1. Assessing Robust Student Learning Outcomes Using Technology Jerry Rudmann Jerry Rudmann and Pat Arlington Strengthening Student Success Conference October 2006 Coastline Community College jrudmann@coastline.edu parlington@coastline.eduPat Arlington jrudmann@coastline.edu parlington@coastline.edu Resource LinksResource Links ~ Rubric Samples ~ SLO Samples Rubric Samples SLO Samples

2. Resources for Assessing Robust SLOs Using Technology CCC Confer: http://www.cccconfer.org http://www.cccconfer.org eListen: http://www.elisten.com http://www.elisten.com Class Climate: http://www.scantron.com http://www.scantron.com Online Rubric Builders –Rubistar: http://rubistar.4teachers.org http://rubistar.4teachers.org –Landmark Rubric Builder: http://landmark- project.com/classweb/tools/rubric_builder.php http://landmark- project.com/classweb/tools/rubric_builder.php –Coastline Rubric Builder: http://rubrics.coastline.edu http://rubrics.coastline.edu –Blank Rubric Form: http://programreview.coastline.edu/SLO/FourColumnRubric.doc http://programreview.coastline.edu/SLO/FourColumnRubric.doc Turnitin.com: http://www.turnitin.com http://www.turnitin.com Calibrated Peer Review: http://cpr.molsci.ucla.edu/ http://cpr.molsci.ucla.edu/ Renaissance Classroom Responders: http://www.renlearn.com/renresponder/ http://www.renlearn.com/renresponder/ ePortfolios: –ePortfolio.org: http://eportfolio.org http://eportfolio.org –Open Source Portfolio: http://www.osportfolio.org/ http://www.osportfolio.org/ –For others, see EduTools ePortfolio product comparison: http://eportfolio.edutools.info/item_list.jsp?pj=16 http://eportfolio.edutools.info/item_list.jsp?pj=16 Resource LinksResource Links ~ Rubric Samples ~ SLO Samples Rubric Samples SLO Samples

3. Rubrics What is a rubric? –Scoring tool that identifies the primary characteristics or traits of the item being rated and describes levels of performance criteria for each characteristic Resource LinksResource Links ~ Rubric Samples ~ SLO Samples Rubric Samples SLO Samples

4. Rubric Template CharacteristicCriteria #1 (Beginning) Criteria #2 (Developing) Criteria #3 (Accomplished) Criteria #4 (Exemplary) Pts. Characteristic #1 Description of identifiable performance traits reflecting lowest level Description of identifiable performance traits reflecting development and movement toward mastery Description of identifiable performance traits reflecting general mastery Description of identifiable performance traits reflecting the highest level of performance Characteristic #2 Characteristic #3 Characteristic #4 Characteristic #5 Resource LinksResource Links ~ Rubric Samples ~ SLO Samples Rubric Samples SLO Samples

5. Why Use a Rubric? Clarify performance expectations Guide student learning Support peer review and self-evaluation Measure student learning Minimize subjectivity Simplify grading Facilitate faculty dialog Resource LinksResource Links ~ Rubric Samples ~ SLO Samples Rubric Samples SLO Samples

6. Creating a Rubric: Story Writing CharacteristicPts. Focused on Assigned Topic No attempt has been made to relate the story to the assigned topic. Some of the story is related to assigned topic, but a reader does not learn much about the topic. The story wanders off at one point, but the reader can still learn something about the topic. The entire story is related to the assigned topic and allows the reader to understand the topic. OrganizationIdeas and scenes seem to be randomly arranged. The story is a little hard to follow. The transitions are sometimes not clear. The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. CreativityThere is little evidence of creativity in the story. The author does not seem to have used much imagination. The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. CharactersIt is hard to tell who the main characters are. Main characters are named. The reader knows very little about the characters. Main characters are named and described. Most readers would have some idea of what the characters looked like. Main characters are named and clearly described. Most readers could describe the characters accurately. Grammar and punctuation More than 3 major errors in grammar and/or punctuation. Contains 2 or 3 major errors in grammar and/or punctuation. Grammar and punctuation errors are minor or typographical. There are no grammar and punctuation errors. Source: Rubistar http://www.rubistar.4teachers.orghttp://www.rubistar.4teachers.org Resource LinksResource Links ~ Rubric Samples ~ SLO Samples Rubric Samples SLO Samples

7. Rubric for Evaluating Robust SLO Statements CharacteristicNoSomewhatYesPts. Real-life skillDoes not reflect how learning would be used or applied in the real-world Somewhat real-world oriented but needs to be refined to more clearly describe application of skill or learning Represents how the student would use or apply the learning or skill in a real-world situation ConditionsDoes not explicitly or implicitly indicate conditions for performance Implies the conditions but could be confusing for students or other teachers Explicitly or implicitly conveys the conditions for performance Behavioral or measurable Expected outcome is too vague to be able to measure or could not be observed Suggests a measurable outcome but is somewhat vague or confusing Clearly indicates an outcome that can be observed and measured CriteriaDoes not explicitly or implicitly state criteria for success Implies the criteria but leaves room for confusion Explicitly or implicitly conveys the criteria for success ImportanceRepresents only a small or relatively unimportant piece Somewhat important but not overarching Represents an important, overarching outcome Resource LinksResource Links ~ Rubric Samples ~ SLO Samples Rubric Samples SLO Samples

8. Robust SLOs Behavioral/ measurable Real-world Higher-level Conditions Performance criteria Global, over-arching Scored with rubric Resource LinksResource Links ~ Rubric Samples ~ SLO Samples Rubric Samples SLO Samples

9. Robust SLOs The robust SLO is what you think of when you complete this sentence: “Ultimately, I want the student to be able to ….” Resource LinksResource Links ~ Rubric Samples ~ SLO Samples Rubric Samples SLO Samples

10. Sample SLOs English 135 Business WritingEnglish 135 Business Writing Foreign Languages (180 Level)Foreign Languages (180 Level) Resource LinksResource Links ~ Rubric Samples ~ SLO Samples Rubric Samples SLO Samples

11. English 135 Business Writing Course-Level SLO: Given a specific business scenario, select the appropriate written medium and prepare a professional, concise, and grammatically correct letter or memorandum Resource LinksResource Links ~ Rubric Samples ~ SLO Samples Rubric Samples SLO Samples

12. Foreign Languages (180 Level) Course-Level SLO: Demonstrate competency at the beginning level of Spanish by asking and answering questions in conversations or in writing related to self, immediate work environment, courtesy requirements, and personal needs Resource LinksResource Links ~ Rubric Samples ~ SLO Samples Rubric Samples SLO Samples