1. Developing a Student Learning Outcomes Assessment Plan and Report
October 13, 2016
Cathy Sanders
Director of Assessment
Office of Assessment and Accreditation

2. Introductions Name Department Interest in Workshop
Involvement with assessment of student learning

3. Workshop Learning Outcomes
Upon conclusion of the workshop, participants will be able to:
identify the elements of a Student Learning Outcomes Assessment Plan and Report, analytic rubric, and curriculum map; and
understand how they are constructed.

4. Elements of SLO Assessment Plan and Report
Student Learning Outcome
Effectiveness Measure
Assessment Methodology
Performance Outcome
Scoring Rubric (attachment to the template)
Assessment Data
Continuous Improvement Plan
SLO Assessment Plan and Report template is included in the handouts

5. SLO Assessment Plan and Report Template
Sample Word template in folder
Compliance Assist replacing Word template
Historical data being transferred
Training underway

6. Student Learning Outcomes Are:
Competencies (i.e., knowledge, skills, and abilities) that students will be able to demonstrate as a result of an educational program.
SLOs need to be specific and measurable.

7. Example of a Learning Outcome that is Not Specific and Measurable:
“At the conclusion of the workshop, participants will be knowledgeable about a Student Learning Outcome Assessment Plan and Report.”

8. Example of a Learning Outcome that is Specific and Measurable:
“At the conclusion of the workshop, participants will be able to identify and define the elements of a Student Learning Outcome Assessment Plan and Report.”

9. An Effectiveness Measure is:
A artifact that is used to gauge a student’s acquisition of the student learning outcome (e.g., exam, project, paper, or presentation).

10. Important Attribute of an Effectiveness Measure
Validity: Does the Effectiveness Measure assess what it is supposed to (i.e., the knowledge, skill, or ability articulated in the SLO)?
Examples of Valid Effectiveness Measures:
An oral presentation to assess a student’s oral communication skills.
A research paper to assess a student’s discipline-specific knowledge.
A team project to assess a student’s ability to work effectively in teams.

11. Assessment Methodology is:
A description of the department’s assessment process that includes:
When the assessment will be administered;
How the student artifact will be evaluated and by whom;
The department’s process for collecting, analyzing, and disseminating assessment data to department faculty; and
The department’s process for annually reviewing assessment data and deciding changes to make.

12. A Performance Outcome is:
The percentage of students assessed that will demonstrate proficiency on a student learning outcome and the level of proficiency expected.

13. Sample Performance Outcome
“80% of students will score ‘Acceptable’ or higher on the Oral Presentation Rubric.”

14. Assessment Data
Report Assessment Data in the Same Way That the Performance Outcome is Stated:
Performance Outcome: “80% of workshop participants will score ‘Acceptable’ or higher on the Scoring Rubric for the Analytic Rubric Activity.”
Assessment Data: “70% of workshop participants scored ‘Acceptable’ or higher on the Scoring Rubric for the Analytic Rubric Activity.”

15. Questions on SLO Assessment Plan and Report Template?

16. A Scoring Rubric is:
A scoring tool that uses a set of evaluation criteria that are directly tied to the student learning outcome to assess student learning.
When the content of the rubric is communicated prior to students completing the work, the grading process is very clear and transparent to everyone involved.

17. Elements of a Scoring Rubric
Evaluation Criteria
Scale
Cell Descriptors
Criterion Score
Total Rubric Score
Average Rubric Score

18.  Criteria
1 = Needs Improvement
2 = Acceptable
3 = Accomplished
Rating
(1 to 3)
Ability to develop a rubric scale
Is unable to develop a minimum of a 3 point scale that progresses from least proficient to most proficient
Is able to develop a minimum of a 3 point scale that progresses from least proficient to most proficient
Is able to develop a scale that is greater than 3 points that progresses from least proficient to most proficient 3
Ability to develop evaluation criteria
Is unable to identify at least 3 relevant evaluation criteria
Is able to identify at least 3 relevant evaluation criteria
Is able to identify more than 3 relevant evaluation criteria 2
Ability to develop cell descriptors
Some of the cell descriptors are missing and cell descriptors(s) present do not clearly differentiate the levels of proficiency.
Cell descriptors are present for all evaluation criteria but some do not clearly differentiate the levels of proficiency.
Cell descriptors are present for all evaluation criteria that clearly differentiate the levels of proficiency. 1
Total Rubric Score: 6
Average Rubric Score: 2

19. A Curriculum Map is: A curriculum map is a tool for identifying:
The courses in which student learning outcomes are taught
The level at which the learning outcomes are taught (I, R, M)
The type of assessment used to assess acquisition of the learning
A curriculum map identifies gaps, redundancies and misalignments for the purpose of improving the overall coherence and effectiveness of the curriculum.

20. Sample Curriculum Map SLO 1 SLO2 SLO3 (I) (R) (R) (M) Legend Required
Course #
SLO 1
SLO2
SLO3
Course 1
(I)
Assessment: MC Test
Course 2
Assessment: Short Answer Questions
Course 3
(R)
Assessment: Research Paper
Assessment: Paper
Course 4
 (R)
Course 5
(M)
Assessment: Presentation of Research Findings & Recs
Assessment: Team Project
Assessment: Portfolio
 Legend
 I=Introduced
R=Reinforced
 M=Mastered

21. Sample SLO Assessment Plan and Report
Handouts:
Graduate Certificate in Advanced Databases and Knowledge Discovery (ADKD)
Rubrics for SLO 1 and SLO 2

22. Questions?