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WHO ARE WE?•UCI Division of Continuing Education, International Programs (IEP)

•Accredited by CEA (For 10 years)

•CEA Coordinator: Alice

•SLO Coordinator: Emily

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THE PLAN

•Warm Up

•Defining the Dance

•Basic Steps

•Model Dance

•Your Turn to Dance

•Final Dance

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“

”

A description of what the student will know

or be able to do with the languageas a result of the course of instruction.

-CEA ACCREDITATION HANDBOOK, 2011

STUDENT LEARNING OUTCOMES (SLOS)4

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“

”What students have learned as a

result of attending college.

-ACCJC (WASC], 2015

STUDENT LEARNING OUTCOMES (SLOS)5

IN OTHER WORDS…Student Learning Outcomes =

•Goals students should have met by the end of course

•Informs us of two things:

•Did the students learn?

•Did the teacher do a good job teaching them?

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USING SLOS FOR ACCREDITATION

•Institutions should utilize data collected from SLOs

•Highlight successful teaching practices

•Determine necessary changes or improvements

-Lachlan - Hache, Cushing, and Bivona, 2012

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USING SLOS FOR ACCREDITATION

•Accredited by CEA

•In annual report:

•Whether your institution passed the SLOs tested

•If not: changes to be made for reassessment

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WHY SLOS ARE SLOW?

•Let’s look at the posters

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#1 PROBLEM : WHY SLOS ARE SLOW•Faculty perception:

•“Bureaucratically imposed workload of dubious value”

Stands in the way of quality improvement

~Mary Ellen Petrisko, President

WASC Senior College and University Commission

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THE SOLUTION

•Emphasize: Faculty’s engagement in assessment

•For the purposes of improving teaching and learning

KEY for quick SLO assessments!

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BASIC STEPS: 5 C’s

1. Choose an assessment method

2. Consider data sample size

3. Customize guidelines

4. Craft supporting materials

5. Create a worksheet

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SLO EXAMPLE:Use modals, including past expressions correctly.

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STEP 1: CHOOSE AN ASSESSMENT METHOD“Programs may use qualitative and/or quantitative measures

when determining if students have attained stated SLO,

including such indicators as

-CEA Accreditation Handbook, 2012

• standardized tests • rubrics/scales

• comprehensive exams (teacher/institution made)

• oral presentations

• portfolios • evaluated performances

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STEP 1: CHOOSE AN ASSESSMENT METHODWhat is the SLO?

How do we normally have students prove that they’ve learned it?

Informal Assessments Formal Assessments

Individual homework assignment

Exam (whole or part)

In-class activity Research paper/essay

Controlled exercise Oral Presentation[whole or part of rubric]

Quick Tip #1: Assessment should be something you already do!

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STEP 1: CHOOSE AN ASSESSMENT METHODWhat is the SLO?

How do we normally have students prove that they’ve learned it?

Informal Assessments Formal Assessments

Individual homework assignment

Exam (whole or part)

In-class activity Research paper/essay

Controlled exercise Oral Presentation[whole or part of rubric]

Quick Tip #1: Assessment should be something you already do!

Modals Example:Use modal quiz

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STEP 2: CONSIDER DATA SAMPLE SIZEHow Many Students? How Many Questions?

What is a fair representation of the student population?

How many questions would be a fair assessment?

All sections? Some sections? What score indicates mastery of this SLO?

All students? Randomstudents?

How many questions must students answer correctly to pass?

Are there enough questions?

Quick Tip #2: Find the lowest sample size that can still result in valid data.

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STEP 2: CONSIDER DATA SAMPLE SIZEHow Many Students? How Many Questions?

What is a fair representation of the student population?

How many questions would be a fair assessment?

All sections? Some sections? What score indicates mastery of this SLO?

All students? Randomstudents?

How many questions must students answer correctly to pass?

Are there enough questions?

Quick Tip #2: Find the lowest sample size that can still result in valid data.

Modals Example:

All sectionsAll students

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STEP 2: CONSIDER DATA SAMPLE SIZEHow Many Students? How Many Questions?

What is a fair representation of the student population?

How many questions would be a fair assessment?

All sections? Some sections? What score indicates mastery of this SLO?

All students? Randomstudents?

How many questions must students answer correctly to pass?

Are there enough questions?

Quick Tip #2: Find the lowest sample size that can still result in valid data.

Modals Example:

73%37 out of 50 Qs

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STEP 3: CUSTOMIZE GUIDELINES

•Time limit

•Instructions on how to grade

•Absent students/incomplete papers

Quick Tip #3: Short, simple, clear directions save headaches later.

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STEP 3: CUSTOMIZE GUIDELINES

•Time limit

•Instructions on how to grade

•Absent students/incomplete papers

Quick Tip #3: Short, simple, clear directions save headaches later.

Modals Example:

50 minutesMC - ScantronMake-up is ok

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STEP 4 : CRAFT SUPPORTING MATERIALS

(Optional step, depending on program)

•Should already be part of curriculum

•For teachers who aren’t sure how to teach SLO

Quick Tip #4: Use materials from a “model” teacher.

Modals Example:N/A since textbook is sufficient

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STEP 5: CREATE A WORKSHEETWORKSHEET CONTENT

• Easy to understand how to calculate

• Use checkboxes whenever possible

• Include an area for feedback

• Why class didn’t pass?

• Assessment method effective?

Quick Tip #5: Use a customizable template.

Modals Example:

Refer to worksheet

“Example #1”

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STEP 5: CREATE A WORKSHEETBREAKDOWN SLO INTO COMPONENTS

•Esp. SLOs with multiple objectives

•What part of the SLO is difficult to pass?

•Make sure to get data on it

Quick Tip #5: Use a customizable template.

Write a 3-5 page documented essay in MLA format using paraphrased and quoted information from outside sources

correctly cited.”

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MODEL DANCE – ANOTHER EXAMPLE

•Writing – Start sentence with a capital, end

with a period (GW1)

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BASIC STEPS: 5 C’s1. Choose an assessment method

2. Consider data sample size

3. Customize guidelines

4. Craft supporting materials

5. Create a worksheet

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MODEL DANCE—ANOTHER EXAMPLESLO: Write short pieces of writing with sentences that begin with a capital letter and end with a period.

1. Writing Final

2. All sections, all students

3. Check -Yes: 1-2 errors - No: More than 3 errors -Run on: not mistake

4. N/A

5. See next slide

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YOUR TURN TO DANCE

Get into small groups. Choose ONE SLO:

a. Writing: Compose a 4-5 paragraph essay with a thesis

statement, logical supporting paragraphs, and a conclusion.

b. Speaking: Present information fluently and succinctly.

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DANCE TOGETHER

Develop an SLO Worksheet

•Use SLO Worksheet Template

•Use 5 Cs

•Use Quick Tips

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DANCE WITH ANOTHER PAIRShare with another group

•Find a group nearby

•Share your worksheets

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FINAL DANCE: REFLECTION1. Which of the 5 Quick Tips did you find most useful?

#1: Assessment should be something you already do!

#2: Find the lowest sample size that can still result in valid data.

#3: Short, simple, clear directions save headaches later.

#4: Use materials from a “model” teacher.

#5: Use a customizable template.

2. What did you learn today that you can bring back to your program?

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CONTACT INFO

•Website for materials:

https://teachwithemily.wordpress.com

•Email

•Emily Wong: egwong@uci.edu

•Alice Lin: alicelin@uci.edu

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SOURCESAccreditation Handbook. Alexandria, VA: Commission on English Language Program

Accreditation, 2011. Print.

“Guide to Evaluating Institutions." Http://www.accjc.org/all-commission-publications-policies. ACCJC, 2015. Web. 16 Nov. 2016.

Lanchlan-Hache, Lisa, Ellen Cushing, and Lauren Bivona. Student Learning Objectives as Measures of Educator Effectiveness: The Basics. Washington, D.C.: AIR, 2012. Print.

Petrisko, Mary Ellen. "SLO Assessment: Where the Buck Stops (and Starts)." SLO Assessment: Where the Buck Stops (and Starts) | WASC Senior College and University Commission. WASC Senior College and University Commission, 2 May 2016. Web. 16 Nov. 2016.

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