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SLOs: Where We Are and Where We’re Going
Flex Day, February 2008
Jenny SimonLinda Gallucci
Division / Unit
# of Courses with at least one SLO
# of Courses Assessing at least one SLO
# of Program-Level SLOs
# of Prog-Level SLOs Assessed
Beh & Soc Sci 8 1 0 0
Business 54 0 0 0
Fine Arts 17 4 1 0
Health Sci & Ath
55 11 4 1
Humanities 14 2 3 0
Ind and Tech 16 3 0 0
Learning Resources
N/A N/A 2 1
Math Sci 5 4 0 0
Nat Sci 9 1 1 1
Student Services
N/A N/A 11 2
Total 178 26 22 5As of 2/5/2008
Conservative Summary of Progress
The Strategy – Complete Assessment Cycles
3
The Vision:
4
C
ou
rses
Pro
gra
ms
C
olleg
e
Current State: In Process of Developing our Building Materials
Cou
rse
SLO
s
Program SLOs College SLOs (Core Competencies)
How do we get fromhere….
To here….?
Building the Process: Expanding our Base
• Course-Level:– Create more SLOs
and assessment plans
– Assess SLOs and close the loop
Cou
rse
SLO
s Assess
Refl
ect Id
en
tify
=
Building the Process: Making Connections
• Program Level– Draft program-level SLOs– Assess the program-level SLOs after
several course-level SLOs have been assessed
Iden
tify
Assess
Refl
ect
Building the Process: Attaining Nirvana
• Core Competencies– Core competencies already developed– Align program SLOs to core competencies– Will be assessed after several program-
level SLOs have been assessed
Let’s continue to build the process…
Nuts and Bolts
Completing the form…
STUDENT LEARNING OUTCOMES ASSESSMENT REPORTA. Title of Student Learning Outcome (SLO)
Shielding during lab simulations (positioning classes)
B. SLO Type X Course-Level Program-Level
Section 1: SLO and Assessment ProposalDirections: Complete this section to propose an SLO statement and accompanying assessment instrument and rubric.
1A. Date Section 1 Completed
4/2007
1B. Contact Personnel
Names: Extensions: Email Addresses:
Dawn Charman
3247 dguzman
Kelly Clark 3249 kclark
1C. Additional Personnel N/A1D. Division and Department Information
Division: Program or Department:
Course(s):
HS&A Radiologic Technology
RTEC 123, 124 & 233
1E. Proposed SLO Statement Students will apply radiation safety by
assessing patient risk to radiation exposure during an x-ray exam and shield the patient with a lead apron during on campus simulated lab exams.
1F. Proposed Assessment Instrument or Mechanism
Students will screen female patients of child bearing years for possible pregnancy and last menstrual period date. All patients will receive shielding during simulated lab assessments.
1G. Sections Targeted for Assessment
Fall – 8809, 8812, 8813, 8814Spring – 8815, 8816
1H. Timeline for Assessment Fall 2006 for RTEC 123, 233
Spring 2006 for RTEC 124
1J. Resources Needed for Assessment
Ionizing lab equipment, lead shields, lab course
1K. Additional Notes/Comments
After filling out section 1, please save this document and submit it to [email protected] (for our records) as well as to your division. Approval is not needed before proceeding to the assessment phase. After assessing the SLO, please continue to section 2 on the same form.
1I. Rubric and Primary Traits Rubric attached.
2A. Date Section 2 Completed
6/2006
2B. Description of the Data Check all that apply:
1. X Formative Evaluation Summative Evaluation
2. One-Time X Multiple-Step3. X Direct Evidence Indirect Evidence4. Qualitative X Quantitative
Narrative Description of Data: Instructors for the positioning classes will report at the end of the semester how many times any student failed to screen a patient for pregnancy or failed to shield a patient for a simulated lab assessment. The benchmark is set at less than 10% for RT 123, 124 and less than 5% for RT 233.
Section 2: Report of Assessment ResultsDirections: Complete this section to report results of the assessment described in Section 1.
2C. Report of Data 2006 – RT 123 & 124 = 10% 14 instances of
not using radiation protection during simulated evaluations for 18 students with 8 evaluations performed = 10%RT 233 = 4.7% 4 instances of not using radiation protection during simulated evaluation for 14 students with 8 evaluations performed
2D. Projected Deadline for Submission of Data Analysis
4/2007
2E. Additional Notes/Comments
After filling out section 2, please save this document and submit it to [email protected] (for our records) as well as to your division. Approval is not needed before proceeding to the reflection phase. To analyze the assessment results, please continue to section 3 on the same form.
Section 3: Reflection on Assessment ResultsDirections: Complete this section to reflect on the results of the assessment of the SLO.3A. Date Section 3 Completed 4/2007
3B. What were the most important findings from the data?
1. Students are improving from the 1st year to the 2nd year
2. The benchmark is being met3. The 1st years just met the benchmark, this topic
should be stressed earlier and more often in 1st year positioning and physics courses
3C. What changes can be made to address these implications (e.g. changes to the program, curriculum, teaching method, etc.)?
none
3D. What resources are needed to make these changes?
none
3E. Next time this assessment is run, what changes need to be made to the SLO statement, assessment, rubric, or method to get better results?
Listing on the rubric “Why did the student fail to assess or shield the patient”.
3F. How does this SLO tie a) to any program-level SLOs (for course-level SLOs) or b) to institutional core competencies (for course- or program-level SLOs) or c) general education outcomes (for course- or program-level SLOs)?
Program level: Graduate ethical & caring practitioners who apply radiation safety by shielding patients.
Institutional core: Content Knowledge & Professional & Personal Growth
3G. What is the projected semester for this assessment to be run again?
Spring 2007
3H. Are there any additional comments?
After filling out section 3, please save this document and submit it to [email protected] as well as to your division office. Congratulations! You’ve now completed an entire student learning outcomes assessment cycle.
9:45a – 12:15a--Various Division LocationsDivision SLO Work Sessions 1:00p – 4:00p--Various Division LocationsDivision SLO work sessions (optional)
Plan for today:
Outcomes for the day:
• Complete and submit a new Course-Level Student Learning Outcomes and Assessment Proposal• Finish and submit a Course-Level Student Learning Outcomes and Assessment Report• Complete and submit a first draft of the Program Student Learning Outcomes and Assessment Worksheet for a program in which one works.
Resources Available
The following are available at your division office and online
http://www.elcamino.edu/academics/slo/flexday2008.asp : - SLO Handbook
- SLO Report Form instructions - Information sheet and worksheet to draft program-level outcomes
Assessment of Learning Committee Members: Valuable
Resources
• Business Rep: Donna Grogan• Soc/Beh Rep: Cristina Gold• Humanities Reps: Matt Kline & Darryl Thompson• Nat Sci Rep: Nancy Freeman• Math Rep: Judy Kasabian• Ind / Tech Rep: Ray Lewis • Fine Arts Rep: Harrison Storms• HSA Reps: Kelly Clark & Rory Natividad• Learning Res Rep: Claudia Striepe• Student Services Rep: Kathryn Romero• Compton Center Reps: David Maruyama, Jose Bernaudo
To Assist You:
The SLO Coordinators will be available
for a Q & A session at 1:00pm in Library 102.
Linda Gallucci: [email protected] Kjeseth: [email protected] Jenny Simon: [email protected]
SLO Coordinators: [email protected]
Our website: www.elcamino.edu/academics/slo
El Camino College Core Competencies: Students completing a course of study at El Camino College will achieve the following core competencies:
Content Knowledge: Students possess and use the knowledge, skills and abilities specific to a chosen discipline, vocation or career.
Critical, Creative and Analytical Thinking: Students solve problems, make judgments and reach decisions using critical, creative and analytical skills.
Communication and Comprehension: Students effectively communicate in written, verbal and artistic forms to diverse audiences. Students comprehend and respectfully respond to the ideas of others.
Professional and Personal Growth: Students exhibit self-esteem, responsible behavior and personal integrity. Students are reflective and intellectually curious; they continue to improve themselves throughout life.
Community and Collaboration: Students appreciate local and global diversity and are respectful and empathetic during personal interactions and competitions. Students effectively collaborate and resolve conflicts. They are responsible, engaged members of society, who are willing and able to assume leadership roles.
Anatomy of an SLO Statement
• Context: where, when, and how assessment will take place
• Objective: what the students will do• Primary traits: how the results will be evaluated
Rad Tech SLO:Students will apply radiation safety by assessing
patient risk to radiation exposure during an x-ray exam and shield the patient with a lead apron during on campus simulated lab exams.
Anatomy of an SLO Statement
• Context: where, when, and how assessment will take place
• Objective: what the students will do• Primary traits: how the results will be evaluated
English 1A SLO: Given an out-of-class writing task in which students find
multiple sources related to a particular topic, students will write a research report, which shows the ability to support a thesis using analysis, to synthesize and integrate materials effectively from a variety of sources, and to cite sources in MLA format (including a works cited page). The report is organized, technically correct in paragraph composition, sentence structure, grammar, spelling and word use, and demonstrates thoughtful treatment of the topic.
Rubric
I. Patient/Tech Relationship
Exam #1 Exam # 2A. Talk with patient in concerned/professional manner – during preparation and exam (1) ________ ________
B. Gives proper breathing/moving instructions (1) ________ ________
C. Organization (2) ________ ________
Mastery Level Criteria
1 Cannot identify correctly the process of inquiry.Analysis of experimental design:Do not recognize any treatment groups.Cannot identify the variableCannot select tools for the experimentEvaluation of Data:No trends/patterns seen in dataNo conclusion can be developedErrors not seen as possibleSees no connection between the data and the hypothesis.
2 Identify correctly the process of inquiryQuestion, hypothesis, prediction, experimentation, results, conclusionAnalysis of experimental design:Recognize different treatment groups, but cannot identify as control or experimental group.Be able to identify the variableSelection of inappropriate tools for the experimentEvaluation of DataNo trends/patterns seen in dataConclusion developed without reference to dataError seen as possibleCannot determine whether the data supports or rejects the hypothesis.
