SLO TABLE COMPLETION: PROGRAM REVIEW 2012

1. Improving the Quality and Usability of Information in SLO Tables SLO TABLE COMPLETION: PROGRAM REVIEW 2012

2. ACCJC RUBRIC (select criterion) • Results of assessment are being used for improvement and further alignment of institution-wide practice. • There is widespread dialogue about the results. • Decision-making includes dialogue on the results of assessment and is purposefully directed toward improving student learning.

3. SLO TABLES

4. BEST PRACTICES • Language in “Summarize Data” column should include basic information: • Number who took assessment • Number who passed assessment • This information is essential when mapping the outcome of a course assessment to a program or institution SLO. Without it, courses cannot be used to map to PSLO or ISLO.

5. BEST PRACTICES (continued) • Language in “Use of Results” should indicate department-wide dialogue(“We…” or “Faculty found…”) and reflection on the results of the assessment(s). • ACCJC will be looking for evidence of closing the loop. • “Robust” dialogue is preferred. • This evidence can be a summary of the conversations that occurred at department or division meetings.

6. EXAMPLE #1 • Please summarize data the department has collected for the course SLOs in the space below. • In 2010 there were twenty students who took the SLO exam and eighteen who passed for a success rate of 90 percent. • USE OF RESULTS • Thedepartment will meet in the spring of2011 toreview the SLO outcomes for2010 so as todetermine what areas of the curriculum will need additional attention in order to getthat material more successfully across to thestudents.

7. Example #1 Commentary • Summary Data: • # of students who took/passed assessment is included. Very useful for mapping to PSLO or ISLO. • Use of Results: • Language does not indicate what was learned from the assessment or how department has “used results to implement change or strengthen what is working well” (see SLO table in slide #3). Language could demonstrate more reflection and plan for action (if needed).

8. Example #2 • Please summarize data the department has collected for the course SLOs in the space below. • Department first used new rubric (which replaced common final exam) Spring 09. The department continues to use this rubric to evaluate course level SLOs and make revisions accordingly. • USE OR RESULTS • Revisions made to course as needed based on SLO data collected.

9. Example #2 Commentary • Summary Data: • Missing # of students who took/passed assessment. • Doesn’t include summary of data (see SLO table in slide #3). • Use of Results: • “Revisions made to course as needed based on SLO data collected.” • This is a general statement and lacks language indicating what was learned from the assessment or how department has “used results to implement change or strengthen what is working well” (see SLO table in slide #3).

10. Example #3 • Please summarize data the department has collected for the course SLOs in the space below. • strong- 66.6% proficient-23.8% basic- 4.7% weak- 4.7% • USE OR RESULTS • The viability of the rubric and SLO's employed will be evaluated by the XXXXXX Department Faculty.

11. Example #3 Commentary • Summary Data: • Information may be helpful for the department; however, missing # of students who took/passed assessment. Can’t map to PSLO or ISLO. • Is passing “Strong,” “Proficient,” “Basic”? (This information may have been included in the “Criteria for Success”) • Use of Results: • “The viability of the rubric and SLO's employed will be evaluated by the XXXXXX Department Faculty” • This is a general statement and lacks language indicating what was learned from the assessment or how department has “used results to implement change or strengthen what is working well” (see SLO table in slide #3).

12. Example #4 • Please summarize data the department has collected for the course SLOs in the space below. • Lecture: 25 students took the assessment. • Lecture: 25 passed 3 @ 100% 6 @ 93% 7 @ 86% 7 @80% 2 @73% 100% Passed • USE OR RESULTS • More students than expected passed. However, given the survey, percentages should have been higher. B. It appears that some students think that XXXXXXXXXXXXX demands as much detail, dimension and nuance as XXXXXXXXXX. It is not clear to students that XXXXXXXXXXXXXX envelope a mixture of styles and forms. C. XXXXXXX is understood quite well. The instructor(s) will state SLO’s for the lessons more clearly, reinforcing the lecture SLO.

13. Example #4 Commentary • Summary Data: • Includes the # who took/passed assessment. • Includes information helpful to department. • Use of Results: • Evidence of analysis. Demonstrates “department has used results to implement change…”

14. Example #5 • Please summarize data the department has collected for the course SLOs in the space below. • 77% of students passed (exam)in Fall 09 • USE OR RESULTS • Theory is difficult for students, so we have changed the assessment to be objective and plan to change theSLO when the course is revised. We will reassess this current SLO with the new objective assessment in Fall 2011.

15. Example #5 Commentary • Summary Data: • Does not include the # who took/passed assessment. • Includes information helpful to department. • Use of Results: • Some evident analysis of results. • Demonstrates “department (“we”) has used results to implement change…”

16. What can you do? • Help improve the quality of the information in these SLO tables. • Seek out and use the SLO Coordinators (Paul Wickline and Nicole Lucy). • SLO Coordinators are here for ANYONE who has questions or needs assistance. • Help us, help you -- we are here to assist and DEMYSTIFY the process of SLO ASSESSMENT.