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Welcome. Writing Course-Level Student Learning Outcomes Mark Whitney & Steve Vail. Goals for Today: CTE. Select a course or two in which you will incorporate SLO’s this fall Draft SLO’s Select one or two SLO’s to incorporate into your fall classes

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  1. Welcome

  2. Writing Course-Level Student Learning Outcomes Mark Whitney & Steve Vail

  3. Goals for Today: CTE • Select a course or two in which you will incorporate SLO’s this fall • Draft SLO’s • Select one or two SLO’s to incorporate into your fall classes • Discuss assessment content and processes • Make some decisions (maybe)

  4. Goals for Today: CTE and/or • Complete work on course-level SLO’s and assessments already begun. • Align currently written SLO’s with CTE SLO’s drafted March 2006.

  5. Fall 2007: Embed assessment tasks in your classrooms; gather data on student performance.

  6. Fall 2007: Embed assessment tasks in your classrooms; gather data on student performance. Spring 2008: Evaluate the results. Revise curriculum as necessary to achieve improved learning in subsequent semesters.

  7. In addition Reports necessary for licensure or certification will still be necessary. Disciplines may still be required to report number of certificates awarded, etc.

  8. SLO--a “Working” Definition A student learning outcome is what students can do at the end of instruction with the knowledge they have gained.

  9. Questions that Drive Outcomes Assessment 1. What must my students be able to do “out there” with what they’ve learned “in here”?

  10. Questions that Drive Outcomes Assessment 1. What must my students be able to do “out there” with what they’ve learned “in here”? Classroom

  11. Questions that Drive Outcomes Assessment 1. What must my students be able to do “out there” with what they’ve learned “in here”? Next Course Classroom

  12. Questions that Drive Outcomes Assessment 1. What must my students be able to do “out there” with what they’ve learned “in here”? Next Course Transfer Classroom

  13. Questions that Drive Outcomes Assessment 1. What must my students be able to do “out there” with what they’ve learned “in here”? Next Course Transfer Career Classroom

  14. Questions that Drive Outcomes Assessment 1. What must my students be able to do “out there” with what they’ve learned “in here”? 2. How do we know they can do it?

  15. Questions that Drive Outcomes Assessment 1. What must my students be able to do “out there” with what they’ve learned “in here”? 2. How do we know they can do it? 3. How can we use that information to improve learning in future semesters?

  16. Important to Remember • The best outcomes are developed through dialogue.

  17. Important to Remember • The best outcomes are developed through dialogue. • Outcomes should be consistent across sections of a given course (both on-ground and on-line).

  18. Important to Remember • Although some outcomes are dictated by licensure and certification, other outcomes are developed through dialogue. • Outcomes should be consistent across sections of a given course (both on-ground and on-line). But…

  19. But . . . • You determine the scope of instruction (i.e., SLO’s do not limit what you cover).

  20. But . . . • You determine the scope of instruction (i.e., SLO’s do not limit what you cover). • You determine how students are taught.

  21. But . . . • You determine the scope of instruction (i.e., SLO’s do not limit what you cover). • You determine how students are taught. • You determine how assessment scores will impact students’ grades for your courses.

  22. Important to Remember, too • Different courses emphasize different learning domains (i.e., cognitive, affective, psychomotor). • Different courses emphasize different GE-level outcomes (e.g., critical thinking, aesthetic appreciation).

  23. Also remember… Outcomes do not necessarily address the most important lessons your students will take away.

  24. Strong Student Learning Outcomes

  25. Strong SLO’s… • use language with active verbs (e.g., analyze, interpret, distinguish - see Bloom’s Taxonomy in your packet);

  26. Strong SLO’s… • use language with active verbs (e.g., analyze, interpret, distinguish - see Bloom’s Taxonomy in your packet); • are measurable or observable;

  27. Strong SLO’s… • explicitly or implicitly address the conditions under which the performance will be assessed (e.g., simulation, case study) • Adapted from Kari Tucker & Jerry Rudmann

  28. Strong SLO’s… • explicitly or implicitly address the conditions under which the performance will be assessed (e.g., simulation, case study) • explicitly or implicitly address the criteria, performance standards, or primary traits to be used in assessing student performance (e.g., design a sales plan that includes . . .); • Adapted from Kari Tucker & Jerry Rudmann

  29. Strong SLO’s… • explicitly or implicitly address the conditions under which the performance will be assessed (e.g., simulation, case study) • explicitly or implicitly address the criteria, performance standards, or primary traits to be used in assessing student performance (e.g., design a sales plan that includes . . .); • are generally amenable to assessment using a scoringrubric. • Adapted from Kari Tucker & Jerry Rudmann

  30. SLO’s and Measurable Course Objectives (vis-à-vis WebCMS)

  31. Info Lit Comm CT General Education SLO’s A B C D Course-Level SLO’s 1 2 3 4 5 6 Measurable Learning Objectives (as in WebCMS)

  32. Technical Skills Professional Behavior Discipline Skills CTE Program-Level SLO’s A B C D Course-Level SLO’s 1 2 3 4 5 6 Industry Standards & Expectations Tested

  33. Examples of Strong SLO’s

  34. Criminal Justice: Juvenile Analyze the processes for handling juvenile offenders in various correctional settings.

  35. Civil Engineering: Drawing Given point descriptions, draw and label contour lines that indicate topography in land drawings, and "read" contour lines to explain land forms.

  36. Introduction to Microcomputer Operating Systems • Install and configure the networking components of an operating system. • Secure an operating system. • Configure users and user profiles.

  37. Fabric Analysis • Discuss the manufacturing of fibers, yarns, and fabrics. • Identify the various yarns, weaves, and knit stitches used in fabrics.

  38. Electrical Technology Analyze and interpret graphical information found on schematics, blueprints, and diagrams.

  39. SLO’s That Don’t Work So Well

  40. Too prescriptive: Given data on three Pre-Columbian cultures, the student will write a 1000-1200 word essay analyzing the geographical influences on the development of those societies.

  41. Too prescriptive: Given data on three Pre-Columbian cultures, the student will write a 1000-1200 word essay analyzing the geographical influences on the development of those societies. • Better: Given data on three Pre-Columbian cultures, the student will analyze the geographical influences on the development of those societies.

  42. Too broad: Students will analyze global political systems.

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