1. Institutional Outcome
Here is an example:
Critical Thinking:
Analyze problems by differentiating fact from opinions, using evidence,
and using sound reasoning to specify multiple solutions and their
consequences.
Now you select your pertinent SLO
from the 9 Institutional SLOs printed in the Class Schedule.
2. Program Outcomes
For example: Relating to Critical
Thinking – (Several examples from English are listed below:
You select your pertinent program SLOs from your own discipline—there
are 24 program SLOs listed at the following URL: http://www.wlac.edu/wportal/Committee/CurriculumCommittee/tabid/58/Default.aspx.
Ideally, you would select only one or two program SLOs so that your
assessment is tightly focused. Here are several possibilities from
English.
Listen
and speak (actively, effectively)
by questioning, clarifying and supporting one’s ideas and
the ideas of others. (Theme: listening and speaking)
Read effectively
for gathering information, for meaning, cultural understanding and
enjoyment. (Theme: reading)
Write effectively,
using the conventions of standard English, a clear focus, appropriate
support/evidence and logical organization. (Theme: writing)
Read and analyze
a variety of literature to explore the “human condition.”
(Theme: literature)
Collect and organize
research data, using credible sources to write a convincing/persuasive
document. (Theme: research)
3. Classroom Instruction to Help Students Achieve SLO
Briefly summarize how you will “teach”
and help students “learn” to achieve the SLO.
4. Draft Rating Scale to Measure Student Achievement of SLO
on a Final Exam or Project.
- Uses text as evidence for interpretation
- Distinguishes between fact and opinion
- Demonstrates ability to write effective sentences
without serious patterns of error
- Employs logical pattern of organization
- Specifies solutions and consequences.
Here is a sample. You would explain
your own specific criteria for each score point.
5 (A) |
4 (B) |
3 (C) |
2 (D) |
1 (F) |
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5. Sample Student Work
Copy and paste student work illustrating
what a 5, 4, 3, 2, 1 looks like in the boxes below.
6. Your reflections on the process.
What did you learn? What
would you do differently? How would you change your instruction or
the assessment to get better results?
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