1. Student Learning Outcomes (SLOs) Module #4: SLO Annual Report
Office of Academic Planning & Accountability, Institutional Effectiveness
Moderator: Dr. Cathy Bays

2. Objectives
Upon completion of module #4, participants will be able to complete each component of the SLO Annual Report. The SLO Annual Report is one way for academic programs to document and manage the SLO process including provision of the necessary evidence for ‘closing the loop’
Key components of the SLO Annual Report are:
Program mission, program goals, program SLOs
Measure and targets for SLOs
Findings
Action plan

3. SLO Annual Report Program Mission
Broad statement of the purpose of the academic unit/program within the context of who it serves and in what ways. Each academic unit/program should have its own mission statement that reflects their contribution to UofL’s institutional mission

4. SLO Annual Report Program Mission
Key components:
Provides clear and concise statement of the program’s purpose and is specific to the unit/program
Identifies stakeholders/who it serves
Aligns with UofL’s mission

5. SLO Annual Report Program Goals for All Academic Programs
Broad statements that describe the overarching long-range intended goals of the academic unit/program.
Answer questions like primary function, key activities involved, and student competencies upon graduation
If appropriate, align with respective professional organization and program-specific accrediting bodies.

6. SLO Annual Report Program Goals for All Academic Programs
Key components:
Uses clear and concise statement
Indicates student competencies expected upon graduation
Identifies targeted population
Aligns with discipline specific accreditation, if applicable

7. SLO Annual Report Program Goals for UG Academic Programs
A review from module #3 –
Integration of program goals and associated ‘SLOs’ reinforces and builds the necessary competencies needed to demonstrate progression towards program completion and assures multiple and layered opportunities for undergraduate (UG) students to develop the desired outcomes.
Compare with revisions to module 3

8. SLO Annual Report Program Goals for UG Academic Programs
Clear and concise program goal for each of these areas:
within the undergraduate academic major
reinforces at least one general education competency
for i2a (both critical thinking and the culminating undergraduate experience {CUE})

9. SLO Annual Report SLOs for All Academic Programs
A review from module #1 –
Student Learning Outcomes (SLOs) are specific, measurable statements that use action verbs to articulate the knowledge, skills, and perceptions students should gain or improve through engagement in the academic program during a specific time frame.

10. SLO Annual Report SLOs for All Academic Programs
Key components
Provides at least one SLO per program goal
Includes clear and concise statement
Uses action verb(s)
Needs to be measureable
Indicates the specific knowledge, skill or perception to be gained or improved
Identifies targeted population

11. SLO Annual Report SLOs for UG Academic Programs
Clear and concise program SLOs for each of these areas:
within the undergraduate academic major
reinforces at least one general education competency
for i2a revise or create (both critical thinking and the culminating undergraduate experience {CUE})

12. SLO Annual Report Measures/Targets
A review from module #1 –
Measures are methods of assessment either direct (students show us) or indirect (students tell us) assessment to provide evidence that the outcome has been achieved.

13. SLO Annual Report Measures/Targets
Key components:
At least one direct measure (students show us) for each SLO
Objective tests, essays, presentations, lab experiments, artistic performance, special projects, classroom assignments, portfolios
In addition can use indirect measure (students tell us)
Quality Measurement System (QMS), exit surveys, student interviews, alumni surveys, faculty questionnaire, and employer satisfaction surveys

14. SLO Annual Report Findings
Findings are the tabulation and analysis of direct (and indirect) assessment results.

15. SLO Annual Report Findings
Key components:
Show the results of the direct (and indirect) assessments identified for each SLO
Express in percentage of students actually achieving the performance target related to each measure of SLO
Indicate the results for multiple targets, if applicable

16. SLO Annual Report Action Plan
The plan includes an act to address each unmet performance target and utilizes assessment results to indicate needed changes to improve student learning or the program. Commonly referred to as “closing the loop”.

17. What is ‘Closing the Loop’?
Closing the loop is the final step in the SLO process that helps faculty, chairs/department heads, deans, administrators, and staff understand how to better facilitate student learning through continuous instructional improvement

18. SLO Annual Report Model of “Closing the Loop”
Assessment image taken from Westminster College at

19. SLO Annual Report Model of “Closing the Loop”
How do I use what I've learned?
What do I want students to learn?
Are my outcomes being met?
How do I teach effectively?
Assessment image taken from Westminster College at

20. SLO Annual Report
The SLO Annual Report is a management tool to document the SLO development process.
Due by November 1, 2011 to the Office of Academic Planning and Accountability.

21. References & Resources
Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment across the institution. Sterling, VA: Stylus.
Suskie, L. (2009). Assessing student learning: A common sense guide. 2nd ed. San Francisco, CA: Jossey-Bass.

22. Contact Information
Bob Goldstein
Associate University Provost
Connie Shumake
Assistant University Provost
Cheryl Gilchrist
Director of Institutional Effectiveness
Cathy Bays
i2a Specialist for Assessment