Putting Course SLOs into Practice Mapping Course SLOs to Your Course Assignments The information in this presentation comes from the fundamentals of assessment conference and dr. Amy driscoll.

All courses need to be assessed every three years. What does this mean? How do you assess your courses?

Another way to think of it Every course’s data should be analyzed every three years as part of a larger interdisciplinary conversation about the course. Mapping course assignments, assessments, and curriculum with outcomes is one way to generate ideas for that conversation.

An example English 1A Reading CSLO: Identify the main ideas and supporting arguments of a college-level text. The English 1A essay assignment: Write a summary/response essay that objectively summarizes an article we read and then evaluates the success of the author’s argument by blending ideas critiques, rhetorical analysis, and personal reflections. English 7 Reading CSLO: Evaluate the logic and validity of a nonfiction college-level text’s reasoning and support. Revised English 1A essay assignment: Write a summary/response essay that objectively summarizes an article we read and then responds to the article through ideas critiques, rhetorical analysis, personal reflections, or a blend.

Another example Department mapping of English 104, a Basic Skills course Some questions that came up: Are we devoting enough instruction to the reading SLO? Are we devoting too much instruction to the grammar SLO? Are we providing students enough opportunities to show they can meet the research SLO? Do we need to create an SLO for affective student skills, something most of us tend to teach?