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Student Learning Outcomes and SACSCOC

Classroom assessment◦Grades ◦Student evaluation of class/course

Course assessment –????

Academic program assessment◦CS 3.3.1.1(Institutional Effectiveness)

Institutional assessment ◦CS 3.5.1 (General Education)◦FR 4.1(Student Achievement)

Levels of Assessment (Slide from Convocation 2012)

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Common course assessment and student learning outcomes in all classes, across all modalities, locations, and faculty status◦ Data?

Common course student learning outcomes and “related” SACSCOC policies◦ CR 2.5 (Institutional effectiveness)◦ CR 2.12 (Quality enhancement plan)◦ CS 3.3.1.1 (Institutional Effectiveness: Educational Programs)

◦ CS 3.4.10 (Responsibility of curriculum)◦ CS 3.7.1 (Faculty competence)

Course Assessment

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What faculty members want students to know and do at the end of a course

In developing course SLO’s specify actions by the students that are:◦ Observable◦ Measureable◦ Performed by the student

Well written course SLO’s can be easily assessed

Course Student Learning Outcomes

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Compile Identify Create Plan Revise Analyze Design Select

Utilize Apply Demonstrate Prepare Use Compute Discuss Explain

Predict Assess Compare Rate Critique Outline Evaluate

Good Action Words to Use…

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Not so good◦ Students will understand basic human development

theory.◦ Students will appreciate music from other cultures.

Problem◦ How do you observe someone “understanding” a theory

or “appreciating” other cultures?◦ How would you measure “understanding” or

“appreciation”? Observable, measurable, student focused

◦ Students will be able to identify and describe major theories of human development.

◦ Students will be able to identify characteristics of music from other cultures.

Examples of Course SLO’s

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Direct measure is based on a sample of actual student work◦ Strength –what students can actually do◦ Weakness – not everything can be measured directly

Indirect measure is based upon a report of perceived student learning and can come from many perspectives◦ Strength – implicit qualities related to learning, such as

satisfaction, perception, feels, etc. ◦ Weakness- assumptions must be made about how well

perceptions match the reality of actual learning

What to do…? Ideally both◦ Providing a triangulation or convergence on course student

learning both actual and perceived, from student and others.

Direct vs. Indirect Measures of Student Learning

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Direct Measures of Student Learning

Samples of individual student work Pre-test and post-test evaluations Standardized tests Performance on licensure exams Blind scored essay tests Internal or external juried review of student work Case study/problems Capstone papers, projects or presentations Project or course imbedded assessment Documented observation and analysis of student

behavior/performance Collections of work (portfolios) of individual students Activity logs Performances Interviews (including videotaped)

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Indirect Measures of Student Learning

Questionnaires and Surveys◦ Students◦ Graduating Seniors◦ Alumni◦ Employers

Syllabi and curriculum analysis

Grades

Course Evaluations

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Fall 2013 to document our process

Document process to show course level student learning across all modalities, locations, and faculty status

Gary Randolph and Peter Dorman◦ Assessment of course level student learning in

ENG 111 and ENG 112

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