Assessing and Documenting Achievement of Student Learning Outcomes at the Student, Course, Class,
Program, and Institutional Levels Karen McClendon, John Martin, Tiffanie Ho, Leanne Coyne, David Fong, and Alvin Cheung
California Northstate University College of Pharmacy
Introduction
References
Stages
Stages Three and Four
Conclusion
This presentation will demonstrate a process that institutional
researchers can utilize to document achievement of Student
Learning Outcomes (SLOs) at the individual student, course,
class, program, and institutional levels. Examples of
assessment tools used to measure student achievement of
SLOs at the course, program, and institutional levels will be
presented. The presentation will illustrate how individual
student and class achievement results can be presented in an
institutional dashboard. In addition, we will demonstrate how
this outcomes’ assessment process can be used to improve
curricula, instructional effectiveness, and student learning at
the course, program, and institutional levels.
Stages One and Two
•Stage One: Meet with faculty to help them
determine appropriate assessments for SLOs; keep
this process simple by helping them identify what
they are already doing naturally in their classes.
•Stage Two: Retrieve and compile these data
through specific exam questions, from rubrics used
to grade student work, etc.
•Stage Three: Display the results at the
corresponding proficiency levels to paint a clear
picture of students’ SLO performance at each level
of assessment.
•Stage Four: Dashboard presentation helps faculty
identify areas of student success in achieving
SLOs as well as areas for improvement in
curricula, instruction, assessment, and student
learning at all five levels of assessment.
No. Student Learning Outcomes CNCP PLO
ACPE Standard
Addressed a
CAPE Supplemental Standards
b
Learning Hierarchyc
Assessment Method d
1 Describe and discuss the anatomy and physiology of the appropriate organ system.
2.2, 3.1, 9.1
1.A.1 1.1.1. 1, 2 iRAT, tRAT, MT, BAT, Essay, RUB, PRES, PROJ
2 Describe the pathophysiology of major the major diseases/disorders of the appropriate organ system. Use this information to identify therapeutic drug targets.
2.2, 3.2, 9.1
1.A.5., 2.1.2
1.1.1. 1, 2, 3 iRAT, tRAT, MT, BAT, Essay, RUB, PRES, PROJ
3 Describe the mechanism of action and the adverse effects of the medications used to treat the major disorders being discussed.
2.2, 3.3, 4.1, 4.2,
9.1
2.B.1., 2.B.2., 2.B.4., 2.B.5., 2.C.5, 2.D.1., 2.E.1.
1.1.1., 6.1.1., 7.1.1.a, 7.1.1.b, 7.1.1.c
1, 2, 3 iRAT, tRAT, MT, BAT, Essay, RUB, PRES, PROJ
Student Learning Outcomes and Program Learning Outcomes for by this Course:
Stages One and Two
P3 SLO SLO SLO SLO SLO SLO SLO SLO SLO
PHAR 811
PHAR 813
PHAR 815 2010-2011 1 D 2 Dp 3 D 4 I 5 I 6 D
PHAR 826 2010-2011 1 P 2 D 3 P 4 D 5 Dp
PHAR 827
PHAR 834 2010-2011 1 P 2 D 3 Dp 4 D 5 D
PHAR 853
PHAR 856 2010-2011 1 D 2 P 3 D
PHAR 861
PHAR 862
PHAR 881
SLO Performance by Student
P Proficient
D Developed
Dp Developing
I Initial
2 3 1 4 5 6 2 3 1 4 5 2 3 1 4 5 2 3 1
PHAR 815 PHAR 826 PHAR 834 PHAR 856
2010
10008
Total 69.05 89.14 63.64 66.67 100 60 63.16 75 72.73 69.23 64.29 77.08 81.55 80 100 82.21 67.86 65.22 86.36
0
10
20
30
40
50
60
70
80
90
100
P
e
r
f
o
r
m
a
n
c
e
L
e
v
e
l
SLO Performance by Student
0
10
20
30
40
50
60
70
80
90
100
1.0
0
3.0
0
5.0
0
1.0
0
3.0
0
5.0
0
2.0
0
4.0
0
1.0
0
3.0
0
1.2
0
2.1
0
2.3
0
3.2
0
1.0
0
3.0
0
2.0
0
4.0
0
6.0
0
2.0
0
4.0
0
1.1
0
2.0
0
3.2
0
2.0
0
1.0
0
3.0
0
5.0
0
7.0
0
2.0
0
4.0
0
2.0
0
1.1
0
2.0
0
3.2
0
2.0
0
1.0
0
3.0
0
5.0
0
7.0
0
2.0
0
4.0
0
2.0
0
PHAR 815 PHAR 826 PHAR 834 PHAR 856
PHAR 725 PHAR 752
PHAR 815 PHAR 834 PHAR 622 PHAR 633
PHAR 642 PHAR 661
PHAR 712
PHAR 622 PHAR 633
PHAR 642 PHAR 661
PHAR 712
2012 2013 2014 2015
P
e
r
f
o
r
m
a
n
c
e
L
e
v
e
l
SLOs by Class
Class of 2012 Class of 2013 Class of 2014 Class of 2015
PLOs Mid-Point Final Mid-Point Final Mid-Point Final Mid-Point Final
1 D Dp I
2 D Dp I
3 D Dp I
4 D Dp I
5 Dp I I
6 D Dp I P Proficient
7 D Dp I D Developed
8 Dp I I Dp Developing
9 D Dp I I Initial
10 D Dp I
ILOs Mid-Point Final Mid-Point Final Mid-Point Final Mid-Point Final
1 D Dp
2 D Dp
3
CLOs Mid-Point Final Mid-Point Final Mid-Point Final Mid-Point Final
1
2
3
Assessing Program Learning Outcomes, Institutional
Learning Outcomes, and Co-Curricular Learning
Outcomes across Classes
Stages Three and Four
0
10
20
30
40
50
60
70
80
90
100
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
MID
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
PLO PLO PLO PLO
2012 2013 2014 2015
P
e
r
f
o
r
m
a
n
c
e
L
e
v
e
l
Program Learning Outcomes by Class
P2 SLO SLO SLO SLO SLO SLO SLO SLO
SLO
PHAR 712 1 P 2 P 3 D
PHAR 724
PHAR 725 1.1 Dp 1.2 D 1.3 I 2.1 Dp
2.2 P 2.3 P 3.1 Dp 3.2
D 3.3 Dp
PHAR 734
PHAR 743
PHAR 752 1 D 2 D 3 D
PHAR 757
PHAR 761
PHAR 762
PHAR 781
Class of 2013 Student Learning Outcomes’ Performance
“Levels of Assessment: From the Student to the
Institution.” Ross Miller and Andrea Leskes.
Association of Colleges and Universities: 2005.
The dashboard presentation of SLO data allows faculty to
identify areas for the following:
•Additional and/or enhanced opportunities for students to gain
proficiency (through assignments and activities)
•Increased or enhanced feedback to students regarding SLO
performance at various levels
•Improved delivery of course content and curriculum
•Improved assessments and triangulation of data
Samples of Evidence of Student Learning (student work that is
evaluated by rubrics)
Indicators Initial Developing Developed Proficient
Describe the anatomy of
the organ system being
presented in class.
Rarely demonstrates
an understanding of
the anatomy of the
organ system being
discussed in class.
Demonstrates a
partial understanding
of the anatomy of the
organ system being
discussed in class.
Explanations are
often not accurate.
Demonstrates an
understanding of the
anatomy of the organ
system being discussed in
class. Does not
demonstrate an ability to
fully integrate the
function of the various
parts of the organ system
to one another.
Demonstrates an accurate
understanding of the anatomy
of the organ system being
discussed in class.
Describe the physiological
functions of the organ
system being presented in
class.
Rarely demonstrates
an understanding of
how the organ
system being
discussed in class
functions.
Demonstrates a
partial understanding
of the functions of
the organ system
being discussed in
class, and sometimes
relates the function
to anatomy.
Demonstrates an
understanding of the
physiological functions of
the organ system being
discussed in class but
cannot always relate the
function to the anatomy.
Demonstrates an accurate
understanding of the
physiological functions of the
of the organ system being
discussed in class, and can
relate the function to the
anatomy.
SLO 1. Describe how the anatomy and physiology of the appropriate organ system relate to each other.
SLO 1. Describe how the anatomy and physiology of the appropriate
organ system relate to each other.
SLO 1. Describe how the anatomy and physiology of the appropriate organ system relate to each other. SLO 1. Describe how the anatomy and physiology of the appropriate organ system relate to each other. SLO 1. Describe how the anatomy and physiology of the appropriate organ system relate to each other. SLO 1. Describe how the anatomy and physiology of the appropriate organ system relate to each other. SLO 1. Describe how the anatomy and physiology of the appropriate organ system relate to each other.
