Friday SLO Talk Making SLOs Meaningful for Student Equity - Shared screen with speaker view
Hello. Can the slides be provided?
Yes, certainly ....
Please provide links or citations to the articles
Yes, I will make the presentation available later today.
:) I grabbed it from the tinyurl on the title page :)
Thank you Joel!
Have you read any studies that support using multiple assessment methods to increase student success? Does data support this?
But aren't we constrained by the C-ID in terms of rewording SLOs?
Christy, are you referring to student learning outcomes assessment or classroom assessments like tests, papers, quizzes, etc.?
Joel, yes. I understand the importance of the practice of using multiple methods for assessment as mentioned by Felicia. I'm curious if there are actual studies to support this. Data?
karen Singer-Freeman doing work on types: Designing Assessments of Student Learning to Support Equity.
@Joel, How are the examples you're giving not assessments? Couldn't those be used as evidence for departmental and institutional student learning outcome achievement?
And those types of assessments (tests, quizzes, etc.) don't need to be unlinked from SLO assessment. It's more problematic if they're not linked...
+1 @College Assessment!
Sadly I have run off to a Faculty Senate Assessment Committee meeting to talk about some draft rubrics.Thanks!!
We are considering rewriting our college’s ISLO’s to include a specific equity institutional learning outcome. Is this a common consideration or practice?
@Julie -- Out of curiosity, do you have the wording that might be used for that type of learning outcome?
@Stacy—No, that’s why I was asking? Lol!
Lee Anne McIlroy
My SLO Committee is also asking for data.
@Julie—Cuyamaca College has an ILO related to equity, and it’s framed in terms of cultural competence. Pretty broad.
It seems pretty common sense to me that if you only look at exams to assess learning, you will privilege those who do well on exams from those who don't. if you look at writing, that will show other privileges. Multiple measures helps us see all privileges and disadvantages.
@Julie -- I think there is a distinction between making sure that data for ISLOs are disaggregated to *ensure* equitable learning for all students...and having an ISLO regarding competencies and mindsets regarding social justice and equity-mindedness
From personal experience, my learning of equity teaching practices really impacted my students’ success.
I know TILT out of UNLV has does some work but I'd love to see more data driven examples and studies
@Stacy, exactly my thoughts. I don’t want to confuse the two. But if we are considering writing an equity ISLO because that seems the appropriate level to tackle equity.
Yes! An e-portfolio is inherently a multiple-method assessment!
Sorry I have to run to another meeting. This was great. Thank you.
Thank you. I will see how we can start this dialogue.
I'm assuming that we can check equity by looking at disaggregated data and student feedback... that can give us some clues whether we need to review our SLOs ?
@College Assessment -- that's assuming that that data is being collected in a disaggregated way at the student-level.
So a lot of this conversation has been about what I would call achievement gap studies. What about opportunity gap studies, those are by far more equitable.
I've worked at and seen institutions only ask for and collect aggregated data for SLOs, which unfortunately makes equity analysis impossible at a large scale.
@Stacy. True, we'd have to collect detailed data that would allow disaggregation. Do we have any other ways to have double-checks on SLOs are working as intended? Even if we build them with student input, we'll never be able to ensure all voices are at the table during the build phase.
@College Assessment -- That's asking the big questions right there!
@ONE has a 4-week assessment course that includes all of these important issues, backward design, creating learner-centered outcomes, transparent assessment and course design, creating assessment rubrics. It's @ONE's Assessment in Digital Learning.
Thank you for this. I need to get to class.
Regarding @College Assessment’s question: it’s really powerful for departments to look at student work together, when possible (I realize some departments are just one full time faculty member, etc). It’s a potentially powerful practice that enables us to see what’s working and where SLOs, rubrics, or instruction might need to be tweaked.
@Felicia. Thanks, I think what I'm also asking is what evidence can we look at to know that we're moving in the right direction relating to equity
These conversations are very valuable. I have to go to another mtg though.
Equity issues are constantly changing in my area. I.e., it’s now who has access to childcare or who has reliable power and access to internet. Who lives near a fire zone? However, this may be an equity issue just for a rural area. These are things we are talking about though.
@Julie -- that brings us, I think, back to the need to increase collaboration and wraparound support for the students. If there are barriers to student learning which are occurring outside the scope of the classroom, we all hopefully take a part in helping to address their needs. I think that points us, in terms of Guided Pathways mindsets...how can we redesign ourselves in ways that provide community and bring us closer together so that no student falls of the path of their educational and learning journey.
Feelings of just "putting a band-aid" on larger systemic issues..
I struggle with "disaggregation" in the sense of knowing what sub-categories I should be looking at. So I've come to the conclusion that I should look at the overall data, and if not 100% of learners met or exceeded the threshold, then I need to dig into the data of those who did not pass the threshold. I need to look for patterns in why those folks didn't succeed. This could be due to various factors.
I hope these discussions about equity in student learning outcomes assessment will drive a re-examination of what methods of evaluation we are using to pass/not pass students in a course/program.
@Stacy. Exactly. Assessment is often seen in competition with equity rather than a partner in achieving equitable learning
Thanks for the discussion. Gotta run.
@ Julie and other North/ Far North folks please use me as an ally and a resource firstname.lastname@example.org
@ Tim…Thank you! I will be in touch. We are making progress on GP!
Yes, or if you're in another region and would like to get connected to the Guided Pathways Regional Coordinator team for help and support around any of these issues, feel free to connect with Tim or me (email@example.com). We can introduce you to the team who works in y our particular region.
Will you please record that meeting? I have my own SLOAC meeting at the same time.
Enrique Jauregui SLO Cord.
@Stacy; some disciplines are thinking about CBE:)
@Enrique: Awesome to hear! Please keep me updated on how it goes, or let us know if we can help support in any way. :D
The assessment cycle itself fosters that type of reflectiveness and being culturally responsive
@Vernon -- Yup, totally! Hopefully more colleges can get to the point of actually completing the full assessment process through collection, reflection/inquiry, and implementing something different...instead of just stopping at the collection phase.
@Felicia. Absolutely. Colleges need to support and resource time and space every semester to have these conversations about teaching and learning
Creating that "Ensure Equitable Learning Community" I dream of!
@ONE's Assessment in Digital Learning
Thank you for sharing, @Vernon!
Thank you for sharing this link!
thank you, gotta go
Thank you for a great presentation and discussion!
Thank you, Jarek and Felicia, and I appreciate everyone's contribution to these discussions
@Julie -- I think that's what brings many of us into this work. <3
Thank you for the great discussion!
@Stacy - thank you.