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SLO Assessment Analysis Workshop: how to analyze data and use it for improvement

SLO Assessment Analysis Workshop: how to analyze data and use it for improvement. Devon Atchison, SLO Coordinator Wednesday, January 21, 10-11:30 am Griffin Gate. SLO Assessment Analysis Workshop Agenda. Briefly revisit what “good” assessments are

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SLO Assessment Analysis Workshop: how to analyze data and use it for improvement

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  1. SLO Assessment Analysis Workshop: how to analyze data and use it for improvement Devon Atchison, SLO Coordinator Wednesday, January 21, 10-11:30 am Griffin Gate

  2. SLO Assessment Analysis Workshop Agenda • Briefly revisit what “good” assessments are • Briefly talk about how to conduct an assessment study and how to design a rubric for analyzing your data • Discuss how to “close the loop”: talking about assessment data and using that data for continuous improvement • Look at forms for reporting assessment, analysis and continuous improvement

  3. What are Student learning Outcome Assessments? • ACCJC Definition: the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. • Assessments can be QUALITATIVE or QUANTITATIVE • DIRECT ASSESSMENT METHODS: Portfolios; exams (multiple-choice, essay, etc.); projects; speeches; standardized exams; course-embedded assessments; self-analysis essays **SEE HANDOUTS “ASSESSMENT TOOL CHECKLIST” AND “CHOOSING THE RIGHT ASSESSMENT TOOLS” FOR ASSISTANCE IN DESIGNING YOUR ASSESSMENT TOOLS!**

  4. Why should we Assess SLOs? How are they useful to teachers and students? • The Assessment cycle allows faculty to do the following: • See data that tells faculty at what rate students are learning what we want them to learning and performing higher-level thinking in a way that will prepare them for the next-level classes they will be taking • Make changes in information delivery, teaching methods, and foci to further student learning and performance

  5. A few examples of SLO Assessment Studies, Chaffey College Commst 4 • SLO: Students completing Fundamentals of Interpersonal Communication will be able to create, develop, and present a clear and cogent presentation. (Assessment via ORAL PRESENTATION graded using shared rubric) • Assessment Study: Each student was assigned an oral presentation and given a copy of the rubric that would be used to grade their oral presentation. Each student gave their oral presentation, and immediately thereafter the instructor filled out the shared evaluation form, using a shared Rubric (Rubric 1b) to explain how points would be awarded for each graded portion of the presentation. The instructors compiled data, forwarded that data to the department SLO Coordinator and the Coordinator compiled a spreadsheet detailing the outcome.

  6. Chaffey College Evaluation Form

  7. A few examples of SLO Assessment Studies, Chaffey College Comst 4 • Conclusions made by Chaffey COMST instructors: • The first semester this was conducted, Rubric 1b did not exist; that was created after the department’s Assessment Analysis workshop. • Additionally, it took 2 semesters to realize that students would perform better if they knew the rubric’s criteria ahead of time (continuous improvement) • With Spring 2008 data, instructors concluded that “areas of instructional weakness for this outcome are the conclusion and use of presentation aids. Faculty will collaborate on pedagogical solutions for each area at their annual retreat and then integrate them into existing curriculum.”

  8. A few examples of SLO Assessment Studies, Grossmont College Hist 108 • SLOs: • Our students will be able to analyze and synthesize American historical sources to formulate a historical thesis. • Our students will be able to explain relationships between the causes of historical events in America and their effects. • Our students will be able to describe historical actors and events in America and explain their significance in historical and historiographical context.

  9. A few examples of SLO Assessment Studies, Grossmont College Hist 108 • Assessment: Shared assignment asking students to do the following: • Read/view the attached set of primary sources, including the art works • Draft a thesis based on the full set of primary sources (SLO #1) • Articulate a cause or consequence of the event represented by the sources (SLO #2) • Describe one historical actor involved in this event and explain his or her significance in this event. (SLO #3)

  10. A few examples of SLO Assessment Studies, Grossmont College Hist 108 • What’s next for HIST 108? • SLO Coordinator compiling data from all instructors who taught HIST 108 last semester • Meeting during WEEK 3 to discuss results and analyze data • I suspect we will: • Tweak the assessment exercise • Discuss if take-home or in-class went better • Give students the rubric and be more clear about our expectations • Rethink the sources we chose • Write our Assessment Analysis Report and conduct this assessment again in Spring 2009

  11. “Closing the Loop”: What does your department need to do this semester and beyond?? • DURING THIS FLEX WEEK: • Discuss what course(s) you will be conducting Assessments in. • Discuss what SLO(s) you will be assessing in the course(s) you selected. • Design your Assessment Tool. • Design the Rubric you will use to grade your Assessment Tool. • Fill out the Assessment Study Plan and turn in to Devon by MONDAY, FEBRUARY 9TH via email. • http://www.grossmont.edu/devonatchison/

  12. “Closing the Loop”: What does your department need to do this semester and beyond?? • DURING THIS SEMESTER: • Conduct the Assessment(s) in your selected class(es). • Each instructor will send their anonymous student data to the Department SLO Coordinator to compile data on Assessment Results. • Your department will schedule a meeting to take place (probably during the next Flex Week) where instructors can come together and analyze results.

  13. “Closing the Loop”: What does your department need to do this semester and beyond?? • DURING THE ASSESSMENT ANALYSIS MEETING: • Instructors should discuss and analyze what the data revealed about your students’ achievement of the outcome(s) you assessed. Questions to discuss: • Did students perform as well as we hoped? Why or why not? What can we do to help students better achieve this SLO? • Does our assessment study need to be changed in any way? Our rubric? If so, how? • Does our SLO need to be modified in any way (i.e. does our SLO say what we’re really interested in assessing?) • What do we recommend for the next time this assessment is conducted and when will we conduct this again? • The Department SLO Coordinator will fill out the Assessment Analysis Report and submit to Devon. • http://www.grossmont.edu/devonatchison/

  14. Conclusions… • Tomorrow’s Workshop: Writing Analysis Reports, (Thursday, January 22nd, 1-2:30, Room 376) will focus on how to fill out the Analysis Report template • Any Questions? • If you need help this week: • www.grossmont.edu/devonatchison • Forms, samples, etc. • SLO Rapid Response Team, Extension *7104 • Devon: (619) 644-7477; devon.atchison@gcccd.edu

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