Assessing Student
Learning Outcomes
Presented by Jan Connal, PhD
March 25, 2011
An RP Group initiative funded by the Hewlett Foundation
Fall 2010
An initiative of the Research & Planning Group
for California Community Colleges
Introduction
My focus today:
•
Share SLO assessment strategies and models
for instructional courses and programs
•
Generate ideas about embedding assessment
into our regular practices
•
Prompt reflection about where you are and
where you can go with your Instructional SLO
assessment activities
An initiative of the Research & Planning Group
for California Community Colleges
Description
Why do we Assess?
To implement strategies that
respond to diverse needs.
 To improve effectiveness by:

• Measuring how and what
students learn,
• Developing new and varied
educational experiences, and
• Revealing students mastery.
An initiative of the Research & Planning Group
for California Community Colleges
What are the major
overarching principles?
1.
2.
3.
4.
5.
Promotes collaboration
Is dynamic and continuous
Ensures quality education
Focuses on learning; how,
what and how well students
learn
Is integrated into our daily
teaching and planning
Pg. 6 – Description
Background: Questions Facing Colleges
How do we
know what
students are
learning?
Are the
teaching
practices
equally
effective for
diverse
populations?
How do we
improve our
practice to
address
student
success?
Are students
acquiring
needed skills
and values?
Can students
apply information
to real world
applications?
SLO assessment is the professional habit of evaluating our own work: What we put into it and what others get out of it.
An initiative of the Research & Planning Group
for California Community Colleges
Pg. 7– Background
Six Building Blocks to Assessment
Research
and reflect
on
outcomes
Define
measureable SLOs
Carefully
design &
conduct
assessment
An initiative of the Research & Planning Group
for California Community Colleges
Analyze
assessment
data
Report
assessment
results
Improve
Practice
Pg. 10– Six Building Blocks
Building
Block #1
Research and Align SLOs
An initiative of the Research & Planning Group
for California Community Colleges
Pg. 11– Building Blocks
Building
Block #2
Define Measurable SLOs
Can be observed and measured
2. Address knowledge, skills or attitudes as they
relate to:
1.



Cognitive Domain: Critical thinking
Behavioral Domain: Concrete actions
Affective Domain: Feelings and attitudes
3. Represent the overarching outcomes of a course,
program, degree or certificate
4. Are larger and more encompassing than
objectives
An initiative of the Research & Planning Group
for California Community Colleges
Pg. 12– Building Blocks
Building
Block #2
Questions in the SLO Process
What should a student know, be able to do or value?
Are the outcomes authentic and consistent with real world
applications?
Do the SLOs reflect major professional and discipline concepts
associated with this course of study?
Are the SLOs measureable?
Do the SLOS measure higher level learning as exemplified in
Bloom’s Taxonomy?
An initiative of the Research & Planning Group
for California Community Colleges
Pg. 12– Building Blocks
Building
Block #3
Define and Conduct Assessment
Assessment is a process that generates continual
flow of evidence to demonstrate learning and to
suggest areas for improvement.
Data must be manageable and directly tied to
decision-making.
Evidence can be:






Quantitative: capable of numerical manipulation and analysis
Qualitative: performance or observational based experience
Embedded assessment are those that are built into
curricular or program activities.
An initiative of the Research & Planning Group
for California Community Colleges
Pg. 13– Building Blocks
Building
Block #4
Analyze the Results
Measures student
attainment against
a set of criteria
Achievement or
Mastery
Sets baseline levels
of performance so
that retest can be
done after an
intervention has
been implemented.
Growth or
Value-added
Types of student performance from assessments
An initiative of the Research & Planning Group
for California Community Colleges
Pg. 14– Building Blocks
Building
Block #5
Report the Results
Identify
purpose
Effectively
tell the
Use a
sustainable
format
story
Guiding
Principles
Point to
further
inquiry
Celebrate
and share
results
Identify
areas to
improve
An initiative of the Research & Planning Group
for California Community Colleges
Pg. 15– Building Blocks
Building
Block #6
Improved Practice
Ultimate goal of assessment:



Continued quality improvement
Positive changes in teaching and learning
When examining improvements consider:

1.
2.
3.
4.
5.
Modifying instruction
Improving student feedback
Changing programmatic structure
Integrating outcome results into program review
Linking results to inform integrated planning and
resource allocation
An initiative of the Research & Planning Group
for California Community Colleges
Pg. 16– Building Blocks
Find Out More!
RP Group Website
www.rpgroup.org
BRIC
http://www.rpgroup.org/projects/BRIC.html
Rob Johnstone, BRIC Project Director
[email protected]
Kathy Booth, RP Group Executive Director
[email protected]
Priya Chaplot, BRIC Project Coordinator
[email protected]
An initiative of the Research & Planning Group
for California Community Colleges
BRIC TAP Inquiry Guide Series
1. Assessing Student Learning Outcomes
2. Assessing Strategic Intervention Points in Student Services
3. Assessing Institutional Effectiveness
4. Assessing Basic Skills Outcomes
5. Maximizing the Program Review Process
6. Turning Data into Meaningful Action
7. A Model for Building Information Capacity and Promoting a Culture of Inquiry
8. Research and Assessment for Non-credit Institutions
http://www.rpgroup.org/content/BRIC-inquiry-guides
An initiative of the Research & Planning Group
for California Community Colleges