SLOs: Where We Are and
Where We’re Going
Flex Day, February 2008
Jenny Simon
Linda Gallucci
Conservative Summary of Progress
Division / Unit
# of Courses
with at least
one SLO
# of Courses
Assessing at
least one SLO
# of
Program-Level
SLOs
# of ProgLevel SLOs
Assessed
Beh & Soc Sci
8
1
0
0
Business
54
0
0
0
Fine Arts
17
4
1
0
Health Sci &
Ath
55
11
4
1
Humanities
14
2
3
0
Ind and Tech
16
3
0
0
Learning
Resources
N/A
N/A
2
1
Math Sci
5
4
0
0
Nat Sci
9
1
1
1
Student
Services
N/A
N/A
11
2
Total
178
26
22
5
As of 2/5/2008
College
Program
Courses
The Strategy – Complete
Assessment Cycles
Identify
Reflect
Assess
3
Courses
Programs
College
The Vision:
4
Current State:
In Process of Developing our
Building Materials
Course
SLOs
Program SLOs
College SLOs
(Core Competencies)
How do we get from
here….
To here….?
Building the Process: Expanding our
Base
• Course-Level:
Assess
Reflect
Course
Identify
SLOs
– Create more SLOs
and assessment plans
– Assess SLOs and
close the loop
=
Building the Process: Making
Connections
• Program Level
– Draft program-level SLOs
– Assess the program-level SLOs after
several course-level SLOs have been
assessed
Reflect
Identify
Assess
Building the Process: Attaining
Nirvana
• Core Competencies
– Core competencies already developed
– Align program SLOs to core competencies
– Will be assessed after several program-level
SLOs have been assessed
Let’s continue
to build the
process…
Nuts and Bolts
Completing the form…
STUDENT LEARNING OUTCOMES ASSESSMENT REPORT
A. Title of
Student Learning
Outcome (SLO)
B. SLO Type
Shielding during lab simulations
(positioning classes)
X
Course-Level
Program-Level
Section 1: SLO and Assessment Proposal
Directions: Complete this section to propose an SLO statement and
accompanying assessment instrument and rubric.
1A. Date Section
1 Completed
1B. Contact
Personnel
4/2007
Names:
Extensions:
Email Addresses:
Dawn
Charman
3247
dguzman
Kelly Clark
3249
kclark
Program or
Department:
Course(s):
Radiologic
Technology
RTEC 123,
124 & 233
1C. Additional
Personnel
N/A
1D. Division and
Department
Information
Division:
HS&A
1E. Proposed SLO
Statement
Students will apply radiation safety by
assessing patient risk to radiation
exposure during an x-ray exam and shield
the patient with a lead apron during on
campus simulated lab exams.
1F. Proposed
Assessment
Instrument or
Mechanism
Students will screen female patients of
child bearing years for possible
pregnancy and last menstrual period date.
All patients will receive shielding during
simulated lab assessments.
1G. Sections
Targeted for
Assessment
1H. Timeline for
Assessment
Fall – 8809, 8812, 8813, 8814
Spring – 8815, 8816
Fall 2006 for RTEC 123, 233
Spring 2006 for RTEC 124
1I. Rubric and
Primary Traits
Rubric attached.
1J. Resources
Needed for
Assessment
Ionizing lab equipment, lead shields, lab
course
1K. Additional
Notes/Comments
After filling out section 1, please save this document and submit it
to slo@elcamino.edu (for our records) as well as to your division.
Approval is not needed before proceeding to the assessment phase.
After assessing the SLO, please continue to section 2 on the same
form.
Section 2: Report of Assessment Results
Directions: Complete this section to report results of the
assessment described in Section 1.
2A. Date
Section 2
Completed
6/2006
2B. Description
of the Data
Check all that apply:
1. X Formative Evaluation Summative Evaluation
2.
One-Time
X Multiple-Step
3. X Direct Evidence
Indirect Evidence
4.
Qualitative
X Quantitative
Narrative Description of Data: Instructors for
the positioning classes will report at the end of
the semester how many times any student
failed to screen a patient for pregnancy or
failed to shield a patient for a simulated lab
assessment. The benchmark is set at less than
10% for RT 123, 124 and less than 5% for RT
233.
2C. Report of
Data
2D. Projected
Deadline for
Submission of
Data Analysis
2006 – RT 123 & 124 = 10% 14 instances of not
using radiation protection during simulated
evaluations for 18 students with 8 evaluations
performed = 10%
RT 233 = 4.7% 4 instances of not using radiation
protection during simulated evaluation for 14
students with 8 evaluations performed
4/2007
2E. Additional
Notes/Comments
After filling out section 2, please save this document and
submit it to slo@elcamino.edu (for our records) as well as
to your division. Approval is not needed before proceeding
to the reflection phase. To analyze the assessment
results, please continue to section 3 on the same form.
Section 3: Reflection on Assessment Results
Directions: Complete this section to reflect on the results of the
assessment of the SLO.
3A. Date Section 3
Completed
3B.
4/2007
What were the most important findings from the data?
1. Students are improving from the 1st year to the 2nd year
2. The benchmark is being met
3. The 1st years just met the benchmark, this topic should
be stressed earlier and more often in 1st year
positioning and physics courses
3C.
none
What changes can be made to address these implications (e.g.
changes to the program, curriculum, teaching method, etc.)?
3D.
What resources are needed to make these changes?
none
3E.
Next time this assessment is run, what changes need to be made to the SLO statement,
assessment, rubric, or method to get better results?
Listing on the rubric “Why did the student fail to assess or
shield the patient”.
3F. How does this SLO tie a) to any program-level SLOs (for course-level SLOs) or
b) to institutional core competencies (for course- or program-level SLOs) or
c) general education outcomes (for course- or program-level SLOs)?
Program level: Graduate ethical & caring practitioners who
apply radiation safety by shielding patients.
Institutional core: Content Knowledge & Professional &
Personal Growth
3G.
What is the projected semester for this assessment to be run again?
Spring 2007
3H.
Are there any additional comments?
After filling out section 3, please save this document and
submit it to slo@elcamino.edu as well as to your division
office. Congratulations! You’ve now completed an entire
student learning outcomes assessment cycle.
Plan for today:
9:45a – 12:15a--Various Division Locations
Division SLO Work Sessions
1:00p – 4:00p--Various Division Locations
Division SLO work sessions (optional)
Outcomes for the day:
• Complete and submit a new Course-Level Student Learning
Outcomes and Assessment Proposal
• Finish and submit a Course-Level Student Learning Outcomes
and Assessment Report
• Complete and submit a first draft of the Program Student
Learning Outcomes and Assessment Worksheet for a
program in which one works.
Resources Available
 The following are available at your
division office and online
http://www.elcamino.edu/academics/slo/fle
xday2008.asp :
- SLO Handbook
- SLO Report Form instructions
- Information sheet and worksheet
to draft program-level outcomes
Assessment of Learning Committee
Members: Valuable Resources
•
•
•
•
•
•
•
•
•
•
•
Business Rep:
Soc/Beh Rep:
Humanities Reps:
Nat Sci Rep:
Math Rep:
Ind / Tech Rep:
Fine Arts Rep:
HSA Reps:
Learning Res Rep:
Student Services Rep:
Compton Center Reps:
Donna Grogan
Cristina Gold
Matt Kline & Darryl Thompson
Nancy Freeman
Judy Kasabian
Ray Lewis
Harrison Storms
Kelly Clark & Rory Natividad
Claudia Striepe
Kathryn Romero
David Maruyama, Jose Bernaudo
To Assist You:
The SLO Coordinators will be available
for a Q & A session at 1:00pm in
Library 102.
Linda Gallucci: lgallucci@elcamino.edu
Lars Kjeseth: lkjeseth@elcamino.edu
Jenny Simon: jsimon@elcamino.edu
SLO Coordinators: slo@elcamino.edu
Our website:
www.elcamino.edu/academics/slo
El Camino College Core Competencies:
Students completing a course of study at El Camino College will achieve the following
core competencies:
Content Knowledge: Students possess and use the knowledge, skills and abilities
specific to a chosen discipline, vocation or career.
Critical, Creative and Analytical Thinking: Students solve problems, make
judgments and reach decisions using critical, creative and analytical skills.
Communication and Comprehension: Students effectively communicate in written,
verbal and artistic forms to diverse audiences. Students comprehend and
respectfully respond to the ideas of others.
Professional and Personal Growth: Students exhibit self-esteem, responsible
behavior and personal integrity. Students are reflective and intellectually curious;
they continue to improve themselves throughout life.
Community and Collaboration: Students appreciate local and global diversity and are
respectful and empathetic during personal interactions and competitions. Students
effectively collaborate and resolve conflicts. They are responsible, engaged members
of society, who are willing and able to assume leadership roles.
Anatomy of an SLO Statement
• Context: where, when, and how assessment will take
place
• Objective: what the students will do
• Primary traits: how the results will be evaluated
Rad Tech SLO:
Students will apply radiation safety by assessing patient
risk to radiation exposure during an x-ray exam and
shield the patient with a lead apron during on campus
simulated lab exams.
Anatomy of an SLO Statement
• Context: where, when, and how assessment will take
place
• Objective: what the students will do
• Primary traits: how the results will be evaluated
English 1A SLO:
Given an out-of-class writing task in which students find
multiple sources related to a particular topic,
students will write a research report, which shows
the ability to support a thesis using analysis, to
synthesize and integrate materials effectively from a
variety of sources, and to cite sources in MLA format
(including a works cited page). The report is
organized, technically correct in paragraph
composition, sentence structure, grammar, spelling
and word use, and demonstrates thoughtful
treatment of the topic.
Rubric
I. Patient/Tech Relationship
A. Talk with patient in
concerned/professional
manner – during preparation
and exam (1)
Exam #1
Exam # 2
________
________
B. Gives proper breathing/
moving instructions (1)
________
________
C. Organization (2)
________
________
Mastery Level
Criteria
1
Cannot identify correctly the process of inquiry.
Analysis of experimental design:
Do not recognize any treatment groups.
Cannot identify the variable
Cannot select tools for the experiment
Evaluation of Data:
No trends/patterns seen in data
No conclusion can be developed
Errors not seen as possible
Sees no connection between the data and the hypothesis.
2
Identify correctly the process of inquiry
Question, hypothesis, prediction, experimentation, results, conclusion
Analysis of experimental design:
Recognize different treatment groups, but cannot identify as control or
experimental group.
Be able to identify the variable
Selection of inappropriate tools for the experiment
Evaluation of Data
No trends/patterns seen in data
Conclusion developed without reference to data
Error seen as possible
Cannot determine whether the data supports or rejects the
hypothesis.