Annual Course SLO Assessment Reporting Form Department and Year: Program or Sub-discipline (if applicable): Course: Section(s): Planning Stage Reporting Stage Priority SLOs for Plans for follow-up Assessment methods assessment reporting Summary of assessment results changes (use drop down menus to indicate one or more (a list of course SLOs is (briefly describe student success on the outcome) (Changes in teaching methods, assessment activities for each SLO) available in SOCRATES) curriculum, etc.) Instructions for the Annual Course Assessment Reporting Form. Department Information: Fill in the name of your department and the year that you are reporting. If there is more than one program or subdiscipline in your department, indicate which one is related to the course being assessed. List the course for which the SLOs are being assessed and the sections from which the SLO assessment information was collected. Planning stage: List each SLO being assessed in it's own cell. For each SLO, use the drop-down menus to indicate the assessment method(s) used to evaluate student success on the outcome. There are 4 drop- down boxes associated with each SLO so that you can indicate up to 4 assessment methods for each SLO. Explanations of each drop down choice are shown below on this page. Note that you can choose "other" if the listed methods don't include the one(s) you want to use. Reporting stage: Write brief summaries of how well the students achieved each outcome and what changes, if any, you will make based on that information. The information about student success can be quantitative (e.g. 82% of the students were able to....) or qualitative (e.g. guided discussion demonstrated the students' ability to ...). Changes in response to SLO assessment can be related to teaching methods, curriculum, class materials, texts, staff development, community outreach, administrative changes, the assessment process itself, etc. The changes you list here could be used to inform your unit plan. If no change is needed, just say that. Explanation of drop down menu items: 1-Exams, quizzes, etc. (item analysis). = Item analysis of questions on exams, quizzes, problem sets, and similar work where given items are linked to specific outcomes. Scores on those items are used for outcome assessment. 2 -Homework, essays, papers, etc. = Scores on assignments, essays, reports, term papers, research projects, case studies, etc. If the grading rubric is based on the components of the skill defined by the SLO, the resulting score is an SLO assessment. 3 - Direct observation of skills = Direct observation of performances, speeches, athletic abilities, work on “practical” exams, etc. Rubrics are useful to align grade with SLOs. Creative projects or portfolios = Review of student creative projects or portfolios can be used for SLO assessment if the elements of the project or portfolio align with the skills defined by the SLO. 4 - Self assessments by students = Students reports of their self-assessments of SLO achievement through reflective essays, journals, surveys, etc. This can be a direct assessment of affective outcomes. It can be an indirect, but useful, assessment of cognitive or psychomotor outcomes. 5 - Final exam or final project = Comprehensive final exams or capstone projects used as summative assessments of SLOs for a course. An item analysis or rubric would be used to link exam items or elements of the project to the SLO. 6 - Discussion (guided questions) - Guided discussion with groups or individuals in class. This can be an indirect assessment of SLOs if discussion items are linked to the skills defined by the SLO and notes are made of student responses. 7 - Ungraded feedback (e.g. clickers) = Classroom assessment techniques such as questions answered by "clickers", one-minute papers, etc. These methods can be used for SLO assessment if the items are linked to skills defined by the SLOs. 8 - Other (describe in results column) = If you use other means of assessing SLOs choose this from the drop down menu. Later, make a note of the methods you used when you fill in the "summary of assessment results" section of the report. Annual Course SLO Assessment Reporting Form Department and Year: Water Art, Resources, and Technology 2010 Program or Sub-discipline (if applicable): Fountain and Pool Design Certificate Course: WART 300 Section(s): Five of seven sections were included in the analysis (section numbers 12222, Fountain Design 13333, 14444, 15555, 16666) Planning Stage Reporting Stage Priority SLOs for Summary of assessment Plans for follow-up Assessment methods assessment reporting (use drop down menus to indicate one or more results changes (a list of course SLOs is assessment activities for each SLO) (briefly describe student success on the (Changes in teaching available in SOCRATES) outcome) methods, curriculum, etc.) Students will be able to 2- 1-Exams, Students struggle with this quantitative Add an advisory of Math calculate scale in design Homework, quizzes, etc. skill. In 5 sections of this class only 30 100 to the course. drawings, use scaling essays, (item students got a C or better on the scale Redesigned homework papers, etc. analysis). appropriately in designing a drawing assignment. Only 22 students assignments will include three-dimensional scored 70% or higher on the exam more practice in this area. structure, and convert from items linked to this SLO. one scale to another. Students will be able to set 3-Direct Observations of students using water Lab exercises will be up and use water quality observation quality equipment during laboratory restructured to emphasize testing equipment and flow of skills. exercises indicated that many students setting up the equipment meters. have difficulty getting accurate readings properly. of water quality because they set up the equipment incorrectly. Students will be able to use 4-Creative 7-Discussion Student constructed models of their no change necessary design principles to produce projects or (guided fountain designs which were evaluated a fountain design that is portfolios. questions) based on rubrics assessing aesthetic esthetically pleasing. elements. All of the projects built by students in this class were judged satisfactory or better. Guided discussion indicated that students were able to connect design principles to esthetic properties. Students will be able to 6-Final exam 5-Self Students did moderately well on this Additional review of this produce a fountain design or final assessment outcome. Across all 5 sections, three- topic will be included in that includes an adequate project. by students fourths of the final fountain design lectures. Funding for new water flow rate. projects had adequate flow rates. water flow meters, to be Student self-assessments indicate that used in the fountain design some students have difficulty project, will be requested measuring water flow with the current for the lab. lab equipment. Students will be prepared to 8-Ungraded 9-Other 1-Exams, Practice for the state exam collected by no change necessary pass the State Fountain feedback (describe in quizzes, etc. "clicker" technology showed student Designers Exam (e.g. results (item proficiency (this was not graded). 90% clickers). column). analysis). of students passed the quiz on this material. Pass rates on the actual state exam were also used to assess this SLO. Program completers had a 95% pass rate on the state exam.
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