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									  SLO ASSESSMENT ANALYSIS
WORKSHOP: HOW TO ANALYZE DATA
 AND USE IT FOR IMPROVEMENT
  Devon Atchison, SLO Coordinator
 Wednesday, January 21, 10-11:30 am
            Griffin Gate
SLO ASSESSMENT ANALYSIS WORKSHOP
AGENDA
1.   Briefly revisit what “good” assessments are
2.   Briefly talk about how to conduct an assessment
     study and how to design a rubric for analyzing
     your data
3.   Discuss how to “close the loop”: talking about
     assessment data and using that data for
     continuous improvement
4.   Look at forms for reporting assessment,
     analysis and continuous improvement
WHAT ARE STUDENT LEARNING OUTCOME
ASSESSMENTS?
 ACCJC Definition: the systematic collection,
  review, and use of information about educational
  programs undertaken for the purpose of improving
  student learning and development.
 Assessments can be QUALITATIVE or
  QUANTITATIVE
 DIRECT ASSESSMENT METHODS: Portfolios;
    exams (multiple-choice, essay, etc.); projects; speeches;
    standardized exams; course-embedded assessments; self-
    analysis essays

 **SEE HANDOUTS “ASSESSMENT TOOL CHECKLIST”
   AND “CHOOSING THE RIGHT ASSESSMENT TOOLS”
        FOR ASSISTANCE IN DESIGNING YOUR
              ASSESSMENT TOOLS!**
WHY SHOULD WE ASSESS SLOS? HOW ARE
THEY USEFUL TO TEACHERS AND STUDENTS?

   The Assessment cycle allows faculty to do the
    following:
       See data that tells faculty at what rate students are
        learning what we want them to learning and performing
        higher-level thinking in a way that will prepare them for
        the next-level classes they will be taking
       Make changes in information delivery, teaching
        methods, and foci to further student learning and
        performance
A FEW EXAMPLES OF SLO ASSESSMENT
STUDIES, CHAFFEY COLLEGE COMMST 4
   SLO: Students completing Fundamentals of
    Interpersonal Communication will be able to create,
    develop, and present a clear and cogent
    presentation. (Assessment via ORAL
    PRESENTATION graded using shared rubric)
     Assessment Study:     Each student was assigned an oral
     presentation and given a copy of the rubric that would be
     used to grade their oral presentation. Each student gave
     their oral presentation, and immediately thereafter the
     instructor filled out the shared evaluation form, using a
     shared Rubric (Rubric 1b) to explain how points would be
     awarded for each graded portion of the presentation. The
     instructors compiled data, forwarded that data to the
     department SLO Coordinator and the Coordinator compiled
     a spreadsheet detailing the outcome.
 CHAFFEY
 COLLEGE
EVALUATION
  FORM
A FEW EXAMPLES OF SLO ASSESSMENT
STUDIES, CHAFFEY COLLEGE COMST 4
   Conclusions made by Chaffey COMST instructors:
     The first semester this was conducted, Rubric 1b did not
      exist; that was created after the department’s Assessment
      Analysis workshop.
     Additionally,it took 2 semesters to realize that students
      would perform better if they knew the rubric’s criteria
      ahead of time (continuous improvement)
     With  Spring 2008 data, instructors concluded that “areas
      of instructional weakness for this outcome are the
      conclusion and use of presentation aids. Faculty will
      collaborate on pedagogical solutions for each area at their
      annual retreat and then integrate them into existing
      curriculum.”
A FEW EXAMPLES OF SLO ASSESSMENT
STUDIES, GROSSMONT COLLEGE HIST 108
    SLOs:
1.    Our students will be able to analyze and
      synthesize American historical sources to
      formulate a historical thesis.
2.    Our students will be able to explain
      relationships between the causes of historical
      events in America and their effects.
3.    Our students will be able to describe historical
      actors and events in America and explain their
      significance in historical and historiographical
      context.
A FEW EXAMPLES OF SLO ASSESSMENT
STUDIES, GROSSMONT COLLEGE HIST 108
 Assessment:     Shared assignment asking
     students to do the following:
1.    Read/view the attached set of primary
      sources, including the art works
2.    Draft a thesis based on the full set of
      primary sources (SLO #1)
3.    Articulate a cause or consequence of the
      event represented by the sources (SLO #2)
4.    Describe one historical actor involved in
      this event and explain his or her
      significance in this event. (SLO #3)
A FEW EXAMPLES OF SLO ASSESSMENT
STUDIES, GROSSMONT COLLEGE HIST 108
   What’s next for HIST 108?
       SLO Coordinator compiling data from all instructors
        who taught HIST 108 last semester
       Meeting during WEEK 3 to discuss results and
        analyze data
       I suspect we will:
         Tweak the assessment exercise
         Discuss if take-home or in-class went better

         Give students the rubric and be more clear about our

          expectations
         Rethink the sources we chose

       Write our Assessment Analysis Report and conduct
        this assessment again in Spring 2009
“CLOSING THE LOOP”: WHAT DOES YOUR
DEPARTMENT NEED TO DO THIS SEMESTER AND
BEYOND??

   DURING THIS FLEX WEEK:
       Discuss what course(s) you will be conducting
        Assessments in.
       Discuss what SLO(s) you will be assessing in the
        course(s) you selected.
       Design your Assessment Tool.
       Design the Rubric you will use to grade your
        Assessment Tool.
       Fill out the Assessment Study Plan and turn in to
        Devon by MONDAY, FEBRUARY 9 TH via email.
           http://www.grossmont.edu/devonatchison/
“CLOSING THE LOOP”: WHAT DOES YOUR
DEPARTMENT NEED TO DO THIS SEMESTER AND
BEYOND??

   DURING THIS SEMESTER:
       Conduct the Assessment(s) in your selected class(es).
       Each instructor will send their anonymous student
        data to the Department SLO Coordinator to compile
        data on Assessment Results.
       Your department will schedule a meeting to take
        place (probably during the next Flex Week) where
        instructors can come together and analyze results.
“CLOSING THE LOOP”: WHAT DOES YOUR
DEPARTMENT NEED TO DO THIS SEMESTER AND
BEYOND??

   DURING THE ASSESSMENT ANALYSIS
    MEETING:
       Instructors should discuss and analyze what the data
        revealed about your students’ achievement of the
        outcome(s) you assessed. Questions to discuss:
         Did students perform as well as we hoped? Why or why not?
          What can we do to help students better achieve this SLO?
         Does our assessment study need to be changed in any way?
          Our rubric? If so, how?
         Does our SLO need to be modified in any way (i.e. does our
          SLO say what we’re really interested in assessing?)
         What do we recommend for the next time this assessment is
          conducted and when will we conduct this again?
       The Department SLO Coordinator will fill out the
        Assessment Analysis Report and submit to Devon.
           http://www.grossmont.edu/devonatchison/
CONCLUSIONS…
 Tomorrow’s Workshop: Writing Analysis Reports,
  (Thursday, January 22nd, 1-2:30, Room 376) will
  focus on how to fill out the Analysis Report template
 Any Questions?

 If you need help this week:

    www.grossmont.edu/devonatchison
       Forms, samples, etc.

    SLO Rapid Response Team, Extension *7104
    Devon: (619) 644-7477; devon.atchison@gcccd.edu

								
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