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Student Learning Outcomes Assessment - Program Learning Outcomes

Program Learning Outcomes - Preparation

Step 1 Prep for Assessment

Program Mission and Purpose

  • Question to consider: What is the purpose of this Academic Program?
  • Action to take: Develop mission statement for the program

Program Learning Outcomes

  • Question to consider: What skills, knowledge, abilities, and attitudes should graduates be able to demonstrate based on completion of this program?
  • Action to take: Develop program learning outcomes (3 - 5 learning outcomes that are broad in scope; specific to your program)

Assessment Matrix

  • Question to consider: Where will instruction related to the learning outcomes be Introduced, Reinforced, and Assessed (measured) within my program?
  • Action to take: Develop the IRA matrix to show the above information

Program Learning Outcomes - Begin Cycle

Step 2 Begin Cycle

Course Learning Outcome

  • Question to consider: What is the knowledge, skill, attitude, or ability that the student should demonstrate at the end of the course that leads to the Program Learning Outcomes?
  • Action to take: Write outcome statement that clearly aligns with the program outcome as mapped in the IRA matrix; Add outcome statement to Syllabus

Activity to Demonstrate Learning

  • Question to consider: What assignment or activity can be used to allow the student to demonstrate the expected learning?
  • Action to take: Develop activity, assignment, embedded exam questions, or something similar that is clearly tied to and demonstrates the learning you want to measure. Collaborate with IE Department to determine if this will be a "Student Submission" requirement or a "Non-Submission" requirement.

Develop Measurement Tool

  • Question to consider: What kind of tool or evaluation method can effectively document and measure whether or not the learning has been demonstrated?
  • Action to take: Develop rubric, skills observation checklist, embedded exam questions, pre/post-test or other tool that effectively measures the learning.

Set Target for Individual and Class Success

  • Question to consider: What level of proficiency do you expect or want individual learners to achieve? What percentage of class learners should achieve this proficiency?
  • Action to take: Specify achievement levels; ensure they are aligned with the activity and measurement tool.

Ensure submission of Artifacts

  • Question to consider: Is this a "Student Submission" requirement that requires students to upload artifacts and attachments to Taskstream?
  • Action to take: Work with students to ensure they submit artifacts to Taskstream prior to the end of the semester. If it's a "Non-Submission" requirement, ensure all designated assessment activities have taken place as scheduled prior to the end of the course.

Program Learning Outcomes - Complete Cycle

Complete the Cycle

Score Artifacts and/or Assessment Activities

  • Question to consider: Do I need to conduct scoring in real time (while the activity is taking place); or can I score submissions at a later date?
  • Action to take: For observations and other activities that require immediate scoring; complete scoring during the activity. Decide if you will score Student Submission artifacts immediately following the course or at the beginning of the upcoming semester.

Notify the Institutional Effectiveness Department when Scoring is Complete

  • Question to consider: Do I need assistance with the use of Taskstream for scoring? or Is my scoring of submissions complete and ready for review with the IE Department?
  • Action to take: Contact the IE Department for help with the use of Taskstream for scoring if needed. Contact the IE Department to let them know scoring is complete and reports can be run.

Meet with the Institutional Effectiveness Department to Analyze Findings

  • Question to consider: Were the established Targets or Criteria for Success "Met", "Not Met", or "Exceeded?" What do the results indicate?
  • Action to take: In the analysis, discuss possible reasons that pedagogies or strategies are or are not leading students to achieve the desired results.

Work with Institutional Effectiveness Department to Develop Action Plan for Improved Performance in Next Group of Learners

  • Question to consider: 1. What are some new strategies, activities, approaches, added levels of support, etc. that can be taken to help subsequent students improve skills or obtain a greater comprehension of the material? 2. Determine if a budget allocation should be tied to the plan (for new materials, lab equipment, faculty, software, etc.).
  • Action to take: Develop a step-by-step plan with timeline that lists new strategies, activities, approaches, or added levels of support to improve learning for the next group of students. If a budget allocation is tied to the plan (for new materials, lab equipment, faculty, software, etc.), submit budget request.

Implement Plan; Assess Effectiveness

  • Question to consider: What is the plan and when will it be implemented? Was the budget allocation that was tied to the plan (if applicable) approved?
  • Action to take: Implement the plan for continuous improvement as scheduled. Reassess during the next scheduled cycle to determine effectiveness of the action plan.
Author: SPCC Manager
Last modified: 6/3/2024 3:52 PM (EDT)