MJC, SLOs, and WASC SLO Objectives 06-07 06-07 Pilot SLO Workshops Committee Assistance Glossary Resources
The Big Picture Defining expectations Assessment Tools Analyzing Outcomes Responding Reporting About the Data
 

 | Assessment Terminology
 

 

 

 

 

Responding
 Improving learning using the evidence we gather.

After we have crafted our objectives, selected and utilized the appropriate assessment tool, and analyzed the results, we can respond to the outcomes using the information. Response can be both formal and informal. The formal response will occur when we use data and evidence to make decisions at all levels of the institution and document the process. Informal response can occur at any point when we respond to evidence.

Response can take place at many levels. For example, data-gleaned from multiple sections of a particular course may drive the faculty in a specific discipline to modify the curriculum via the course outline of record. In a single section of a course, one instructor might learn that students struggle with a particular concept when approached through a specific pedagogical method, and decide to adjust switch to practices that evidence has proven to be more effective. In another case, data from a particular program might show that students who don't have access to a particular resource perform more poorly than those who have the resource.  Data also might show that certain configurations of services are more effective at improving learning than originally thought.

Consequently, having data about learning will be invaluable when it comes time to make a decision about learning. Such data can drive things like:

  • resource-allocation

  • budgeting

  • scheduling

  • staffing

  • curriculum design

  • student services

What is most important in this paradigm shift is that decisions are largely based upon the evidence gathered in the learning inquiry process. When the college culture shifts in this direction, the institution will show that decision-making processes are conducted in a manner that objective rather than speculative.

Presently, Modesto Junior College is evaluating how this paradigm should be best  incorporated into processes large and small.  We are contemplating how SLOs will influence processes like the ones below:

  • Budget & Planning

  • Curriculum Committee

  • Program Review

  • Student Success

  • Petitions

  • Hiring Prioritization

We value your input, observations, and ideas to this effect, so please feel free to share them with an SLO Committee member, Senate representative, or an administrator.

Reporting

 

 

 

The content of this page is provided by the MJC Student Learning Outcomes Committee
For questions regarding the content of this page contact Letitia Senechal, MJC SLO Facilitator.

 

 

 
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