1. Student Learning Outcomes and SACSCOC 1

2.  Classroom assessment ◦ Grades ◦ Student evaluation of class/course  Course assessment –????  Academic program assessment ◦ CS 3.3.1.1(Institutional Effectiveness)  Institutional assessment ◦ CS 3.5.1 (General Education) ◦ FR 4.1(Student Achievement) 2

3.  Common course assessment and student learning outcomes in all classes, across all modalities, locations, and faculty status ◦ Data?  Common course student learning outcomes and “related” SACSCOC policies ◦ CR 2.5 (Institutional effectiveness) ◦ CR 2.12 (Quality enhancement plan) ◦ CS 3.3.1.1 (Institutional Effectiveness: Educational Programs) ◦ CS 3.4.10 (Responsibility of curriculum) ◦ CS 3.7.1 (Faculty competence) 3

4.  What faculty members want students to know and do at the end of a course  In developing course SLO’s specify actions by the students that are: ◦ Observable ◦ Measureable ◦ Performed by the student  Well written course SLO’s can be easily assessed 4

5.  Compile  Identify  Create  Plan  Revise  Analyze  Design  Select  Utilize  Apply  Demonstrate  Prepare  Use  Compute  Discuss  Explain  Predict  Assess  Compare  Rate  Critique  Outline  Evaluate 5

6.  Not so good ◦ Students will understand basic human development theory. ◦ Students will appreciate music from other cultures.  Problem ◦ How do you observe someone “understanding” a theory or “appreciating” other cultures? ◦ How would you measure “understanding” or “appreciation”?  Observable, measurable, student focused ◦ Students will be able to identify and describe major theories of human development. ◦ Students will be able to identify characteristics of music from other cultures. 6

7.  Direct measure is based on a sample of actual student work ◦ Strength –what students can actually do ◦ Weakness – not everything can be measured directly  Indirect measure is based upon a report of perceived student learning and can come from many perspectives ◦ Strength – implicit qualities related to learning, such as satisfaction, perception, feels, etc. ◦ Weakness- assumptions must be made about how well perceptions match the reality of actual learning  What to do…? Ideally both ◦ Providing a triangulation or convergence on course student learning both actual and perceived, from student and others. 7

8.  Samples of individual student work  Pre-test and post-test evaluations  Standardized tests  Performance on licensure exams  Blind scored essay tests  Internal or external juried review of student work  Case study/problems  Capstone papers, projects or presentations  Project or course imbedded assessment  Documented observation and analysis of student behavior/performance  Collections of work (portfolios) of individual students  Activity logs  Performances  Interviews (including videotaped) 8

9.  Questionnaires and Surveys ◦ Students ◦ Graduating Seniors ◦ Alumni ◦ Employers  Syllabi and curriculum analysis  Grades  Course Evaluations 9

10.  Fall 2013 to document our process  Document process to show course level student learning across all modalities, locations, and faculty status  Gary Randolph and Peter Dorman ◦ Assessment of course level student learning in ENG 111 and ENG 112 10