1. THE SLO PROCESS #1 create/update SLO’s, rubrics, & assessment methods #2 assess all students in all sections of all courses #3 maintain SLO assessment scores #4 analyze & reflect on SLO assessment scores #5 write course level reports #6 enter course level reports in outcomes database #7 dialogue & document #8 act: update pedagogy, curriculum, texts; request resources #9 follow up & set goals for the next cycle ALL FACULTY (required) DEPT. CHAIR / SLO LIAISON GROUP EFFORT ALL FACULTY (required) 1 WHAT IS YOUR INVOLVEMENT IN THE PROCESS? GROUP EFFORT ALL FULLTIME FACULTY (required) ADJUNCT FACULTY (encouraged)

2. ______-YEAR SLO REPORTING CYCLE #1 create/update SLO’s, rubrics, & assessment methods #2 assess all students in all sections of all courses #3 maintain SLO assessment scores #4 analyze & reflect on SLO assessment scores #5 write course level reports #6 enter course level reports in outcomes database #7 dialogue: what worked? what didn’t? #8 act: update pedagogy, curriculum, texts; request resources #9 follow up & set goals for next course level reporting cycle assess students every fall & spring semester write reports every _____ years enter reports in DB every _____ years maintain scores every semester http://pierce.elumenapp.com/ on-going

3. WHERE IS YOUR DOCUMENTATION OF ASSESSMENT? Outcomes Data is recorded and stored in the Outcomes Reporting Database (currently eLumen)eLumen Faculty members may download and save Assessment Scores for each of their sections from eLumen (optional) Discussions about SLOs, PLOs, ILOs, or any Assessment/Outcomes-related topics should be documented (i.e., as FLEX activities or department meeting agenda items) Time spent creating/updating SLOs, PLOs, Rubrics, Assessment Methods, etc. should be documented (i.e., as FLEX activities or department meeting agenda items) 3

4. #1 CREATE/UPDATE SLO’s #1 CREATE/UPDATE SLO’s 4

5. SLO’s (STUDENT LEARNING OUTCOMES): statements that identify specific knowledge, skills, abilities, or attitudes that students will demonstrate as a result of engaging in a particular learning experience 5

6. SLO’s: use active, present tense voice (i.e., “Students create …”) begin with “Students [insert verb here]” use verbs which represent the higher levels of Blooms Taxonomy of Learning, i.e. levels 5 and 6 are easily accessible to faculty & students 6

7. SLO’s : have already been written and implemented are updated/revised as on-going process rather than a finished product are fluid; they evolve as a result of the SLO Process 7

8. All faculty teaching the same course must use the same SLO’s and must post those SLO’s on their Syllabi. Department Chairs are responsible for vetting Syllabi of fulltime and adjunct faculty in their departments. Department Chairs are also responsible for posting all course SLO’s on the department webpage. To revise SLO’s, download the “SLO Addendum Form” from the College Outcomes website and submit to the Curriculum Committee.SLO Addendum FormCollege Outcomes 8

9. #2 ASSESS STUDENTS 9

10. STUDENT ASSESSMENT: a formative method of determining students’ success at achieving SLO’s, done for the purpose of improving the quality of student learning and the effectiveness of instruction 10

11. Student Assessment: must be done for every section of every course offered every Fall and Spring semester employs Authentic Assessment Method(s) to determine how well students have achieved course SLO’s 11

12. SLO Assessment Method(s): use an existing, or “embedded,” SLO Assessment Method (i.e., an assignment or exam that is already part of your course) OR create an SLO Assessment Method designed specifically to measure achievement of SLO’s OR collaborate with other faculty members in your discipline or department and create a Common SLO Assessment Method (recommended) OR agree on a type of SLO Assessment Method (i.e., an essay, performance, portfolio), with each faculty member writing their own content (recommended) 12

13. 13 As of 2013, Pierce College has adopted the following definition of Authentic Assessment: Authentic Assessment is a form of assessment in which students are asked to perform tasks that demonstrate meaningful application of essential knowledge and skills. (adapted from Jon Mueller)

14. Student Assessment: is carried out every semester (Fall and Spring), for every section of every course offered compared to Course Level Reporting, which is done every _____ years (one report for each course, combining SLO Assessment Scores from all sections of that course) 14

15. All faculty members, fulltime and adjunct, are required to assess students and enter SLO Assessment Scores into Pierce College’s Outcomes Reporting Database for every section they teach every semester (Fall and Spring) 15

16. Additionally, fulltime faculty members are responsible for creating/updating SLO’s & PLOs Assessment Rubrics Assessment Methods Course Level Reports Course Level Action Plans 16

17. Assessment Reliability: It is recommended that all faculty members teaching a particular course (i.e., English 84), use an agreed upon Rubric, so that Assessment Scores can be easily combined into one meaningful Course Level Report. [see attached sample Rubric and sample Course Level Report] 17

18. It is also recommended that all faculty members teaching the same course use a Common Assessment Method (or at least the same type of Assessment Method) in order to facilitate meaningful comparisons of Assessment Scores collected from multiple sections of the same course. 18

19. Choose Assessment Method(s): use an existing, or “embedded,” Assessment Method (i.e., an assignment or exam that is already part of your course) OR create an Assessment Method designed specifically to measure achievement of SLO’s OR collaborate with other faculty members in your discipline or department and create a common Assessment Method (recommended) OR agree on a type of Assessment Method (i.e., an essay, performance, portfolio), with each faculty member writing their own content (recommended) 19

20. #3 MAINTAIN SLO ASSESSMENT SCORES #3 MAINTAIN SLO ASSESSMENT SCORES 20

21. SLO ASSESSMENT SCORES: numerical results of SLO Assessment 21

22. SLO Assessment Scores: are anonymous (neither students’ names nor instructors’ names are accessible) are documented and shared through eLumeneLumen are accessible to all faculty and administrators 22

23. #4 ANALYZE SLO ASSESSMENT SCORES #4 ANALYZE SLO ASSESSMENT SCORES 23

24. SLO Assessment Data Analysis: studying & making conclusions about SLO Assessment Data 24

25. With your colleagues, determine: What do the numbers mean? What are we doing right? What could we improve upon? What could we add/eliminate? What do we need from the college? 25

26. #5 WRITE COURSE LEVEL REPORTS 26

27. Course Level Report: a written record of findings & conclusions based on Assessment Scores from all sections of a course over a specified period of time (Course Level Reporting Cycle) 27

28. If multiple sections of a course are offered over the course of the _____-year Course Level Reporting Cycle, the SLO Assessment Scores from all sections are combined into one Course Level Report. For example, if 4 different instructors teach 4 different sections of English 84 each Fall and Spring semester for 2 years, each of the 16 instructors will assess their students and record the scores in the Outcomes Reporting Database (eLumen)eLumen department members will analyze the Assessment Scores collected from all 16 instructors and write one Course Level Report for English 84 28

29. Course Level Reports: give success/failure rates draw conclusions from Assessment Scores (i.e., students are consistently weak in the area of SLO #1) explain the connection between the SLO’s of a course and the GELO’s (or PLO’s) to which those SLOs are mapped make recommendations for improving and refining the course curriculum and the pedagogical methods being used (i.e., use more/less technology) make recommendations about how the college can support said improvements (i.e., more smart classrooms) 29

30. #6 ENTER COURSE LEVEL REPORT(S) INTO OUTCOMES REPORTING DATABASE (eLumen)eLumen #6 ENTER COURSE LEVEL REPORT(S) INTO OUTCOMES REPORTING DATABASE (eLumen)eLumen 30

31. Course Level Reporting: entering Course Level Reports into the Outcomes Reporting Database (eLumen)Outcomes Reporting DatabaseeLumen 31

32. Every _____ years, for every course offered, enter a Course Level Report into the Outcomes Reporting Database (eLumen).Outcomes Reporting DatabaseeLumen VS. Every semester (Fall and Spring), for every section of every course offered, Assess Students and enter Assessment Scores into Outcomes Reporting Database (eLumen).Outcomes Reporting DatabaseeLumen 32

33. 33 Use the Course Level Reporting Plan [currently being developed] to keep track of when Course Level Reports must be entered into the Outcomes Reporting Database (eLumen).Outcomes Reporting DatabaseeLumen

34. Course Level Reports can be entered into the Outcomes Reporting Database (eLumen) by: Outcomes Reporting DatabaseeLumen department chairs SLO liaisons faculty members 34

35. #7 DIALOGUE #7 DIALOGUE 35

36. Dialogue: reflecting upon and talking about Assessment/Outcomes 36

37. Assessment is only as useful to our students and to us as we make it. Make time for discussions about Assessment and Outcomes. Make it a habit; add Assessment/Outcomes discussion as an agenda item at department meetings. Document discussions. 37

38. #8 ACT #8 ACT 38

39. Act: adapting, growing, improving 39

40. Adjust SLO’s, Rubrics, and Assessment Methods as necessary. Adjust teaching methods as necessary. Adjust curriculum as necessary. Request resources as needed. 40

41. #9 FOLLOW UP #9 FOLLOW UP 41

42. Follow up: double-checking the process, closing the loop 42

43. 43 Have proposed changes been implemented? Have Assessment Scores improved? What are our Assessment/Outcomes goals for the next ______-year cycle? Are our goals in line with Pierce College’s Strategic Master Plan and Educational Master Plan?Pierce College’s Strategic Master Plan and Educational Master Plan