What the*!?# is an SLO? Train the Trainers Workshop

1. What the*!?# is an SLO?Train the Trainers Workshop Marcy Alancraig Cabrillo College maalancr@cabrillo.edu

2. Overview of Afternoon • SLO Writing Workshop – 1.5 hours • How to Run a Training – 1 hour • Course Embedded Assessment and Rubric Writing –1.5 hours

3. What do you Already Know? Quickie Quiz on SLOs • Answer multiple choice questions with the best answer • Answer the others as True or False

4. 1. A Student Learning Outcomes refers to student demonstration of: A) Knowledge B) Skills C) Abilities D) Attitudes E) All of the Above

5. 2. The ACCJC standards require that SLOs are written and assessed in: A) Courses B) Programs C) Degrees and Certificates D) Student Services and the Library E) All of the above • Place where you think De Anza is at this moment

6. 3. Course SLOs should cover: A) Discipline Knowledge B) Discipline Skills C) Discipline values and beliefs D) Answers A and B only E) All of the above

7. True or False 4. An SLO is really the same thing as an objective in our course

8. True or False 5. According the the Academic Senate and the ACCJC, writing SLOs and designing assessments for them is a faculty responsibility

9. True or False 6. Faculty members can write different SLOs for the same course

10. True or False • The college community must be involved in helping to define Institutional Outcome since it affects the entire campus

11. 8. At what level of the ACCJC rubric on SLOs must colleges be by 2012? A) Awareness B) Development C) Proficiency D) Continuous Quality Improvement

12. SLO 101 “This is an evolution of best teaching practices, not a revolution” Lars Kjeseth, El Camino College

13. What is an SLO? • Knowledge • Skills • Abilities • Attitudes that a student can demonstrate by the end of a course, program, certificate or degree

14. SLOs: The Big Picture • Requires HIGHER LEVEL thinking skills • Synthesizes many discreet skills • Requires students to APPLY what they’ve learned • Results in a product • Product must be evaluated or assessed by faculty

15. Must be written for • Courses • Programs, including GE and vocational • Degrees and Certificates • Library and Student Services

16. Who? • Faculty, as discipline experts, must write SLOs

17. Why? • Covering material doesn’t guarantee that students learn it • Must demonstrate it • Transparency is key • Practice is also key

18. When? • Should be at Development stage of ACCJC rubric now • Should be at Proficiency by 2012

19. Where Should SLOs live? • Course Outline of Record? • Addendum to COR? • Somewhere else? • According to ACCJC, objectives must be in syllabus • Good idea if SLOs are also

20. Remember SLOs: The Big Picture Requires HIGHER LEVEL thinking skills Synthesizes many discreet skills Requires students to APPLY what they’ve learned Results in a product Product must be evaluated or assessed by faculty

21. Objective: Nuts and Bolts • Describes small, discreet skills • Requires basic thinking skills • Do not necessarily result in a product

22. SLO versus Objective Activity • Fill out chart on page 9 • Hint: Some of the examples are neither an SLO or objective

23. Sample SLOs • Examine samples on page 13-14

24. Course Outline Activity • Look at your CORs • Which objectives listed may actually be outcomes? • Which could be combined to become an outcome? • Which are objectives?

25. Writing SLOs Activity • Look at Guide to Writing SLOs on page 15 • Use the charts on pages16-17 to write SLOs for both your classes, either creating new ones or revising what’s on your COR • Afterwards, use the checklist to see how you’ve done

26. How the #%$!& am I Going to Lead Workshops on This Stuff? Workshop Planning

27. Possible Workshop Format • Look at outline on page 20 • What might you want to keep? • What would you want to change?

28. Burning Questions • List the top 3-5 burning questions you think your faculty will have • Share in groups • Brainstorm answers to the top 3

29. Role Play Activity: Dealing with Resistance • Divide into pairs • One act up; the other deal with it • Switch roles • Share what you learned

30. Analyze and Revise SLO Activity • Read draft SLOs on page 22 • Pick two and think of questions you could ask faculty member to help him/her clarify it • Note some suggestions you might make

31. What the *&%#! Is Course Embedded Assessment? Assessing Course SLOs

32. Course-Embedded Assessment: Expanded Grading • Uses assignments produced in class – papers, projects, portfolios, presentations • Grades them with rubrics or other explicitly stated criteria shared with students in advance! • Results analyzed, resulting in changes to improve student learning and teaching

33. How is this different from grading? • Assignment analyzed for how it informs you about the SLO • Is not the cumulative grade of the course • May only use parts of the assignment • Focus is on what it reveals about teaching and learning, not how individual students performed

34. Think “Sampling” • Not every assignment in a class is used • But enough evidence must be gathered and assessed to get a good sampling of students and their work

35. Choose An Assignment • Look at the course SLOs you wrote earlier • Choose a major assignment you already give in that class that you feel addresses the SLOs • If you only give tests, choose specific questions that require higher level thinking skills and address the SLO

36. So What’s a Rubric? • A very detailed grading scale for one assignment • A descriptor of each level of achievement

37. Why Rubrics Rock • Great for students • Doesn’t impinge on your academic freedom • May make your teaching life easier • Caveat: Doesn’t work for multiple choice exams

38. How do Rubrics Work? • Rows: Criteria of rating • Columns: Levels of mastery • Beginner • Developed • Accomplished • Cells: Describes work at each level of mastery • Build from strengths and weaknesses you’ve seen in student work over the years

39. Sample Rubrics • Grid • Narrative with points • Combined with Grading Sheet

40. Advice: Rubrics are • As individual as instructor and assignment • Works in progress, always changing • Something students should see in advance

41. Activity • Choose one particular major assignment • Use workbook to create a rubric for it • Share with folks at your table

42. Where do you go from Here? • Next Steps