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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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Next ….