Guidelines for Completing Step II.B of PRP Year 2 Form

Assessment PRP Cycle

 

 

 

 

 

 

 

 

STEP II. Evaluation of Program & SLOAC Data

B. SLOACs. Using the Comprehensive SLOAC reports and faculty discussions as a guide, provide a summary and analysis of Student Learning Outcome assessments at the course and program level. 

1. Summarize your SLOAC activities during the 2012-2013 academic year.

ChecklistPossible responses to this question: List courses and program outcomes assessed, describe follow-up actions taken after reviewing assessment results, highlight new or revised course/program outcomes and assessment methods.

Run SLO Report

For an overview of course and program activities, run the Course/Program SLOAC Summary Report in TracDat

Example Sample statement for this section:  During the 2012-2013 academic year, the X program assessed student learning outcomes in half of the discipline courses offered within the program, courses 100, 115, 130 and 140.   In addition to assessing course SLOs, we also assessed the “teamwork” program learning outcome (PLO): upon completing the program, students will be able to work collaboratively with peers to problem  solve and communicate viable solutions.

2. Course SLOACs: What did you learn from your course SLO assessments? What will you maintain and/or change because of the assessment results?

ChecklistPossible responses to this question: Discuss course assessment results from 2012-2013 or previous years (what worked, what didn’t, why?).  Describe changes made or resources needed to achieve outcomes.  Address how assessment results have guided curriculum, pedagogy, or program planning.

Run SLO Report To review course assessment results and subsequent actions, run the Comprehensive Assessment Report or PRP Planning Report  in TracDat

ExampleSample statement for this section:  Students overwhelmingly met the learning outcomes in 100 and 130. We believe this is attributed to the curriculum and textbook changes implemented in spring 2011.  We found however, that some students struggled to understand key discipline vocabulary introduced in 115.  This finding was reinforced by the assessment findings in 140.  Without a solid foundation in discipline vocabulary, some students were unable to draft a professional, written response to problem-based scenarios in 140.  A faculty work group was formed this fall to develop strategies for strengthening student understanding of discipline vocabulary and use of vocabulary in professional reports.  The work group identified software to assist students in understanding discipline vocabulary.

3. Program SLOACs:  What did you learn from your program SLO assessments? What will you maintain and/or change because of the assessment results?

ChecklistPossible responses to this question: Discuss program assessment results from 2012-2013 or previous years (what worked, what didn’t, why?).  Describe changes made or resources needed to achieve outcomes.  Address how assessment results have guided curriculum, pedagogy, or program planning.

Run SLO Report To review program assessment results and subsequent actions, run the Comprehensive Assessment Report or PRP Planning Report in TracDat

ExampleSample statement for this section:   We assessed our teamwork program SLO in  3 sections of 140 (2 face-to-face sections and 1 online section).  Faculty teaching 140 used a common rubric to assess students’ ability to work collaboratively, problem solve, and communicate solutions.   Interestingly, the assessment results revealed that the students in the online course were more successful in working in teams and communicating solutions.  After further investigation, it appears the students  in the online course used collaboration software available to them via Blackboard, which facilitated collaboration and communication.  This software will be introduced to students in future face-2-face courses.  Regardless of course format, many students expressed ambivalence in collaborating in teams in a post survey. Some students felt that they learned from the experience, but expressed frustration in assigning roles and workload.  Since collaboration is critical to the discipline and related professions, the faculty decided to begin introducing teamwork strategies in 100 and 115 to prepare students for intensive collaboration and problem-solving in 140.

For assistance, contact learningoutcomeshelp@palomar.edu

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