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Program Level Outcomes (PLO ) Review, Revise, Revitalize!!

Program Level Outcomes (PLO ) Review, Revise, Revitalize!!. Fall 2013 Flex Workshop Presenter: Char Perlas. There are many benefits to developing program-level Outcomes (PLOs): T o clarify the vision, purpose and direction of the program

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Program Level Outcomes (PLO ) Review, Revise, Revitalize!!

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  1. Program Level Outcomes (PLO)Review, Revise, Revitalize!! Fall 2013 Flex Workshop Presenter: Char Perlas

  2. There are many benefits to developing program-level Outcomes (PLOs): • To clarify the vision, purpose and direction of the program • To distinguish your program from those at peer institutions: how are you different? how are you the same? • To demonstrate to students what they can expect to be able to know or do when they complete the program • To help all faculty members see where their individual areas of specialty fit into the overall program curriculum. PLO’s Purpose

  3. Developing program level outcomes is similar to developing course level outcomes in that faculty will determine what they want students to “take away” from the program at its conclusion. • Generally, programs will have 4-6 SLOs, although there may be more or less as program need’s warrant. • Bloom’s Taxonomy can be very helpful in the construction of meaningful and measurable student learning outcomes. • EXAMPLE: By the time a student graduates from our program, she/he will be able to apply major theories to contemporary social problems, using the major authors in the field. Developing PLOs

  4. WASC PLO Rubric

  5. Typical assessment questions at this level: • Do the program’s courses, individually and collectively, contribute to its outcomes as planned? • How well does the program fulfill its purposes in the entire curriculum? • How well do the program’s sub-categories (e.g., distributive requirements in general education) contribute to the overall purposes? • Does the program’s design resonate with its expected outcomes? • Are the courses organized in a coherent manner to allow for cumulative learning? • Does the program advance institution-wide goals as planned? Assessing PLOs (AACU, 2005)

  6. Program assessment may likely involve several sources of evidence gathered at the point of entry, a midpoint, and at the end of the program. • Assignments from individual courses • Studentportfolios built over the program’s duration • Entering student tests or assignments • Results of common assignments, commercial tests Example sources of evidence (AACU, 2005)

  7. To map SLOs/SAOs, PLOs and ILOs to DQP in order to identify needs for improvement, recognize gaps in the curriculum, and refine courses/programs/services. Oh…and to remain compliant with Accreditation! SAY WHAT?!! Our ULTIMATE Goal

  8. Sample DQP Mapping

  9. The presentation can be accessed at: http://slosao.wikispaces.com/ For further assistance, feel free to contact Char Perlas at char.perlas@wvm.edu QUESTIONS?

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