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Student learning outcomes can be categorized in terms of…

Student Learning Outcome Assessment at the Course Level: A Brief Primer for Objective and Outcome Development Los Rios Curriculum Institute Sutter Center for Health Professions January 12, 2004 Facilitator: Alan Keys, Faculty Research Coordinator, SCC – keysa@scc.losrios.edu , ext. 2941.

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Student learning outcomes can be categorized in terms of…

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  1. Student Learning Outcome Assessment at the Course Level: A Brief Primer for Objective and Outcome Development Los Rios Curriculum Institute Sutter Center for Health Professions January 12, 2004 Facilitator: Alan Keys, Faculty Research Coordinator, SCC – keysa@scc.losrios.edu, ext. 2941.

  2. What is a Student Learning Outcome? Student learning outcomes can be categorized in terms of… 1)what students should know or believe, 2)how they think or process information, and/or 3)what they are able to do …when they have completed a course, program, student service intervention, certificate, or degree. --------------------------------------------------------------------------------------------------------------------------------------------

  3. What is Assessment? “Assessment is the systematic collection of information about student learning and the use of that information to improve the learning and teaching process in the classroom, department and general education programs.” Caveat Assessment of student learning is not a “hard science.” It is “action research.” You are trying your best to assess student learning in the time available with the resources available. From: “Teacher as Grader, Teacher as Assessor: Changing Roles?” A presentation at the California Assessment Institute, October, 2002 by Janice Denton, University of Cincinnati-Raymond Walters College

  4. Levels of Assessment Input - Preparedness issues Basic Skills assessment; Course placement; Pre-requisite skills Dynamic Classroom Assessment - Formative teaching tools "On-the-fly" feedback techniques to adjust and modify course/program as it progresses Institutional Effectiveness - Mainly summative Measures of student success and institutional mission Student Learning Outcome Assessment - Summative & formative Systematic assessment of measurable learning outcomes: Objective-based measures

  5. “Plan – Do – Review” Model of SLO Assessment

  6. Why engage in assessment of SLOs at the course level? TO… • Clarify course & program learning objectives for students and faculty • Enhance alignment of learning objectives with activities & outcomes • Inform students & faculty of specific learning objective achievement • Increase specificity on student achievement in the cognitive, affective and/or skill domains. • Facilitate collaboration on systematic techniques for SLO assessment • Inform curricular development at course and program level.

  7. Course Objective Development: Goals • Develop well-articulated, potentially measurable learning objectives that align with the substantive expectations of a course and course activities. • Narrow focus to critical objectives in the cognitive, affective, and/or skill domains (10-too many, 1-not enough.) • Utilize Bloom’s taxonomy or similar tool to specify level of expectation.

  8. Course Objective Development: Bloom’s Taxonomy: Cognitive Domain

  9. Course Objective Development: Tools

  10. Transformation of Course Objectives to SLOs: Template

  11. Transformation of Course Objectives to SLOs

  12. Sample of Direct and Indirect Measures of Student Learning

  13. Key Considerations for SLO Development Always… • Design SLO assessments that tap the cognitive, affective or performance level established for associated objective. • Establish systematic criteria for determining level of achievement. • Communicate SLOs and achievement criteria to students.

  14. Key Considerations for SLO Development Whenever possible… • Identify and/or create direct measures of assessment. • Incorporate context, objective and specific trait information in measure. • Utilize multiple measures of various types (e.g. exams, papers, projects, peer-assessment) • Design course/program-embedded measures. • Determine how outcome measures will be integrated with course/program evaluation. • Examine other factors that may influence student's achievement of stated objective and assess the impact that these may have on your measures.

  15. Close the Loop • Use SLO assessment results to inform curriculum design: Make it formative • Share insights and collaborate • Accept that assessment is ongoing • Incorporate into course/program structure

  16. Selected Web Resources • Cabrillo College Learner Outcome Handbook http://www.cabrillo.cc.ca.us/instruct/learneroutcome/intro.html • California Assessment Institute / RP Group http://cai.cc.ca.us/ • CSU, Sacramento Learning Outcomes Project http://www.calstate.edu/AcadAff/SLOA

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