)
(after Munch)
Will Lecture die? No…
Will SLOA result in this?
What is SLO Assessment?
An ongoing process aimed at
improving student learning
Faculty make learning outcome
expectations explicit and public
Faculty measure if students have met
the SLOs and then document findings
Faculty make teaching and curriculum
changes based on the findings
*From Exploring SLO Country: Assessing Course SLOs Workshop; PP by Marcy Allancraig, Cabrillo College
Assessment, Achievement
& Evidence
“Evidence tells all stakeholders that an
institution has investigated its
questions and knows something about
itself - it knows what it achieves.”
– ACCJC
*From Pasadena Assess. Conference; PP by Barbara Anderson, Pierce College Scott Lee, Antelope Valley College Tracy Schneider,
Solano Community CollegeGary Williams, Crafton Hills College
ACCJC on Evidence
Is it intentional & purposeful?
Has it been interpreted and reflected
upon?
Is it integrated and holistic?
It is actionable?
Is it both qualitative and quantitative?
*From Pasadena Assess. Conference; PP by Barbara Anderson, Pierce College Scott Lee, Antelope Valley College Tracy Schneider,
Solano Community CollegeGary Williams, Crafton Hills College
Here’s What We Need To Do
SLOs : What do I want students “to
get”—to be able to know and do?
EVIDENCE : What data do I need to
gather so as to see and show that
students actually “got it”?
ASSESSMENT: What tools do I need in
order to elicit the evidence in a reliable
and valid way?
*From ETS, “Building a Culture of Evidence”, 3rd Report, 2008
Example
SLO: Students will demonstrate the
ability to create, analyze and evaluate
Arguments.
Example Continued
Assessment Tool A:
*Select the argument that is good.
I) X. Thus, A, B & C follow.
II) If X, then Y. Not Y. Thus, not X.
Question: Does this look like a valid tool?
Example Continued
Assessment Tool B:
*Create four arguments: 1) a valid
argument; 2) a sound argument; 3) an
invalid argument; 4) an argument that
is valid yet unsound.
Question: Does this look like a valid tool?
As a Department…
1) Take your chosen assessment item and
embed it in a test, say, in your 101 course.
2) Others in the department do the same.
3) Create a rubric for assessment evaluation.
4) Gather the student work, use peer-reviewed
grading and the rubric--discuss and use the
results...
Assessment Strategies
Four Strategies
1. Paper-and-pencil
– Exams (multiple choice, true/false, etc.)
– Essays
2. Performance
– Papers & Reports
– Projects
– Presentations
*From: Assessment Theory for College Classrooms (2004) by Susan M. Brookhart.
Four Strategies
3. Oral Communication
– Asking questions of students in class
– (Primarily Formative)
4. Portfolios
– Collections of student work over time
*From: Assessment Theory for College Classrooms (2004) by Susan M. Brookhart.
5. Pre and Post Testing
– Ask same questions at start and end of
class
– Measure growth, value added
Authentic Assessment
.
.
The SLO Paradigm Asks Us to
Engage in Authentic Assessment
Authentic Assessment:
Seeks to find out the truth about whether or
not our students are “getting it.”
Do they actually know the course material?
Can they meaningfully apply it?
Are our assessment methods and projects
actually valid with respect to what we are
trying to test and measure?
It Also Asks Us to Make Assessment
Criteria Transparent and Available
Create rubrics and give them to students.
Discuss the assessment criteria on the
rubrics with the students. Get them to
dialogue about and internalize the criteria
used to evaluate them. Try to gain their
buy-in and ownership.
Have students apply the criteria, say, by
using it to grade the work of colleagues.
Create and Close the Loop:
Next Slide…
Beyond Closing the Feedback
Loop
What faculty learn from assessment
Informs program review
Informs planning, DPPs, and EMP
Beyond Closing the Feedback
Loop
Go to the SCC SLO Website for
Links to Assessment Resources