PLO Assessment Cycle Creating & Assessing PLOs Dr. Abdie Tabrizi Engineering Faculty Jovita Valdez ACCC Lynette Apen SLO Coordinator

Presentation Learning Outcome After this presentation… the participant will formulate well-designed program level student learning outcomes and prepare the ACCC program approval form. (Thursday) The participant will identify and document a method and timeline to assess program outcomes. (Friday)

Program Learning Outcomes 3-5 Statements of overarching knowledge, skills, or values students acquire in the program Focus on intended outcomes that are critical to your program. Use active verbs Define, explain, examine, analyze… Are measurable Clearly stated: easy for students to understand Questions to ask: How have the students’ experiences in the program contributed to their abilities, knowledge, values and attitudes? Ask: Cognitive skills: What does the student know? Performance skills: What does the student do? Affective skill: What does the student care about? What are the knowledge, abilities, values and attitudes expected of graduates of the program? What would the "perfect" program look like in terms of outcomes? What would a “good” program look like in terms of outcomes

What to Consider When Writing PLOs ILO + Mission Program purpose & Components Overlapping SLOs Student knowledge

Well-Written PLOs Art History Engineering Nursing Demonstrate skills in visual analysis by identifying specific formal elements. Engineering Apply knowledge of mathematics, science, and engineering to identify, formulate & solve engineering problems. Nursing Utilize teaching/learning principles to promote optimal health throughout the life span in a variety of settings.

Now It’s Your Turn Draft your PLOs

ACCC Program Approval Process ACCC Program Approval Form ACCC Program Short Form Completion of ACCC Program Approval Form

PLO Assessment When the data from the assessment process are known, these outcomes should create opportunity to make improvements in the program that is being offered to your students. Examine broader aspects of program- external requirements Can any existing course assessment be used? How will programs meet to ID, plan & analyze assessments? This will be incorporated in program review

Choosing the Right Assessment Direct Indirect Actual learning Embedded test questions Rubric Lab activity Licensing exam/certification Perception of learning Degree completion rate Employer survey Alumni survey

EVC PLO Assessment Examples Paralegal AA embedded questions on quiz + final paper English AA end of semester essay Chemistry AA Annotated Bibliography Engineering AA lab activity + homework assignment Nursing AS Licensing Exam Administration of Justice AA Law Enforcement Report

Now It Is Your Turn Type PLOs & Major courses in matrix ID assessment & set timeline Post Assessment: Data analysis, document summary, plan for improvement

References Allen, G., Cummings, V. & Sands-Miller, D. (Fall 2007). Course and program student learning outcomes assessment handbook: course and program level principles and practices. Project Learn; Santa Rosa Junior College. Fulks, J., Pacheco, B. (n.d.). Student Learning Outcomes Assessment.