Title: Student Learning Outcomes SLO and Assessment
1Student Learning Outcomes (SLO) and Assessment
2Why?
- As part of the SACS reaffirmation process, we
must demonstrate that all courses and programs
have defined student learning outcomes (SLO),
assessment of SLO, and evidence of using
assessment results to improve programs. - The SLO and mode of assessment must be included
within each syllabus of every section, for every
course offered.
3What are Student Learning Outcomes?
- During reaffirmation, SACS will consider whether
courses are results-oriented - SLO have three distinguishing characteristics
- observable
- measurable
- achievable in one semester
- The SLO must convey to the student the
information they will learn/apply during the
semester.
4How?
- Most often, SLOs are activities that students are
already doing for grades you may just need to
re-word your activities (objectives) and define
assessment methods to be able to measure them - SLOs should consist of action verbs that define a
level of learning within that particular outcome
(see http//access.nku.edu/oca/slo/bloom.htm) - Include intended SLOs in all sections syllabi
5Blooms Classification of Cognitive Skills
- Use of Blooms Classification of Cognitive Skills
or another classification system is recommended
to focus on what students should learn to do with
course content - Knowledge
- Comprehension
- Application
- Analysis
- Synthesis
- Evaluation
Bloom, B. S. (Ed.) Taxonomy of Educational
Objectives The Classification of Educational
Goals. Handbook I Cognitive Domain. White
Plains, NY Longman, 1956.
6For More Information onBlooms Classification
ofCognitive Skills see http//access.nku.edu/oc
a/slo/bloom.htm
7When?
- SACS requires a four semester history of syllabi
showing SLOs - Every faculty member must electronically submit
via their departmental curriculum committee a
syllabus for each class they are teaching, for
each of the following semesters - Fall 2006
- Spring 2007
- Fall 2007, and
- Spring 2008
8General Education Courses
- SLOs approved during the recertification of
general education courses in 2002 must be
utilized - All general education courses must include
approved SLOs in syllabi for each section - Assessment must be linked to SLOs
9Syllabus Content Required by SACS
- SLO (see examples on following slides)
- Defined assessment methods that are directly
linked to the SLOs and used to evaluate student
achievement of the SLO - The content and goals of the course should be
consistent with the departmental mission
10Sample SLO
- CMGT 101 (currently defined as objectives)
- At the conclusion of CMGT 101, each student will
be able to - Interpret and comprehend construction blueprints
for residential, commercial, and highway
construction projects. - Communicate an understanding of construction
systems by demonstrating the ability to correctly
sketch and draw construction systems and
components. - Locate and apply industry standard reference
materials to determine appropriate materials and
installation methods. - Explain the permit procedures including building
and zoning code requirements. - List the responsibility of and the relationship
between the owners, architects, engineers,
construction managers, contractors, and specialty
contractors. - List the advantages and disadvantages of the
different project delivery systems.
11Sample SLO
- PSY 360 (currently defined as objectives)
- Identify sites of drug action in the brain (e.g.,
neurotransmitters, receptors, transporters,
enzymes). - Recognize the clinical effects and side effects
of antianxiety, antidepressant, and antipsychotic
drugs. - Understand the biological basis of drug abuse and
addiction.
- Recall and identify sites of drug action in the
brain (e.g. receptors, transporters, enzymes)
during in-class discussions and on examinations. - Recognize the clinical effects and side effects
of antianxiety, antidepressant, and antipsychotic
drugs, evidenced through performance on
presentations. - Demonstrate understanding of the biological basis
of drug abuse and addiction on written
assignments.
12Sample SLO
- PAD 626 (Graduate Research Methods/Program
Evaluation course) - Increase knowledge of evaluation rationale,
theories, concepts and processes as evidenced in
discussion and class presentations - Practice techniques related to evaluation logic,
design, data collection and analysis on in-class
case study assignments - Demonstrate insight to key issues and challenges
associated with evaluation during in-class
presentations - Enhance ability to analyze evaluation settings
and to communicate findings effectively both in
written papers and in oral presentations
13After Ive defined my SLO, what else does SACS
want?
- 3.3.1 The institution identifies expected
outcomes for its educational programs and its
administrative and educational support services
assesses whether it achieves these outcomes and
provides evidence of improvement based on
analysis of those results. - 3.4.1 The institution demonstrates that each
educational program for which academic credit is
awarded - (a) is approved by the faculty and the
administration, and - (b) establishes and evaluates program and
learning outcomes.
14Assessment?
- A systematic process of looking at student
achievement within and across courses by
gathering, interpreting and using information
about student learning for educational
improvement.
American Association of Higher Education Bulletin
15Five Themes of Assessment
- Assessment should focus on improving student
learning - The focus of assessment should not be limited to
the classroom, but include the wide range of
processes that influence learning - Assessment is a process embedded within larger
systems - Assessment should focus collective attention and
create linkages and enhance coherence within and
across the curriculum and - Tension between assessment for improvement and
assessment for accountability must be managed.
16Why arent grades enough?
- grading practices are not standardized
- need for different ways of structuring program
assessment - grades reflect several variables other than
course content and mastery - objectives and outcomes differ across departments
and programs - good assessment incorporates multiple ways of
measuring goal achievement
17How?
- Connect SLO to exams and assignments to measure
performance by - Creating assessment instruments that incorporate
assignments, projects and exams you are already
using - Utilizing rubrics - see rubric example slide 18
- Reporting and evaluating assessment instruments -
see rubric example slide 19 - Defining assessment plan statements see example
slide 20 - Close the loop by
- Comparing data across semesters to find
strengths/weaknesses in different SLO areas - see
example slide 21
18Sample Assessment Rubric (written communication
skills)
19Report your Assessment Findings
- Assessment Criteria/Performance
Standards/Expected Result(s) - i.e. Less than 30 of students will answer each
embedded question correctly on the pretest,
whereas 80 or more will answer each embedded
question correctly on the final exam - Statement of Actual Results
- i.e. Expected results were met
- Problems Encountered
- (if minimum standards were not met)
- Actions Taken/Recommendations for Further Action
- i.e. curricular changes or improvements
- Complete this for each assessment criteria
statement.
20Define your Assessment Plan Statement (i.e. SOC
201)
- Intended Outcome 1
- i.e. Students enrolled in sophomore SOC will
demonstrate an understanding of key sociological
concepts and principles. - Assessment Measures, Techniques and Target
Courses/Activities - i.e. SOC 201 students will complete a pretest and
final examination, in which questions related to
key sociological concepts and principles are
embedded. Faculty will evaluate student
performance across all sections. - Assessment Criteria/Expected Results
- i.e. Less than 30 of students will answer each
embedded question correctly on the pretest,
whereas 80 will answer correctly on the final
exam.
21Close the loop
- Ask four questions
- What do you expect your students to know at the
beginning of the semester? - What do you expect your students to have learned
by the end of the semester? - Did the students meet your expectations?
- What can be done to change the course so that
students can better meet/exceed your expectations
next semester?
22What if you do not have assessable goals?
- Examine the set of required courses.
- Ask, What have we been trying to teach? (SLO)
- Ask, What should students know before they enter
the curriculum in order to succeed? (Entrance
Criteria) - Ask, What should students know when they
complete the curriculum in order to graduate?
(Exit Criteria) - Ask, At what points in the curriculum are
students doing well or having difficulty?
(Midpoint Criteria) - Ask, Are our alumni successful in the field?
(Post Completion Criteria)
Adapted from NCTLA
239 Best Practices for Assessing Student Learning
- The assessment of student learning begins with
educational values. - Assessment is most effective when it reflects an
understanding of learning as multidimensional,
integrated, and revealed in performance over
time. - Assessment works best when the programs it seeks
to improve have clear, explicitly stated
purposes. - Assessment requires attention to outcomes but
also and equally to the experiences that lead to
those outcomes. - Assessment works best when it is ongoing not
episodic. - Assessment fosters wider improvement when
representatives from across the educational
community are involved. - Assessment makes a difference when it begins with
issues of use and illuminates questions that
people really care about. - Assessment is most likely to lead to improvement
when it is part of a larger set of conditions
that promote change. - Through assessment, educators meet
responsibilities to students and to the public.
24Resources
- Southern Association of Colleges and Schools
(SACS) Principles of Accreditation. Approved by
the College Delegate Assembly, 2001.
http//www.sacscoc.org - Kelley, L.H. (Ed.D) Assessment and Planning
Resources link found at http//www.angelfire.com/
ia/kelley/ , 2006. - Bloom, B. S. (Ed.) Taxonomy of Educational
Objectives The Classification of Educational
Goals. Handbook I Cognitive Domain. White
Plains, NY Longman, 1956. - Angelo, T.A. AAHE Bulletin. April 1995, p.11.
- Angelo, T.A. AAHE Bulletin. November 1995, p.7.
- Alexander W. Astin Trudy W. Banta K. Patricia
Cross Elaine El-Khawas Peter T. Ewell Pat
Hutchings Theodore J. Marchese Kay M.
McClenney Marcia Mentkowski Margaret A. Miller
E. Thomas Moran Barbara D. Wright. This
document was developed under the auspices of the
AAHE Assessment Forum with support from the Fund
for the Improvement of Postsecondary Education
with additional support for publication and
dissemination from the Exxon Education
Foundation. Copies may be made without
restriction.