Student Learning Outcomes

Presented by Kathy McLain August 2008

Learning Outcomes

By the end of this session, participants will be able to:

• Identify why the college is engaged in SLO development and assessment

• Explain the Outcomes Assessment Cycle;

• Articulate the difference between student learning outcomes and course objectives

• Develop and input course SLOs into SOCRATES

Overview

We will discuss:• the context and purpose of SLOs• The definition of SLOs• The relationship between SLOs and objectives• Several approaches to SLO developmentWe will:• Examine several courses that have SLOs• Work together to develop and input an SLO into a

course outline in SOCRATES

Context and Purpose for SLOs

• Enhanced program effectiveness– course design and management– student learning– transitions between classes– equity among teachers– dialogue about student learning– Informs program planning and

decision-making– contributes to an ongoing cycle of

improvement

DEFINE/REFINE Student Learning

Outcomes

IMPLEMENTAssessment

Tools to GatherEvidence

DESIGN Assessment

Tools

ANALYZE and Evaluate the

Collected DataIDENTIFY and DIALOGUEabout the Strengths and Gaps

MAKEChanges

(Instruction, CurriculumProgram,

Etc.)

DOCUMENTProcess

and Results

THE OUTCOMES ASSESSMENT

CYCLE

PLANNINGRESOURCES

Context and Purpose of SLOs

• Enhanced accountability– Provides information to tell our story– Provides information to inform the public of

the value of their investment– Meets accreditation standards

Course SLOs

1. Are statements of principal skills/abilities a student will possess upon successfully finishing a class.

2. Are broader in scope than “objectives”

3. Include information on how the skills/abilities will be assessed

4. Include or refer to a feedback loop

The course SLOs are on the course outlines in SOCRATES but should be further developed and communicated to students on course syllabi.

Example• Open SOCRATES

– Select Faculty and Staff on CRC Web Page– Select Online Grades and Rosters

(https://inside.losrios.edu/~intranet/cgi-bin/intra/login.cgi?college=CRC)

• Log-In (using same information for grades and roster management)

• Select SOCRATES• Select Courses • Select Nutrition• Select Nutrition 300

Developing SLOs

• Think about the overarching goals of the course as it (the course) relates to your program

• Review/reflect on – Course outlines of related/subsequent courses

– Industry standard guides

– Similar courses at other colleges

– Exemplary courses at the college

– Instructional materials for the course

– Discussion with colleagues

Developing SLOs

• Review existing course outlines– Are the objectives really SLOs? Edit and re-

label them and add objectives– Can the objectives be grouped into clusters that

support a larger goal? Write an SLO to express the overarching goal(s) and move the objectives as needed

Integrating SLOs into Course Outlines• Do the relevant sections of the course outline (Methods of

Instruction, Methods of Evaluation, and Typical Homework Assignments) clearly link to the course SLOs?

• Is enough information provided in these sections to guide the teaching of a course or the writing of a syllabus?

• Are multiple measures for assessment listed as appropriate?

• Is it clear that the results of the assessments will be used to improve the course?

• Is there enough flexibility for individual professors teaching the course?

Tools to Help

• Bloom’s Taxonomy– http://www.nwlink.com/~donclark/hrd/bloom.html

• CRC Course SLO primer– http://www.crc.losrios.edu/Documents/cassl/

CRCCourseSLOPrimer1.pdf• Colleagues

– Sue Palm– Dan DuBray– Marybeth Buechner– Cori Burns– Dana Wassmer

Discussion of Example

Horticulture 100

Student success is

what it’s all about