KapCC Student Learning Outcomes Assessment Framework

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KapCC Student Learning Outcomes Assessment
Framework

• Faculty Senate SLO Committee
• Presented by Kristine Korey-Smith

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KAP CC Definition of SLOs

• Student Learning Outcomes address the level of
  ability to synthesize knowledge, skills, and
  attitudes that a student has attained by the end
  of his or her unit of academic study for
  purposeful and effective application beyond that
  unit of academic study (i.e. in his or her role
  as student, worker, family and community member,
  and/or life-long learner).

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4-Step Assessment Cycle
Maki, 2004
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Student Learning Outcomes

• Gen Ed Outcomes cross curricular SLOs that
  two-year college graduates should possess to
  succeed in work, transfer education, and life.
• Program Degree and Certificate SLOs program
  specific outcomes that two-year college graduates
  should possess to succeed in work.
• Course Competencies/SLOs measurable skills
  and/or knowledge that students possess at the end
  of a course. Several competencies may constitute
  a broader outcome at the program and general
  education levels.

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Overview of Gen. Ed. SLO Assessment Plan
Courses designed to address one or more SLOs at a
specific level
Tied to tactical planning and allocation of
resources
Data Analysis Make summative judgments about
student learning relative to SLO. Recommend
improvements. Record results in report.

• Collect Evidence of learning
• Samples of student work from courses
• Develop instruments

Gen Ed Interdisciplinary Committees
Implement recommended changes SLO, rubric,
support, instruction, resources, policies
Draft SLOs Develop benchmarks and rubrics
Results in improved institutional quality
Create alignment grids to determine what courses
address what SLO
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Levels of Opportunities

• Preparatory Level Develops the capacity for
  students to pursue pathway related studies.
• Level 1 SLO will be addressed at a introductory,
  basic level with beginning comprehension and
  familiarity, limited application.
• Level 2 SLO will be integrated regularly into
  classroom activities to develop the skill.
  Students will be able to apply this competency in
  a familiar setting.

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Addendum to Curriculum Documents

• SLO
• What SLO(s) does the course address?
• What level does the course address the SLO?

• Assessment Tools/Activities
• What assessment tools and/or activities are used
  to help students to attain the identified SLO(s)
  that the course addresses?

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Determine alignment of learning outcomes at
different levels
Gen ED Students Learning Outcomes (SLO) Gen ED Students Learning Outcomes (SLO) Gen ED Students Learning Outcomes (SLO) Gen ED Students Learning Outcomes (SLO) Gen ED Students Learning Outcomes (SLO) Gen ED Students Learning Outcomes (SLO)
COURSE SLO 1 SLO 2 SLO 3 SLO 4 SLO 5
Phil 101 1 1
Phil 102 2 1 1
Art 201 2 2 2
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Overview of Program SLO Assessment Plan
Courses and/or capstone designed to address one
or more SLOs
Tied to tactical planning and allocation of
resources
Data Analysis Make summative judgments about
student learning relative to SLO. Recommend
improvements. Record results in program review.

• Collect Evidence of learning
• Samples of student work from courses
• Develop instruments

Program Faculty
Implement recommended changes SLO, rubric,
support, instruction, resources, policies
Draft SLOs Develop benchmarks and rubrics
Results in improved institutional quality
Program maps show how courses culminate in
intended SLOs
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Levels of Opportunities

• Preparatory Level Develops the capacity for
  students to pursue pathway related studies.
• Level 1 SLO will be addressed at a introductory,
  basic level with beginning comprehension and
  familiarity, limited application
• Level 2 SLO will be integrated regularly into
  classroom activities to develop the skill.
  Students will be able to apply this competency in
  a familiar setting.
• Level 3 Development of this SLO is threaded into
  daily classroom activities and assignments.
  Students will be able to independently apply SLO
  to new and unfamiliar situations.

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Addendum to Curriculum Documents

• SLO
• What SLO(s) does the course address?
• What level does the course address the SLO?

• Assessment Tools/Activities
• What assessment tools and/or activities are used
  to help students to attain the identified SLO(s)
  that the course addresses?

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Overview of Assessment Plan for Administrative,
Student Service, and Support Units
Tied to tactical planning and allocation of
resources
Data Analysis Make summative judgments about the
effectiveness of the unit relative to the SO.
Recommend improvements. Record results in program
review.

• Collect Evidence of Effectiveness
• Develop instruments
• Use productivity information

Unit Committees
Implement recommended changes SO, ways of
doing, support, resources, policies,
infrastructure
Draft SO Develop benchmarks and rubrics
Results in improved institutional quality
SOs relate to a units function w/i the overall
mission of the college
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Academic, Administrative, Student Services and
Support Units
All work and resources at KCC ultimately support
students attainment of SLOs
Gen and Program SLOs
All activities at this level offer students
direct opportunities to achieve the SLOs
All activities at this level directly support
students work in their courses and OLAs
All activities and services support students
work in their courses, OLAs and LAPs by providing
training for faculty and by maintaining such
learning support infrastructures as the library
resource collections.
Services and activities support student as they
transition to college
All activities and services at this level support
student in their adaptation to functioning as a
successful member of a college.
All activities and services support students
practical needs in becoming members and
maintaining membership in college.
All activities and services support students and
faculty members work through provision of
functioning physical plant, equipment, and other
basic resources
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Contributors to Teaching and Learning and the
Attainment of Gen Ed and Program SLOs
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References

• Accrediting Commission for Community and Junior
  Colleges. (2007, August). Guide to
• Evaluating Institutions. Retrieved on
  10/01/07 from http//www.accjc.org/
• Aleen, M.J. (2006). Assessing general education
  programs. Bolton, MA Anker Publishing
• Company, Inc.
• Beno, B.A. (2004). The role of student learning
  outcomes in accreditation quality review. In T.W.
  Banta (Ed.), Community college assessment. San
  Francisco, CA Jossey-Bass.
•  
• Maki, P.L. (2004). Assessing for learning
  Building a sustainable commitment across the
• institution. Sterling, VA American
  Association for Higher Education.
• Miles, C.L. Wilson, C. (2004). Learning
  outcomes for the twenty-first century
  Cultivating
• student success for college and the
  knowledge economy. In T.W. Banta (Ed.), Community
• college assessment. San Francisco, CA
  Jossey-Bass.
•  

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References

• OBanion, T. (1997). A learning college for the
  21st century. Phoenix, Arizona American
• Council on Education and The Oryx Press.
•  
• Scott, A.G. (2007). The role of assessment in
  linking faculty teaching to student outcomes. In
• T.W. Banta (Ed.), Assessing student
  achievement in general education. San Francisco,
  CA
• Jossey-Bass.
•  
• Serban, A.M. Friedlander, J. (2004). Developing
  and implementing assessment of student
• leaning outcomes. Hoboken, NJ Wiley
  Periodicals.
•  
• Walvoord, B.E. (2004). Assessment clear and
  simple. San Francisco CA Jossey-Bass.