1 KapCC Student Learning Outcomes Assessment Framework Faculty Senate SLO Committee Presented by Kristine Korey-Smith

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KapCC Student KapCC Student Learning Outcomes Learning Outcomes

Assessment FrameworkAssessment Framework

Faculty Senate SLO Faculty Senate SLO CommitteeCommittee

Presented by Kristine Korey-SmithPresented by Kristine Korey-Smith

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KAP CC Definition of KAP CC Definition of SLOsSLOs

Student Learning Outcomes address Student Learning Outcomes address the level of ability to the level of ability to synthesizesynthesize knowledge, skills, and attitudes that a knowledge, skills, and attitudes that a student has attained by the end of his student has attained by the end of his or her unit of academic study for or her unit of academic study for purposeful and effective purposeful and effective applicationapplication beyond that unit of academic study beyond that unit of academic study (i.e. in his or her role as student, (i.e. in his or her role as student, worker, family and community worker, family and community member, and/or life-long learner).member, and/or life-long learner).

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4-Step Assessment 4-Step Assessment CycleCycle

Interpret Evidence

Implement ChangeIdentify Outcomes

Gather Evidence

Maki, 2004

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Student Learning Student Learning OutcomesOutcomes Gen Ed Outcomes – cross curricular SLOs that Gen Ed Outcomes – cross curricular SLOs that

two-year college graduates should possess to two-year college graduates should possess to succeed in work, transfer education, and life.succeed in work, transfer education, and life.

Program Degree and Certificate SLOs – Program Degree and Certificate SLOs – program specific outcomes that two-year program specific outcomes that two-year college graduates should possess to succeed college graduates should possess to succeed in work.in work.

Course Competencies/SLOs – measurable Course Competencies/SLOs – measurable skills and/or knowledge that students possess skills and/or knowledge that students possess at the end of a course. Several competencies at the end of a course. Several competencies may constitute a broader outcome at the may constitute a broader outcome at the program and general education levels.program and general education levels.

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Overview of Gen. Ed. SLO Assessment Overview of Gen. Ed. SLO Assessment PlanPlan

Gen Ed

Interdisciplinary

CommitteesDraft SLOs Develop benchmarks and rubrics

Collect Evidence of learning:

•Samples of student work from courses

•Develop instruments

Data Analysis: Make summative judgments about student learning relative to SLO. Recommend improvements. Record results in report.

Implement recommended changes – SLO, rubric, support, instruction, resources, policies

Tied to tactical planning and allocation of resources

Courses designed to address one or more SLOs at a specific level

Create alignment grids to determine what courses address what SLO

Results in improved institutional quality

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Levels of Levels of OpportunitiesOpportunities Preparatory Level: Develops the capacity for Preparatory Level: Develops the capacity for

students to pursue pathway related studies.students to pursue pathway related studies.

Level 1: SLO will be addressed at a Level 1: SLO will be addressed at a introductory, basic level with beginning introductory, basic level with beginning comprehension and familiarity, limited comprehension and familiarity, limited application.application.

Level 2: SLO will be integrated regularly into Level 2: SLO will be integrated regularly into classroom activities to develop the skill. classroom activities to develop the skill. Students will be able to apply this competency Students will be able to apply this competency in a familiar setting.in a familiar setting.

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Addendum to Addendum to Curriculum DocumentsCurriculum Documents

SLOSLO What SLO(s) does What SLO(s) does

the course address?the course address? What level does the What level does the

course address the course address the SLO?SLO?

Assessment Assessment Tools/ActivitiesTools/Activities

What assessment What assessment tools and/or tools and/or activities are used activities are used to help students to to help students to attain the identified attain the identified SLO(s) that the SLO(s) that the course addresses?course addresses?

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Determine alignment of Determine alignment of learning outcomes at different learning outcomes at different levels levels

Gen ED Students Learning Outcomes Gen ED Students Learning Outcomes (SLO)(SLO)

COURSECOURSE SLO SLO #1#1

SLO SLO #2#2

SLO SLO #3#3

SLO SLO #4#4

SLO SLO #5#5

Phil 101Phil 101 11 11

Phil 102Phil 102 22 11 11

Art 201Art 201 22 22 22

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Overview of Program SLO Assessment Overview of Program SLO Assessment PlanPlan

Program

Faculty

Draft SLOs Develop benchmarks and rubrics

Collect Evidence of learning:

•Samples of student work from courses


Data Analysis: Make summative judgments about student learning relative to SLO. Recommend improvements. Record results in program review.

Implement recommended changes – SLO, rubric, support, instruction, resources, policies


Courses and/or capstone designed to address one or more SLOs

Program maps show how courses culminate in intended SLOs


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Levels of Levels of OpportunitiesOpportunities Preparatory Level: Develops the capacity for students Preparatory Level: Develops the capacity for students

to pursue pathway related studies.to pursue pathway related studies.

Level 1: SLO will be addressed at a introductory, basic Level 1: SLO will be addressed at a introductory, basic level with beginning comprehension and familiarity, level with beginning comprehension and familiarity, limited applicationlimited application

Level 2: SLO will be integrated regularly into Level 2: SLO will be integrated regularly into classroom activities to develop the skill. Students will classroom activities to develop the skill. Students will be able to apply this competency in a familiar setting.be able to apply this competency in a familiar setting.

Level 3: Development of this SLO is threaded into Level 3: Development of this SLO is threaded into daily classroom activities and assignments. Students daily classroom activities and assignments. Students will be able to independently apply SLO to new and will be able to independently apply SLO to new and unfamiliar situations.unfamiliar situations.

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CAPSTONE

INTEGRATING EXPERIENCE

ENTRY

OUTCOMES

C O M M U N I TY

LC

OL

EGE

L

E

CO

L

GE COLL

EGE

O

E

CL

L

GE

PROGRAM

PROGRAM

PROGRAM

CO M M U N I T Y

INTRO

T H E M E C L U S T E R

C O U R S E S E Q U E N C E

CAPSTONE

C ON

NE C T I O N

CO N E C TO N

N

I

C O N N

EC

T I O N

C O N NE C T I O N

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Addendum to Addendum to Curriculum DocumentsCurriculum Documents

SLOSLO What SLO(s) does What SLO(s) does

the course address?the course address? What level does the What level does the

course address the course address the SLO?SLO?

Assessment Assessment Tools/ActivitiesTools/Activities

What assessment What assessment tools and/or tools and/or activities are used activities are used to help students to to help students to attain the identified attain the identified SLO(s) that the SLO(s) that the course addresses?course addresses?

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Overview of Assessment Plan for Administrative, Overview of Assessment Plan for Administrative, Student Service, and Support UnitsStudent Service, and Support Units

Unit Committees

Draft SO Develop benchmarks and rubrics

Collect Evidence of Effectiveness:


•Use productivity information

Data Analysis: Make summative judgments about the effectiveness of the unit relative to the SO. Recommend improvements. Record results in program review.

Implement recommended changes – SO, ways of doing, support, resources, policies, infrastructure



SOs relate to a unit’s function w/i the overall mission of the college

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SLOs

Courses and OLAs

Learning Assistance Programs – tutoring, SI, peer mentoring

Academic Resources and Support – CELTT, Library and learning resources

Student Engagement and Success Pathways – FYE, Malama and Holomua

Student Services – Job Placement, NHCTE, MKC, Student with Disabilities, Gear-up, SSS-TRIO, Student Activities

Kekaulike Information and Service Center – admissions, registration,

records, financial assistance, degree certifications

Administrative Services – Business Office, Human Resources, Auxiliary and Security Services

Academic, Administrative, Student Services and Support Units

Gen and Program SLOs

All work and resources at KCC ultimately support students’ attainment of SLOs

All activities at this level offer students direct opportunities to achieve the SLOs All activities at this level directly

support students’ work in their courses and OLAs

All activities and services support students’ work in their courses, OLAs and LAPs by providing training for faculty and by maintaining such learning support infrastructures as the library resource collections.

Services and activities support student as they transition to college

All activities and services at this level support student in their adaptation to functioning as a successful member of a college.

All activities and services support student’s practical needs in becoming members and maintaining membership in college.

All activities and services support students and faculty members’ work through provision of functioning physical plant, equipment, and other basic resources

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Students

Emphases

Tutors and Peer Mentors

CELTT

Library

Kekaulike Information

Center

Student Services

Administrative Services

Faculty, Counselors,

Staff and Administrators

Course and organized learning activities

Gen Ed and Program SLOs

Contributors to Teaching and Learning and the Attainment of Gen Ed and

Program SLOs

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ReferencesReferences

Accrediting Commission for Community and Junior Colleges. (2007, August). Accrediting Commission for Community and Junior Colleges. (2007, August). Guide toGuide to Evaluating InstitutionsEvaluating Institutions. Retrieved on 10/01/07 from http://www.accjc.org/. Retrieved on 10/01/07 from http://www.accjc.org/

Aleen, M.J. (2006). Aleen, M.J. (2006). Assessing general education programsAssessing general education programs . Bolton, MA: Anker Publishing. Bolton, MA: Anker Publishing Company, Inc.Company, Inc.

Beno, B.A. (2004). The role of student learning outcomes in accreditation quality review. In T.W. Beno, B.A. (2004). The role of student learning outcomes in accreditation quality review. In T.W. Banta (Ed.), Banta (Ed.), Community college assessmentCommunity college assessment. San Francisco, CA: Jossey-Bass.. San Francisco, CA: Jossey-Bass.

Maki, P.L. (2004). Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment across theAssessing for learning: Building a sustainable commitment across the institutioninstitution. Sterling, VA: American Association for Higher Education.. Sterling, VA: American Association for Higher Education.

Miles, C.L. & Wilson, C. (2004). Learning outcomes for the twenty-first century: CultivatingMiles, C.L. & Wilson, C. (2004). Learning outcomes for the twenty-first century: Cultivating student success for college and the knowledge economy. In T.W. Banta (Ed.), student success for college and the knowledge economy. In T.W. Banta (Ed.), CommunityCommunity college assessmentcollege assessment. San Francisco, CA: Jossey-Bass.. San Francisco, CA: Jossey-Bass.

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References References

O’Banion, T. (1997). O’Banion, T. (1997). A learning college for the 21A learning college for the 21stst century century. Phoenix, Arizona: . Phoenix, Arizona: AmericanAmerican

Council on Education and The Oryx Press.Council on Education and The Oryx Press.

Scott, A.G. (2007). The role of assessment in linking faculty teaching to student Scott, A.G. (2007). The role of assessment in linking faculty teaching to student outcomes. Inoutcomes. In

T.W. Banta (Ed.), T.W. Banta (Ed.), Assessing student achievement in general educationAssessing student achievement in general education. San . San Francisco, CA:Francisco, CA:

Jossey-Bass.Jossey-Bass.

Serban, A.M. & Friedlander, J. (2004). Serban, A.M. & Friedlander, J. (2004). Developing and implementing assessment Developing and implementing assessment of studentof student

leaning outcomesleaning outcomes. Hoboken, NJ: Wiley Periodicals.. Hoboken, NJ: Wiley Periodicals.

Walvoord, B.E. (2004). Walvoord, B.E. (2004). Assessment clear and simpleAssessment clear and simple. San Francisco: CA: Jossey-. San Francisco: CA: Jossey-Bass.Bass.