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SLO Assessment Committee Monday October 8, 2007
Present: Larry, Cristina, Kurt, Beth
Accrediting Commission for Community and Junior Colleges · Rubric for evaluating institutional effectiveness · What they will be looking at re: SLOs · We are in the Development phase (4 phases: Awareness, Development, Proficiency, Sustainable Continuous Quality Improvement) · Establish authentic assessment strategies for SLOs = our current goal
SLO Assessment Proposal (process of assessment) – passed through Senate
Kurt’s conference – “Strengthening Student Success” - Mapping process
Core competencies Departments – Programs Courses
A Map - from Course Level SLOs – used to develop Departmental SLOs – find a place with the Core Competencies
How do we know that the core competencies are actually being attained?
Course level – Rubric For example - embedded questions on a test used to assess core competencies, portfolios, etc.
All General Education courses should be assessed for SLOs
Core Competencies – which courses should be used to assess Core Competencies?
Team visit/other colleges – what can we do/what do you do to efficiently/simply meet these SLO assessment requirements? (Every student, every course? What is required? Can we use a representative sample of students?)
LTCC – no institutional researcher (at present)
We want to meet the requirements as simply and efficiently as possible – not too labor intensive for faculty (don’t want to take too much time and focus away from the classroom) Keep it simple in order to get faculty buy-in. If the process is too labor intensive and cumbersome – people won’t want to do it in a meaningful way.
How many courses this year (through the SLO process)?
Sampling – each department/area (each FT faculty member?) is responsible for x number of courses per year.
Begin with one course per year – go from there - Start with one course, then two courses, etc.
Example – Writing classes – writing an essay, criteria for assessing the essay. Every third essay – make a copy, have multiple readers assess the essay based on a rubric.
Timeline: · October 26 – every faculty member identify their course, map that course to the core competency · December 3 – assessment plan - decided how they plan to assess the course (our committee will give examples of possible assessment strategies – website) · Assessment begins January 7, 2008 · Assess one course winter quarter · By May 1 – Assessments are sent to SLO Assessment committee
Committee will look at assessments – evaluate according to our form
Form – how they’ve assessed the core competencies
Design a map for assessments – faculty can fill in Have the core competencies listed – they can map their SLO to a core competency, back to a test item (for example)
Web based (forms, etc.)
Build a database
LTCC website – under Faculty menu: Minutes for SLOs Core Competencies Materials from conference Example courses for SLOs Various reports for the State Classes that have/have not been done
Phase One (2007-08) One course per faculty member
Work into division meetings
Information item – at Senate meeting Faculty buy-in to the process
Faculty self-evaluation – evaluate what you have done with SLOs in your class (rather than an item on your tenure evaluation - Accreditation commission – wants SLOs to be attached to tenure evaluation)
SLO assessments due – combined 4 units One SLO per unit
Student Services/DRC – filling out an ed plan, self-advocating with instructors, using request for test accommodations form, articulate one’s disability and related accommodations, etc.
Let faculty know – we do want to make this process as simple, easy, and efficient as possible
Our Assessment Plan
Adjuncts – paid extra for SLOs/Assessments
Phase 2 (2008-09) – find out who is doing Program Plans
Assessment – must be done by instructor – only the instructor knows how the students did in the class.
Deans – identify adjuncts – paid to attend a meeting – trained to write and assess SLOs
Full time faculty – one per year – 3 years = 150 courses (25% of our courses)
Focus on General Education
By year 3 – we will have assessed 60% of our General Education courses
How many Gen Ed courses? How many are offered every year?
Faculty buy-in – very important We are doing well with faculty buy-in – have SLOs from almost every major department.
SLO assessment committee – have something prepared for Convocation “Sustainable Continuous Quality Improvement” – how are SLO assessments going to improve the course?
Curriculum Manager - Modification proposal Reason: SLO MASLO
Kurt attended a Conference: “Strengthening Student Success” San Jose Videotaped all presentations, all notes available electronically The RP Group
Assessment workshop – Pasadena – early January 2008
Next Step: SLO Assessment Committee members - come back to the next meeting with a class and a core competency map Committee members - e-mail each other – the class, SLO, assessment, maps Back to the SLO Assessment page
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