THESLO

PROCESS

#1create/update

SLO’s, rubrics, & assessment

methods

#2assess all students

in all sections of all courses

#3maintain SLO assessment

scores

#4analyze & reflect

on SLO assessment

scores

#5write course level

reports

#6enter course level

reports in outcomes database

#7dialogue & document

#8act: update pedagogy,

curriculum, texts; request resources

#9follow up & set

goals for the next cycle

ALL FACULTY (required)

DEPT. CHAIR / SLO LIAISON

GROUP EFFORT

ALL FACULTY (required)

1

WHAT IS YOUR INVOLVEMENT IN THE PROCESS?

GROUP EFFORT

ALL FULLTIME FACULTY (required) ADJUNCT FACULTY (encouraged)

______-YEARSLO REPORTING

CYCLE

#1create/update

SLO’s, rubrics, & assessment

methods#2

assess all students in all sections of all

courses

#3maintain SLO assessment

scores

#4analyze & reflect

on SLO assessment

scores

#5write course level reports

#6enter course

level reports in outcomes database

#7dialogue: what worked? what

didn’t?

#8act: update pedagogy,

curriculum, texts; request

resources

#9follow up & set goals for next course level

reporting cycle

assess students every fall & spring semester

write reports every _____ years

enter reports in DB every _____ years

maintain scores every semester

http://pierce.elumenapp.com/

on-going

3

WHERE IS YOUR DOCUMENTATION OF ASSESSMENT?

• Outcomes Data is recorded and stored in the Outcomes Reporting Database (currently eLumen)

• Faculty members may download and save Assessment Scores for each of their sections from eLumen (optional)

• Discussions about SLOs, PLOs, ILOs, or any Assessment/Outcomes-related topics should be documented (i.e., as FLEX activities or department meeting agenda items)

• Time spent creating/updating SLOs, PLOs, Rubrics, Assessment Methods, etc. should be documented (i.e., as FLEX activities or department meeting agenda items)

4

#1CREATE/UPDATE SLO’s

5

SLO’s (STUDENT LEARNING OUTCOMES):statements that identify specific knowledge, skills, abilities, or attitudes that students will demonstrate as a result of engaging in a particular learning experience

6

SLO’s: use active, present tense voice (i.e.,

“Students create …”)

begin with “Students [insert verb here]”

use verbs which represent the higher levels of Blooms Taxonomy of Learning, i.e. levels 5 and 6

are easily accessible to faculty & students

7

SLO’s: have already been written and

implemented

are updated/revised as on-going process rather than a finished product

are fluid; they evolve as a result of the SLO Process

8

All faculty teaching the same course must use the same SLO’s and must post those SLO’s on their Syllabi.

Department Chairs are responsible for vetting Syllabi of fulltime and adjunct faculty in their departments.

Department Chairs are also responsible for posting all course SLO’s on the department webpage.

To revise SLO’s, download the “SLO Addendum Form” from the College Outcomes website and submit to the Curriculum Committee.

9

#2ASSESS STUDENTS

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STUDENT ASSESSMENT: a formative method of determining students’ success at achieving SLO’s, done for the purpose of improving the quality of student learning and the effectiveness of instruction

11

Student Assessment:

must be done for every section of every course offered every Fall and Spring semester

employs Authentic Assessment Method(s) to determine how well students have achieved course SLO’s

12

SLO Assessment Method(s):use an existing, or “embedded,” SLO Assessment Method (i.e., an

assignment or exam that is already part of your course) ORcreate an SLO Assessment Method designed specifically to measure

achievement of SLO’s ORcollaborate with other faculty members in your discipline or

department and create a Common SLO Assessment Method (recommended)

ORagree on a type of SLO Assessment Method (i.e., an essay,

performance, portfolio), with each faculty member writing their own content (recommended)

13

As of 2013, Pierce College has adopted the following definition of

Authentic Assessment:Authentic Assessment is a form of assessment in which students are asked to perform tasks that demonstrate meaningful application of essential knowledge and skills. (adapted from Jon Mueller)

14

Student Assessment:

is carried out every semester (Fall and Spring), for every section of every course offered

compared to Course Level Reporting, which is done every _____ years (one report for each course, combining SLO Assessment Scores from all sections of that course)

15

All faculty members, fulltime and adjunct, are required to assess students and enter SLO Assessment Scores into Pierce College’s Outcomes Reporting Database

for every section they teach

every semester (Fall and Spring)

16

Additionally, fulltime faculty members are responsible for creating/updating

SLO’s & PLOs Assessment Rubrics Assessment Methods Course Level Reports Course Level Action Plans

17

Assessment Reliability:

It is recommended that all faculty members teaching a particular course (i.e., English 84), use an agreed upon Rubric, so that Assessment Scores can be easily combined into one meaningful Course Level Report. [see attached sample Rubric and sample Course Level Report]

18

It is also recommended that all faculty members teaching the same course use a Common Assessment Method (or at least the same type of Assessment Method) in order to facilitate meaningful comparisons of Assessment Scores collected from multiple sections of the same course.

19

Choose Assessment Method(s):use an existing, or “embedded,” Assessment Method (i.e., an

assignment or exam that is already part of your course) ORcreate an Assessment Method designed specifically to measure

achievement of SLO’s ORcollaborate with other faculty members in your discipline or

department and create a common Assessment Method (recommended)

ORagree on a type of Assessment Method (i.e., an essay, performance,

portfolio), with each faculty member writing their own content (recommended)

20

#3MAINTAIN

SLO ASSESSMENT SCORES

21

SLO ASSESSMENT SCORES: numerical results of SLO Assessment

22

SLO Assessment Scores:

are anonymous (neither students’ names nor instructors’ names are accessible)

are documented and shared through eLumen

are accessible to all faculty and administrators

23

#4ANALYZE SLO

ASSESSMENT SCORES

24

SLO Assessment Data Analysis: studying & making conclusions about SLO Assessment Data

25

With your colleagues, determine:

What do the numbers mean?

What are we doing right?

What could we improve upon?

What could we add/eliminate?

What do we need from the college?

26

#5WRITE COURSE LEVEL

REPORTS

27

Course Level Report: a written record of findings & conclusions based on Assessment Scores from all sections of a course over a specified period of time (Course Level Reporting Cycle)

28

If multiple sections of a course are offered over the course of the _____-year Course Level Reporting Cycle, the SLO Assessment Scores from all sections are combined into one Course Level Report.

For example, if 4 different instructors teach 4 different sections of English 84 each Fall and Spring semester for 2 years,

each of the 16 instructors will assess their students and record the scores in the Outcomes Reporting Database (eLumen)

department members will analyze the Assessment Scores collected from all 16 instructors and write one Course Level Report for English 84

29

Course Level Reports: give success/failure rates

draw conclusions from Assessment Scores (i.e., students are consistently weak in the area of SLO #1)

explain the connection between the SLO’s of a course and the GELO’s (or PLO’s) to which those SLOs are mapped

make recommendations for improving and refining the course curriculum and the pedagogical methods being used (i.e., use more/less technology)

make recommendations about how the college can support said improvements (i.e., more smart classrooms)

30

#6ENTER COURSE LEVEL

REPORT(S) INTO OUTCOMES REPORTING

DATABASE (eLumen)

31

Course Level Reporting: entering Course Level Reports into the Outcomes Reporting Database (eLumen)

32

Every _____ years, for every course offered, enter a Course Level Report into the Outcomes Reporting Database (eLumen).

VS.

Every semester (Fall and Spring), for every section of every course offered, Assess Students and enter Assessment Scores into Outcomes Reporting Database (eLumen).

33

Use the Course Level Reporting Plan [currently being developed] to keep track of when Course Level Reports must be entered into the Outcomes Reporting Database (eLumen).

34

Course Level Reports can be entered into the Outcomes Reporting Database (eLumen) by:

department chairs

SLO liaisons

faculty members

35

#7DIALOGUE

36

Dialogue: reflecting upon and talking about Assessment/Outcomes

37

Assessment is only as useful to our students and to us as we make it.

Make time for discussions about Assessment and Outcomes.

Make it a habit; add Assessment/Outcomes discussion as an agenda item at department meetings.

Document discussions.

38

#8ACT

39

Act: adapting, growing, improving

40

Adjust SLO’s, Rubrics, and Assessment Methods as necessary.

Adjust teaching methods as necessary.

Adjust curriculum as necessary.

Request resources as needed.

41

#9FOLLOW UP

42

Follow up: double-checking the process, closing the loop

43

Have proposed changes been implemented?

Have Assessment Scores improved?

What are our Assessment/Outcomes goals for the next ______-year cycle?

Are our goals in line with Pierce College’s Strategic Master Plan and Educational Master Plan?