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SLO Assessment Workshop: Simple, Doable, Meaningful Assessments

SLO Assessment Workshop: Simple, Doable, Meaningful Assessments. November 5 th , 9:30-11:00 a.m. Room 51-585 * Devon Atchison and Micah Jendian. Welcome to “Simple, Doable, Meaningful Assessments”. Fall 2010:

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SLO Assessment Workshop: Simple, Doable, Meaningful Assessments

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  1. SLO Assessment Workshop: Simple, Doable, Meaningful Assessments November 5th, 9:30-11:00 a.m. Room 51-585 * Devon Atchison and Micah Jendian

  2. Welcome to “Simple, Doable, Meaningful Assessments” • Fall 2010: • One-on-one Department Meetings: people getting comfortable with the process, understanding how to make this simple and meaningful • Where we can improve: People are still frustrated at workload, confusion, lack of participation • Department-level assistance will continue to come from Micah and Devon so that we can help people create and manage Simple, Doable and Meaningful Assessments • Aha! Moments: • *Behavioral Sciences (how to discuss assessment results with colleagues) • *Nursing(how to assess a tutoring course) • *CVT(how to use SLO Assessment data to fight for intersession courses)

  3. An Example of a Simple, Doable Meaningful Assessment Math (Jenny VandenEyden and Susan Working)

  4. An Example of a Simple, Doable Meaningful Assessment Administration of Justice (Tina Young)

  5. An Example of a Simple, Doable Meaningful Assessment English- Creative Writing (Sydney Brown)

  6. SLO Assessments • Simple • Assessments should not be overly complicated– you should capitalize on graded assignments you are already using in your classes! • Doable • Assessments should be sustainable– perhaps a rubric would make grading among sections easier or more useful , data-wise. If it’s taking you too long and is becoming too frustrating, start thinking about other options (we can help!) • Meaningful • Assessments should measure things you care about and want data about– don’t just do this for accreditation, do it in a way that will help you reach your goals!

  7. Outcomes Course: SUM 2010 (Advanced Summer Vacation) By the end of the course, students will be able to: • analyze and evaluate the extent to which a summer break is necessary • demonstrate that they were able to relax • describe the revisions that they will be making to their courses to improve student learning

  8. Assessing Sum 2010 SLO #2: demonstrate that they were able to relax Course: SUM 2010 (Advanced Summer Vacation) Assessment Method/Tool: An Informal Paragraph Assessment: In an informal essay, please describe your summer break. In particular, emphasize the specific ways in which you relaxed and the frequency in which you engaged in those relaxing activities.

  9. Assessing Sum 2010 SLO #2: demonstrate that they were able to relax Rubric RUBRIC To Evaluate the Extent to Which Students Demonstrate Proficiency With Regard to This Outcome 1=did not meet expectations 2=began to meet expectations 3=met expectations 4=exceeded expectations  slept in 1 2 3 4  spent time pool side (with refreshing beverage) 1 2 3 4  read for leisure 1 2 3 4  spent quality time with family 1 2 3 4  watched reality television 1 2 3 4

  10. Assessing Sum 2010 SLO #2: demonstrate that they were able to relax Data Collection 1=did not meet expectations 2=began to meet expectations 3=met expectations 4=exceeded expectations  slept in 1 2 3 4  spent time pool side (with refreshing beverage) 1 2 3 4  read for leisure 1 2 3 4  spent quality time with family 1 2 3 4  watched reality television 1 2 3 4

  11. Assessing Sum 2010 SLO #2: demonstrate that they were able to relax Data Analysis Results: The class as a whole met the expectations at a percentage of 73.4%. This met our benchmark of 70%.

  12. Assessing Sum 2010 SLO #2: demonstrate that they were able to relax Closing the Loop Continuous Improvement: Although the class as a whole met the expectations with regard to this outcome, in our next assessment cycle we will consider the following: We are happy with the SLO as articulated We will raise our proficiency benchmark to 75% We will be more specific in the assessment, noting more specifically what students should include We will provide students with the rubric in advance of the assessment. We will consider advising students to compile their leisure reading list at the beginning of the course We will recommend “sun blocking” shades for the bedroom

  13. How Else Can I Make SLO Assessment Simple, Doable and Meaningful • Rubrics • Take Perfection Out of the Equation • Have Meaningful Department-wide Conversations (consider doing these during Flex Week so Adjuncts can attend and offer input, too). • Conversations don’t just need to include the instructors involved on a particular assessment– these conversations can be useful for all instructors!

  14. How Else Can I Make SLO Assessment Simple, Doable and Meaningful • If What You’re Doing Isn’t Simple, Doable, and Meaningful, Consider Changing Something • We can help with this! • Discuss with those around you what you might do to make your assessments Simple, Doable and Meaningful • Share your strategies/ideas/tips with the Workshop

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