Student Learning

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Student Learning

• Defining, Formulating, Writing the Expected
  Outcomes

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The Five Column Model
I II III IV V
Expanded Statement of Institutional Purpose Program Student Learning Outcomes Assessment Method Criteria for Success Assessment Results Use of Results
Select Saddleback College Goal Formulate Write ONE Program or Department Goal What will students be able to THINK, KNOW, DO or FEEL because of a given educational experience? What are the specific assessment tools that will establish the degree and extent of what will be achieved? What are the criteria for success? Summarize findings vis-à-vis outcomes, means of assessment, and criteria for success What does the data tell us about our process Goals Outcomes Means of assessment Criteria for success Implementation Data Collection Analysis What does the data tell us about our program improvement What if, anything do we need to do at the program, department course level to improve student learning. Necessary Resources
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Nursing Student Learning Outcomes
I II III IV V
Expanded Statement of Institutional Purpose Program Student Learning Outcomes Assessment Method Criteria for Success Assessment Results Use of Results
College Goal Most Relevant Provide a meaningful general education program including baccalaureate-level transfer and occupational curricula. Nursing Program Goal Nursing education fosters critical thinking in order to meet the demands and changes of the health care community. 1. Graduates of the program in nursing will think critically. This process incorporates the following competencies interpretation analysis evaluation inference explanation and self-regulation. 1a. The group mean for 4th semester (N176) students will score greater than the 55 cutoff score for each of the critical thinking sub scores on the ATI Graduate Nurse Comprehensive Predictor Test (GNCP). The 55 cutoff score is 96 predictive of success on the licensing examination for nursing (NCLEX). 1b.Students group mean scores will demonstrate improvement from 1st semester to 4th semester on the ATI Critical Thinking Entrance and Exit exams. 1a. Critical Thinking group mean scores for 4th semester students (Spring 2002) was Analysis 62.2 Evaluation 65.1 Explanation 57.2 Inference 52.4 Interpretation 63.1 The score for inference was below the cutoff. 1b. Critical Thinking Exit Test Scores were noted to be 5.1 to 9.4 higher than Critical Thinking Entrance Test Scores. Spring 2001 scores Analysis - 63.3 Evaluation 65.8 Explanation 59.2 Inference 55 Interpretation- 65.7 1a. Faculty received in- service training on method to improve students ability to infer. Continued to evaluate Critical Thinking on GNCP monitor trends and develop action plan if levels fall below threshold 1b. Individual students whose Critical Thinking mean score is below 55 were advised and referred to mentoring.
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Column 1
I
Expanded Statement of Institutional Purpose
SC GOAL Provide necessary developmental, remedial, and basic skills instruction so that students may be successful in their chosen course of study. Reading Department Example The Saddleback College Reading Department is dedicated to facilitating student achievement and academic success by providing courses that increase and enhance reading proficiency in meeting the challenges of college coursework.

• Select the SC vision, mission or goal that most
  closely aligns with your program.
• SLO Handbook p.38
• Using the SC goal Define the mission write a
  goal for your department/program.

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Column 2
II
Program Student Learning Outcomes
Examples Reading Students will increase their comprehension skills when reading expository material. Students will enhance their college level vocabulary at the denotative and connotative levels. Students will be able to identify the main idea/issue, major supporting details and authors conclusion in expository material as demonstrated by writing summaries.

• Write no more than 3-5 learning outcomes.
  Outcomes should
• Focus on what the student should be able to do.
• Use active verbs.
• Create a singular outcome.
• Share with department/ program faculty
  students.
• Review modify SLO yearly.

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Column 3
III
Assessment Method Criteria for Success
Example READING 1a. 80 of the students who successfully complete a lecture type reading class (with a C or better) will score at or above the 10th grade equivalency level on the post- comprehension subtest of the Nelson Denney. 1b. 80 of the students who successfully complete a lecture type reading class will demonstrate an increase of 1-3 years grade equivalency in reading comprehension from pre- to post-test. 2a. 80 of the students who successfully complete a traditional reading class will score at or above the 10th grade equivalency level on the post- vocabulary subtest of the Nelson-Denney. 2b. 80 of the students who successfully complete a lecture type reading class will demonstrate an increase of 1-3 years in vocabulary grade equivalency from pre- to post-test. 3. At the close of the semester, 80 of the students will be able to write a well-organized summary, scoring at least 75 on a departmental rubric.

• Determine how well the group of participants are
  expected to do.
• Determine the specific method of assessing the
  outcome.
• To whom and when the assessments will be
  administered
• By whom and how the results will be judged.
• Select either a
• Direct Method of Assessment
• SLO Handbook p.9
• Indirect Method of Assessment
• SLO Handbook p.11

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Reading Department Student Learning Outcomes
Fall 05
I II III
Expanded Statement of Institutional Purpose Program Student Learning Outcomes Assessment Method Criteria for Success
The college will . . . Provide necessary developmental, remedial, and basic skills instruction so that students may be successful in their chosen course of study. The Saddleback College Reading Department is dedicated to facilitating student achievement and academic success by providing courses that increase and enhance reading proficiencyin meeting the challenges of college coursework. Students will increase their comprehension skills when reading expository material. Students will enhance their college level vocabulary at the denotative and connotative levels. Students will be able to identify the main idea/issue, major supporting details and authors conclusion in expository material as demonstrated in summary writing. 1a. 80 of the students who successfully complete a lecture type reading class (with a C or better) will score at or above the 10th grade equivalency level on the post- comprehension subtest of the Nelson Denney. 1b. 80 of the students who successfully complete a lecture type reading class will demonstrate an increase of 1-3 years grade equivalency in reading comprehension from pre- to post-test. 2a. 80 of the students who successfully complete a traditional reading class will score at or above the 10th grade equivalency level on the post- vocabulary subtest of the Nelson-Denney. 2b. 80 of the students who successfully complete a lecture type reading class will demonstrate an increase of 1-3 years in vocabulary grade equivalency from pre- to post-test. 3. At the close of the semester, 80 of the students will be able to write a well-organized summary, scoring at least 75 on a departmental rubric.
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Column 4
Document Assessment Activities

• The department should select assessment
  techniques that are reasonable based on the
  resources.
• Assessment results should come directly from the
  method listed in Column III.
• They should highlight the extent to which the
  outcome was accomplished
• Be in sufficient detail to convince the reader
  that assessment actually took place.

IV
Assessment Results
Reading 1a. In the post-comprehension subtest of the Nelson Denney, 85 of the students scored above the 10th GE level 32 scored at the 10th GE level, 31 scored at the 11th GE level, and 22 at the 12th GE level or above. 1b. 73 of students increased 1-3 grade levels from their pre- to post-test.
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Column 5
Discussion Determination

• Faculty in the program should meet to discuss
  what the results reveal about
• Areas in which the program succeeds
• Areas in which improvements can be made
• Determinations will then be made on
• What exactly to do to correct any shortcomings,
  and
• Action that should be taken.
• This column should only state exactly what has
  been done, not what you plan to do in the future.
• The actions listed must be stated in the past
  tense.
• The actions should be substantive and detailed.
• When no action is necessary that should be stated
  as well.

V
Use of Results
READING 1a. Success level was achieved therefore, no action was necessary, but the Reading Department continues to monitor students progress as students complete their Gen Ed. classes. The Dept. keeps abreast of strategies and techniques that can help students make greater gains in reading comprehension. 1b. Faculty in the Reading Department instituted a system, early in the semester, to identify students who were not advancing as expected so that they could be counseled to enroll in a Reading Lab class (Eng. 333) for additional assistance.
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YOUR TURN TO GET STARTED

• Work with colleagues in your department/program
  brainstorm and come up with a list of SLOs.
• Follow the SLO worksheet