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SLO LITERATURE REVIEW Building a bibliography

SLO LITERATURE REVIEW Building a bibliography. Jarek Janio , Santa Ana College, SCE. History.

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SLO LITERATURE REVIEW Building a bibliography

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  1. SLO LITERATURE REVIEWBuilding a bibliography JarekJanio, Santa Ana College, SCE

  2. History • “To say that education is a social function, securing direction and development in the immature through their participation in the life of the group to which they belong, is to say in effect that education will vary with the quality of life which prevails in a group.” • John Dewey(1916). Democracy and Education

  3. History continued • “Whatever exists at all exists in some amount. To know it thoroughly involves knowing its quantity as well as its quality”  • Edward Thorndike (1918). The nature, purposes, and general methods of measurement of educational products. In S. A. Courtis (Ed.), The Measurement of Educational Products (17th Yearbook of the National Society for the Study of Education, Pt. 2. pp. 16–24). Bloomington, IL: Public School. • Law of effect video

  4. About shrinking resources • “As institutional resources tighten, college and university administrators at all levels are growing more concerned about identifying and improving the impact of their programs upon students.” Later: “the same set of forces has produced a demand for greater accountability on the part of those controlling the use of resources in higher education.” And finally: “despite these growing pressures, few institutions have moved beyond the talking stage in the explicit assessment of student outcomes. • Peter Ewell (1983, p. 2). Information on Student Outcomes:How to Get It and How to Use It.

  5. A threat • “Our nation is at risk. Our once unchallenged preeminence in commerce, industry, science, and technology is being overtaken by competitors throughout the world” • (Nation at Risk, 1983, p. 9).

  6. What’s next? • “institutions and programs are responsible for establishing clear statements of student learning outcomes and for collecting, interpreting, and using evidence of student achievement” • Council for Higher Education Accreditation (2003).

  7. The European Connection (Bologna, 1999) • The origin of learning outcomes approaches have a chequered history and can be loosely traced to Pavlof(1849-1936) and his conditioning of dogs! (p. 2). • They represent a change in emphasis from teaching to learning typified by what is know as the adoption of a student-centered approach in contrast to traditional teacher-centered viewpoint. • Student-centered learning produces a focus on the teaching learning assessment relationship and the fundamental links between the design, delivery and measurement of learning. • Stephen Adam (2004). Using Learning Outcomes.

  8. Definitions, part 1 • Student Learning Outcomes (SLO). Student learning outcomes (SLOs) are the specific observable or measurable results that are expected subsequent to a learning experience. These outcomes may involve knowledge (cognitive), skills (behavioral), or attitudes (affective) that provide evidence that learning has occurred as a result of a specified course, program activity, or process. An SLO refers to an overarching outcome for a course, program, degree or certificate, or student services area (such as the library). SLOs describe a student’s ability to synthesize many discreet skills using higher level thinking skills and to produce something that asks them to apply what they’ve learned. SLOs usually encompass a gathering together of smaller discrete objectives (see definition on previous page) through analysis, evaluation and synthesis into more sophisticated skills and abilities. • Glossary (2009).

  9. Definitions, part 2 • See Student Learning Outcomes (p. 4). • SLO Terminology Glossary (2009). Competencies.

  10. Definitions, part 3 • “the learning outcomes do not prescribe how well a student must demonstrate mastery; they are intended to define the achievement of competence” • (Lumina, 2011, p. 5). • “Degree Qualifications Profile defines competencies in ways that emphasize both the cumulative integration of learning from many sources and the application of learning in a variety of settings” • (Lumina, 2011, p. 2).

  11. How to measure SLOs? • Higher education institutions should measure student learning using quality assessment data from instruments such as, for example, the Collegiate Learning Assessment, which measures the growth of student learning taking place in colleges, and the Measure of Academic Proficiency and Progress, which is designed to assess general education outcomes for undergraduates in order to improve the quality of instruction and learning(p. 22) • Spelling’s Report (2003).

  12. About grading • Differences in grades across classes are largely a function of differences in instructor stringency, and it is a safe assumption that the same letter grades across classes do not represent comparable levels of student skill and knowledge (Bond, 2009).

  13. Where are we now? • “each of the regional accreditors reported that deficiencies in student learning outcomes assessment were the most common shortcoming in institutional evaluations” (Provezis, 2010, p. 7) • “expectations concerning student learning outcomes assessment continue to evolve” (Provezis, 2010, p. 18).

  14. Where are we now? Part 2 • “each of the regional accreditors reported that deficiencies in student learning outcomes assessment were the most common shortcoming in institutional evaluations” (Provezis, 2010, p. 7) • “expectations concerning student learning outcomes assessment continue to evolve” (Provezis, 2010, p. 18).

  15. And the solutions are … • Institutions need to work out “part of an intensive, collaborative effort to reshape their cultures and to make a commitment to continuous quality improvement their constant focus” • (NCA-HLC, 2008, p. 244). • “Efficiency refers to bringing data to the table and being able to explain that data in ways that are understandable to diverse audiences to instigate productive and sustained conversations.” • Howard, R.D., McLaughlin, G.W., Knight, W.E., and Associates (2012).

  16. What’s the outcome? • “To say that education is a social function, securing direction and development in the immature through their participation in the life of the group to which they belong, is to say in effect that education will vary with the quality of life which prevails in a group.” • John Dewey (1916). Democracy and Education

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