1. Streamlining SLO Assessments Fall 2016

2. GRADES SLO’s OBJECTIVES OUTCOMES
Intended results, or consequences, of instruction. Results of curricula, programs or activities across all students.
Performances that all students are expected to demonstrate at the end of instruction.
Results:
Normal distribution of grades.
GRADES
OUTCOMES
The evidence that learning took place. Measured against a single student.
Student Learning Outcomes are observable, measurable skills.
An SLO describes exactly what it is that the single student should learn. SLO’s are not grades, but measurable and observable skills.
Results:
Totals of all Assessment Scorecards based upon Exemplary, Standard or Minimum categories set by Oxnard College.
SLO’s

3. OUTCOMES (Course SLO’s)
OBJECTIVES
This course is designed to give students the basic skills needed to survive in the realm of public speaking. Ideally, students will be more comfortable speaking in front of an audience learning to use such tools as visual aids and eye contact. Students will develop effective listening, thinking, and analytical skills while learning to accurately and clearly convey messages in a public venue. The course will focus on
Students are intended to leave this course with positive feelings toward public speaking and will be able to effectively use and understand basic skills and concepts.
OUTCOMES (Course SLO’s)
Write a complete speech outline.
Use voice, body movement, and eye contact effective to deliver a speech.
Students will demonstrate their active and analytical listening skills.
Both OBJECTIVES and OUTCOME CSLO’S need to be on your COURSE SYLLABUS.
Both OBJECTIVES and OUTCOME CSLO’s are input into the CurricUNET program.

4. Course SLO’s must have:
Discipline Appropriate Active Tense Verb
Observe Measure
Classify Test
Formulate Calculate
Compose Conjugate
Perform Extract
Describe Graph
Avoid:
Appreciate
Aware
Will be able to understand
Ability to recognize
Become familiar
Academic Rigor
A skill should not describe something the general population would know.
Bad: Students will be able to understand the effects of air pollution.
Good: Describe the six common air pollutants.
Measurable Outcome
Where your “operational” part of the Course SLO begins.
Will I measure this skill with a test, a quiz, a paper, a project, a presentation, a demonstration?
How will I do this – and how well does it fit with the wording of the CSLO?

5. OPERATIONAL: Describe the six common air pollutants.
Ozone
Particulate Matter
Carbon Monoxide
Nitrogen Oxides
Sulfur Dioxide
Lead
How to measure – could be an overall presentation:
One or more CSLO’s could be a topic for a class presentation.
It is important to make the presentation assignment description as much like the CSLO’s as possible.
The student would get both a grade and a score on the one or more CSLO’s associated with the Course.

6. OPERATIONAL: Describe the six common air pollutants.
Ozone
Particulate Matter
Carbon Monoxide
Nitrogen Oxides
Sulfur Dioxide
Lead
Measuring questions could be embedded in an exam:
MIDTERM EXAM – Environmental Science
Which regions of the seas are most polluted? Estuarine Sea surface Coastal
Atmospheric humidity is measured by a ___________
The CO2 concentration in the atmosphere is increasing at the rate of about _______ %
Describe the six common air pollutants: ______ ______ ______ ______ ______ ______
The concentration of ozone is found in the Troposphere Stratosphere Mesosphere
What is an aerosol?
What is the source of hydrocarbons? _______________
The CSLO can be a single direct question buried on an exam.
Probably one of the easiest ways to measure a CSLO. The student is not aware that this is a critical question, it appears as just one question on a test.
Easy to document, straightforward. Test is graded normally.
Can have all your CSLO’s as questions on an exam, there are no restrictions.

7. Exam: On an exam of 50 questions, 5 could be direct embedded questions corresponding to 5 Course SLO’s.
Theoretically, the student could get all 45 “regular” questions correct, and get the 5 CSLO questions wrong.
Inverse is true: answer the 5 CSLO questions correctly and not answer the remaining 45 questions correctly.
Because the ability to describe, list or define six air pollution components is a measurable skill, this example illustrates the difference between grades and SLO’s.
The student is still graded on all 50 test questions. But the five questions that correspond to the elemental skills that he should have at the end of the class are the only portion that is put into the Scorecards in the SLO application eLumen.
The scale, or rubric for CSLO’s is usually 0 to 4. It is up to the instructor to decide that the student must respond with all six pollutants in order to score a 4. Or score a 3 if only five were described. A rubric can also be 0 or 1, a pass/fail rubric.

8. OPERATIONAL: Describe the six common air pollutants.
Ozone
Particulate Matter
Carbon Monoxide
Nitrogen Oxides
Sulfur Dioxide
Lead
Measurement could be its own exam or quiz.
Environmental Science Quiz – 10th week of Fall 2016
Describe three aspects of agricultural runoff as they relate to coastal environments.
Analyze anthropogenic environmental problems and discuss possible solutions
Describe the six common air pollutants.
Critically review science articles about environmental issues which appear in the media
These represents the four Course SLO’s for an Environmental Science course.
Each question could be individually scored and a student would be given 4 separate values on the eLumen scorecard.
This would probably be best in essay form, not multiple choice.
This would have to be given towards the end of the Term.

9. Aspects of Environmental Air Quality
OPERATIONAL: Describe the six common air pollutants.
Ozone
Particulate Matter
Carbon Monoxide
Nitrogen Oxides
Sulfur Dioxide
Lead
Measurements could be its own paper – short, long, term, take-home final.
Aspects of Environmental Air Quality
in Ventura County
By: Chris Smith
For: Environmental Science 101
Fall 2016
Overview
Six Common Air Pollutants
Air Pollution and Agriculture
Air Pollution and Allergy Increases in Children
Conclusion
A paper assigned to cover the 4 SLO’s (basic concepts of the course) could be assigned.
Each CSLO could be individually scored based upon the thoroughness of the topic covered.
This would have to be assigned towards the end of the Term.

10. Program Student Learning Outcomes
eLumen
MAPPING
Course Student Learning Outcomes

11. Institutional Student Learning Outcomes
eLumen
MAPPING
Program Student Learning Outcomes

12. Because Course SLO’s are mapped to Program SLO’s, the CSLO needs to fall logically within one of the Program SLO “buckets” in order to have meaningful outcome measurements.
When constructing a CSLO, you must keep in mind the activity, the “evidence” of the learning.
If the CSLO is not a perfect fit with an activity, this whole process is meaningless.
Do not try to back into, or reverse-engineer a CSLO that would fit with some unspecified activity.
Create the activity (test, paper, speech, lab experiment, demonstration, project) first, describe with a well-written CSLO statement, and then score the activity via eLumen Scorecard Assessments.

16. Who Creates Assessments?
DISCIPLINE Coordinators – Department Chairs, Deans
What Are Assessments?
An Assessment consists of a Description, a Rubric and Scorecards for students in that class Roster.
When Are Assessments Created?
An Assessment is created ONCE and put into the Assessment Library. It is re-distributed Term after Term.
Where Do Assessments Go?
We distribute Assessments every Term, to their appointed Courses and Sections. Then Faculty score them.

17. Instructions on using eLumen Scorecard Assessments in Accreditation 2016 Vault
eLumen HELP Pages
Downloadable PDF files on Assessments, Scorecards, Reflection Questions, Course and Program SLO’s.