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OBJECTIVES AND OUTCOMES: SLOs IN CORs?

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Title: OBJECTIVES AND OUTCOMES: SLOs IN CORs? Author: Lesley Kawaguchi Last modified by: Academic Senate Created Date: 7/6/2010 3:15:14 PM Document presentation format – PowerPoint PPT presentation

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Title: OBJECTIVES AND OUTCOMES: SLOs IN CORs?


1
OBJECTIVES AND OUTCOMESSLOs IN CORs?
Kevin Bontenbal, Cuesta College Lesley Kawaguchi,
Santa Monica College Virginia May, Sacramento
City College
2010 ASCCC Curriculum Institute Santa Clara
Marriott July 8-10, 2010
2
Participant Learning Outcomes
  • After attending this session, participants should
    be able to
  • Distinguish between objectives and outcomes
    as they appear in the Course Outline of Record
    (COR).
  • Explain and employ various contemporary models of
    curriculum development.
  • Develop curriculum at their campuses that is both
    theoretically sound and attentive to local
    population needs.

3
Objective Nuts and Bolts
  • Describes small, discreet skills
  • Requires basic thinking skills
  • Does not necessarily result in a product

4
What the X?! is an SLO?
  • Knowledge
  • Skills
  • Abilities
  • Attitudes
  • that a student can demonstrate by the end of a
    course, program, certificate or degree

5
SLOs The Big Picture
  • Requires HIGHER LEVEL thinking
  • skills
  • Synthesizes many discreet skills
  • Requires students to APPLY what theyve learned
  • Results in a product
  • Product must be observed, evaluated, or assessed
    by faculty

6
Where did these definitions come from?
  • Academic Senate for California Community Colleges
    (ASCCC)
  • See ASCCC paper, Working with the 2002
    Accreditation Standards The Faculty Role
    (2005), p. 12
  • See Glossary
  • Accrediting Commission for Community and Junior
    Colleges
  • See March 2009 ACCJC Newsletter at
    http//www.accjc.org/pdf/March20200920newsletter
    .pdf

7
A comparison English 1A
  • Objectives
  • Develop a main idea
  • Maintain a clear command of tone
  • Show control of standard English grammar
  • SLO
  • Write essays, including research-based writing,
    demonstrating academic rhetorical strategies and
    documentation.

8
Other Sample Outcomes
  • Biology Apply concepts of chemistry to
    physiological systems
  • Speech Deliverwell-researched speeches to inform
    and persuade
  • Dental Hygiene Demonstrate technique of
    soft-tissue curettage on clinic patients

9
Clicker Quiz
  • Answer the following questions.
  • Push A if you think the statement is an SLO.
  • Push B if you think its an objective.

10
SLO or Objective?
  • (History course) Identify key dates in American
    History to 1865.
  • A. SLO
  • B. Objective

11
SLO or Objective?
  • History Course Students can demonstrate factual
    and chronologically accurate knowledge of key
    events, issues, trends, and people of the
    relevant time period and geographic region.
  • A. SLO
  • B. Objective

12
SLO or Objective?
  • (Engineering course) Functioning as a member of a
    team, the student will design and present a
    concrete structure which complies with
    engineering standards.
  • A. SLO
  • B. Objective

13
SLO or Objective?
  • (Epidemiology course) Define and assess an
    epidemic for a given population and recommend
    factors influencing the use of health services.
  • A. SLO
  • B. Objective

14
SLO or Objective?
  • (Sociology course) Demonstrate an understanding
    that individuals (and their families) must be
    regarded uniquely as individuals with many
    contributing variables such as multicultural
    issues.
  • A. SLO
  • B. Objective

15
SLO or Objective?
  • (Math course) Given data, students will analyze
    information and create a graph that is correctly
    titled and labeled, appropriately designed, and
    accurately emphasizes the most important data
    content.
  • A. SLO
  • B. Objective

16
True or False?
  • The colleges mission is peripheral to program or
    departmental missions in matters of curriculum
    development.
  • A. True
  • B. False

17
True or False?
  • The course outline of record MUST contain a
    reference to critical thinking.
  • A. True
  • B. False

18
True or False?
  • Title 5 states that Student Learning Outcomes
    need to be part of the Course Outline of Record.
  • True
  • False

19
Resolution 9.10 Spring 2009
  • Topic  Curriculum
  • Whereas, Curriculum and student success are areas
    where the Academic Senate for California
    Community Colleges has professional
    responsibility
  • Whereas, Approximately 50 of Californias
    community colleges that responded to surveys
    about placing Student Learning Outcomes (SLOs) on
    the Course Outline of Record (COR) reported their
    decision not to include SLOs on the COR, while
    other colleges either did not respond or have not
    decided and
  • Whereas, Housing SLOs in some other public domain
    entity can still allow students, community
    members, and accrediting agencies to review and
    track progress of SLOs at community colleges
  • Resolved, That the Academic Senate for California
    Community Colleges encourage local senates to
    publish Student Learning Outcomes (SLOs) in any
    appropriate public domain entity such as the
    course outline of record, database, webpage, etc.

20
True or False?
  • Title 5 mandates that Student Learning Outcomes
    must be on an individual instructors syllabus.
  • True
  • False

21
ACCJC
  • Must SLOs appear in the faculty members course
    syllabi?
  • Yes. The answer to this question appears at the
    beginning of this article, in the quotation from
    Standard II.A.6. The Commission acknowledges
    that the use of the words learning objectives
    in this standard appears to be vestigial language
    from the 1994 Standards. The Commission changed
    the words learning objectives to student
    learning outcomes in January, 2010.

22
True or False?
  • There is a standard definition of critical
    thinking in both the Ed. Code and Title 5 that
    can be applied to all courses and programs.
  • A. True
  • B. False

23
True or False?
  • Formative and summative assessments are mutually
    exclusive.
  • A. True
  • B. False

24
Value/Valor
  • What do we value in a course of study?
  • How do we demonstrate this?
  • When do we apply these values to learning in the
    classroom?

25
Formative and Summative
  • How do we evaluate student assignments?
  • Formative assessment
  • Student self-assessment
  • Feedback (a la Classroom
  • Assessment Techniques)
  • Summative assessment
  • Unit tests
  • Essays and papers
  • Midterms
  • Final exams
  • Capstone projects

26
Resistance is Futile The Taxa Are Here
  • Bloom (1956)
  • Wiggins and McTighe (1996)
  • Fink (2003)

27
The Promised Land (a.k.a Critical Thinking)
  • Critical thinking skills are those diverse
    cognitive processes and associated attitudes
    critical to intelligent action in diverse
    situations and fields that can be improved by
    instruction or conscious effort.
  • Nancy Glock, 1987

28
Thank You!
  • Please fill out the evaluations.
  • The presentations will be posted on the ASCCC
    website under the Curriculum Institute within 2
    weeks.
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