Outcomes 101

1
Outcomes 101

• Lou Dunham, Bob Schroeder, Connie Wasem,
  Barbara Williamson
• Spokane Falls Community College
• Loud_at_spokanefalls.edu

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Purpose

• Increase visibility of Outcomes Assessment group
  and activities at SFCC
• Orient newer faculty to Outcomes mission and
  terminology.
• Re-invigorate and motivate older faculty to
  support Outcomes assessment.
• Earn brownie points from Accreditation Team.

3
Development Based around the answers to these
questions

• WHAT
• is the Outcomes effort at SFCC?
• are the key Outcomes terms?
• are CALOs?
• is an authentic assessment?

4
Why

• is everything listed under the WHAT important?
• should I concern myself with Outcomes?

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How

• do I write and use CALOs?
• do I implement CALOs in my classes?
• do I access already completed CALOs?
• can I deliver my course content more effectively?
• will this make my teaching better?

6
Student Objectives

• Understand and articulate core concepts,
  including
• Learning outcome
• Assessment
• Create a syllabus that matches the class-created
  criteria
• Create and implement a performance assessment

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Instructor Objectives

• Become more knowledgeable about outcomes and
  assessment
• Reflect on and pass on what weve learned from
  this experience
• Be able to teach this class again in even a
  better fashion

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Course HighlightsWeek 1

• Build a paper airplane
• -How do we know if it is a good airplane or a
  bad airplane??
• Evaluate a bad syllabus
• -What else would you like to know?
• CAT from Angelo Cross

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Week 2

• Brainstorm criteria for a good syllabus
• Review annotated syllabus
• Demonstrate on-line syllabus

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Week 3

• Round Robin of syllabi
• Show examples of CALOs and where they are located

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Week 4

• Discussion of what, why, how of assessment
• Demonstration of Capstone Projects
• Assessing Abilities Learning Logs
• Sharing of sample assessments

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Week 5

• Show Tell of revised syllabi and assessments
• Final CAT
• What do you need to know now?
• What is the next step?

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Student Reflections

• What I learned
• There are a variety of Outcomes Assessment AND
  skepticism about how to do it, how well does it
  really tell us what students have learned.
• There are more questions than answers about what
  outcomes are and how to assess them.

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When did you feel most engaged?

• the discussion about the annotated syllabus. It
  engaged my brain and gave me lots of food for
  thought.
• when we were discussing the articles. I found
  what my colleagues had to say was quite
  insightful.

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One thing I learned

• The value of keeping a notebook as a portfolio of
  your college experiences
• That it is o.k. to have those intangible
  outcomes, and the measurable outcomes can exist
  because you need them for the next step.

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One thing I learned

• Formative assessment is an excellent way to keep
  track of student learning as well as teacher
  performance.