1. SLO Assessment Cycle Instructional Breakout Session
EVERGREEN VALLEY COLLEGE
Spring PDD, March 23, 2012
PRESENTED BY
DR. ABDIE TABRIZI
ENGINEERING FACULTY
SLO COORDINATOR
LYNETTE APEN RN, MS
The assessment cycle refers to the process called closing the loop use of assessment results to improve student learning.
Part of a continuous cycle of collecting assessment results, evaluating them, using the results to identify actions to improve student learning
Implementing the actions and then cycling back to collecting assessment results
An EVC Student Learning Outcome (SLO) Committee Presentation

2. PDD Learning Outcomes
Define assessment purposes/guidelines and access appropriate resources
Plan for and implement assessment for previously created SLOs.
Utilize assessment data to analyze learning/services and implement changes as indicated.
Please note that the assessment process is not a part of faculty or staff evaluation.

3. Outcomes Assessment vs. Grading
Learning of a large student cohort
Real world experience
Collaboratively developed
Common criteria
Results: instructional improvement
Faculty evaluation of individual student performance
Represents overall assessment of students class work

4. Choosing the Right Assessment
Examine existing assessments you already use
Does it examine the students’ ability to do the SLO?
Not all SLOs need to be assessed at once
Are there assessments that you can share?
How can you involve adjunct faculty?
Assessment examples that measure at least one SLO
Imbedded question on a final exam (BIO)
Clinical evaluation tool or lab checklist (NURS)
Writing assignment with graded rubric (ENGL)
Laboratory demonstration (ENGR)

5. Now What? Analysis of Data
Method to collect/review
Aggregate or disaggregate
Contextualize
Aggregate/disaggregate
Aggregate sections so individual students and faculty can not be ID
Disaggregate by time section offered, i.e. difference between day, afternoon and evening of same course
Dissaggregate by ethnicity
Contextualize:
Direct data indicates areas of success or needs for improvement while indirect data can provide evidence of where areas of where interventions can be designed (insights on how to improve)
A single perspective never describes the full story
ID any critical factors that relate to the context of the results
Do the results confirm or challenge existing assumptions
Are there trends or patterns emerging over time
How can the data inform teaching/learning or services
Communicate and distribute data indicating necessary improvements

6. Closing SLO Assessment Loop
Reporting Results
Improving Practice
Assessment summaries
Celebrate results
Identify improvement
Areas for greater inquiry
Sustainable
Modify SLO
Modify instruction or service
Integrate to program review, integrated planning and resource allocation
REASSESS
It is better to close the loop on a single SLO than to partially assess all SLO. For this reason you should focusing on one or two SLOs. For some faculty that may mean one or two SLOs per course, and one or two program SLOs and if the faculty member is involved in institutional assessment, another one or two SLOs.
The key for faculty is recording the data immediately

7. Breakout Session Instructions
10:45-11 overview
11-12:30 work by discipline
12:30-1:30 document & report
1:30-2:30 program assessment or continue discipline work

8. 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.
BRIC Inquiry Guide (June 15, 2010): Assessing Student Learning (
Fulks, J., Pacheco, B. (n.d.). Student Learning Outcomes Assessment.