IMPERIAL VALLEY COLLEGE

Student Learning Outcomes (SLO) Identification Form & Assessment Cycle

Department Name: / Business Division
Course Number/Title or Program Title: / Econ 101
Contact Person/Others Involved in Process: / Lead: Craig Blek Others: Todd Hansink
If course is part of a major(s), and/or certificate program(s), please list all below:
Major(s): / Certificate(s):
Business Administration
Social Science
Does course satisfy a community college GE requirement(s)? / X / Yes / No / N/A

If yes, check which requirement(s) below:

American Institutions / Language and Rationality – English Composition
Health Education / Language and Rationality – Communication and Analytical Thinking
Physical Education / Activity / Natural Science
Math Competency / Humanities
Reading Competency / X / Social and Behavioral Sciences
Student Learning Outcome / Assessment Tool
(e.g., exam, rubric, portfolio) / Institutional Outcome*
(e.g., ISLO1, ISLO2)
Example: Identify, create, critique, and refute oral and written arguments. / Debate + Debate rubric / ISLO1, ISLO2
Illustrate and understand the supply and demand model. Use the model to predict price and quantity changes in markets given changes in the determinants of supply and demand / Exam / SLO 2, SLO 5

Each SLO should describe the knowledge, skills, and/or abilities students will have after successful

completion of course or as a result of participation in activity/program. A minimum of one SLO is required

per course/program. You may identify more than one SLO, but please note that you will need to collect and

evaluate data for each SLO that you list above. Attach separate pages if needed. For assistance contact: Toni Pfister or X6546

*Institutional Student Learning Outcomes: ISLO1 = communication skills; ISLO2 = critical thinking skills;

ISLO3 = personal responsibility; ISLO4 = information literacy; ISLO5 = global awareness

1. Course Number / Econ 101
2. People involved in summarizing and evaluating data / Craig Blek / Todd Hansink
3. Data Results
Briefly summarize the results of the data you collected. / 79 students took the final exam. The final included four questions concerning the supply and demand model, the data that follows comes from those questions.
There was a definite split in student scores 57% scored 75% or better, while a full 31% scored 40% or less. Most of the students who did poorly on the final had problems from the outset.
4. Course / Program Improvement
Please describe what change(s) you plan to implement based on the above results. / Despite spending more time on this section of the course than any other, close to a third of the students who stayed in the class the entire semester were still unable to show even basic mastering of the supply and demand model.
While there are a variety of reasons for this, I have developed two additional practice sets that I plan to use this Fall.
**Will this include a change to the curriculum (i.e. course outline)? No
5. Next Year (Optional) Was the process effective? Will you change the outcome/ assessment for next year? (e.g., alter the SLO, assessment, faculty discussion process, strategy for providing SLO to student)? If so, how? / Yes, it was effective. I see no reason for any changes in the SLO or the assessment tool at this time.
6. After-Thoughts (optional) Feel free to celebrate, vent, or otherwise discuss the process.

You may elaborate as much as you need to in order to complete this form. Instructions are on the following page.

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