PVC Accreditation
Institute Day Presentation
September 12, 2014
Dr. Sean Hancock
AGENDA
• Review Team Recommendations
• Current Status
• Accreditation Basics
•
•
•
•
Integrated Planning
SLOs
Authentic Assessment
Program Review
• Action Plan
• Reflection
Learning Outcomes
• Describe the importance of SLOs in planning and decision making.
• Differentiate the various levels of SLOs and their relationship to one
another.
• Demonstrate ability to formulate an SLO.
• Define authentic assessment and mastery.
• Describe the program review process, and the role of SLOs and
assessment data.
ACCJC
Recommendations
The Commission took action to impose probation
and require the College to submit a Follow-up Report
by March 15, 2015. The Report will be followed by a
visit by Commission representatives.
Recommendation #1
• Create a complete blueprint for planning.
• Regular review of mission statement and current institutional plans
that collectively describe how the college will achieve its goals.
• Mission statement should inform overarching plans.
• Overarching plans should inform other long-term institutional plans.
• Plans should include institutional set standards for student
achievement, informing annual planning as part of program review.
• Assessment of SLOs should be integral part of planning process, by
embedding SLO dialogue into program review.
Recommendation #2
• Develop and implement a sustainable assessment plan
ensuring that the College completes a full cycle of SLO
assessment that includes discussion of results and action
planning at all levels (CLOs, PLOs, ILOs, GE SLOs). College
must accelerate its efforts to assess all student learning
outcomes for every course, demonstrating:
• All SLOs included in official course outlines of record are
the same SLOs being assessed by faculty, and that
assessment of all SLOs is completed on a regular basis.
Recommendation #2 (cont.)
• Faculty are engaged in ongoing dialogue about methods of
assessment, results of assessment and plans for quality
improvement based on assessment.
• The College maintains records of assessment tools and methods
used, assessment samples, assessment results, assessment
dialogue and action planning based on assessments, and makes
these records easily available.
• Course, program, GE, and institutional SLO assessment data and
analysis are integral parts of the program review process and drive
efforts to improve course, program, and institutional effectiveness.
Recommendation #3
• The College regularly evaluation its processes.
• Processes used in planning and institutional improvement
widely disseminated.
• Sufficient research support and delegation of responsibility,
ensuring regular implementation of all elements of the
process, and to inform decision making at all levels of the
college.
Recommendation #4
• Implement a data-informed process to systematically
evaluate the methods of teaching of all courses and
programs, including all instructional modalities (DE, CE, F2F),
to ensure student learning experience and outcomes are
comparable regardless of the method of instruction or
delivery.
Recommendation #5
• Implement data-informed process to systematically evaluate
the instruction methods for all instructional serve agreement
courses and programs to ensure the student learning
experience and outcomes meet college standards.
Recommendation #6
• Establish a policy and process to authenticate the identity of
students enrolled in distance education and correspondence
education.
• Student who registers and receives credit for a course is the
same student who participates regularly in and completes
work for the course.
Recommendation #7
• Implement and evaluate an effective part-time faculty
evaluation process.
Recommendation #8
• Fully implement the agreed-upon process that faculty
involvement in SLOs be included as part of the faculty
evaluation process and that the college provide evidence
that this self-disclosure is effective in producing student
learning outcomes.
PVC Status Report
SLO Progress to Date
Subject
# of Courses
# of Updated COR's
# of courses w/SLO's identified
# of courses w/matching SLO's
Adult Basic Education
27
1
1
6/54
Accounting
5
2
3
0/10
Addiction Studies
9
0
6
16/18
Anthropology
7
0
1
1/14
Art
19
2
6
12/38
Astronomy
3
0
1
4/6
Automotive Technology
16
4
13
20/32
Biology
9
3
5
10/18
Building Construction Technology
17
0
10
16/34
Business
12
1
6
11/24
Chemistry
1
0
0
1/2
Child Development
21
2
7
7/42
Computer Information Systems
17
9
16
22/34
Criminal Justice
17
7
14
19/34
Dance
3
0
0
0/6
Economics
2
0
2
4/4
Education
8
2
0
0/16
EMS
6
2
2
0/12
English
22
0
11
20/44
English As A Second Language
8
0
0
0/16
104
5
5
17/208
Geology
4
0
0
0/8
General Studies
2
0
2
2/4
Geography
4
0
2
4/8
Health Care Ancillaries
2
0
2
0/4
Health Education
7
1
6
10/14
History
6
0
5
10/12
Kinesiology
1
0
0
0/2
Management
7
0
3
4/14
Mathematics
14
0
7
4/28
Music
12
3
3
6/24
Non-Credit Basic Education
50
2
2
5/100
Nursing
21
2
5
10/42
Nursing Science Clinical
3
3
3
0/6
Office Administration
11
0
5
0/22
Physical Education
11
8
10
4/22
Philosophy
5
0
2
4/10
Physics
3
0
0
2/6
Political Science
5
0
1
2/10
Psychology
13
0
1
11/26
Reading
5
4
4
8/10
Sciences
1
0
0
0/2
Sociology
5
0
2
2/10
Spanish
8
1
2
4/16
Speech
5
1
1
4/10
Theatre Arts
5
0
0
0/10
Welding Technology
16
3
11
16/32
Fire Science Technology
Water Technology
Grand Total
4
0
0
0/8
563
68
188
277/1126
SLO Progress to Date
Total # Courses
563
# Updated CORs
68
# Course w/ SLOs Identified
188
# Courses w/ Matching SLOs
133
SLOs
“Assessment of student learning outcomes and related dialogue
should be integral to the planning process, such as by embedding SLO
dialogue into program review.”
“To complete a full assessment cycle, the College must accelerate its
efforts to assess all student learning outcomes, for every course…”
SLO Definition
Student Learning Outcomes:
Clear statements of what a student will learn and be able to
demonstrate upon completing a course or program. They describe the
assessable and measurable knowledge, skills, abilities or attitudes that
students will attain by the end of a learning process.
SLOs are action statements for our students. Having an outcome focus
at our school keeps us centered on what the students get as opposed
to what it is we give.
The Basic Features of SLOs
1. SLOs focus on what learners will do, and not what instructors will cover
2. SLOs use action verbs
3. SLOs aim at higher-level learning and are not content focused
4. SLOs capture the big-picture; the overall, basic purpose of the learning process
5. SLOs capture what students are supposed to do
6. SLOs ask students to apply what they have learned
7. SLOs make reference to criteria used for student assessment
8. SLOs can be assessed
Outcome vs. Objective
Outcomes are the BIG picture for a course or program, and they are focused on
the student’s perspective. There are typically 3-6 SLOs per course and per
program. They cover the entire course, and outcomes are the focus of
instruction. Mastery of these SLOs is the key to successful
completion of a course.
To achieve an SLO, an instructor or learning support team member may have to
present and assess several objectives. Objectives are the teacher-focused
directives that help you lead a student to their outcome.
Why SLOs
Student Learning Outcomes are critical because they:
1. Guide instruction
~it shows you what to teach
2. Define assessment
~it shows you what to test
3. Justify the purchase of instructional equipment and classroom supplies
~it shows us what to buy
4. Establish the academic and licensure requirements of faculty
~it shows us who should teach
5. Ensure programmatic requirements (licensing boards, etc.)
are met
~it connects to professional organizations
6. Are an accreditation requisite of ACCJC/WASC
~it is the movement of all higher ed to focus more on the student than the teacher or topic
Why SLOs
Student Learning Outcomes are critical because they:
1. Guide instruction
~it shows you what to teach
2. Define assessment
~it shows you what to test
3. Justify the purchase of instructional equipment and classroom supplies
~it shows us what to buy
4. Establish the academic and licensure requirements of faculty
~it shows us who should teach
5. Ensure programmatic requirements (licensing boards, etc.)
are met
~it connects to professional organizations
6. Are an accreditation requisite of ACCJC/WASC
~it is the movement of all higher ed to focus more on the student than the teacher or topic
Institutional Learning Outcomes
• SLO #1 Critical and Creative Thinking:
• Students will identify problems and collect data in order to analyze, interpret, explain and evaluate texts,
ideas, works of art and scientific and mathematical problems.
• SLO #2 Communication:
• Students will communicate effectively and interactively in written, spoken or signed, and artistic forms.
• SLO #3 Community and Global Awareness:
• Students will understand and empathize with diverse cultural, social, religious and linguistic differences within
and across societies.
• SLO #4 Personal and Professional Growth and Development:
• Students will develop personal, educational and career goals that promote self-reliance; lifelong learning; and
physical, mental, and social well-being.
• SLO #5 Information Competency:
• Students will identify and collect information effectively from a variety of sources and analyze, evaluate and
apply information appropriately.
• SLO #6 Technological Competency
• Students will effectively use contemporary technology relevant to their personal and career choices.
Types of Student Learning Outcomes
Institutional Learning Outcomes (ILOs) describe the qualities, professional abilities, and
outstanding character of stellar graduates, regardless of program. These outcomes are
intertwined with PVC mission and values, and can be applied throughout the
institution.
Program SLOs (PLOs/LSOs) refer to the targeted outcomes of the entire program. Each
course within a program should, in some meaningful way, support one or more
program SLOs.
Course SLOs (CLOs) describe what a student learns and should be able to do at the end
of the course.
http://www.paloverde.edu/accreditation/slo.aspx
Types of SLOs: Institutional (ILOs)
SLO #1 Critical and Creative Thinking:
Students will identify problems and collect data in order to analyze, interpret, explain
and evaluate texts, ideas, works of art and scientific and mathematical problems.
SLO #2 Communication:
Students will communicate effectively and interactively in written, spoken or signed,
and artistic forms.
SLO #3 Community and Global Awareness:
Students will understand and empathize with diverse cultural, social, religious and
linguistic differences within and across societies.
Types of SLOs: Institutional (ILOs) (cont.)
SLO #4 Personal and Professional Growth and Development:
Students will develop personal, educational and career goals that promote selfreliance; lifelong learning; and physical, mental, and social well-being.
SLO #5 Information Competency:
Students will identify and collect information effectively from a variety of sources and
analyze, evaluate and apply information appropriately.
SLO #6 Technological Competency
Students will effectively use contemporary technology relevant to their personal and
career choices.
Types of SLOs: Program (PLOs)
Outcomes in a program:
Every program at PVC has SLOs. These outcomes show what a student will be able to do at the
end of their entire program. Each course in the program is linked to these outcomes, showing
how all courses direct students to the whole program picture.
Samples:
AA for Transfer in Sociology SLO
SLO #1: See SLO for CSU-GE and IGETC
SLO #2: Explain and apply the major theoretical perspectives in sociology.
SLO #3: Interpret and communicate the "sociological perspective" and the diverse intersections
of social categories, including race, class gender, sexuality, age, religion, and nationality.
Types of SLOs: Program (PLOs) (cont.)
Every course leads to a program outcome:
Course
PLO 1
BA 100
I, D
BA 110
D
MKT 100
ENG 101
PLO 2
PLO 3
I
M
D
Map used to show all courses within a program, and whether students are
introduced to, develop, and master that SLO.
Types of SLOs: Course (CLOs)
Outcomes in a course:
Every course at PVC has SLOs. These outcomes show what a student will be able
to do at the end of the course.
Sample:
FST 250
SLO #1 Identify hazardous materials and hazardous waste and the various
federal, state, and local regulations that apply; respective agencies involved in
regulation, enforcement of laws and response to incidents.
AST 105
SLO #2 Describe the key orbital and physical properties of Mercury, Venus,
Mars, Jupiter, Saturn, Uranus, and Pluto.
Using SLOs
How do we use these?
 In our syllabi
 In our instruction
 In our assessments
 In an assessment/review cycle
 In our personal reflection of teaching practice
Using SLOs in Our Syllabi
Every course taught at PVC requires a syllabus.
CLOs are copied from the Course Outline of Record and should be found on
every syllabus. They should be incorporated into your daily calendar to help you
and the students keep these outcomes as the main focus of all that you do.
It is important to distinguish Objectives from SLOs.
Syllabi Content
PALO VERDE COLLEGE
OFFICE OF INSTRUCTION AND STUDENT SERVICES
DEVELOPING A SYLLABUS –
A clear syllabus gives students a sense of the course structure and should be distributed by the
instructor on the first day of class. A typical syllabus provides students with the following
information. All full-time Instructors teaching face to face classes, online and correspondence classes
should include everything with the * and office location, hour and phone number. Instructors
teaching only correspondence courses are to include everything with the*. I understand adjunct
instructors you do not an office or office hours, but your telephone number is important to include.
-
Course title and department number *
Meeting pattern (days of the week and time)
Pre and co-requisites*
Instructor’s name*
Instructor’ email*
Instructor’s Office location, hours and phone number (Full time faculty)*
Course description from the catalog WORD FOR WORD*
Textbook(s) and other required materials*
Course objectives from the Approved course outline*
Student learning outcomes, check with the Division Chair to ensure you have the latest SLOs*
Course bridge information*
Unique instructor requirement (i.e. cell phones, testing)*
Grading standards*
Ground rules (policies) pertaining to attendance, late work, make-up exams and extra credit*
Calendar of meeting dates with topics of instructional units to be cover*
Examination (including how many and what types)*
Assignments (reading and writing)*
Cheating policy*
Norms of classroom behavior
Availability of accommodations for students with disabilities*
Library and tutoring availability*
Directions for the distribution and returning of course work*
Instruction & Student Services Office for face to face and online classes – (760) 921-5500
Correspondence Education Department – (760)-921-5595*
Using SLOs in Our Instruction
As a student, did you ever sit in a class and wonder,
“Why is she talking about this?”
When we have an outcome-focused classroom, this will not happen. Everything
we do in the classroom should ultimately lead the student toward the
outcomes of the course.
Therefore, if you think with that end in mind (the outcome), what will you do
today to lead them?
On the following pages are some teaching guides and ideas, based upon
Bloom’s Taxonomy.
What is Bloom’s Taxonomy?
In 1956, Benjamin Bloom led a group of educational psychologists to develop a
taxonomy, or classification system, for learning. He proposed that learning fits into one
of three psychological domains:
•
the Cognitive domain – processing information, knowledge and mental skills
•
the Affective domain – Attitudes and feelings
•
the Psychomotor domain – manipulative, manual or physical skills
Within each of these domains, he identified different levels of learning.
Cognitive Domain
Learning Outcomes Related to Knowledge
Knowledge
Cite
Label
List
Enumerate
Identify
Imitate
Match
Name
Recall
Reproduce
State
Write
Comprehension
Convert
Define
Describe
Discuss
Estimate
Explain
Generalize
Identify
Locate
Paraphrase
Restate
Summarize
Application
Apply
Chart
Compute
Demonstrate
Determine
Dramatize
Establish
Make
Prepare
Project
Solve
Use
Analysis
Analyze
Compare
Contrast
Correlate
Diagram
Dissect
Differentiate
Distinguish
Investigate
Limit
Outline
Separate
Synthesis
Assemble
Create
Construct
Design
Develop
Formulate
Generate
Hypothesize
Invent
Modify
Reframe
Synthesize
Evaluation
Access
Appraise
Conclude
Critique
Decide
Defend
Diagnose
Evaluate
Justify
Rank
Recommend
Support
Psychomotor Domain
Learning Outcomes Related to Skills
Observe
Hear
Identify
Observe
See
Smell
Taste
Touch
Watch
Model
Attempt
Copy
Follow
Imitate
Mimic
Model
Reenact
Repeat
Reproduce
Show
Recognize
Standards
Check
Detect
Discriminate
Differentiate
Distinguish
Notice
Perceive
Recognize
Select
Correct
Adapt
Adjust
Alter
Change
Correct
Customize
Develop
Improve
Manipulate
Modify
Revise
Apply
Build
Compose
Construct
Create
Design
Originate
Produce
Coach
Demonstrate
Exhibit
Illustrate
Instruct
Teach
Train
Affective Domain
Learning Outcomes Related to Attitudes, Behaviors & Values
Receiving
Accept
Attend
Describe
Explain
Locate
Observe
Realize
Receive
Recognize
Responding
Behave
Comply
Cooperate
Discuss
Examine
Follow
Model
Present
Respond
Show
Studies
Valuing
Accept
Adapt
Balance
Choose
Differentiate
Defend
Influence
Prefer
Recognize
Seek
Value
Organizing
Adapt
Adjust
Alter
Change
Customize
Develop
Improve
Manipulate
Modify
Practice
Revise
Characterizing
Authenticate
Characterize
Defend
Display
Embody
Habituate
Internalize
Produce
Represent
Validate
Verify
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
During the 1990's a group of cognitive psychologists, and
other educational experts, led by Lorin Anderson (a former
student of Bloom's), revised the taxonomy to reflect changes
in terminology, structure, and emphasis.
Before we can understand a concept we have to remember it
Before we can apply the concept we must understand it
Before we analyze it we must be able to apply it
Before we can evaluate its impact we must have analyzed it
Before we can create we must have remembered, understood,
applied, analyzed, and evaluated.
Blooms Cognitive Domain w/ Instruction Ideas
Category
Verbs
Instructional Strategies /
Products
Remember
Recognizing,
Recalling
Arrange, Count, Define, Describe, Draw,
Duplicate, Identify, Label, List, Match, Name,
Order, Point, Quote, Read, Recall, Recite,
Recognize, Record, Repeat, Reproduce, Select,
State, Write
Analogies, Audio, Charts, Examples,
Illustrations, Lecture, Timelines, Video,
Visuals Quiz, Definition, Fact,
Worksheet, Test, Label, List, Workbook,
Reproduction, Vocabulary
Comprehend
Interpreting,
Exemplifying,
Classifying,
Inferring,
Comparing,
Explaining
Associate, Classify, Compare, Compute, Contrast,
Convert, Describe, Differentiate, Discuss,
Distinguish, Explain, Express, Extend, Generalize,
Give Examples, Identify, Indicate, Locate, Listing,
Matching, Paraphrase, Predict, Recognize, Report,
Restate, Review, Rewrite, Select, Sort,
Summarize, Tell, Translate
Discussion, Learner Presentations,
Questions and Answers, Reports,
Summaries, Recitation, Summary
Collection, Explanation, Show and tell,
Example, Quiz, List, Label, Outline
Apply
Executing,
Implementing
Add, Apply, Calculate, Change, Choose, Classify,
Complete, Compute, Demonstrate, Determine,
Develop, Discover, Divide, Dramatize, Employ,
Examine, Formulate, Graph, Illustrate, Interpret,
Manipulate, Modify, Multiply, Operate, Organize,
Perform, Practice, Predict, Prepare, Produce,
Relate, Schedule, Shop, Show, Sketch, Solve,
Subtract, Translate, Use
Demonstrations, Exercises, Microteach,
Practice, Projects, Role Play,
Simulations,
Sketches Photograph, Illustration,
Sculpture, Presentation, Interview,
Performance, Diary, Journal
Analyze
Differentiating,
Organizing,
Attributing
Analyze, Appraise, Arrange, Breakdown,
Calculate, Combine, Compare, Contrast, Criticize,
Design, Detect, Determine, Develop, Diagram,
Differentiate, Discriminate, Distinguish, Estimate,
Examine, Experiment, Extrapolate, Formulate,
Identify, Illustrate, Infer, Inspect, Inventory,
Outline, Point Out, Question, Relate, Select,
Separate, Subdivide, Test, Utilize
Case Studies, Critical Incidents,
Discussion, Problems Graph,
Spreadsheet, Checklist, Chart, Outline,
Survey, Database, Mobile, Abstract,
Report
Evaluate
Checking,
Critiquing
Appraise, Argue, Assess, Attack, Choose,
Compare, Conclude, Contrast, Criticize, Critique,
Defend, Determine, Estimate, Evaluate, Grade,
Interpret, Judge, Justify, Measure, Predict, Rank,
Rate, Revise, Score, Select, Support, Test, Value,
Weigh
Appraisals, Case Studies, Critiques,
Exercises, Projects, Simulations Debate,
Panel, Report, Evaluation, Investigation,
Verdict, Conclusion, Persuasive speech
Create
Generating,
Planning,
Producing
Arrange, Assemble, Categorize, Collect, Combine,
Compile, Compose, Construct, Create, Debate,
Derive, Design, Devise, Explain, Formulate,
Generate, Group, Integrate, Manage, Modify,
Order, Organize, Plan, Prepare, Prescribe,
Produce, Propose, Rearrange, Reconstruct, Relate,
Reorganize, Revise, Rewrite, Specify, Summarize,
Synthesize, Tell, Transform
Case Studies, Constructs, Creative
Exercises, Develop Plans, Problems,
Projects, Simulations Film, Story, Plan,
New game, Newspaper, Media product,
Advertisement, Painting, Song
Assessment
Measuring Success: What is Assessment?
Assessment is a means of gathering information (evidence) about student
achievement. We tell our students, our communities, and the Department of
Education that our students will achieve specific outcomes. We assess our
students in order to ensure that they are able to achieve the stated outcomes.
How do we know students achieve their outcomes?
How do we know our teaching practices are the best they can be?
Assessment also creates reflection. As we gather data about student
achievement, we can use that data to celebrate our successes, as well as
improve our teaching and learning process.
Measuring Success: What is Assessment?
(cont.)
Assessment is more than a grade. Often the grade of one student does not give
us a full picture of whether or not that student has actually learned and
achieved the outcomes. Did you ever have a student that hardly ever came to
class, yet got an A on the assignments? As the instructor, would you feel the
grade was a full reflection of their achievement?
Assessment is more than a test. Think of all of the things you do in your course
to measure student learning. We certainly wouldn’t want to know that a
Medical Assisting student had “mastered” injections by taking a multiple choice
exam! We want to look at all appropriate options and methods in which to
measure our students’ success.
Various Assessment Tools

Question banks

Media Analysis

Rubrics

Class Debates

Tests

Scrapbooks

Discussions

Reflective Writing

Essays

Skill sheets

Research Papers

Puzzles

Oral Presentations

Diagrams & Flowcharts

Case Studies

Surveys

Team Projects

Service Learning

Models

Portfolios
Formative Assessment: Checking for
Understanding
Assessment can be as easy as asking students at the end of class to:
•
Write down what they learned that day
•
Write a short response summarizing what was discussed during class
•
Write down how today’s class meeting links to the previous class meeting
•
Summarize two key points dealt with in class, and to share those two key points
with the student sitting next to them
•
Write down what was the clearest and most obscure point of the class today, and
address these points during the next class meeting
•
Open their books and quote three passages out of the text that illustrate three
points dealt with in the classroom today
Teaching to the Test
You have probably heard the phrase “teaching to the test.” This is often used
in academic circles as a taboo, or something to avoid.
Yes, teaching “THE” test is not good form – if you show students what you will
test, and have them regurgitate that exact info, it doesn’t show much learning.
However, if you are teaching to the outcomes, shouldn’t you be testing to those
outcomes as well? Good assessment does actually test to what you teach – we
lead students to master the important outcomes, and then we assess whether
or not they actually have achieved them.
Teaching to the Test (cont.)
Think about each assessment you give ,or plan to give, to your
students. Does it relate to what you want them to learn? Will you
be confident in their ability to achieve the outcomes of the course
with the assessments you are giving?
9 Principles of Good Practice
1. The assessment of student learning begins with educational values.
2. Assessment is most effective when it reflects an understanding of
learning as multidimensional, integrated, and revealed in
performance over time.
3. Assessment works best when the programs it seeks to improve have
clear, explicitly stated purposes.
4. Assessment requires attention to outcomes but also and equally to the
experiences that lead to those outcomes.
5. Assessment works best when it is ongoing not episodic.
9 Principles of Good Practice (cont.)
6. Assessment fosters wider improvement when representatives
from across the educational community are involved.
7. Assessment makes a difference when it begins with issues of use
and illuminates questions that people really care about.
8. Assessment is most likely to lead to improvement when it is part
of a larger set of conditions that promote change.
9. Through assessment, educators meet responsibilities to students
and to the public.
A Few Types of Assessment Data
Direct data: Direct data measures the exact value. For
instance, a math test directly measures a student's learning
in math by defining a criteria and standard, then having the
student analyze a problem.
Indirect data: Data that measures a variable related to the
intended value. For instance a person’s math skills may be
indirectly measured through an employer’s questionnaire
asking about the computational skills of graduating
students.
A Few Types of Assessment Data (cont.)
Qualitative data: Data collected as descriptive information, such as a narrative
or portfolio. These types of data, often collected in open-ended questions,
feedback surveys, or summary reports, are more difficult to compare,
reproduce, and generalize. It is bulky to store and to report; however, it is often
the most valuable and insightful data generated, often providing potential
solutions or modifications in the form of feedback.
Quantitative data: Data collected as numerical or statistical values. These data
use actual numbers (scores, rates, etc.) to express quantities of a variable.
Qualitative data, such as opinions, can be displayed as numerical data by using
Likert scaled responses which assigns a numerical value to each response (e.g. 5
= strongly agree to 1 = strongly disagree). This data is easy to store and manage;
it can be generalized and reproduced, but has limited value due to the rigidity
of the responses and must be carefully constructed to be valid.
A Few Types of Assessment Data (cont.)
Formative assessment: Formative evaluation involves assessment
and analysis that generates useful feedback for development and
improvement. The purpose is to provide an opportunity to perform
and receive guidance (such as in class assignments, quizzes,
discussion, lab activities, etc.) that will improve
or shape performance on a final or summative evaluation.
Summative assessment: Summative evaluation is a final
determination of particular knowledge, skills, and abilities. This
could be exemplified by exit or licensing exams, senior recitals, or
any final assessment which is not created to provide feedback for
improvement, but is used for final judgments.
Authentic Assessment
Assessment is authentic when we directly examine student
performance on worthy intellectual tasks.
Authentic assessments require students to be effective performers
with acquired knowledge.
Authentic assessments attend to whether a student can craft
polished, thorough and justifiable answers, performances, or
products.
Wiggins, Grant (1990)
CLO Alignment – Self Assessment
How do my assignments align with the outcomes?
Assessments include any assignments and activities that are given
throughout the course: papers, discussions, projects, skill sheets,
daily homework, quizzes, midterm, etc.
For each assessment tool you use, determine which CLOs are
addressed with that assignment or assessment.
Are the CLOs addressed adequately?
Do I have any assignments that don’t meet or lead to a CLO? Why
do I assign them?
Using SLOs in Our Assessment-Review Cycle
Our goal is to regularly use data gathered related to SLO
achievement. We are incorporating that data into Program Review,
and that data can direct the paths of our future students. Through
review, we can decide where to modify – to adjust teaching (in
general, or in self-reflective practice), outcomes, and
programs – in order to best serve our students.
Outcome Assessment Cycle
Define and
Refine
Learning
Outcomes
Improve
SLOs are revised
based on data,
through Program
Review
Analyze
Results
Plan and
Provide
Learning
Opportunities
Assess
Learning
FAQs:
Can I add/teach something that I think is important but it’s not part
of the CLOs or PLOs?
Most definitely! The key is to ensure that you are meeting the
standards and facilitating the student to meet the SLOs that are
stated, but you are always more than welcome to add additional
info if you have time. If you see it as something that should be a
regular part of the course, we ask that you bring that up for
program review.
FAQs:
Does each question on a quiz or test have to relate to a specific
CLO?
Great question! The quick answer is no. Not every question needs to
tie to a specific CLO, and in reality, that would be almost impossible.
We do want most of our questions to relate somehow to the goals
of the class, and be meaningful in the outcome for the students.
FAQs:
Should every CLO be in every assessment we do?
The quick answer is no. In an exam, not every question needs to tie
to a specific CLO, and in reality, that would be almost impossible.
We do want most of our questions to relate somehow to the end
goals of the class and be meaningful in the outcome for the
students. So if you have assessments that don’t add meaning, why
torture yourself and your students with irrelevant assignments (and
grading!)?
Also remember that assessments mean more than tests, so not
every assessment you do of your students will directly tie to CLOs.
FAQs:
Should students have an understanding of CLOs?
Most definitely! As adults, the more we know and are
involved in our own learning structure, the more effort we
put into the learning! Think of yourself – if someone tells
you “This is why we are doing this activity and it will get
you to this successful outcome,” aren’t you more likely to
participate?
FAQs:
Why it is important to master the CLOs and PLOs?
Not the only reason, but the best one is this: SLOs are a promise to
our students. It is through these SLOs that we can tell students “This
is what you will be able to do” and then, in turn, be able to hold
those students accountable for doing their part in the learning.
In general, education can often vary. Depending on the school
attended, or often even which professor is chosen, class content
could vary greatly. We use SLOs as a way to uphold a promise to
them. No matter which campus, which instructor, or which time of
day, students will get the same high quality education.
FAQs:
Who decides what the CLOs should be in any particular course? Is it possible to
suggest PLOs for your program?
Enthusiastically, I say that instructors are the ones that can decide CLOs and
objectives for a course. Some CLOs may become outdated or irrelevant, and we
now have a goal to constantly review our CLOs for relevancy and measurability.
So, the answer to your second question is an emphatic YES! This is done
collaboratively and democratically, through a process called Program Review.
Program Reviews happens no less than every three years for your program, and
often have several follow-up meetings. Connect with your Division Chair or the
Office of Instruction and Student Services for a current schedule for your
program, and to let them know you would like to participate.
Future Resource Materials
Student Learning Outcomes
SLOs
Guideline
Quick Sheet References
Tips and FAQs for PVC
Program Review
What is Program Review?
Program Review is a faculty-driven inquiry process that provides a
structure for continuous quality improvement of each academic
program. The process brings together key program constituents to
evaluate a wide range of data about the program in order to reflect
on the health of the program and the level of student learning. As a
result of analysis of data portfolio, constituents construct plans for
program improvement and enhancement.
Purpose of Program Review
1. Instill a culture of evidence-based decision making for the
planning and improvement of each academic program through
the systematic analysis of student achievement and student
learning data.
2. Initiate dialogue about student learning and achievement among
key program constituents.
3. Impart an alignment among the College mission, core values,
curriculum, teaching practices, and a commitment to student
learning into the College culture.
4. Sustain compliance with ACCJC standards.
Cycle of Outcomes and Assessment
Program changes are
made based on data,
through Program Review
During the Review
During the meeting time is spent analyzing the data portfolio along and
additional evidence then identifying course and/or program improvements
based on this analysis.
Improvements may include, but are not limited to (WASC, 2009):
• Refining course level Student Learning Outcomes (CLOs) and/or
Program Learning Outcomes (PLOs)
• Realignment among curriculum, course level Student Learning Outcomes
(CLOs), College mission statement, College core values and Institutional
Learning Outcomes
During the Review (cont.)
•
Curriculum changes to improve student learning based on evidence
•
Refining, reorganizing or refocusing curriculum to reflect changes in the
accrediting agency, discipline or profession
•
Professional development opportunities
•
Refining course and program assessment processes
•
Purchasing of new equipment or supplies based on evidence
•
Refining of course grading components
Student Learning Dialogue
• What does the snapshot of the course tell me?
• What student work is generating the outcome data? Exams? Skills Checks?
Projects?
• Are these pieces of student work the best pieces to collect student learning
data from?
• Is the amount of data collected appropriate to provide an accurate reflection
of student learning?
• Are the students meeting success benchmarks? If so, what can we share with
other courses/programs? If not, what should we adjust?
• Are student learning success rates consistent with grades? Do we need to
adjust how we grade our students?
• What else stands out about the student performance?
Evidence and Support Documentation
Productive Evidence
Productive Evidence includes but is not limited to:

Documented Advisory Board minutes

Statements from Advisory Board members,
extern sites, clinical sites, employers
Detailed recommendations from programmatic
accrediting associations


Details on new laws and /or legislation

Course comparison with similar
institutions

CLO data

PLO data

Retention data

Placement data

Grades
Unproductive Evidence
Unproductive Evidence includes but is not limited
to:

Personal commentary and opinion
not supported by productive evidence

Generalized statements such as “All of our
students say…”

Marketing materials from publishers
Learning Outcome Data Observations and
Analysis Example
. Achieve Student Learning Outcomes: Learning Outcome Data Observations and Analysis
Learning Outcome Aggregated data was reviewed for the date range 1/28/2013 to 12/09/2013. No PLO data was collected for these
courses: courses are shared courses between the Medical Assisting Program and the Medical Billing Specialist Program.
A. Course Learning Outcome Data observations (Course Outcome Results):
1.
Data was electronically collected on 25 of the 32 CLOs in all the MO/MA shared courses (78%).
a. 14 of the 25 CLOs measured (56%) met or exceeded the achievement benchmark of 85%.
b. 11 of the 25 CLOs measured (44%) did not meet the achievement benchmark of 85%.
2.
Specific course observations by faculty.
a.
HCP101 – Structural Anatomy and Physiology:
 Three of six HCP101 CLO’s (CLO 1, 5, and 6) meet the achievement benchmark of 85%. CLO 4 is close to meeting
benchmark at 82%. CLO 2 and 3 are below benchmark at 72% and 58%.
 Changing the test format to increase student achievement was discussed. Discussion forum to be added to CR to
address topic-Task 1
 Low daily class attendance a possible contributor to low CLO achievement. Grade weight components to be modified to
increase student attendance. Action 1
Program Assessment Plan
PROGRAM ASSESSMENT PLAN
Program:
Business Administration Program
Date: 9.12.2014
ALIGNMENT STATEMENTS
Mission Alignment

Include a one-two sentence explanation of how this program aligns with PVC’s mission.
Mission Alignment: The Business program provides graduates with the general business skills necessary to enter the workforce. The
curriculum includes theory and practical application including the MS Office applications of Excel, Access, W ord, PowerPoint and Outlook, and
accounting. Through the Business Capstone course, students create and manage a small business, a balance of academic instruction and
hands-on training. Emphasis on professional development in each course prepares graduates to successfully interact with professionals in
business.
Values Alignment
The Core Values at PVC are: Excellence, Learning, Integrity and Ethics, Diversity, Creativity, and Civic Responsibility.

Include a one-two sentence explanation of how this program aligns with PVC’s values.
Values Alignment: The Business Program supports the core values of PVC by developing skills necessary for success in the business world.
Students are encouraged to participate in professional organizations, such as SIFE (Students in Free Enterprise) and PTK (Phi Theta Kappa) which
enable them to interact with the community. Through hands-on projects and case studies, business students are exposed to the diversity of
modern business and the importance of integrity and excellence in the Business world.
Institutional Learning Outcomes
The Institutional Learning Outcomes (ILOs) at PVC apply to all students (and employees) regardless of program or position. SJVC’s ILOs
include having graduates who are skillful at Critical and Creative Thinking, Communication, Community and Global Awareness, Personal and
Professional Growth and Development, Information Competency, and Technical Competency.

Include a one-two sentence explanation of how this program aligns with PVC’s ILOs.
ILO Alignment: The Business curriculum aligns with the PVC’s Institution learning outcomes of personal and professional growth and
development by demonstrating the social skills, professional appearance, attitudes and behavior that employers expect. The ILO’s of Information
and technical competency are demonstrated through the applications of business skills including accounting, MS Office certification, and other
simulated office program s. Students must demonstrate skills in both written and oral communication. Students’ participation in professional
organizations which interact with the community demonstrates their community and global awareness.
Assessment Process
Assessment Methods
Describe 2-4 assessment methods and/or tools used to evaluate student achievement of PLOs.

Criteria are rubrics, skill sheets or other tools used to measure whether the outcome has been met.

Achievement target describes the expected mastery level of the PLOs (e.g. 85% or level 3 on a 4 point rubric).

Achievement target is not the same as a passing grade.
Assessment or
Evaluation Method
BUS 400 Accounting Business Suite
PLO 1
Perform general
business functions.
BUS 400 Business Plan Binder Evaluation
PLO 2
Demonstrate resource
management and
accounting skills.
PLO 3
Demonstrate a working
understanding of
economics/marketing
and how they correlate
to current global
business trends
PLO 4
Demonstrate
keyboarding and ten key
skills commensurate
with industry standards.
BUS 400 Accounting Business Suite
BUS 400 Project Part I
BUS 400 Project Part II-Part A
BUS 160 Keyboarding Benchmark
Assessment or
Criteria
(Rubric)
BUS 400 Accounting Business Suite
RubricRow 1
BUS 400 Business Plan Binder
Evaluation RubricRow 1
BUS 400 Accounting Business Suite
RubricRow 1
BUS 400 Project Part I RubricRow 1
BUS 400 Project Part II-Part A RubricRows 1, 3, 4, 5
BUS 160 Keyboarding Benchmark
RubricOverall Score
Criteria
Achievement Target
Data Collection
Method
(if not done
through
eCourses)
Level 3 on the 4 point
rubricMeets or Exceeds
Expectation
Level 3 on the 4 point
rubricMeets or Exceeds
Expectation
Level 3 on the 4 point
rubricMeets or Exceeds
Expectation
Level 3 on the 4 point
rubricMeets or Exceeds
Expectation
Level 3 on the 4 point
rubricMeets or Exceeds
Expectation
Level 2 on the 2 point
rubric
Achievement Target
Data Collection
Focus on Analysis
Observation: Identify SLOs where students are not achieving
established target.
Analysis: What other collected measures do you have the confirm
student are/are not learning the concepts identified in each CLO?
(quiz scores, homework, tests, exams, projects, writings, etc.)
Focus on Analysis (cont.)
Analysis: Compare those measures to CLO
results. Do these other measures confirm the
CLO data is accurate?
Analysis: If the CLO data is accurate, identify
teaching and learning strategies that can be
incorporated into the course to improve student
learning the next time the course is taught
Analysis: If the CO data is not accurate,
explain the discrepancy between the CLO
results and the other measures you compared it
to.
(timing, measurement tools, thresholds, etc.)
Focus on Analysis (cont.)
Program Review Update
The Program Review Committee is looking at the program review
handbook, and will be looking to emphasize the collection, and
analysis of, student learning outcome data.
Continue to proceed with outstanding program reviews, however,
use this opportunity to identify authentic assessment and relevant
benchmarks that can provide SLO data. The Committee will be
looking for examples of assessment, data based on the assessments,
and how that data informs action.
Initial Action Plan
• Revive SLO Committee.
• Update CORs to newest version that distinguishes between
Objectives and SLOs.
• Identify measurable authentic assessments that are mapped to
SLOs/PLOs.
• Collect, analyze, and inform decision making through meaningful
review of SLO data.
• Revise program review handbook.
• Integrate SLOs into institutional decision making and planning,
completing full cycle of sustainable continues improvement.
Reflection
• Describe the importance of SLOs in planning and decision making.
• Differentiate the various levels of SLOs and their relationship to one
another.
• Demonstrate ability to formulate an SLO.
• Define authentic assessment and mastery.
• Describe the program review process, and the role of SLOs and
assessment data.
This is only the beginning!!!