Assessing and Documenting Achievement of Student Learning Outcomes at the Student, Course, Class, Program, and Institutional Levels Karen McClendon, John Martin, Tiffanie Ho, Leanne Coyne, David Fong, and Alvin Cheung California Northstate University College of Pharmacy Introduction References Stages Stages Three and Four Conclusion This presentation will demonstrate a process that institutional researchers can utilize to document achievement of Student Learning Outcomes (SLOs) at the individual student, course, class, program, and institutional levels. Examples of assessment tools used to measure student achievement of SLOs at the course, program, and institutional levels will be presented. The presentation will illustrate how individual student and class achievement results can be presented in an institutional dashboard. In addition, we will demonstrate how this outcomes’ assessment process can be used to improve curricula, instructional effectiveness, and student learning at the course, program, and institutional levels. Stages One and Two •Stage One: Meet with faculty to help them determine appropriate assessments for SLOs; keep this process simple by helping them identify what they are already doing naturally in their classes. •Stage Two: Retrieve and compile these data through specific exam questions, from rubrics used to grade student work, etc. •Stage Three: Display the results at the corresponding proficiency levels to paint a clear picture of students’ SLO performance at each level of assessment. •Stage Four: Dashboard presentation helps faculty identify areas of student success in achieving SLOs as well as areas for improvement in curricula, instruction, assessment, and student learning at all five levels of assessment. No. Student Learning Outcomes CNCP PLO ACPE Standard Addressed a CAPE Supplement al Standards b Learning Hierarchy c Assessmen t Method d 1 Describe and discuss the anatomy and physiology of the appropriate organ system. 2.2, 3.1, 9.1 1.A.1 1.1.1. 1, 2 iRAT, tRAT, MT, BAT, Essay, RUB, PRES, PROJ 2 Describe the pathophysiology of major the major diseases/disorders of the appropriate organ system. Use this information to identify therapeutic drug targets. 2.2, 3.2, 9.1 1.A.5., 2.1.2 1.1.1. 1, 2, 3 iRAT, tRAT, MT, BAT, Essay, RUB, PRES, PROJ 3 Describe the mechanism of action and the adverse effects of the medications used to treat the major disorders being discussed. 2.2, 3.3, 4.1, 4.2, 9.1 2.B.1., 2.B.2., 2.B.4., 2.B.5., 2.C.5, 2.D.1., 2.E.1. 1.1.1., 6.1.1., 7.1.1.a, 7.1.1.b, 7.1.1.c 1, 2, 3 iRAT, tRAT, MT, BAT, Essay, RUB, PRES, PROJ Student Learning Outcomes and Program Learning Outcomes for by this Course: Stages One and Two P3 SLO SLO SLO SLO SLO SLO SLO SLO SLO PHAR 811 PHAR 813 PHAR 815 2010-2011 1 D 2 Dp 3 D 4 I 5 I 6 D PHAR 826 2010-2011 1 P 2 D 3 P 4 D 5 Dp PHAR 827 PHAR 834 2010-2011 1 P 2 D 3 Dp 4 D 5 D PHAR 853 PHAR 856 2010-2011 1 D 2 P 3 D PHAR 861 PHAR 862 PHAR 881 SLO Performance by Student P Proficient D Developed Dp Developing I Initial 2 3 1 4 5 6 2 3 1 4 5 2 3 1 4 5 2 3 1 PHAR 815 PHAR 826 PHAR 834 PHAR 856 2010 10008 Total 69.05 89.14 63.64 66.67 100 60 63.16 75 72.73 69.23 64.29 77.08 81.55 80 100 82.21 67.86 65.22 86.36 0 10 20 30 40 50 60 70 80 90 100 P e r f o r m a n c e L e v e l SLO Performance by Student 0 10 20 30 40 50 60 70 80 90 100 1.00 3.00 5.00 1.00 3.00 5.00 2.00 4.00 1.00 3.00 1.20 2.10 2.30 3.20 1.00 3.00 2.00 4.00 6.00 2.00 4.00 1.10 2.00 3.20 2.00 1.00 3.00 5.00 7.00 2.00 4.00 2.00 1.10 2.00 3.20 2.00 1.00 3.00 5.00 7.00 2.00 4.00 2.00 PHAR 815 PHAR 826 PHAR 834 PHAR 856 PHAR 725 PHAR 752 PHAR 815 PHAR 834 PHAR 622 PHAR 633 PHAR 642 PHAR 661 PHAR 712 PHAR 622 PHAR 633 PHAR 642 PHAR 661 PHAR 712 2012 2013 2014 2015 P e r f o r m a n c e L e v e l SLOs by Class Class of 2012 Class of 2013 Class of 2014 Class of 2015 PLOs Mid-Point Final Mid-Point Final Mid-Point Final Mid-Point Final 1 D Dp I 2 D Dp I 3 D Dp I 4 D Dp I 5 Dp I I 6 D Dp I P Proficient 7 D Dp I D Developed 8 Dp I I Dp Developing 9 D Dp I I Initial 10 D Dp I ILOs Mid-Point Final Mid-Point Final Mid-Point Final Mid-Point Final 1 D Dp 2 D Dp 3 CLOs Mid-Point Final Mid-Point Final Mid-Point Final Mid-Point Final 1 2 3 Assessing Program Learning Outcomes, Institutional Learning Outcomes, and Co-Curricular Learning Outcomes across Classes Stages Three and Four 0 10 20 30 40 50 60 70 80 90 100 MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID MID 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 PLO PLO PLO PLO 2012 2013 2014 2015 P e r f o r m a n c e L e v e l Program Learning Outcomes by Class P2 SLO SLO SLO SLO SLO SLO SLO S L O SLO PHAR 712 1 P 2 P 3 D PHAR 724 PHAR 725 1.1 Dp 1.2 D 1.3 I 2.1 D p 2.2 P 2.3 P 3.1 Dp 3 . 2 D 3.3 Dp PHAR 734 PHAR 743 PHAR 752 1 D 2 D 3 D PHAR 757 PHAR 761 PHAR 762 PHAR 781 Class of 2013 Student Learning Outcomes’ Performance “Levels of Assessment: From the Student to the Institution.” Ross Miller and Andrea Leskes. Association of Colleges and Universities: 2005. The dashboard presentation of SLO data allows faculty to identify areas for the following: •Additional and/or enhanced opportunities for students to gain proficiency (through assignments and activities) •Increased or enhanced feedback to students regarding SLO performance at various levels •Improved delivery of course content and curriculum •Improved assessments and triangulation of data Samples of Evidence of Student Learning (student work that is evaluated by rubrics) Indicators Initial Developing Developed Proficient Describe the anatomy of the organ system being presented in class. Rarely demonstrates an understanding of the anatomy of the organ system being discussed in class. Demonstrates a partial understanding of the anatomy of the organ system being discussed in class. Explanations are often not accurate. Demonstrates an understanding of the anatomy of the organ system being discussed in class. Does not demonstrate an ability to fully integrate the function of the various parts of the organ system to one another. Demonstrates an accurate understanding of the anatomy of the organ system being discussed in class. Describe the physiological functions of the organ system being presented in class. Rarely demonstrates an understanding of how the organ system being discussed in class functions. Demonstrates a partial understanding of the functions of the organ system being discussed in class, and sometimes relates the function to anatomy. Demonstrates an understanding of the physiological functions of the organ system being discussed in class but cannot always relate the function to the anatomy. Demonstrates an accurate understanding of the physiological functions of the of the organ system being discussed in class, and can relate the function to the anatomy. SLO 1. Describe how the anatomy and physiology of the appropriate organ system relate to each other. SLO 1. Describe how the anatomy and physiology of the appropriate organ system relate to each other. SLO 1. Describe how the anatomy and physiology of the appropriate organ system relate to each other. SLO 1. Describe how the anatomy and physiology of the appropriate organ system relate to each other. SLO 1. Describe how the anatomy and physiology of the appropriate organ system relate to each other. SLO 1. Describe how the anatomy and physiology of the appropriate organ system relate to each other. SLO 1. Describe how the anatomy and physiology of the appropriate organ system relate to each other.