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Agenda:1. Welcome!2. The Faculty Senate Student Learning Outcomes Committee3. ACCJC Standard II Requirements4. Definitions and Distinctions5. SLO Committee Recommendations6. Model SLO Statements7. Application Activity8. Presentations, Discussion, and Evaluation. The Faculty Senate Student Learning Outcomes Committee.
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1. STAFF DEVELOPMENT WORKSHOP Writing Student Learning Outcomes for Courses Thursday, April 29, 2004 from 2:00 p.m.4:00 p.m.
3. The Faculty Senate Student Learning Outcomes Committee
4. SLO Committee Statement of Purpose:
6. ACCJC Expectations by Fall, 2004: Begin identifying SLOs, defining meaningful measures of accomplishment, measuring and evaluating the results. Some data on student achievement of SLOs will be available.
Plan in place to extend accomplishments in using SLOs to all courses, programs, and degrees.
Evidence of broad institutional dialogue about and engagement with SLOs.
Evidence of re-orientation of other college processes to support student learning, such as planning processes, resource allocation processes, decision-making processes.
12. Student learning outcomes: Knowledge, skills, abilities, and attitudes
14. Student Learning Outcomes: that a student has attained
15. Student Learning Outcomes: at the end (or as a result) of his or her engagement in a particular set of collegiate experiences.
17. ACCJC Standard IIA3 Student Learning Outcomes for General Education
18. Course Objectives vs. Course SLOs
19. Components of a Written Course SLO
20. SLO Components: Context
21. SLO Components: Action Verbs for Knowledge Outcomes
22. SLO Components: Domains for Skill (Performance) Outcomes
23. SLO Components: Action Verbs for Affective Outcomes
25. SLO Components: Specific Topic or Unit of Content
26. SLO Components: Standard of Success
29. Sample Workshop SLOs: How to Write Student Learning Outcomes for Courses
30. SLO Workshop Objectives and Intended Learning Outcomes:
31. At the conclusioncont 2. Compare and Contrast Course Objectives with Student Learning Outcomes
Distinguish course objectives from student learning outcomes.
Demonstrate the relationship between SLOs and course objectives by generating specific student learning outcomes from a given course objective.
32. At the conclusioncont 3. Analyze the Structure of a Written Student Learning Outcome
Distinguish the components of and SLO by defining the distinct function of each component: condition, action verb, learning goal, success standard, and assessment method.
Recognize and Name the Components of an Identified Student Learning Outcome.
33. At the conclusioncont 4. Evaluate Written Student Learning Outcomes
Describe characteristics of well-written SLOs by enumerating criteria for evaluation: based on course objectives from approved course outline; completecontain all components; clear in meaning; reviewed and approved by Department and Advisory Committee.
Correctly evaluate given examples of SLOs by applying SLO evaluation criteria
Recognize common errors to avoid in writing SLOs by identifying deficiencies in given examples of SLOs.
34. At the conclusioncont 5. Write Original and Complete Student Learning Outcomes
Identify at least two learning goals that are specific, measurable, and relevant for a given course objective from the approved course outline.
Edit identified learning goals so that each includes an relevant active verb.
Select and include language appropriate to the discipline that is descriptive of successful achievement for each identified learning goal.
Indicate for each learning goal a method for assessing student achievement that is used in all sections of the course as a basis for credit. Methods of Assessment:
1. Oral Quiz
2. Group Discussion
3. Small Group Exercise