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On SLOA ( SLO Assessment). On SLOA ( SLO Assessment). (after Munch). Will Lecture die? No…. Will SLOA result in this?. What is SLO Assessment?. An ongoing process aimed at improving student learning Faculty make learning outcome expectations explicit and public
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On SLOA (SLO Assessment) (after Munch)
What is SLO Assessment? • An ongoing process aimed at improving student learning • Faculty make learning outcome expectations explicit and public • Faculty measure if students have met the SLOs and then document findings • Faculty make teaching and curriculum changes based on the findings *From Exploring SLO Country: Assessing Course SLOs Workshop; PP by Marcy Allancraig, Cabrillo College
Assessment, Achievement & Evidence • “Evidence tells all stakeholders that an institution has investigated its questions and knows something about itself - it knows what it achieves.” • ACCJC *From Pasadena Assess. Conference; PP by Barbara Anderson, Pierce College Scott Lee, Antelope Valley College Tracy Schneider, Solano Community CollegeGary Williams, Crafton Hills College
ACCJC on Evidence • Is it intentional & purposeful? • Has it been interpreted and reflected upon? • Is it integrated and holistic? • It is actionable? • Is it both qualitative and quantitative? *From Pasadena Assess. Conference; PP by Barbara Anderson, Pierce College Scott Lee, Antelope Valley College Tracy Schneider, Solano Community CollegeGary Williams, Crafton Hills College
Here’s What We Need To Do • SLOs: What do I want students “to get”—to be able to know and do? • EVIDENCE : What data do I need to gather so as to see and show that students actually “got it”? • ASSESSMENT: What tools do I need in order to elicit the evidence in a reliable and valid way? *From ETS, “Building a Culture of Evidence”, 3rd Report, 2008
Example SLO: Students will demonstrate the ability to create, analyze and evaluate Arguments.
Example Continued Assessment Tool A: *Select the argument that is good. I) X. Thus, A, B & C follow. II) If X, then Y. Not Y. Thus, not X. Question: Does this look like a valid tool?
Example Continued Assessment Tool B: *Create four arguments: 1) a valid argument; 2) a sound argument; 3) an invalid argument; 4) an argument that is valid yet unsound. Question: Does this look like a valid tool?
As a Department… 1) Take your chosen assessment item and embed it in a test, say, in your 101 course. 2) Others in the department do the same. 3) Create a rubric for assessment evaluation. 4) Gather the student work, use peer-reviewed grading and the rubric--discuss and use the results...
Four Strategies • Paper-and-pencil • Exams (multiple choice, true/false, etc.) • Essays • Performance • Papers & Reports • Projects • Presentations *From: Assessment Theory for College Classrooms (2004) by Susan M. Brookhart.
Four Strategies • Oral Communication • Asking questions of students in class • (Primarily Formative) • Portfolios • Collections of student work over time *From: Assessment Theory for College Classrooms (2004) by Susan M. Brookhart.
Pre and Post Testing • Ask same questions at start and end of class • Measure growth, value added
The SLO Paradigm Asks Us to Engage in Authentic Assessment • Authentic Assessment: • Seeks to find out the truth about whether or not our students are “getting it.” • Do they actually know the course material? • Can they meaningfully apply it? • Are our assessment methods and projects actually valid with respect to what we are trying to test and measure?
It Also Asks Us to Make Assessment Criteria Transparent and Available • Create rubrics and give them to students. • Discuss the assessment criteria on the rubrics with the students. Get them to dialogue about and internalize the criteria used to evaluate them. Try to gain their buy-in and ownership. • Have students apply the criteria, say, by using it to grade the work of colleagues.
Beyond Closing the Feedback Loop What faculty learn from assessment • Informs program review • Informs planning, DPPs, and EMP
