Closing the Loop

1. Closing the Loop November 3, 2010 Nicole Lucy SLO Co-Coordinator

2. Pre-FLEX Activity • What do you think “closing the loop” means? • What would you like to learn about “closing the loop?”

3. Places Where Good Ideas Come From • http://www.youtube.com/watch?v=NugRZGDbPFU

4. Commonly Asked Questions • What is “closing the loop?” • Who is responsible for “closing the loop?” • When is a good time to “close the loop?” • How do I “close the loop?” • How do I document that the department “closed the loop?”

5. What is Closing the Loop? • A dialog about the results of the assessment where faculty talk about whether the SLO results met with expected results and why or why not. • Allow enough time for reflection, brainstorming, and discussion. The dialogue and inquiry are the most important parts of the SLO process. DO NOT RUSH!!

6. Who Closes the Loop? • Courses are assessed at the department level, so department faculty – full and part-time – should be involved. • Programs are likewise assessed at the department level, so the same rule of thumb applies.

7. When to Close the Loop • After assessment of sufficient number of students or sections. • Multiple sections – after the department believes it has enough assessment results. • Single sections – for small departments or less frequently offered courses, the department may wish to wait for more than one section to decide to close the loop.

8. How to Close the Loop? Con’t • Consider the following questions when the assessment data falls below what was expected: • Was the expected results number set at an appropriate level? • Would a different assessment tool be a better measure of student learning? • Should follow-up assessments try to target specific, smaller skills needed to achieve the SLOR or to help determine where students are struggling? • What could be changed about the course or program to improve student learning? • Should pacing or emphasis with a course be adjusted?

9. How to Close the Loop? Con’t • Consider the following questions when the assessment data exceeds expectations: • How can the data or tools be brought to positively impact other courses and programs? • Does the department want to consider a different assessment tool the next time the course is assessed to get a different kind of data about student learning? • Should the expected result be set higher the next time around?

10. How to Close the Loop? Con’t • Regardless of outcome, how will the results inform other department decisions: • How do the results of this assessment fit into the larger picture of the program or department?’ • Is there a need for professional development on specific topics? • Should staffing or other resources be adjusted? • Do the results inspire ideas for improvements?

11. How Do I Document That the Department Closed the Loop? • Department minutes reflecting how the faculty have used the information from the assessment of student learning outcomes to improve teaching and learning. • As part of Program Review, department chairs are asked to summarize SLO assessment results, dialog, and planning. • Should a change in the course be recommended by the department, revising the course curriculum may be necessary. Whether that revision is before the 5 year schedule depends upon the scope of the changes.

12. Questions???