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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

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.

Let’s Develop an Assessment Rubric for a Resume

Factor Needs

Improvement

0 points

Satisfactory

1 point

Excellent

2 points

Lists educational background

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?

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Email: jrudmann@coastline.edu

Work phone: 714-241-6338