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Student Learning Outcomes January 8, 2008

Tyler Junior College. Student Learning Outcomes January 8, 2008. Overview. Make learning visible – including that which occurs outside of the classroom and over several semesters Highlight interrelationships Proclaim what we value – and its value to the whole college. College Level.

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Student Learning Outcomes January 8, 2008

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  1. Tyler Junior College Student Learning Outcomes January 8, 2008

  2. Overview • Make learning visible – including that which occurs outside of the classroom and over several semesters • Highlight interrelationships • Proclaim what we value – and its value to the whole college

  3. College Level Program Level Course Level

  4. Student Level

  5. With passing grades, students accumulate course credit Faculty compile and record students’ grades Faculty evaluate student achievements by standards Students learn / demonstrate achievements Faculty teach courses -- student opportunities to learn Students enroll in courses -- defined number of credits

  6. Course Grade Specific Student Achievements

  7. Equations Factoring Polynomials Exponents Graphing

  8. Other Than Classroom Outcomes • Do students learn things outside of class? • If so, what do they learn and from which experiences?

  9. Where Do Students Learn To: • Take personal responsibility • Develop self-management skills • Make informed decisions • Plan effectively • Develop effective interpersonal skills • Navigate complex organizations • Become independent information gatherers

  10. Managing and Analyzing Data

  11. Breakthrough Process Yields rich data Is easy to use Requires no additional work

  12. Structure . . . • Statement of Outcome • Rubric or Measure • Assessment Criteria • Close the Loop

  13. Major Confusions . . . • Focus • Outcomes / Competencies / Objectives • “Services” • Rubrics

  14. Focus Considerations • Homework vs. in-class work • Outcomes vs. in-program-only assessment • Camera lens focus: • Landscape - - History, Art, college-wide • Close-up - - Nursing, Auto, ____

  15. Outcome - Competency - Objective • Outcome:A result that an employer, Board of Trustees member, or legislator would consider meaningful. • Competency:The application of objectives to particular tasks that demonstrate outcomes • Objectives:The skills that students need to practice or demonstrate that they have achieved the outcome.

  16. Types of Outcomes • Student Learning Outcomes – The individual student will learn something because of what you teach. • Student Support Outcomes – The individual student will achieve course outcomes because of specific individualized services. • Institutional Effectiveness Outcomes(that enhance student learning) – Studentswill succeed because of the accountability of your program toward its goals.

  17. Your Program’s Role • Where do you fit into the outcomes scheme? • How does what you do enhance student learning?

  18. Outcomes in Instruction • Student Learning Outcomes – The individual student will learn something because of what you teach. • Student Support Outcomes – The individual student will achieve course outcomes because of specific individualized services. • Institutional Effectiveness Outcomes(that enhance student learning) – Studentswill succeed because of the accountability of your program toward its goals.

  19. Outcomes in Student Services • Student Learning Outcomes – The individual student will learn something because of what you teach. • Student Support Outcomes – The individual student will achieve course outcomes because of specific individualized services. • Institutional Effectiveness Outcomes(that enhance student learning) – Studentswill succeed because of the accountability of your program toward its goals.

  20. Outcomes in Instructional Support • Student Learning Outcomes – The individual student will learn something because of what you teach. • Student Support Outcomes – The individual student will achieve course outcomes because of specific individualized services. • Institutional Effectiveness Outcomes(that enhance student learning) – Studentswill succeed because of the accountability of your program toward its goals.

  21. Outcomes in Admin Services • Student Learning Outcomes – The individual student will learn something because of what you teach. • Student Support Outcomes – The individual student will achieve course outcomes because of specific individualized services. • Institutional Effectiveness Outcomes(that enhance student learning) – Studentswill succeed because of the accountability of your program toward its goals.

  22. 1. Student Learning Outcomes Statement of Outcome – Practical Psychology The student exhibits informed decision-making Assessment Criteria ___% of transferring/graduating/ completing students will achieve at least at Level 4 as measured by the rubric scale. Rubric or Measure

  23. 2. Student Support Outcomes Statement of Outcome - EOPS EOPS will provide specific services for individual students to succeed in classes Assessment Criteria With appropriate services, disadvantaged students will be retained, persist, and successfully complete classes at the same rate as the general college population. Rubric or Measure Documentation of services provided to each student Student success (GPA, retention, persistence)data

  24. 3. Institutional Effectiveness Outcomes Statement of Outcome - Library An increasing large number of students will use on-line library services Assessment Criteria In 2005-2006 the number of students who access college on-line library services will increase by 20%. Rubric or Measure Program data

  25. 3. Institutional Effectiveness Outcomes Statement of Outcome - Custodial Classrooms will be cleaned and re-supplied each day to provide the optimal learning environment. Assessment Criteria In 2007-2008 spot checks will reveal at least 80% of rooms are in optimal condition. Rubric or Measure Program data

  26. What & Why Rubrics . . . Descriptive statements of what a student can actually demonstrate. • Level of Evidence: • Outside-of-the-college evaluation • Personal (faculty) evaluation • Evaluated by shared rubric • Consistency: • Once • More than once • Across different raters

  27. How well = “rubric”: 5 = The student . . . • This is the highest or “best” level • Identify what behaviors you would see if the student was achieving the SLO to your highest expectation.

  28. How well = “rubric”: 1 = The student . . . • This is the lowest level of achievement • Identify what behaviors you see when a student is not able to achieve the desired outcome

  29. How well = “rubric”: 4 = The student . . . 3 = The student . . . 2 = The student . . . • These are the intermediary levels • You will want to make distinctions as to how well a student is doing between the extremes.

  30. Course/Unit Outcomes & Rubrics • Identifying SLOs • Making Them Measurable • Assessment Criteria

  31. Measurable . . .

  32. Evaluation

  33. Verbs - - Bloom’s Taxonomy • Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate . . . • Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write . . . • Analysis:analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test . . . • Application:apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write . . . • Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate . . • Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state . . .

  34. Practice

  35. Mission Statement • Does the word “student” appear in your mission statement? • Does your mission statement begin with: • To provide services . . . or • To assist students . . . or • . . . learning . . .

  36. College: Overarching Outcomes • Appreciate the artistic, historic, scientific, and social context of events and participate in the cultural life of their communities • Apply critical thinking skills • Access ideas by listening and reading and articulately express them in written and spoken form • Gather visual/verbal information independently • Work cooperatively and ethically with others from diverse backgrounds and perspectives • Comfortably use technology

  37. Example

  38. Ex: SLO: Ethical Behavior The student formulates thoughtful decisions based on clear ethical standards The student thinks critically about ethical issues The student examines personal and professional situations for ethical issues and consequences The student approaches an ethical question analytically Rubric

  39. Rubric • The student comes to a conclusion that is cogent and is supported by a discussion of the pros and cons of the ethical question. • The student comes to a conclusion that is supported by arguments only in favor of that conclusion. Alternately, the student lists arguments on both sides but does not come to a supported conclusion. • The student states a conclusion but without support. Alternately, the student gives reasons for the conclusion that are not analytical. • The student’s product is non-responsive to the question

  40. http://elumen.info

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