Getting the Most Out of Learning OutcomesILO Assessments – Closing the Loops &

Upcoming ILO Assessments

SLO Summit, November 6th, 2015

Assessment of Learning Outcomes

Institutional Learning Outcomes (ILOs)

Program Learning Outcomes (PLOs)

Course Learning Outcomes (Course SLOs)

Written and Oral Communication

Information Competency

Problem Solving

Math Competency (Quantitative Reasoning)

Aesthetic Responsiveness

Ethics and Values 

Global Awareness

http://www.lamission.edu/slo/generaleducation.aspx

LAMC ILOs

How do we assess ILOs?

Roll-up reports from course SLOs

Individual ILO assessments

selecting

specific courses

Student Surveys

Individual ILO assessments selecting specific courses

Task Force Method of assessment

Selected faculty who teach

courses related to the ILO contacted

Roll-up reports from course SLOs - prepared by the online SLO system

Assessment Outcomes

Reports

Students reported-they are attaining the skills identified in the ILOs. -the most improvement in problem solving & the least amount of

improvement in Math competency (quantitative reasoning).

Student surveys Fall 2014

Female students: Reported improvement higher than male students on all ILOs except Math competency.

Hispanic students (77% of the student body): Rated their improvement the highest among all ethnic groups.

Younger students: Rated their improvement higher than older students.

Low-income and first-generation students: Rated their improvement higher than their counterparts.

Limitation:The reports are based on student perception.

ILO#2 Information Competency (Spring 2014)

Use Flex Day or Spring into Spring for deep

dialog about plagiarism—strengthen and

reinforce common plagiarism statement on syllabi.

ILO#1 Written Communication (2012)

The writing component for which

students scored lowest was grammar,

and thus this would appear to be where

student improvement is most needed.

Individual ILO assessments selecting specific courses

Information Competency: Classes and programs need instructional support

materials and tutors, specifically library research and citation workshops.

Instructors also requested extended Library and Learning Resource Center

hours to accommodate night classes. EXAMPLES: "We request that the library

be open in the evenings to meet the needs of our evening classes"

Writing: It seems clear that greater

access to tutoring services in written

communication is necessary for

students to improve in these areas. Global Awareness: Tutors play an

important role in boosting less

prepared students to cope with the

rigors of the course.

ILO Roll-up reports

Problem solving: Also the students

need to be encouraged to take

advantage of the tutoring offered in

the Learning Resource Center.

Aesthetic Responsiveness: Classes need

instructional support materials and tutors,

specifically here for writing. Instructors

also requested technology, such as smart

classrooms and computers in classrooms

and/or extended LRC hours to

accommodate night classes. Repeated

Resource Requests: Tutors for Writing

Skills

Closing the Loop

Institutional Improvement

Student Success

evaluate

Implement changes

Re-assess

Assess LO

Library HoursM-Th 8am-8pm Fri 8am-2pm Sat 10-2pm Librarians are available before and after library hours to give orientations to early morning and evening classes. 

Net-tutor

Recommendations

Tutors

Extended Library Hours

Extended LRC hours

Writing Center

Director of LRC

Changes in the curriculum/COR &how to align ILOs and course SLOs

Normalization of the rubrics for roll-up reports

How to improve the assessments?

Deborah

Steve

Global Awareness

Problem Solving

ILOs to be assessed in the Spring 2016 & Fall 2016

Deborah

Steve

Spring 2016

Math Competency

Deborah

Steve

Fall 2016

Aesthetic Responsiveness

Please sign up to assist!

Thank you!