IVC Student Learning Outcomes One Stop Stop A Today, Stop B on Sept' 15th

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IVC Student Learning Outcomes One Stop (Stop A
Today, Stop B on Sept. 15th)

• Student Learning Outcomes
• What You Want (A) and What You Get (B)
• August 25, 2006
• B209
• Kari Tucker Jerry Rudmann

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Agenda

• Why SLOs?
• Terminology
• Lesson, course, and program-level SLOs
• Assessment

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Why SLOs?

• Accreditation Standards
• Program Review
• Improve Learning
• Focus students, promote self-direction,
  self-evaluation, and deeper learning
• Improve Teaching
• Receive feedback on student progress. This
  feedback is useful for making improvements to
  teaching and the program

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The SLO Cycle
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Guidelines for SLOs

• Come from Dialogue - Except when required for
  certain occupational programs or certificates,
  SLOs are a product of dialogue among the faculty
  experts. SLOs are not a single persons idea.
  They come from the academic departments
  discipline experts.
• Universal (not section-specific, not
  delivery-mode specific) SLOs should be the
  same across all sections regardless of who is
  teaching a particular course.
• The Classroom Instructor Stays in Control
• The instructor still determines how students are
  taught.
• The instructor still determines how SLO
  assessment scores will impact students grades in
  his/her classes.
• Standardized Assessment SLOs are assessed using
  the same procedure and or instrument across all
  sections of a course. The decision to aggregate
  outcomes assessment data across sections or
  instructors rests strictly with the department.
• Ongoing Process Specifying and assessing
  learning outcomes is continual, not episodic.
  SLOs should be reviewed and updated at least
  annually.
• Meant to Help Assessment feedback can inform
  teaching and improve learning.
• Ownership The college owns them.
• Responsibility - The achievement of SLOs rests
  with everyone at the college full and part-time
  instructors, classified staff, and management.

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SLO Levels

• Lesson or unit level
• Course level
• Program level
• College/degree level

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Writing SLOs

• How do I write SLOs?

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Writing SLOs

• Two Overall Categories of SLOs
• Knowledge of terms, dates, names, etc. assessed
  using usual methods of testing on midterms and
  final exams.
• Robust outcomes real life skills students
  develop because of your course or program. Robust
  outcomes often are assessed using a
  custom-designed scoring rubric.

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Writing SLOs

• What you write are
• Expected student learning outcome statements
• What you get are
• Actual student learning outcomes

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Robust SLOs

• Behavioral/ measurable
• Real-world
• Higher-level
• Conditions
• Performance criteria
• Global, over-arching
• Scored with rubric

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Robust SLOs

• The robust SLO is what you think of when you
  complete this sentence Ultimately, I want the
  student to be able to .

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Robust SLOs

• Imagine that a prospective student asks you,
  What will I be able to do when I finish your
  course?
• Take a few minutes to think about it. What would
  you say?

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Robust SLOs

• If youve answered the students question
  clearly, the student should have a pretty good
  idea not only of what he or she will be learning
  but also of what you will be expecting in terms
  of performance.
• And
• you will be well on your way to having
  identified the robust student learning outcomes
  that you expect in your class.

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Robust SLOs

• The robust SLO is what you think of when you
  complete this sentence Ultimately, I want the
  student to be able to .

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Robust SLOs

• Robust SLO statements describe in measurable or
  observable terms the real-life skills that the
  student will have when he/she finishes your
  course or a program of study.
• A robust SLO represents an over-arching
  outcomesimilar to what instructional designers
  call the terminal objective. Think big
  picture or ultimate objective as opposed to the
  smaller pieces or objectives that you address
  each week in your class.

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Robust SLOs

• Robust SLO statements explicitly or implicitly
  address the conditions under which the
  performance will be assessed (simulation, case
  study, writing task, etc.).
• Robust SLO statements explicitly or implicitly
  address the criteria, performance standards, or
  primary traits to be used in assessing student
  performance.
• Robust SLOs are generally amenable to assessment
  using a scoring rubric.

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Examples of Different Levels of Robust SLOs
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Composition

• Lesson or Unit-Level SLO 1
• Write an effective thesis statement with
  supporting topic sentences

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Composition

• Lesson or Unit-Level SLO 2
• When writing papers, incorporate correctly
  documented research from a variety of validated
  sources

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Composition

• Lesson or Unit-Level SLO 3
• Compose compositions that reflect the intended
  purpose and audience

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Business Writing

• Course-Level SLO
• Given a specific business scenario, select the
  appropriate written medium and prepare a
  professional, concise, and grammatically correct
  letter or memorandum.

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Foreign Languages Conversational Spanish

• Course-Level SLO
• By end of the course, demonstrate competency at
  the beginning level of Spanish being able to ask
  and answer questions in conversations or in
  writing related to self, the immediate work
  environment, courtesy requirements, and personal
  needs.

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See Handout with Examples from Different
Disciplines

• See pages 12 to 28 (e.g., art. biology,
  psychology, real estate, etc.)

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IVCs User-Friendly Planning and Reporting Form
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Example
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Example
To be completed during spring 07 flex week
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Introductory Psych Robust SLO
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A Statistics Course Robust SLO
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Robust SLOs

• Behavioral/ measurable
• Real-world
• Higher-level
• Conditions
• Performance criteria
• Global, over-arching
• Scored with rubric

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Try Writing Several Robust and Content Knowledge
SLOs

• Use the forms on handout pages 8, 9, 10
• Write SLOs for the most popular courses you teach
• Write SLOs for courses being offered this fall
• Especially think of high priority robust
  outcomes
• It may help to review some examples found in the
  latter pages of the handout

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Write Some Expected SLOs

• SLO
• Conditions
• Behavioral measurable

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Resources

• SLO Guidehttp//ivc.edu/slo/StudentLearning-Divis
  ionPresentation_IVC.ppt
• Forms
• http//ivc.edu/slo/SLOForm-Instructional_Course_
  or_Program_4-18-06.doc
• Resources
• http//research.ccc.cccd.edu/SLO_Menu.htm

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One Stop (Part B)September 15th Session

• Noon to 2 pm in B209
• Focus on assessment
• Make and refine your own SLO assessment tool
• Custom designed rubrics for assessing your robust
  SLOs
• Tips for making top notch objective format tests
• Some cool things weve learned about assessment
• Using Blackboard
• Quick introduction to Calibrated Peer Review
  (CPR)
• Classroom clickers

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Need Help?

• Contact
• Kari Tucker
• Jerry Rudmann 714-241-6338
• We respond to
• Email
• Phone
• If invited
• We will come to your department meeting