ATC 102C – Career Communications/Portfolio
Student Learning Outcomes Course Report
2008
Statement of Student Learning Outcomes
In a course project that simulates the written preparation recommended
for a job interview, students will prepare and present to their peers
a quality career portfolio, including resume, ten-year background
history, cover letter, and work sample evidence. Students will achieve
a 70% or better in subject matter proficiency.
Assessment Method: The student's Career Portfolio will be assessed
using the Portfolio Assessment Rubric.
Outcome:In a course project that simulates the oral preparation
recommended for a job interview, students will prepare informed
responses to behavioral interview questions and present them in a
mock-interview on video-tape. Students will achieve a 70% or better
subject matter proficiency.
Assessment:The student's video-taped mock interview will be evaluated
using the Presentation Assessment Rubric.
Outcome:Given the Advisory Board's core skills recommendations,
students will be able to pass the Basic Standards tests in
communication, including spelling, grammar, punctuation, and
technology in a simulated job testing situation. Students will achieve
a 70% or better subject matter proficiency.
Assessment:The student's
core competencies will be assessed using the ATC and AVIA Basic
Standard tests for spelling, grammar, punctuation, and technology.
The Psychology 101 General Psychology student learning outcomes are based on the American
Psychological Association’s guidelines which describe what a student having a BA in psychology ought
to know and be able to do as a consequence of his or her coursework. Appropriate to the introductory
course, five learning outcomes were identified:
Upon completion of General Psychology, the student should be able to…
1) demonstrate an increased understanding of the various schools of thought and research methods
used in psychology.
2) demonstrate an increased understanding of the biological basis of behavior, theories of learning,
and cognitive processes (such as memory and intelligence).
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3) demonstrate an increased understanding of the concepts and
theories central to the study of motivation, emotion, and human sexuality.
4) demonstrate an increased understanding of the concepts and theories central to the study of
developmental and social psychology.
5) demonstrate an increased understanding of human stress, psychological disorders, and
psychotherapy.
Assessment Method
In order to assess the student learning objectives, the department utilized a pre-test / post-test
design to measure the amount of change or learning that occurred over the course of the semester. Two
full-time instructors administered the same 25 multiple-choice questions to their students during the
second week (pre-test) and during the last week (post-test) of the Spring 2008 semester. Each SLO was
measured by five multiple choice questions. Mean scores for each student learning outcome were then
computed. There were three full-semester sections out of 20 that were part of the assessment. The pre-test
assessment was based upon 104 students, but due to attrition the post-test assessment was based on 84
students.
Assessment Results
The graph below demonstrates the mean pre-test and post-test scores for the five student learning
outcomes.
Psychology 101 Student Learning Outcomes, Spring 2008
100
90
80
% Corrrect Response
70
60
Pre-test
Post-test
50
40
30
20
10
0
SLO #1
SLO #2
SLO #3
Student Learning Outcome
2
SLO #4
SLO #5
Students did poorly on achieving SLO #1. Approximately 50.19% of students gave correct responses on
the pre-test and there was very little change in their post-test scores (51.66%). Students demonstrated a
slight increase in their understanding of SLO #2 (pre-test = 51.53%; post-test = 56.42%). Students’
greatest achievement was on SLO #3 (pre-test = 61.34%; post-test = 78.33%). Improvement also occurred
for SLO #4 (pre-test = 48.07%; post-test = 56.42%) and SLO #5 (pre-test = 60.00%; post-test = 68.80%).
Action Plan
After departmental discussion, it was decided to…..
THESE ARE EXAMPLES FROM RANDY’S SAMPLE REPORT
- improve the prompt for the first learning outcome and repeat this assessment.
- expand the number of multiple choice questions to more content per outcome.
- develop an electronic (web-based) assessment instrument so that online sections may be assessed
- different teaching strategies have been developed for teaching SLO #1
OTHER POSSIBLE SUGGESTIONS
- cumulative review of material for SLO #1 and #2 might be effective if students’ performance
is being affected by the sequence of the material presented.
- assess a greater number and variety of sections?
- re-design the questions on our survey?
- incorporate SLO questions into exams (more motivation to know the material?)
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