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Antelope Valley College SLO Assessment: Two Methods 2008-2009. What are SLOs?. Student Learning Outcomes (SLOs) state what a student is able to do at the completion of a course or course assignment. A student learning outcome is a statement of expectation that articulates:

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antelope valley college slo assessment two methods 2008 2009
Antelope Valley College

SLO Assessment:

Two Methods

2008-2009

what are slos
What are SLOs?
  • Student Learning Outcomes (SLOs) state what a student is able to do at the completion of a course or course assignment.
  • A student learning outcome is a statement of expectation that articulates:
    • what students will know, do or think/feel as a result of our interaction with them,
    • specifies how learning will be assessed, and
    • documents the results of assessment and how those results will be used to improve learning.
what are slos3
What are SLOs?

So the focus on SLOs is not “What did we cover”? or “What did we teach”?

It is: “What can students do or produce at the end of the course that they could not at the beginning”?

why measure slos
Why Measure SLOs?
  • SLOs are measurable so that the difference between the planned achievement and the learned achievement can be narrowed.
  • Once outcomes are known, faculty can adjust the course or program to better accomplish the expected outcomes or the outcomes can be re-written to better reflect expected student learning.
  • Expectations for student learning and assessment are collaboratively authored and collectively accepted.
terminology
Terminology
  • Institutional Learning Outcomes (ILOs)
  • Program Learning Outcomes (PLOs)
  • Student Learning Outcomes (SLOs)
  • Operational Outcomes (OOs)
  • Assessment
  • Data Collection
  • Quality Enhancement Plan (QEP)
slide6
What is Assessment?“Not everything that can be counted counts, and not everything that counts can be counted.” Albert Einstein
  • Assessment is an ongoing process primarily aimed at one of two things:
    • 1) improving programs and/or services, and
    • 2) understanding and increasing student learning.
  • Measurement is the process of collecting data for evaluation of your Outcomes.
    • WHO you are going to measure, and
    • WHAT you are going to measure.
    • This will help you determine HOW you are going to collect your data.
slide7
What is Assessment?“Not everything that can be counted counts, and not everything that counts can be counted.” Albert Einstein

The Division/Area must:

  • Make program objectives and student learning outcomes explicit and public.
  • Set appropriate criteria and high expectations.
  • Systematically gather, analyze, and interpret data to determine how well programs and services meet those expectations and criteria.
  • Use the resulting data to document, explain, and improve programs, services, and student learning outcomes.
  • Re-evaluate criteria and modify as necessary.
a simple 4 step assessment cycle
A Simple 4-Step Assessment Cycle

1. Establish Learning

Goals

4. Use the Results

2. Provide Learning

Opportunities

3. Assess Student

Learning

direct vs indirect assessment
Direct vs Indirect Assessment
  • Direct assessment involves looking at actual samples of student work.
  • Indirect assessment is gathering information through means other than looking at actual samples of student work, such as surveys, exit interviews, and focus groups.
direct vs indirect assessment10
Direct vs Indirect Assessment

What is a "direct measure" of student learning?

Direct measures assess student performance of identified learning outcomes, such as mastery of a lifelong skill. They require standards of performance.

Examples of direct assessments are: pre/post test; course-embedded questions; standardized exams; portfolio evaluation; videotape/audiotape of a performance..

direct vs indirect assessment11
Direct vs Indirect Assessment

What is an "indirect measure" of student learning?

Indirect measures assess opinions or thoughts about student knowledge, skills, attitudes, learning experiences, and perceptions.

Examples of indirect measures are: student surveys about instruction; focus groups; alumni surveys; employer surveys.

formative assessment
Formative Assessment

Formative assessment refers to assessment that is carried out throughout the course of study, project, or time-frame to provide feedback regarding whether the outcome is being met.

Formative assessment may be conducted for the following reasons:

  • Program improvement
  • To provide feedback in order to improve instruction, learning ,and curricula
  • To identify students‘ strengths/weaknesses
  • To determine if the SLOs and instruction are in sync
summative assessment
Summative Assessment

Summative assessment refers to assessment that is carried out at the end of a course, project, or time-frame to evaluate whether the outcome was achieved (i.e., the overall performance).

Summative assessment may be conducted for the following reasons:

  • Evaluation and accountability
  • Decision-making regarding fund allocation
  • To aid in program level decision-making
  • To respond to demands of accrediting bodies, state and federal agencies
avc ilos
AVC ILOs

1. Analyze diverse perspectives from a variety of disciplines and experiences that contribute to the development of self-awareness.

2. Value and apply lifelong learning skills required for employment, basic skills, transfer education, and personal development.

3. Demonstrate a breadth of knowledge and experiences from the Humanities, Social and Behavioral Sciences, Arts, Natural Sciences, and Mathematics.

4. Solve problems using oral and written communication, critical thinking and listening skills, planning and decision-making skills, information literacy, and a variety of technologies.

5. Demonstrate good citizenship and teamwork through respect, tolerance, cultural awareness, and the role of diversity in modern society.

6. Identify career opportunities that contribute to the economic well being of the community.

avc ilos16
AVC ILOs
  • Who is the target population?
    • Students who have taken courses for 4 or more terms at AVC
  • What is the outcome you want to measure?
    • Does the student feel that they have improved in the areas described by the ILO’s?
  • How will the data be collected?
    • On-line survey e-mailed to a random sample of AVC students 2 weeks prior to the end of the Spring term.
  • Will you measure ‘success’, a level, improvement?
    • We will measure the students opinion on their level of improvement.
avc ilo survey
AVC ILO Survey
  • 20 questions
  • 3 or 4 for each of the 6 ILO’s.
  • E-mailed to 2000 randomly selected students.
  • The survey was on-line at surveymonkey.com and a link to the survey was e-mailed to the students campus e-mail address.
  • A total of 81 students participated for a response rate of 4%.
  • Target response goal of 70% selecting Moderate or Significant Improvement.
avc ilo survey18
AVC ILO Survey

ILO 1: Analyze diverse perspectives from a variety of disciplines and experiences that contribute to the development of self-awareness.

  • During your time at Antelope Valley College, how would you rate your improvement in the following areas:
      • Analyzing and solving complex problems using evidence from a variety of sources
      • Increasing self-awareness of diverse points of view
      • Integrating knowledge across a range of academic andeveryday contexts

No improvement

Slight improvement

Moderate improvement

Significant improvement

Unable to decide

technical education course
Technical Education Course
  • Who is the target population?
    • Students currently enrolled in the course under consideration/
  • What is the outcome you want to measure?
    • Has the student met the course SLO’s?
  • How will the data be collected?
    • The data will be collected through the standard course grade process. Specific assignments correspond to specific SLO’s.
  • Will you measure ‘success’, a level, improvement?
    • Grades of 70 or higher correspond to successful achievement of the SLO.
technical education course22
Technical Education Course

SLO’s correspond to specific homework assignments, labs, and/or tests.

SLO 1

SLO 2

SLO 3

A score of 70 or higher is passing.

technical education course23
Technical Education Course

SLO’s correspond to specific homework assignments, labs, and/or tests.

SLO 1

SLO 2

SLO 3

A score of 70 or higher is passing.

technical education course24
Technical Education Course

SLO Yes (1) or No (0)

SLO 1

SLO 2

SLO 3

sample slo level questions
Sample SLO Level Questions

Questions 27-29 refer to a coin that is tossed straight up into the air. After it is released it moves upward, reaches its highest point and falls back down again. Use one of the following choices (A through G) to indicate the acceleration of the coin during each of the stages of the coin's motion described below. Take up to be the positive direction. Answer choice J if you think that none is correct.

A. The acceleration is in the negative direction and constant.

B. The acceleration is in the negative direction and increasing

C. The acceleration is in the negative direction and decreasing

D. The acceleration is zero.

E. The acceleration is in the positive direction and constant.

F. The acceleration is in the positive direction and increasing

G. The acceleration is in the positive direction and decreasing

-----27. The coin is moving upward after it is released.

-----28. The coin is at its highest point.

-----29. The coin is moving downward.

sample slo level questions28
Sample SLO Level Questions

Questions 9-13 [3 pts each] refer to collisions between a car and trucks. For each description of a collision (5-9) below, choose the one answer from the possibilities A though J that best describes the forces between the car and the truck.

A. The truck exerts a greater amount of force on the car than the car exerts on the truck.

B. The car exerts a greater amount of force on the truck than the truck exerts on the car.

C. Neither exerts a force on the other; the car gets smashed simply because it is in the way of the truck.

D. The truck exerts a force on the car but the car doesn't exert a force on the truck.

E. The truck exerts the same amount of force on the car as the car exerts on the truck.

F. Not enough information is given to pick one of the answers above.

J. None of the answers above describes the situation correctly.

In questions 9, 10, and 11, the truck is much heavier than the car.

__----9. They are both moving at the same speed when they collide. Which choice describes the forces?

__----10. The car is moving much faster than the heavier truck when they collide. Which choice describes the forces?

__----11. The heavier truck is standing still when the car hits it. Which choice describes the forces?

sample memorization level questions
Sample Memorization Level Questions
  • What is the value of the acceleration due to gravity at sea level?
    • A. 9.8 m/s/s
    • B. 9.8 cm/s/s
    • C. 98 m/s/s
    • D. It depends on which hemisphere you live.
  • Which of the following best describes Newton’s 3rd Law?
    • A. The acceleration of an object is proportional to the net force acted upon it.
    • B. For every action there is an equal and opposite reaction.
    • C. An object at rest will remain at rest, unless an unbalanced external force acts on it.
    • D. Newton stated only two laws. That is a tricky question!
assessment results
Assessment Results

GAIN = (Post % - Pre %)/(100% - Pre %)