SLO Assessment Cycle Instructional Breakout Session EVERGREEN VALLEY COLLEGE Spring PDD, March 23, 2012 PRESENTED BY DR. ABDIE TABRIZI ENGINEERING FACULTY SLO COORDINATOR LYNETTE APEN RN, MS The assessment cycle refers to the process called closing the loop use of assessment results to improve student learning. Part of a continuous cycle of collecting assessment results, evaluating them, using the results to identify actions to improve student learning Implementing the actions and then cycling back to collecting assessment results An EVC Student Learning Outcome (SLO) Committee Presentation

PDD Learning Outcomes Define assessment purposes/guidelines and access appropriate resources Plan for and implement assessment for previously created SLOs. Utilize assessment data to analyze learning/services and implement changes as indicated. Please note that the assessment process is not a part of faculty or staff evaluation.

Outcomes Assessment vs. Grading Learning of a large student cohort Real world experience Collaboratively developed Common criteria Results: instructional improvement Faculty evaluation of individual student performance Represents overall assessment of students class work

Choosing the Right Assessment Examine existing assessments you already use Does it examine the students’ ability to do the SLO? Not all SLOs need to be assessed at once Are there assessments that you can share? How can you involve adjunct faculty? Assessment examples that measure at least one SLO Imbedded question on a final exam (BIO) Clinical evaluation tool or lab checklist (NURS) Writing assignment with graded rubric (ENGL) Laboratory demonstration (ENGR)

Now What? Analysis of Data Method to collect/review Aggregate or disaggregate Contextualize Aggregate/disaggregate Aggregate sections so individual students and faculty can not be ID Disaggregate by time section offered, i.e. difference between day, afternoon and evening of same course Dissaggregate by ethnicity Contextualize: Direct data indicates areas of success or needs for improvement while indirect data can provide evidence of where areas of where interventions can be designed (insights on how to improve) A single perspective never describes the full story ID any critical factors that relate to the context of the results Do the results confirm or challenge existing assumptions Are there trends or patterns emerging over time How can the data inform teaching/learning or services Communicate and distribute data indicating necessary improvements

Closing SLO Assessment Loop Reporting Results Improving Practice Assessment summaries Celebrate results Identify improvement Areas for greater inquiry Sustainable Modify SLO Modify instruction or service Integrate to program review, integrated planning and resource allocation REASSESS It is better to close the loop on a single SLO than to partially assess all SLO. For this reason you should focusing on one or two SLOs. For some faculty that may mean one or two SLOs per course, and one or two program SLOs and if the faculty member is involved in institutional assessment, another one or two SLOs. The key for faculty is recording the data immediately

Breakout Session Instructions 10:45-11 overview 11-12:30 work by discipline 12:30-1:30 document & report 1:30-2:30 program assessment or continue discipline work

References Allen, G., Cummings, V. & Sands-Miller, D. (Fall 2007). Course and program student learning outcomes assessment handbook: course and program level principles and practices. Project Learn; Santa Rosa Junior College. BRIC Inquiry Guide (June 15, 2010): Assessing Student Learning (http://www.rpgroup.org/BRIC/InquiryGuide/SLOs) Fulks, J., Pacheco, B. (n.d.). Student Learning Outcomes Assessment.