Assessing and Documenting Achievement of Student Learning Outcomes at the Student, Course, Class,

Program, and Institutional Levels Karen McClendon, John Martin, Tiffanie Ho, Leanne Coyne, David Fong, and Alvin Cheung

California Northstate University College of Pharmacy

Introduction

References

Stages

Stages Three and Four

Conclusion

This presentation will demonstrate a process that institutional

researchers can utilize to document achievement of Student

Learning Outcomes (SLOs) at the individual student, course,

class, program, and institutional levels. Examples of

assessment tools used to measure student achievement of

SLOs at the course, program, and institutional levels will be

presented. The presentation will illustrate how individual

student and class achievement results can be presented in an

institutional dashboard. In addition, we will demonstrate how

this outcomes’ assessment process can be used to improve

curricula, instructional effectiveness, and student learning at

the course, program, and institutional levels.

Stages One and Two

•Stage One: Meet with faculty to help them

determine appropriate assessments for SLOs; keep

this process simple by helping them identify what

they are already doing naturally in their classes.

•Stage Two: Retrieve and compile these data

through specific exam questions, from rubrics used

to grade student work, etc.

•Stage Three: Display the results at the

corresponding proficiency levels to paint a clear

picture of students’ SLO performance at each level

of assessment.

•Stage Four: Dashboard presentation helps faculty

identify areas of student success in achieving

SLOs as well as areas for improvement in

curricula, instruction, assessment, and student

learning at all five levels of assessment.

No. Student Learning Outcomes CNCP PLO

ACPE Standard

Addressed a

CAPE Supplemental Standards

b

Learning Hierarchyc

Assessment Method d

1 Describe and discuss the anatomy and physiology of the appropriate organ system.

2.2, 3.1, 9.1

1.A.1 1.1.1. 1, 2 iRAT, tRAT, MT, BAT, Essay, RUB, PRES, PROJ

2 Describe the pathophysiology of major the major diseases/disorders of the appropriate organ system. Use this information to identify therapeutic drug targets.

2.2, 3.2, 9.1

1.A.5., 2.1.2

1.1.1. 1, 2, 3 iRAT, tRAT, MT, BAT, Essay, RUB, PRES, PROJ

3 Describe the mechanism of action and the adverse effects of the medications used to treat the major disorders being discussed.

2.2, 3.3, 4.1, 4.2,

9.1

2.B.1., 2.B.2., 2.B.4., 2.B.5., 2.C.5, 2.D.1., 2.E.1.

1.1.1., 6.1.1., 7.1.1.a, 7.1.1.b, 7.1.1.c

1, 2, 3 iRAT, tRAT, MT, BAT, Essay, RUB, PRES, PROJ

Student Learning Outcomes and Program Learning Outcomes for by this Course:

Stages One and Two

P3 SLO SLO SLO SLO SLO SLO SLO SLO SLO

PHAR 811

PHAR 813

PHAR 815 2010-2011 1 D 2 Dp 3 D 4 I 5 I 6 D

PHAR 826 2010-2011 1 P 2 D 3 P 4 D 5 Dp

PHAR 827

PHAR 834 2010-2011 1 P 2 D 3 Dp 4 D 5 D

PHAR 853

PHAR 856 2010-2011 1 D 2 P 3 D

PHAR 861

PHAR 862

PHAR 881

SLO Performance by Student

P Proficient

D Developed

Dp Developing

I Initial

2 3 1 4 5 6 2 3 1 4 5 2 3 1 4 5 2 3 1

PHAR 815 PHAR 826 PHAR 834 PHAR 856

2010

10008

Total 69.05 89.14 63.64 66.67 100 60 63.16 75 72.73 69.23 64.29 77.08 81.55 80 100 82.21 67.86 65.22 86.36

0

10

20

30

40

50

60

70

80

90

100

P

e

r

f

o

r

m

a

n

c

e

L

e

v

e

l

SLO Performance by Student

0

10

20

30

40

50

60

70

80

90

100

1.0

0

3.0

0

5.0

0

1.0

0

3.0

0

5.0

0

2.0

0

4.0

0

1.0

0

3.0

0

1.2

0

2.1

0

2.3

0

3.2

0

1.0

0

3.0

0

2.0

0

4.0

0

6.0

0

2.0

0

4.0

0

1.1

0

2.0

0

3.2

0

2.0

0

1.0

0

3.0

0

5.0

0

7.0

0

2.0

0

4.0

0

2.0

0

1.1

0

2.0

0

3.2

0

2.0

0

1.0

0

3.0

0

5.0

0

7.0

0

2.0

0

4.0

0

2.0

0

PHAR 815 PHAR 826 PHAR 834 PHAR 856

PHAR 725 PHAR 752

PHAR 815 PHAR 834 PHAR 622 PHAR 633

PHAR 642 PHAR 661

PHAR 712

PHAR 622 PHAR 633

PHAR 642 PHAR 661

PHAR 712

2012 2013 2014 2015

P

e

r

f

o

r

m

a

n

c

e

L

e

v

e

l

SLOs by Class

Class of 2012 Class of 2013 Class of 2014 Class of 2015

PLOs Mid-Point Final Mid-Point Final Mid-Point Final Mid-Point Final

1 D Dp I

2 D Dp I

3 D Dp I

4 D Dp I

5 Dp I I

6 D Dp I P Proficient

7 D Dp I D Developed

8 Dp I I Dp Developing

9 D Dp I I Initial

10 D Dp I

ILOs Mid-Point Final Mid-Point Final Mid-Point Final Mid-Point Final

1 D Dp

2 D Dp

3

CLOs Mid-Point Final Mid-Point Final Mid-Point Final Mid-Point Final

1

2

3

Assessing Program Learning Outcomes, Institutional

Learning Outcomes, and Co-Curricular Learning

Outcomes across Classes

Stages Three and Four

0

10

20

30

40

50

60

70

80

90

100

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

MID

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

PLO PLO PLO PLO

2012 2013 2014 2015

P

e

r

f

o

r

m

a

n

c

e

L

e

v

e

l

Program Learning Outcomes by Class

P2 SLO SLO SLO SLO SLO SLO SLO SLO

SLO

PHAR 712 1 P 2 P 3 D

PHAR 724

PHAR 725 1.1 Dp 1.2 D 1.3 I 2.1 Dp

2.2 P 2.3 P 3.1 Dp 3.2

D 3.3 Dp

PHAR 734

PHAR 743

PHAR 752 1 D 2 D 3 D

PHAR 757

PHAR 761

PHAR 762

PHAR 781

Class of 2013 Student Learning Outcomes’ Performance

“Levels of Assessment: From the Student to the

Institution.” Ross Miller and Andrea Leskes.

Association of Colleges and Universities: 2005.

The dashboard presentation of SLO data allows faculty to

identify areas for the following:

•Additional and/or enhanced opportunities for students to gain

proficiency (through assignments and activities)

•Increased or enhanced feedback to students regarding SLO

performance at various levels

•Improved delivery of course content and curriculum

•Improved assessments and triangulation of data

Samples of Evidence of Student Learning (student work that is

evaluated by rubrics)

Indicators Initial Developing Developed Proficient

Describe the anatomy of

the organ system being

presented in class.

Rarely demonstrates

an understanding of

the anatomy of the

organ system being

discussed in class.

Demonstrates a

partial understanding

of the anatomy of the

organ system being

discussed in class.

Explanations are

often not accurate.

Demonstrates an

understanding of the

anatomy of the organ

system being discussed in

class. Does not

demonstrate an ability to

fully integrate the

function of the various

parts of the organ system

to one another.

Demonstrates an accurate

understanding of the anatomy

of the organ system being

discussed in class.

Describe the physiological

functions of the organ

system being presented in

class.

Rarely demonstrates

an understanding of

how the organ

system being

discussed in class

functions.

Demonstrates a

partial understanding

of the functions of

the organ system

being discussed in

class, and sometimes

relates the function

to anatomy.

Demonstrates an

understanding of the

physiological functions of

the organ system being

discussed in class but

cannot always relate the

function to the anatomy.

Demonstrates an accurate

understanding of the

physiological functions of the

of the organ system being

discussed in class, and can

relate the function to the

anatomy.

SLO 1. Describe how the anatomy and physiology of the appropriate organ system relate to each other.

SLO 1. Describe how the anatomy and physiology of the appropriate

organ system relate to each other.

SLO 1. Describe how the anatomy and physiology of the appropriate organ system relate to each other. SLO 1. Describe how the anatomy and physiology of the appropriate organ system relate to each other. SLO 1. Describe how the anatomy and physiology of the appropriate organ system relate to each other. SLO 1. Describe how the anatomy and physiology of the appropriate organ system relate to each other. SLO 1. Describe how the anatomy and physiology of the appropriate organ system relate to each other.