Identifying Student Learning Outcomes &

Assessments

Toni Pfister, MS, EdDImperial Valley College

Instructor, Exercise ScienceStudent Learning Outcomes (SLO) Coordinator

Spring 2011

• The new ACCJC-WASC Accreditation Standards and the California Master Plan for Education both incorporated expectations for student learning outcomes (SLOs) and assessment plans in every course and program in California community colleges

– ACCJC-WASC, 2002: California Master Plan for Education (2002). 

Rubric for Evaluating Institutional Effectiveness:

Student Learning Outcomes

• Level 1 “Awareness”• Level 2 “Development”***** • Level 3 “Proficiency”• Level 4 “Sustainable Continuous

Quality Improvement”

WASC Rubric for SLOs: Proficiency Level

• SLOs and Authentic Assessments in place for courses, programs, degrees

• Assessment results are being used for improvement campus-wide

• Widespread dialogue about assessment results is occurring • Decision-making includes dialogue on results of assessment &

is purposely directed toward improving student learning• Appropriate resources continue to be allocated & fine-tuned• Comprehensive reports exist & are completed on a regular

basis• Course-level outcomes are aligned with degree-level outcomes• Students demonstrate awareness of goals & purposes of

courses & programs in which they are enrolled

What’s In It for Us?

▪Better information for those of us working in education▪Evidence that what we do WORKS▪Improved campus-wide communication▪Evidence-based administrative decisions ($)▪Demonstrate program quality

• To ourselves• To others--be accountable to the

community/society and demonstrate quality and student success.

Incremental program improvement!!

IVC’sInstitutional Learning

Outcomes

ILO1: Communication SkillsILO2: Critical Thinking SkillsILO3: Personal ResponsibilityILO4: Information LiteracyILO5: Global Awareness

Student Learning Outcomes are

• knowledge • skills • abilities • attitudes (?)

…that students should have at the completion of a course, program, or activity

• The presence and quality of which can be measured and evaluated.

Objectives…

are small steps that lead toward a goal, for instance the discrete course content that faculty cover within a discipline. Objectives are usually more numerous and create a framework for the overarching SLOs which address synthesizing, evaluating and analyzing many of the objectives.

Student Learning Outcomes…

are the specific observable or measurable results that are expected subsequent to a learning experience. These outcomes may involve knowledge, skills, or attitudes that provide evidence that learning has occurred as a result of a specific course, program activity, or process. An SLO refers to an overarching outcome and usually encompasses a gathering together of smaller discrete objectives.

SLOs are “Over-arching” Outcomes

• What can students do by the end of the semester?

• How can students demonstrate this?

• What can they produce to show they have learned to apply their new knowledge?

Student Learning Outcomes:• SLOs define what will be measured and

dictate what assessment tool is appropriate.

• SLOs represent both the target for our service or teaching and the expectation for student achievement as a result of our effort.

♦ Currently, informally completed need to be formally written down & assessed

Develop or Modify 

Student Learning Outcomes & Assessments

Measure Student Learning as a Result of the Course or Program

Collect, Discuss, &

Analyze Data.

Determine Refinements

Based on Outcomes

Data.

Develop, Modify, or Review a Curriculum, Course, Program, or

Service.

Scientific Method vs. SLO Assessment Model

In the Student Learning Outcome Assessment Cycle we are doing SMALL SCALE tests• Looking for trends that are applicable to our

students and programs that will result in incremental program improvement.

• This is NOT the search for the ultimate truth found in scientific research; we are NOT looking for statistical significance.

Assess “Visible” Indicators

• Translate objectives into associated, tangible learning outcomes.

• Examples: Math SLOs– Manipulate mathematical symbols and

notations independently to solve problems logically. (ILO2)

– Determine and present how concepts of trig are applied to solve real world problems in a mathematical setting. (ILO1 + ILO2 + ILO5)

Automotive Tech / AC, Refrig

• Analyze abnormal charging system symptoms for possible causes; inspect the system for damage and defects; and repair or replace as required.

• Develop and implement strategies for problem diagnosis and repair of common comfort A/C equipment.

IVC SLO Examples

Admin. Of Justice

• Analyze and apply the issues of ethics and professionalism in law enforcement (ILO1, ILO2)

• Assessment tool: Role Playing Activity & Rubric

English

• Compose a short story with adequate development of plot, theme, and character development, with properly formatted dialog, descriptions, and literary devices (ILO1, ILO2)

• Assessment tool: Rubric for plot, theme, character dev, dialog, descrip, lit devices

Hypothetical Scenario• Admissions and Records demonstrates that students are

having difficulty with applications (not answering the question that the form was asking)

• Admissions and Records may have anecdotal evidence that students are having trouble reading the catalogue

• Bio Dept. learns that students with Reading Levels 1-3 are not passing GE Bio classes

• History Dept. finds that student who take History classes concurrently with or following English 100 perform better

• Correlation between different departmental findings?– Do you see how various studies in different departments

may provide information that may lead to dialogue and investigation into a potential opportunity for learning improvement institutionally?• Placement tests?• Advisory committee on reading?• Prerequisites?

Activity

• Consider your favorite course. What is the very best thing you do in your course or program? What is the activity that leads students to produce their best work?

• How do you know it is the BEST work? • How do you know it is EFFECTIVE?

Writing SLOs1. Consider your big ticket course activities as your

assessment tool

2. Write an outcome from this activity by describing what the student will be able to do after participating in your course

3. Start with an action verb

4. Make sure outcome is assessable

5. Review w/ others (inc Dean/Chairs) & include in CurricUNET

6. Include on syllabus & collect data once per year per course.

Authentic Assessment…

• …simulate real world experience by evaluating the student’s ability to apply critical thinking and knowledge or to perform tasks that may approximate those found in the workplace or other venue outside of the classroom

• Use assessments that provide you with meaningful data on student learning: simulations, performances, complex activities, exit surveys, capstones, team projects, rubrics

The SLO Plan• One lead person per course (plan, coordinate, submit pprwk)• Minimum # of outcomes per course = unit number (3 unit

course = 3 outcomes)• Outcomes are included in CurricUNET along with ILOs• All outcomes must be assessed within 3 year period so they

can be used for Comprehensive Program Review• Generally, assess one outcome per year – Plan ahead!• Include all outcomes on Syllabi• Collect data, complete Cycle Assessment form (email & send

hard copy to Toni• Cycle Assessments are due the 14th week of the semester

after they are collected.• Dialogue: discuss outcomes & assessments with others!!

IVC continues moving towardSLO Proficiency

Quote to remember:

“Though accountability matters, learning still matters most.”

Tom Angelo (1999)

former Dir, Am Assoc for Higher Ed Assessment Forum

Contact information

Toni Pfister

Office 716 Northwest Corner of Gym

(760) 355-6546

Email: toni.pfister@imperial.edu

Committee website: SLO Committee