The Occupational Training Institute Learning Outcomes and Assessment

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The Occupational Training InstituteLearning
Outcomes and Assessment

• Veronica Acevedo Avila, De Anza College
• March 6, 2015
• Adapted from Jim Haynes, Spring 2010

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National Political Perspective

• Whos pushing this?
• Bush era No Child Left Behind and a Climate
  of Accountability
• Obama appoints Arnie Duncan Secretary of
  Education
• Sec. Duncan is a big advocate of accountability
• Learning Outcomes Assessment and Planning remains
  the cornerstone Accreditation

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California Political Perspective

• Whos pushing this?
• Proponents of Accountability and the ACCJC
• Wheres the push back?
• CCC Academic Senate then and now 180 degree
  turn
• Faculty Unions
• Workload Issues
• Mandates that infringe on Academic Freedom
  Required to post SLO on Syllabus
• Faculty Evaluations to include reference to SLO
  work (ACCJC Standard requirement)

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OTI

• Where are we? Where are you?
• How many of you know what an SSLO is?
• Do you have SSLO statements for all the OTI
  program?
• Have you completed the SSLO Assessment Cycle?
• Have you incorporated your SLOAC results into
  your program review process?
• Do you have an OTI program level SSLO statement
  (PLO)?
• Have you mapped to your PLO colleges Mission?
  Core Competencies? Other?
• How long have you been doing SSLO?
• Accreditation - Did the ACCJC have anything to
  say about your SLOAC process?

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Learning Outcomes - I

• Student Service Learning Outcome statements are
  related to the program (think about why you do
  what you do, why your provide specific services.
  What would you like students to know? How are
  students served by your program? )

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Student Service Learning Outcomes

• Student Service Learning Outcome (SSLO)
  statements are overarching, clear, and assessable
  statements that identify and define what a
  student is able to know, do, or feel at the
  successful completion (or affiliation) with OTI.

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Learning Outcomes - II

• Student Service Learning Outcome statements are
  related to the program services (outside of the
  curriculum)

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Service Learning Outcomes

• Student Service Learning Outcome (SSLO)
  statements are overarching, clear, and assessable
  statements that identify and define what a
  student is able to know, do, or feel at the
  successful completion of a specific procedure,
  activity, or service.

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Premises

• The focus of outcomes is not on what is taught -
  but rather on what is learned. Not on what
  service is provided - but rather how effective
  is that service for the student, for example, the
  Food Pantry.
• Teaching and learning take place every time a
  student comes in contact with a program (through
  curriculum or service)
• Learning acquired through these contacts is
  applicable to real world settings and situations
• This learning is meaningful when the
  interventions are thoughtful, intentional, and
  purposeful.

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SSLO Assessment Cycle The SLOAC Basics

• Identify Outcomes and write an SSLO statement
• Assess the SSLO statement and collect the data
• Reflection Enhancement

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New ACCJC Standards Focus on Student Learning

• SSLO Statement
• What will students be able to know, do, or
  feel after an interaction with OTI?
• SSLO Assessment
• How do you know they
• know
• can do, or
• what they feel?

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How to Identify Outcomes

• Write down the objectives in the list services
  your area provides.
• Dialogue and group the objectives or services
  into common areas.
• Select one of the groupings and draft a statement
  that describes the main outcome of that service
  (or course).

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How to Write an SSLO Statement

• Continue to dialogue and come to consensus on the
  concrete things that you expect students to be
  able to know, do, or feel after interacting with
  your course or service.
• Use active verbs that can be assessed
• Write your SLO statement

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Some Criteria for Writing Good SSLO Statements

• Does the SSLO include active verbs (see Blooms
  Taxonomy)?
• Is the SSLO measurable?
• Is the SSLO consistent with the program mission?
• Is it a fundamental result of your curriculum or
  program service?
• Will the students understand the SSLO?
• Does it address student core competencies (more
  later)?

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Example of Current SSLO

• OTI SSLO Student will learn, identify, and
  acquire the skills to create a plan to achieve a
  sustainable career.
• Assessment Method
• Assessment Summary
• Enhancement and Reflection

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Assessment How Do You Know?

• Evidence
• Quantitative or Qualitative
• Representative sample (25 rule)
• You need several pieces of evidence to point to a
  conclusion
• Document retain your evidence!
• ACCJC - Show Me!!

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Assessment Methods

• Tests
• Locally developed or standardized
• Pre and Post
• Skill Demonstrations
• Presentations
• Surveys
• Locally developed or standardized
• Attitudes and perceptions of students, staff,
  employers
• Pre and Post

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Assessment Methods

• Database-Tracked Academic Behavior
• Grades, graduation rates, service usage,
  persistence, retention, etc.
• Embedded Assessment
• Staff and student journals, interviews, focus
  groups
• Cumulative
• Portfolios, Capstone projects

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Assessment Methods

• Focus Groups
• Use caution with confidentiality and privacy
• Exit Interviews
• In person
• By Phone
• E-mail
• Texting

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Assessment Tips

• Collect data from a representative sample rather
  than everyone in the population (Surveys - 25).
• Collect only a few well chosen pieces of data.
• Have assessment stem from the activities you
  already do, if possible.
• Team up with others to share assessment work.
  What are other Student Services doing?
• Design activities and outcomes with assessment in
  mind.

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Remember

• Everyone is a learner when it comes to assessment.

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SSLO CYCLE
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Remember

• It is valuable feedback when you check to see if
  you are effectively doing what you say you are
  doing.
• Use feedback to make adjustments /improvements.
• SSLO help to create consistency within your OTI
  program
• SSLO help us focus on what students need to
  learn. That should be our overall purpose.

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Whats Next?

• Reflection - As a group!
• What does the data tell us about our APE courses,
  programs, activities, or processes?
• What does the SLOAC process tell us about the
  SLOAC process itself?

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Whats Next?

• Enhancement - As a group!
• Based on what we have learned in the SLOAC, what
  can we do in our courses, programs, activities,
  or processes to enhance and improve student
  learning and achievement?
• Based on what we have learned in the SLOAC, are
  there any new resources that will be needed to
  enhance and improve student learning and
  achievement?

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Now What?

• Integrate your SLOAC results into your Program
  Review

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Im Glad Thats Over

• Not so fast!
• There is always something to do related to SLOAC.
• SLOAC is an on-going process - not an end
  product.
• Plans should be developed to continue SLO
  Assessment Cycles every year.
• SLOAC will be the foundation of the Program
  Review process

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SLO Evolution

• Culture of Evidence
• Culture of Inquiry

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OK - What Now?

• Program Level Outcomes (PLO)
• Take all of your course level and service level
  SLO statements and organize them into general
  themes.
• Write an SLO statement that captures the essence
  of those major themes.
• Ask yourself What are the major outcomes a
  student will be able to KNOW, DO or FEEL after
  participating in your APE Program.

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OK - So What?

• Mapping your Program Level SLO statements to your
  colleges Mission and Core Competencies
• http//deanza.edu/about/icc.html
• This is an important and necessary step.

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What Are The Problems?

• If your OTI program does not directly (or at
  least indirectly) contribute to your colleges
  Mission or Core Competency statements, you leave
  your program wide open to the question - Why do
  we even have an OTI program if it makes no
  contribution to either?
• Do you know your college Mission Statement?
• Do you know your colleges Core Competency
  Statement?

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De Anzas Mission

• De Anza College provides an academically rich
  multicultural learning environment that
  challenges students of every background to
  develop their intellect, character, and
  abilities to realize their goals and to be
  socially responsible leaders in their
  communities, the nation and the world.
• De Anza College fulfills its mission by engaging
  students in creative work that demonstrates the
  knowledge, skills, and attitudes contained in the
  colleges Institutional Core Competetncies

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De Anzas Mission

• De Anza College provides an academically rich
  multicultural learning environment that
  challenges students of every background to
  develop their intellect, character, and
  abilities to realize their goals and to be
  socially responsible leaders in their
  communities, the nation and the world.
• De Anza College fulfills its mission by engaging
  students in creative work that demonstrates the
  knowledge, skills, and attitudes contained in the
  colleges Institutional Core Competencies

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De Anzas Core Competencies

• Communication and Expression
• Information Literacy
• Physical/Mental Wellness and Personal
  Responsibility
• Global, Cultural, Social and Environmental
  Awareness
• Critical Thinking

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De Anzas Core Competencies

• Communication and Expression
• Information Literacy
• Physical/Mental Wellness and Personal
  Responsibility
• Global, Cultural, Social and Environmental
  Awareness
• Critical Thinking

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De Anzas Core Competencies

• Physical/Mental Wellness and Personal
  Responsibility
• Students will
• Recognize lifestyles that promote
• Physical and
• Mental well-being,
• Engage in self- reflection and ethical
  decision-making,
• Explore career choices and life goals,
• Practice effective individual and collaborative
  work habits, and
• Demonstrate a commitment to ongoing learning.

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De Anza CollegeSLO CORE TEAM
Mary Pape Instructional Coordinator
Tono Ramirez,Instructional Coordinator
Veronica Acevedo Avila, Student Services and
Administrative Coordinator

• avilaveronica_at_fhda.edu
• 408-864-8582