1. 1 KapCC Student Learning Outcomes Assessment Framework Faculty Senate SLO Committee Presented by Kristine Korey-Smith

2. 2 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). 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).

3. 3 4-Step Assessment Cycle Interpret Evidence Implement Change Identify Outcomes Gather Evidence Maki, 2004

4. 4 Student Learning Outcomes Gen Ed Outcomes – cross curricular SLOs that two- year college graduates should possess to succeed in work, transfer education, and life. 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. 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. 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.

5. 5 Overview of Gen. Ed. SLO Assessment Plan Gen Ed Interdisciplinary Committees Draft SLOs Develop benchmarks and rubrics Collect Evidence of learning: Samples of student work from courses Develop instruments Data Analysis: Make summative judgments about student learning relative to SLO. Recommend improvements. Record results in report. Implement recommended changes – SLO, rubric, support, instruction, resources, policies Tied to tactical planning and allocation of resources Courses designed to address one or more SLOs at a specific level Create alignment grids to determine what courses address what SLO Results in improved institutional quality

6. 6 Levels of Opportunities Preparatory Level: Develops the capacity for students to pursue pathway related studies. 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 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 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.

7. 7 Addendum to Curriculum Documents SLO What SLO(s) does the course address? What SLO(s) does the course address? What level does the course address the SLO? 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? What assessment tools and/or activities are used to help students to attain the identified SLO(s) that the course addresses?

8. 8 Determine alignment of learning outcomes at different levels Gen ED Students Learning Outcomes (SLO) COURSE SLO #1 SLO #2 SLO #3 SLO #4 SLO #5 Phil 101 11 Phil 102 211 Art 201 222

9. 9 Overview of Program SLO Assessment Plan Program Faculty Draft SLOs Develop benchmarks and rubrics Collect Evidence of learning: Samples of student work from courses Develop instruments Data Analysis: Make summative judgments about student learning relative to SLO. Recommend improvements. Record results in program review. Implement recommended changes – SLO, rubric, support, instruction, resources, policies Tied to tactical planning and allocation of resources Courses and/or capstone designed to address one or more SLOs Program maps show how courses culminate in intended SLOs Results in improved institutional quality

10. 10 Levels of Opportunities Preparatory Level: Develops the capacity for students to pursue pathway related studies. 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 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 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. 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.

11. 11 INTEGRATING EXPERIENCE E N T R Y OUTCOMESOUTCOMES C O M M U N I T Y L C O L E G E L E C O L G E C O L L E G E O E C L L G E PROGRAM PROGRAM PROGRAM C O M M UN I T Y INTRO T H E M EC L U S T E R C O U R S ES E Q U E N C E C A P S T O N E C O N N E C T I ON C O N E C T O N N I C O N N E C T I O N C O N N E C T I O N

12. 12 Addendum to Curriculum Documents SLO What SLO(s) does the course address? What SLO(s) does the course address? What level does the course address the SLO? 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? What assessment tools and/or activities are used to help students to attain the identified SLO(s) that the course addresses?

13. 13 Overview of Assessment Plan for Administrative, Student Service, and Support Units Unit Committees Draft SO Develop benchmarks and rubrics Collect Evidence of Effectiveness: Develop instruments Use productivity information Data Analysis: Make summative judgments about the effectiveness of the unit relative to the SO. Recommend improvements. Record results in program review. Implement recommended changes – SO, ways of doing, support, resources, policies, infrastructure Tied to tactical planning and allocation of resources Results in improved institutional quality SOs relate to a unit’s function w/i the overall mission of the college

14. 14 Academic, Administrative, Student Services and Support Units Gen and Program SLOs All work and resources at KCC ultimately support students’ attainment of 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 student’s 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

15. 15 Contributors to Teaching and Learning and the Attainment of Gen Ed and Program SLOs

16. 16 References Accrediting Commission for Community and Junior Colleges. (2007, August). Guide to Evaluating Institutions. Retrieved on 10/01/07 from http://www.accjc.org/ 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. 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. 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 student success for college and the knowledge economy. In T.W. Banta (Ed.), Community college assessment. San Francisco, CA: Jossey-Bass. college assessment. San Francisco, CA: Jossey-Bass.

17. 17 References O’Banion, T. (1997). A learning college for the 21 st century. Phoenix, Arizona: American Council on Education and The Oryx Press. 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: T.W. Banta (Ed.), Assessing student achievement in general education. San Francisco, CA: Jossey-Bass. Jossey-Bass. Serban, A.M. & Friedlander, J. (2004). Developing and implementing assessment of student leaning outcomes. Hoboken, NJ: Wiley Periodicals. leaning outcomes. Hoboken, NJ: Wiley Periodicals. Walvoord, B.E. (2004). Assessment clear and simple. San Francisco: CA: Jossey-Bass.