assessing core student learning outcomes
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Assessing CORE Student Learning Outcomes. Summer Assessment Institute August, 2005 Presented by Jerry Rudmann Coastline Community College. Desired Outcomes of this Session. Participants will be able to… - PowerPoint PPT PresentationTRANSCRIPT
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Assessing COREAssessing COREStudent Learning OutcomesStudent Learning Outcomes
Summer Assessment Institute Summer Assessment Institute
August, 2005August, 2005
Presented byPresented by
Jerry RudmannJerry Rudmann
Coastline Community CollegeCoastline Community College
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Desired Outcomes of this Session
Participants will be able to…
1. Explain why robust SLOs are appropriate for representing Institutional (or “CORE”) learning goals
2. Write a robust SLO statement
3. Create and use a scoring rubric for assessing a robust SLO
4. List and describe several ways to facilitate the assessment of CORE learning outcomes
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More specifically: A Student Learning Outcome or “SLO” is…
A specific observable, measurable behavior stated in terms of what students should be able to do as a result of instruction.
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The Four Levels of Student Learning Outcomes
Lesson or unit levelCourse levelProgram levelCollege level
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CORE Goal
CORE SLO
Students earning the AA degree and/or transferring into upper division coursework at ABC Community College will be able to…
Communication Communicate effectively when speaking and writing.
Critical Thinking Engage in critical and creative thinking to solve problems and make decisions.
Information Competency Use technology to access, organize, and communicate information.
Respect for Cultural Diversity Practice sensitive and respectful treatment of diverse groups and perspectives.
Civic Engagement Identify and recognize opportunities to contribute to civic and environmental needs.
Aesthetic Responsiveness Evaluate literary, visual, and performing arts using discipline-specific approaches and criteria.
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Two General Categories of CORE SLOs
Content knowledge – facts, terms, concepts, dates, definitions, etc.
Robust outcomes – products of complex behaviors and skills that students take with them and use later (e.g., a paper, a speech, an analysis of the merits and flaws in a persuasive message)
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5. The “Robust” Learning Outcome Meets These Criteria…
A behavior or skill beyond content knowledge Bloom’s levels 3 to 6 Specifies the conditions / context A real life skill Experts agree on importance Standard of excellence Can assess with a rubric Global in scope Student is thinking, acting like a “pro”
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Robust Outcomes are Critically Important Products of Learning
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Handout – Robust Outcome Rubric
The learning outcome statement…No or Unsure
(0)
Not Quite
(1)
Clearly YES(2)
Points
Describes a behavior or skill that is beyond recognition or recitation of content knowledge.
Uses action verbs from Bloom’s level 3 or higher* (see Bloom guide below).
Specifies the conditions (e.g., given a case study, a set of data, tools, materials, media explanations of behavior).
Is a real life skill that students will use beyond the end of the course.
Would be considered a high priority learning outcome by most experts in the discipline.
Has an explicit or implied standard of performance (e.g., a benchmark for excellence).
Is amenable to assessment using a scoring rubric.
Is an overarching outcome (course or program) rather than smaller in scope (lesson or unit)
Is a skill that represents thinking and/or behaving like the discipline expert (e.g., historian, neurologist, biologist, author)
Total Points =
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Examples of Robust SLOs Written by College Instructors
Course: DGA 166A DreamweaverCourse: DGA 166A Dreamweaver
Based on customer needs and specifications, create an accessible, professional-looking five-page Website that reflects the nature of the business and the intended audience and that includes text, graphics, multimedia, and interactive elements.
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Eng 100 - English CompositionEng 100 - English Composition
Students will be able to write a well organized, well-developed essay of 650 to 1,000 words using standard written English.
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Psychology 1 – Introductory PsychologyPsychology 1 – Introductory Psychology
Given an explanation of behavior taken from the popular media, students will critically evaluate the explanation using the appropriate evaluation criteria (e.g., indications of non-random sampling, experimenter bias, lack of peer review, the confirmation bias, and a correlational research design).
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To Review: Robust Outcomes are Critically Important Competencies Meeting the Following Criteria
The “robust” learning outcome…The “robust” learning outcome…
Is a behavior or skill beyond recitation Bloom’s Taxonomy level 3 or higher Specifies the conditions Is a real life skill Considered high priority by experts in your unit Has a benchmark of excellence Is amenable to assessment (e.g., by rubric) Is an overarching outcome rather that something
minute
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Try Writing One
1. A CORE Student Learning Outcome defined:
Knowledge, skills, abilities, and attitudes a student has attained upon transfer and/or graduation from your institution.
2. Try writing a robust outcome
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Share Draft Robust Outcomes
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Assessment
Assessment of Content Knowledge Objective/multiple-choice Fill in the blank Matching Short answer essay
Assessment of Robust SLOs Scoring rubric
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Embedded Assessment
A clever way to do gather SLO evidence Minimal impact on current practicesNo problem with student motivation
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Introduction to the Rubric
Scoring rubrics are ideally suited for assessing robust learning outcomes.
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Let’s Develop an Assessment Rubric for a Resume
Factor Needs
Improvement
0 points
Satisfactory
1 point
Excellent
2 points
Lists educational background
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Chocolate Chip Cookie Rubric
Score
Characteristic Poor
1 Fair
2 Satisfactory
3 Excellent
4 A B C D Texture
Cookie is overcooked or undercooked
Cookie is fully cooked but only crisp or only chewy
Cookie is crisp on the outside and chewy on the inside
Cookie is crispy on the outside; chewy on the inside; moist but not greasy
Appearance
Total Score
Chocolate Chip Cookie Rubric
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A Rubric is Good!
Facilitates staff dialogue regarding satisfactory performance.
Creates a more objective assessment. Makes expectation explicit to the student. Encourages metacognitive skill of self-
monitoring own learning. Facilitates scoring and reporting of data.
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Design Your Own Rubric
Use the worksheet in your packet to design a scoring rubric for one of your new robust SLOs
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Brainstorm – Strategies for Moving Forward in Assessing CORE SLOs
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Assessment of CORE SLOs –Strategies for Moving Forward
Look for existing sources of data Multiple measures – triangulation Embedded assessment Map CORE SLOS to courses, programs, services Assessing a sample versus population Theme years Technology tools Commercial instruments Qualitative assessment (exit surveys, interviews, focus
groups) Create an implementation plan Make SLO assessment report part of an annual Institutional
Effectiveness Report (?)
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The Implementation Plan
Who, how, where and when will your college gather CORE SLO assessment data?
Who will review this assessment data?Who will write and file a SLO report?