Download Process for Writing Course Level - Analytic Geometry and Calculus I | MATH 2100 and more Study notes Analytical Geometry and Calculus in PDF only on Docsity!
Blank Templates, completed Course SLOs, and more training materials available on Taft College SLO website at: http://faculty.taftcollege.edu/slos/data/slo.shtml
PROCESS FOR WRITING COURSE LEVEL SLOS
- Refer to the Course Outline of Record’s Learning Objectives
- Use the Taft College Course SLO Template
- In the SLO column, state outcomes of the course. These should be things the student can do upon completing the course. Use higher order skills from Bloom’s taxonomy. You don’t need too many. Limit yourself to the most important knowledge, skills, and attitudes students can perform upon completing the course. Incorporate multiple learning domains (cognitive, affective, psychomotor) as appropriate to your course. Words like “know” and “understand” are too vague to measure. Don’t use them. Think of it as what the student can do.
- In the “assessments” column, list the means by which you and other faculty who instruct the course assess the extent to which the outcome has been met. This could include portfolios, essays, class presentations, and exams. Assessments are the means by which instructors measure SLOs.
- In the “Institutional SLOs aligned with” column, list any of the five Taft College Institutional SLOs that your course SLOs align with. In other words, your SLO is one skill that contributes to the institutional SLO.
- Have full time faculty who teach the course review for agreement. Dialog and make changes to ensure you all agree that these are the outcomes of the course and the means of assessment (faculty, of course, may use different assessments for the same SLO). Make changes as needed so that everyone’s perspective is included and the SLOs relate directly to the course content listed on the COR. Have all fulltime faculty who teach the course sign off and date the document.
- Send to SLO coordinator. If he has questions about the alignment, SLOs, or assessments, he will contact you. SLO Coordinator will upload most current course SLOs to Taft College’s SLO Website.
- Congratulate yourself on a job well done. Distribute to your students.
INCLUDED IN THIS PACKET FOR REFERENCE:
Learning domain charts by Kate Pluta and Janet Fulks 2- SLOs vs. Course Objectives, as posted by Santa Monica Community College Academic Senate 5 Blank Course Level SLO Template 6 Completed Taft College Course Level SLOs by Brian Jean and Julian Martinez 7 Taft College Institutional SLOs (for alignment) 8
Blank Templates, completed Course SLOs, and more training materials available on Taft College SLO website at: http://faculty.taftcollege.edu/slos/data/slo.shtml
Cognitive Domain
Learning Outcomes Related To Knowledge
Knowledge Comprehension Application Analysis Synthesis Evaluation
Student remembers or recognizes information or specifics as communicated with little personal assimilation.
Student grasps the meaning behind the information and interprets, translates, or comprehends the information.
Student uses information to relate and apply it to a new situation with minimal instructor input.
Student discriminates, organizes, and scrutinizes assumptions in an attempt to identify evidence for a conclusion.
Student creatively applies knowledge and analysis to integrate concepts or construct an overall theory.
Student judges or evaluates information based upon standards and criteria, values and opinions.
Cite Label List Enumerate Identify Imitate Match Name Quote Recall Reproduce State Write
Convert Define Describe Discuss Estimate Explain Generalize Identify Illustrate Locate Paraphrase Restate Summarize
Apply Chart Compute Demonstrate Determine Dramatize Establish Make Manipulate Prepare Project Solve Use
Analyze Compare Contrast Correlate Diagram Dissect Differentiate Distinguish Infer Investigate Limit Outline Separate
Assemble Create Construct Design Develop Formulate Generate Hypothesize Initiate Invent Modify Reframe Synthesize
Access Appraise Conclude Critique Decide Defend Diagnose Evaluate Judge Justify Rank Recommend Support
Basic More Sophisticated
Knowledge Higher Level Thinking
Level Critical Thinking
Blank Templates, completed Course SLOs, and more training materials available on Taft College SLO website at: http://faculty.taftcollege.edu/slos/data/slo.shtml
Affective Domain
Learning Outcomes Related To Attitudes, Behaviors,
and Values
Developed by Janet Fulks and Kate Pluta Bakersfield College
Receiving Responding Valuing Organizing Characterizing
Students become aware of an attitude, behavior, or value.
Students exhibit a reaction or change as a result of exposure to an attitude, behavior, or value.
Students recognize value and display this through involvement or commitment.
Students determine a new value or behavior as important or a priority.
Students integrate consistent behavior as a naturalized value in spite of discomfort or cost. The value is recognized as a part of the person’s character. Accept Attend Describe Explain Locate Observe Realize Receive Recognize
Behave Comply Cooperate Discuss Examine Follow Model Present Respond Show Studies
Accept Adapt Balance Choose Differentiate Defend Influence Prefer Recognize Seek Value
Adapt Adjust Alter Change Customize Develop Improve Manipulate Modify Practice Revise
Authenticate Characterize Defend Display Embody Habituate Internalize Produce Represent Validate Verify
Elementary Values and Behaviors More Highly
Inherited Value System Developed Attitudes Well Thought-out Value System
Blank Templates, completed Course SLOs, and more training materials available on Taft College SLO website at: http://faculty.taftcollege.edu/slos/data/slo.shtml
Student Learning Outcomes (SLOs) versus Course Objectives
Student Learning Outcomes for the classroom describe the knowledge, skills, abilities or attitudes that
a student can demonstrate by the end of your course.
Don’t think about content or coverage. Consider what students should be able to DO with what
they’ve learned by the end of the semester.
How will students demonstrate this?
What can they produce to show faculty that they have learned to apply their new knowledge?
When trying to define Student Learning Outcomes for a course, think of the big picture. SLOs:
Describe the broadest goals for the class, ones that require higher-level thinking abilities, as
described in Bloom’s Taxonomy.
Require students to synthesize many discreet skills or areas of content.
Ask them to then produce something – papers, projects, portfolios, demonstrations,
performances, art works, exams, etc. – that applies what they have learned.
Require faculty to evaluate or assess the product to measure a student’s achievement or
mastery of the outcomes.
Course objectives are on a smaller scale, describing small, discreet skills or “nuts and bolts” that
require basic thinking skills. They are subset of outcomes. Think of objectives as the building blocks
used to produce whatever is used to demonstrate mastery of an outcome. Objectives can be practice
and assessed individually, but are usually only a portion of an overall project or application.
Objectives Outcomes
Objectives describe skills, tools or
content that a student will master by the
end of a course.
Outcomes describe over-arching goals
that a student will be able to
demonstrate by the end of a course
Objectives require the use of basic
thinking skills such as knowledge,
comprehension, and application.
Outcomes require the use of higher
level thinking skills such as analysis,
synthesis, and evaluation (as described
in Bloom’s Taxonomy
Objectives do not necessarily result in a
product. Most often, objectives are
synthesized or combined to produce
something that measures an outcome.
Outcomes result in a product that can
be measured and assessed.
Blank Templates, completed Course SLOs, and more training materials available on Taft College SLO website at: http://faculty.taftcollege.edu/slos/data/slo.shtml
A Simple Model for SLOs
Course Level SLOs - Math 2100 (Calc I)
Reviewed by: Brian Jean on: 8/22/
Diane Jones
Course Level SLOs - Spanish 1601
Reviewed by: Julian Martinez on: 10/7/
Geofffrey Dyer 10/10/
Course Level SLO Institutional SLOs aligned with
Assessment
Calculate limits
(2) Computation (5) Discipline Content
Written exams.
Calculate and interpret instantaneous rates of change.
(2) Computation (5) Discipline Content
Written exams.
Calculate the area under a curve. (2) Computation (5) Discipline Content
Written exams.
Course Level SLO Institutional SLOs aligned with
Assessments
Exchange greetings and farewells orally in Spanish.
Communication Discipline Content
Class discussion scored with participation card rubric.
Using formulaic phrases and memorized vocabulary, the student will be able to order drinks at a Spanish speaking restaurant.
Communication Discipline Content
Class discussion scored with participation card rubric and written test.
Using formulaic phrases and memorized vocabulary, the student will be able to create a story.
Communication Discipline Content
Students will look at an illustration and use learned vocabulary and expression to create a short story aloud in class first then written in a test or homework assignment.
Blank Templates, completed Course SLOs, and more training materials available on Taft College SLO website at: http://faculty.taftcollege.edu/slos/data/slo.shtml
Taft College Institutional Level Student Learning Outcomes
1. Communication
Graduates should be able to deliver focused and coherent presentations; demonstrate active,
discerning listening and speaking skills in lectures and discussions; demonstrate active
reading skills and thorough comprehension; and write clearly and effectively.
2. Computation
Graduates should be able to solve problems involving data gathering and analysis, apply
mathematical concepts, and use technology in these processes.
3. Critical and Creative Thinking
Graduates should be able to analyze, interpret, explain and evaluate texts, ideas, works of art,
and scientific and mathematical problems.
4. Community/Global Consciousness and Responsibility
Graduates should be able to demonstrate social and cultural awareness, ethical behavior,
effective and sensitive communication, and a commitment to learning.
5. Discipline Content
Graduates should be able to clearly demonstrate mastery and application of course content.
