Checklist for Step I:

1.)  Good SLOs begin with writing global learning outcomes. This is the first step of SLOAC.

2.)  These are general statements which do not sound like objectives.  Objectives are the steps it takes to achieve the outcome.

3.)  Two Examples of Statements of Expected Learning derived from Objectives follow:

***     ***     ***

English 50:  Basic Writing Skills

Student Learning Outcomes:  Organize ideas coherently and communicate effectively in essay writing for various purposes.

Objectives: 

• Identify and compose a paragraph as a discrete unit of thought organized by single topic.
• Identify an essay as a short piece of writing that supports a writer’s point of view through the use of detailed examples.
• Demonstrate the ability to generate, develop and organize ideas into a cohesive essay using two or three paragraphs.
• Identify and employ prewriting activities.
• Formulate topic sentences, compose coherent paragraphs and create theses.
• Identify and employ transitions and connectors to show unity between ideas.

Math 54:  Beginning Algebra

Student Learning Outcomes:  Demonstrate Variable Expression Sense

Objectives:

• Recognize a variable as a quantity that can take on more than one value and distinguish between a variable and an unknown constant.
• Perform arithmetic operations on variables to create algebraic expressions.
• Determine the value of an algebraic expression in simplified form given rational values of the variables.
• Determine an algebraic expression that represents a given variable quantity described in words and/or in a diagram.
• Apply the fundamental principle of fractions to simplify algebraic expressions involving algebraic fractions, including the four basic operations on such expressions.

Student Learning Outcomes:  Demonstrate Algebraic Problem Solving Skills in Solving Application Problems

Objectives:

• Determine what quantity in an application problem should be represented as a variable and define the quantity as such.
• Determine, in an application problem, two variable quantities (or one variable and one constant) that are equal to one another via using the wording of the problem itself and/or general mathematical formulae; and explain why these quantities must be equal.
• Solve the variable equation that has been determined to be true for the unknown (variable).
• Interpret the result of the “solving” process and state the solution to the application problem.  Also, determine the “reasonableness” of the proposed solution.

***          ***          ***

 4.)  SLOs address the following domains where applicable 

Cognitive:  Learning Outcomes related to Knowledge

Affective:  Learning Outcomes related to Attitudes, Behaviors, Values

Psychomotor:  Learning Outcomes related to skills

5.) Focus on what student will remember a year after course has ended.

6.) Everything important in the course is represented by the SLO.

7.)  SLOs represent higher order thinking.

8.)  They must contain an assessable expectation of what students are able to do.

9.)  SLOs must be generally understood by someone who has not taken the course.

10.)  A student wanting to know why s/he should take the course should be able to read the SLOs and make a decision.

• Ultimately, we want to define our expectations so that Student Learning Outcomes are: observable and measurable, reasonable, clear, visible, and accessible to students and the public and the product of collegial collaboration
  

Comparing objectives to outcomes to make improvements.

Assessment means "to measure."

When we assess learning, we are measuring learning outcomes to determine how well learning has taken place.  Assessment can be done at any point in the learning process. It can take place at the beginning or the end of a learning experience - or even in the middle.  In fact, assessment should take place frequently to get a most complete picture of learning over a period of time.

Assessment as part of a cycle of inquiry

Assessment is part of a heuristic process where instructor/service provider, student, and institution fairly and objectively observe the fruits of the learning process.  Assessment is the process of using a specific assessment tool to measure how well learning is taking place. The results or outcomes of that of assessment are not meant to be used for punitive purposes, in fact, just the opposite. They reveal how well learning is occurring for the purpose of helping instructor, student, and institution evaluate how to make improvements in order to get better results.  Thoughtfully evaluated outcomes make it easier to strategically organize activities in the future.

Assessment as a means of making our criteria public

It is helpful to reveal our assessment criteria to our students, colleagues and the public.  Studies have shown that when criteria are revealed to students, they are more likely to organize their behaviors to meet or exceed that criteria. This can be done with objectives, rubrics and samples of model student work.  When our colleagues share our assessment criteria, they too can organize their activities to help students achieve them.  To ensure a model assessment approach, we can gather our colleagues' feedback by soliciting their input on our assessments, as well as asking them to participate in norming sessions where we compare how individual instructors evaluate the same sample of student work.

Scholarship of Assessment

As the value of assessment grows more apparent in education, the body of knowledge continues to expand. The scholarship of assessment has created an entire language of concepts and terms specific to the assessment process. While those of us at COD do not need to become scholars in assessment, it is helpful to understand a common assessment terminology.

Choosing the Right Assessment Tools

 
Checklist for Step II

1.) Choose an assessment tool to measure the learning that matters

2.)  Determine the best time to administer the assessment. You can assess during any part of the learning experience. The Learning Outcome you’re assessing can help you decide which tool to use and the best time to measure student progress.

3.)  Administer the assessment and gather the data. For the most comprehensive data, one course should measure one outcome at a time across all sections. Once the assessment tool is chosen and given, randomly select a given number of assignments from all sections to analyze.
  

Checklist for Step III

1.)  Analyze the data.  As a subject matter expert, you will analyze those outcomes with your colleagues to determine if you are satisfied with the results.

2.)  Reflect upon what story the Outcomes tell  about learning in your course, service, or program. They may reveal surprising facts about what students have learned and what they have not learned.

3.)  Look for insights that can be gleaned from deep, thorough study of the outcomes, or even a quick review.

4.) Ask questions that emerge such as "what do we value?" and "what criteria do we agree upon?"  and "is this essential learning?". Your expertise in the subject, service, or area is most essential here. This is an important part of this process.

5.) Consider how improvements might be made. We all play a central role in determining whether the outcomes are adequate.  When we link proposed improvements to evidence of learning we are deeply engaged in our trek up SLOAC mountain. At an institutional level, administrators and stakeholders will evaluate collaboratively with the intent of using the data to inform future improvements. This is when we know we are close to the peak.
 

Checklist for Step IV

1.)  Use the data that we gather to improve learning.

2.)  After we have crafted our student learning outcomes, selected and utilized the appropriate assessment tool, and analyzed the results, we can respond. Responses can be both formal and informal. The formal response will occur when we use data and evidence to make decisions at all levels of the institution and document the process. Informal response can occur at any point when we respond to evidence.

3.)  Response can take place at many levels. For example, data-gleaned from multiple sections of a particular course may drive the faculty in a specific discipline to modify the curriculum via the course outline of record. In a single section of a course, one instructor might learn that students struggle with a particular concept when approached through a specific pedagogical method, and decide to adjust switch to practices that evidence has proven to be more effective. In another case, data from a particular program might show that students who don't have access to a particular resource perform more poorly than those who have the resource.  Data also might show that certain configurations of services are more effective at improving learning than originally thought.

Consequently, having data about learning will be invaluable when it comes time to make a decision about learning. Such data can drive things like:

 
4.)  Once course assessment completes a cycle of inquiry, the reporting process is two-fold, providing a pathway to implementing change not only in the course, but at the program and institution level as well.
 

Checklist for Step V

1.)  Initially reporting takes place within academic units amongst faculty. Decisions about changes in curriculum can begin right away within the discipline or area of service.

2.)  Formally, for every course completing a cycle of inquiry a status report will be made using the form on this website.

3.) Once the form is completed it will be uploaded to the management system and rolled into the annual outcomes and assessment cycle.

4.)  Then, the course can then be mapped to the appropriate Institution-Wide Outcomes Matrix (IWOM) to reflect assessment in one of three programs: General Education, Career and Technical Education and Student Services.

5.) As courses map to IWOM, College of the Desert will be able to gauge the extent to which we are achieving our Institution-Wide Learning Outcomes and providing our students peak learning experiences.

6.) We will know we’ve reached the Peak of SLOAC Mountain when we begin to implement change based on reporting outcomes assessment.

7.) Since the process in ongoing, we begin again every year as course assess different outcomes and adjust changes in the IWOM matrix as we proceed.

College of the Desert published Self Study for reaffirmation of accreditation by the Accrediting Commission for Community and Junior Colleges (ACCJC)

Team visited College of the Desert March 15

June 2005 ACCJC reaffirmed accreditation subject to the college producing Progress Report by Oct. 15, 2006, with special focus on several recommendations. Recommendation 1 refers to Student Learning Outcomes:

The college is urged to continue diligently with the efforts already underway through the Program Review process and to assure that all programs and organizational units develop, assess, analyze and use student learning outcomes (SLO) information for program improvement. The college must especially place some urgency on the need to develop a process for student services. (Standards I.B; I.B1; I.B.2; I.B7; II.A.1.a,c; II.A.2.e,f,g,I; II.A.6; II.B1;II.B3.c; II.B4; II.C.2; III.A.1.c; IV.A.5; IV.B.1.g; IV.B.2.b)

In Oct. College of the Desert college produced Progress Report for Commission

Learning and Assessment Committee is formed , L&A members attend Outcomes and Assessment Conferences, SLO Training Continues

Flex Activity: SLO Workshops offered to train faculty in defining student learning outcomes

ACCJC accepted report from College of the Desert subject to the preparation of a Focused Midterm Report by Mar. 15, 2008. The Midterm Report indicated progress toward meeting the visiting team’s recommendations, including forecast for next comprehensive evaluation. A Focused Midterm Report required college-identified plans for improvement as well as evidence of progress made on recommendations emphasized by the Commission. The report was followed by ACCJC team visit scheduled for April 14, 2008.

Faculty Continue writing SLOs for Courses; Flex Workshops on writing SLOs expand

L&A committee continues

Work on General Education Outcomes begins

SLO Task Force was formed out of the Learning and Assessment Committee and assigned to the Curriculum Committee. The SLO Task force was charged with the following:

1. Assisting the Curriculum committee in improving the quantity and quality of SLO’s approved by the Curriculum committee and posted on COD portal.
2. Acting as a resource to faculty in developing assessment of student learning at the course, program, and college level.
3. Informing the faculty about new approaches to teaching and new ideas about learning and assessment by identifying and organizing professional development.
4. Working with the Curriculum committee to document SLO standards for the course, program, and college level.
5. Working with the Curriculum committee to develop an appropriate long range plan for managing SLO’s

The SLO Task Force Efforts addressed these items in the following way:

1. Worked with Curriculum and assisted in producing SLO’s and providing guidelines by which to evaluate the quality of statements and assessments.
   
2. Worked with faculty to create SLO’s and begin assessment
   Currently:
   
   -371 of 770 Courses have SLOs written 48%; LY: 33%
   
   -246 Defined Assessments to Measure Outcomes 32%; LY: 3%
   
   -9 Programs have defined SLO’s
   
   -2 Programs through one cycle of assessment
   
3. Worked with Curriculum to Develop Curriculum Web page on portal
   Portal offers:
   
   -Senate Statement on Student Learning Outcomes
   
   -Course Level, Program Level, GE Level SLO’s and ASSESSMENTS
   
   -3 Workshop Presentations
   
   -SLOAC Writing Checklist
   
   -SLO Writeguide
   
4. Produced the following:
   
   -COD Statement of Student Learning Outcomes
   
   -Recommendation to Senate for first part of SLO structure: SLO Coordinator,
   based on research of other colleges and “Agents of Change” document created
   by ASCCC.
   
   -Plan of Action for SLO Coordinator and Job Description for SLO Coordinator
   
   -5 Professional Development workshops on SLOAC
   
   -Guidelines for writing acceptable SLO’s
   
   -Prioritization proposal for SLO Coordinator
   
5. Coordinated visit with Mira Costa College to create venue for Q & A about MCC process, progress, structure and timeline.
   
6. Attended SLO Regional Meeting and brought back best practices, news and info about California Community Colleges in local region
   
7. Researched: Modesto Junior College, Bakersfield College, Cabrillo College, Mira Costa College
   
8. Three FLEX activities created to train faculty at writing, refining and assessing SLOs.

College of the Desert produced a Focused Midterm Report required by the ACCJC on March 15in preparation for a visit by Commission representatives on April 14. SLOs were the special emphasis of Recommendation 1 stating:

The college is urged to continue diligently with the efforts already underway through the Program Review process and to assure that all programs and organizational units develop, assess, analyze and use student learning outcomes (SLO) information for program improvement. The college must especially place some urgency on the need to develop a process for student services. (Standards I.B; I.B1; I.B.2; I.B7; II.A.1.a,c; II.A.2.e,f,g,I; II.A.6; II.B1;II.B3.c; II.B4; II.C.2; III.A.1.c; IV.A.5; IV.B.1.g; IV.B.2.b)

The SLO Task Force made a formal recommendation, including a job description, to the Academic Senate to create a faculty SLO Coordinator Position along with eight faculty Assistant Coordinators campus wide including student services. The Academic Senate President in conjunction with the College President approved the recommendation. The Student Success Initiative Committee approved the President’s application for funding the positions effective Fall 2008. The SLO Task Force met one more time to create a Summer plan of action to systematize and implement the Student Learning Outcome Assessment Cycle (SLOAC).

In June ACCJC met to review the report drafted by the visiting team. The evaluation of the College of the Desert’s Focused Midterm Report and subsequent visit stated that the college is to continue to work diligently on efforts on projects related to SLOs and program review already underway at the college. Deadline to address Commission requirements Mar. 15, 2009

The SLO Coordinator and two other faculty members worked to create an organizational structure for SLOs and Assessment to be systematically integrated into the college at the course, program and institution level at the beginning of Fall 2008.

Five FLEX Activities offered in Aug. to train faculty on 1.)Writing SLOs; 2.) Refining SLOs; 3.) Beginning Assessment; 4.) Program Assessment; 5.) Riding the SLOAC Wave: Implementing the new, quick and efficient outcomes and assessment procedures.

Curriculum and SLO management system under construction to be implemented in the Spring.

Outcomes and Assessment Web pages up and running including SLOAC steps, forms, procedures, calendar, deadlines etc.

All courses will have written statements of expected learning (SLO step 1)  

AUG 29, 2008	SLO Writing begins for all courses without SLOs
SEP 5, 2008	Begin discussing which Course SLO to Assess and which Tool to use
SEP 19, 2008	All Faculty (Full-time & Part-time) SLO Writing Workshop
SEP 26, 2008	Assessment begins in all courses with completed SLOs
OCT 10, 2008	Data Gathered and Evaluation Begins
OCT 31, 2008	Faculty writing course SLOs submit drafts into OAC
NOV 6, 2008	SLOs of Courses Due for Update (2008) to OAC for review
NOV 7, 2008	Discuss, Reflect, Determine how to implement any changes to you wish to make.
DEC 5, 2008	Fill out Status Report and Submit to OAC
DEC 12, 2008	Faculty submit FINAL WORKING DRAFTS of All Course SLOs to OAC
DEC 19, 2008	All courses have SLOs defined and written
	Courses with previously written SLOs have completed one assessment cycle.

All courses must have SLOs written and included as addenda to course outlines of record and filed into Institution-Wide Outcomes Matrix on Web Page.

All course must have filed SLO Status Report Form with Outcomes and Assessment Committee (OAC)

General Education, Career and Technical Education, and Student Services programs are fully engaged in assessment and some level addressing at least one Program SLO.

FLEX Activities Continue