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What did you find that was interesting, surprising, or concerning?

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Here's a place to add recommendations.

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What did you find that was interesting, surprising, or concerning?

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What did you find that was interesting, surprising, or concerning?

# data[].attributes.body
What did you find that was interesting, surprising, or concerning?

# data[].attributes.body
What did you find that was interesting, surprising, or concerning?

# data[].attributes.body
Here's a place to add recommendations.

# data[].attributes.body
Here's a place to add recommendations.

# data[].attributes.body
Here's a place to add recommendations.

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Here's a place to add recommendations..

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Program Review Template for SLO Assessment

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Program Review Template for SLO Assessment

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Course Level Analysis

Access the Results Explorer and work with your discipline faculty to analyze your course level outcomes data and identify specific actions to take to improve student learning.

1. If your assessment results were particularly strong (e.g. met the 70% achievement level) why do you think students may have scored highly (e.g. the way the content is taught, the type of skill that is taught). Describe any strengths that could be applied to improve other CSLOs in your discipline or department.

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College of Marin Curriculum Public View

Course Level | Student Learning Outcomes

eLumen | Student Learning Outcomes

Using SLO Data

https://slo.marin.edu/assessment-results

Program Review Template for SLO Assessment, so you can see what is required.

ESL shared eLumen folder

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Use Your Data | Student Learning Outcomes

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eLUMEN gives you access to your own SLO data at the course level, and also helps the College to assess degree/certificate SLOs and college-wide SLOs. Check out the different ways you can access your own SLO data to see how SLO success rates have changed over time, or how your section compares to averages across all sections. Look at higher-level degree/certificate data and

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Disaggregated Equity Analysis for PSLO Data

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Disaggregated Equity Analysis for PSLO Data

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Access the Tableau Dashboard/PSLO results and work with your discipline faculty to analyze PSLO data and identify specific actions to take to improve student learning.

Your analysis of the Race/Ethnicity and Gender disaggregated data should include comments on the following:

2. Why are some groups consistently not performing well over time?

3. Reflect on curriculum and instruction that may have impacted these results and discuss strategies to close equity gaps. Describe any conclusions drawn from faculty discussions.

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4. What are the department goals for improving student learning?

5. Describe 2 - 3 actions that you will take to improve student learning

6. How will you implement these goals and what is your timeline for implementation?

7. Is there specific PD or other interventions that could help improve the outcomes of the SLOs?

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Access the Results Explorer and work with your discipline faculty to analyze your course level outcomes data and identify specific actions to take to improve student learning.

1. If your assessment results were particularly strong (e.g. met the 70% achievement level) why do you think students

may have scored highly (e.g. the way the content is taught, the type of skill that is taught). Describe any strengths that could be applied to improve other CSLOs in your discipline or department.

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Why are some groups consistently not performing well over time?

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Reflect on curriculum and instruction that may have impacted these results and discuss strategies to close equity gaps. Describe any conclusions drawn from faculty discussions.

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Is there specific PD or other interventions that could help improve the outcomes of the SLOs?

Do a general review of the SLOs by level to show the progression. This will help teachers know where students are coming from and where they are going.

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What are the department goals for improving student learning?

Describe 2 - 3 actions that you will take to improve student learning

How will you implement these goals and what is your timeline for implementation?

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What is or isn't working for our department?

Race markers aren't working. How do we account for Haitians, Africans, or Black Brazilians?

For our NC classes we're not supposed to drop students. However, we're still asked to assess students at the end of the semester.

What information would be helpful?

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Describe 2 - 3 actions that you will take to improve student learning 

Consider 8 week classes in foundational NC 

Review and revise assessment strategies 

Include attendance, literacy levels, first language, homework completion rates, time spent studying outside of class, and book/materials use or access in data collection so that we can assess how these factors affect CSLO outcomes.  Input that data into Insights? 

Create surveys (or access CCC apply application) to receive Ss data on previous education  

Pass rates stayed the same or increased in all SLOs for all race/ethnicity groups except reading for Black/African American 

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Is there specific PD or other interventions that could help improve the outcomes of the SLOs?

8 week classes ESL 10 classes can help determine which ss would benefit from a low-literacy class (Level 5).

8 week classes enable new students to enroll in classes.

This model can also “set the tone” for the semester and student success. For examples, the first 8 week course can be focused on establishing study habits, getting Ss familiar with canvas and campus resources and asses which students would be better suited for ESL 5 or ESL 10 in the second 8 week course.

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I had a not-so-brief comment regarding the suggested change to include Listening & Speaking in the SLOs. My previous work overseas entailed regular such assessments. Two observations: Changing the SLOs would necessitate the inclusion of Sp. & L. in the Final exams yes? In my experience, having an oral assessment requires perhaps twice as much time as giving a written exam alone; it was generally conducted by more than one instructor at a time, and often included a dialog (testing two students simultaneously in a prompted discussion). Needless to say, the scoring of such assessments is much more labor intensive!

Re: Listening: It requires very good audio. Audio for speech intelligibility is actually a more critical application than music; the loss of one consonant here or there can render an entire passage unintelligible to a second language learner, whereas in music we can "fill in the blanks" based on music's repetitive -and thus predictable - nature.