GVSU Assessment of Student Learning Outcomes (SLO)
As we transition from using WEAVE online to a different system to report Student Learning Outcomes* (SLOs), we are utilizing a Word template to record each unit’s SLOs for the 2016-2017 academic year. Please add any additional SLOs as needed, however we ask that you focus on 2-4 SLOs per academic year. If you would like to look at data from past years, please refer to the attachment which outlines how to download your reports from WEAVE. If you have any questions, please contact Chris Plouff at or (616) 331-2400. Please use the following link to reference the University’s SLOs from the General Education Program.
PROGRAM / UNIT NAME:
COLLEGE:
PERSON REPORTING:
DEPARTMENT CHAIR:
DATE:
As we assess SLOs, it is important to remember to close the loop on prior SLOs. Closing the loop refers to the process of studying the assessment findings and determining suggested improvements/actions that need to be implemented. Please take this opportunity, if applicable, to close the loop on prior SLOs. How did you close the loop? What actions did you take? How have those actions informed the current SLOs (assessment process)?______
*SLO 1:______(see Examples below)
(What will / does the student know, experience, or be able to do? Include a threshold for assessing the outcome).
Best practices in assessment indicate use of 2 or more measures per outcome. Consider using measures in 2 or more key courses to assess the outcome.
Please provide a written response for each question:
  1. How did you assess student learning in relation to the outcome indicated?Provide a brief description of the two (or more) measures used.
  2. How do you define the level of achievement or proficiency of the outcome?What benchmark informs this threshold?
  3. Provide a summary of the assessment findings. Include date or semester to attribute to the findings, source of the data (course/survey/etc.) and other important information such as population source, number of samples, etc., as applicable.
  4. Provide analysis of the assessment findings.How do the findings support thethreshold and/orbenchmark?Analyze trends over time and changes since last reporting for this outcome (if applicable).
  5. What actions are planned based on your analysis? Who have/will the findings, analysis and action steps been/be shared with, and when?
  6. Did the assessment activity cause any new questions to emerge?

*Student Learning Outcomes: define the unit’s fundamental student learning competencies for this program. Focus on learning outcomes (content mastery, skills) that students should know or be able to demonstrate upon completion. Identify outcomes that are to be systematically measured and analyzed. Students will demonstrate proficiency on a test of critical thinking. Students will produce a refereed portfolio of their best papers demonstrating effective written communication skills. Students will deliver a successful oral presentation on a current research article.EXAMPLES

*SLO 2: The student will ______(see Examples below)
(What will / does the student know, experience, or be able to do? Include a threshold for assessing the outcome).
Best practices in assessment indicate use of 2 or more measures per outcome. Consider using measures in 2 or more key courses to assess the outcome.
Please provide a written response for each question:
  1. How did you assess student learning in relation to the outcome indicated? Provide a brief description of the two (or more) measures used.
  2. How do you define the level of achievement or proficiency of the outcome? What benchmark informs this threshold?
  3. Provide a summary of the assessment findings. Include date or semester to attribute to the findings, source of the data (course/survey/etc.) and other important information such as population source, number of samples, etc., as applicable.
  4. Provide analysis of the assessment findings.How do the findings support the threshold and/or benchmark? Analyze trends over time and changes since last reporting for this outcome (if applicable).
  5. What actions are planned based on your analysis? Who have/will the findings, analysis and action steps been/be shared with, and when?
  6. Did the assessment activity cause any new questions to emerge?

*SLO 3: The student will ______(see Examples below)
(What will / does the student know, experience, or be able to do? Include a threshold for assessing the outcome).
Best practices in assessment indicate use of 2 or more measures per outcome. Consider using measures in 2 or more key courses to assess the outcome.
Please provide a written response for each question:
  1. How did you assess student learning in relation to the outcome indicated? Provide a brief description of the two (or more) measures used.
  2. How do you define the level of achievement or proficiency of the outcome? What benchmark informs this threshold?
  3. Provide a summary of the assessment findings. Include date or semester to attribute to the findings, source of the data (course/survey/etc.) and other important information such as population source, number of samples, etc., as applicable.
  4. Provide analysis of the assessment findings.How do the findings support the threshold and/or benchmark? Analyze trends over time and changes since last reporting for this outcome (if applicable).
  5. What actions are planned based on your analysis? Who have/will the findings, analysis and action steps been/be shared with, and when?
  6. Did the assessment activity cause any new questions to emerge?

*SLO 4: The student will ______(see Examples below)
(What will / does the student know, experience, or be able to do? Include a threshold for assessing the outcome).
Best practices in assessment indicate use of 2 or more measures per outcome. Consider using measures in 2 or more key courses to assess the outcome.
Please provide a written response for each question:
  1. How did you assess student learning in relation to the outcome indicated? Provide a brief description of the two (or more) measures used.
  2. How do you define the level of achievement or proficiency of the outcome? What benchmark informs this threshold?
  3. Provide a summary of the assessment findings. Include date or semester to attribute to the findings, source of the data (course/survey/etc.) and other important information such as population source, number of samples, etc., as applicable.
  4. Provide analysis of the assessment findings.How do the findings support the threshold and/or benchmark? Analyze trends over time and changes since last reporting for this outcome (if applicable).
  5. What actions are planned based on your analysis? Who have/will the findings, analysis and action steps been/be shared with, and when?
  6. Did the assessment activity cause any new questions to emerge?

What are the Student Learning Outcomes (SLOs) you plan to focus on next year?Please indicate the 2-4 SLOs that will be assessed next year. If assessment of an SLO this year resulted in action steps, please carry-over that SLO to next year, implementing the action(s), and re-assessing the SLO to determine if the action(s) were effective in addressing the SLO issue/deficiency.

SLO 1: ______(What will the student know, experience, or be able to do? Include a threshold for assessing the outcome).

SLO 2: ______(What will the student know, experience, or be able to do? Include a threshold for assessing the outcome).

SLO 3: ______(What will the student know, experience, or be able to do? Include a threshold for assessing the outcome).

SLO 4: ______(What will the student know, experience, or be able to do? Include a threshold for assessing the outcome).

UAC

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