ࡱ> UWTy  bjbj *D{{8N,zdO+*******$W- 0Z** +L**F)"*1)>R)*+0O+)8c0mPc0("*c0"***O+c0 : SLO Cycle Assessment Form 1. Course Number & Date form was completedCourse: PE 121 Date: 02/02/122. People involved in summarizing & evaluating data (minimum of two)Toni Pfister and Sidne Horton3. Semester data were collected (e.g., Spring 2011)Fall 20114. Please list the SLO(s) that was (were) assessed. Write it out.Create, implement, and critique one 45 minute aquatic workout.5. List all forms of assessment that were used for this cycle assessment (e.g., research paper rubric, skills scenario, multiple choice exam)Students submitted their workout and critique of it.6. Data results Briefly summarize the data.10 points possible for design, implementation, and critique. 15 students enrolled in course 4 points 1 student 6-8 points 7 students 9-10 points 7 students7a. Course/Program Improvements Please describe what change(s) you plan to implement based on the above results 7b. Will this include a change to the curriculum (i.e., course outline)? Yes No x I have recently begun to divide this project into three parts and that is working well. Students receive points for having a written workout, for implementing workout with partner, and for writing critique. This has improved participation and allows everyone to receive at least partial points. I will continue to remind them of this project and discuss it each class period for the sessions leading up to each segments due date.8. When SLOs were previously written, Institutional Learning Outcomes (ILOs) were identified as part of that process. How did the SLO(s) contribute to student acquisition of the Institutional Learning Outcome(s) (ILOs)? For example, if ILO #1 (communication skills) was identified as being related to this SLO, then please write a sentence or two supporting the relationship. IVCs 5 ILOs: ILO1 = Communication Skills ILO2 = Critical Thinking Skills ILO3 = Personal Responsibility ILO4 = Information Literacy ILO5 = Global Awareness  Students demonstrate Personal Responsibility when they bring in workout, implement it, and submit final critique paper. Students demonstrate Communication Skills by implementing it with a partner and completing the critique paper. Also, students demonstrate Critical Thinking skills when they critique the workout, discuss pros and cons with partner, and write up the paper. 9. Next year Was the process effective? Will you change the outcome/assessment (e.g., alter the SLO, assessment, faculty discussion process, strategy for providing SLO to students)? If so, how?Yes, I like this project very much. SLO and assessment are appropriate and work well for this beginning course. Students leave the course demonstrating that they can design workouts they can continue to use after the class is finished. 10. After Thoughts Feel free to celebrate, vent, or otherwise discuss the process The SLO Cycle Assessment Form Guidelines 1. Please list the course number and date that the cycle assessment form was completed. 2. To encourage collaboration and the sharing of ideas, each form must be completed by at least two people. If you are the only one teaching the course, you are encourage to share your data results and improvement methods with at least one other member of the faculty, administration, staff or student population. Please list the names of all who were involved in summarizing or evaluating the data. 3. Include the semester when the data were collected (e.g., Spring 2011). 4. List the SLO(s) that was (were) assessed (e.g., identify, create, and critique oral argument). 5. Include any and all assessment tools that were used to collect data for this cycle assessment. They do not need to be attached, but listed. For example, if five faculty members were part of the process, maybe all faculty members used a research paper rubric. In another example, maybe the five faculty members all used a different assessment tool: research paper rubric, oral presentation rubric, multiple choice exam, skills scenario, and short essay. 6. Please summarize the data that you collected. Include how well students scored on the assessment. You might also include: how many instructors submitted data (fulltime, part-time); the types of data that were submitted (rubric scores, practical test results, etc); and, as appropriate, if a cross-section of classes (day, evening, online) were assessed. For example, if a rubric was used, you might discuss the number of students who scored 1, 2, 3, or 4, on the rubric. Your original data results, or your raw data, should be kept within your department for three years. 7a. This is an opportunity to have a rich discussion with others involved in education. Please describe any changes that will be implemented based on the data. Changes might be made to class activities, assignment instructions, evaluations, topics taught in class, or the course outline of record, etc. You might include when the changes will be implemented and, if a comparison is to be made, when the next round of data will be collected (e.g., Fall 2012). 7b. Answer Yes or No to the curriculum question if yes, please briefly explain. 8. This recently added section is very important because it allows us to document different ways that students are acquiring the 5 ILOs. We state that Upon completion of a degree, program, or certificate, a student will complete coursework at Imperial Valley College demonstrating competency in communicating skills, critical thinking skills, personal responsibility, information literacy, and global awareness. We need to demonstrate that this is occurring. Please refer to the Strive for Five form for more of an in-depth description of ILOs. 9. 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