This document outlines the assessment cycle for evaluating student learning outcomes (SLOs). It discusses defining SLOs, identifying assessment activities, collecting and analyzing assessment data, communicating results to stakeholders, and using results for instructional improvement. Key points include writing effective SLOs using action verbs and related to specific skills, developing assessments aligned to SLOs, setting benchmarks to measure student achievement of SLOs, analyzing and reporting assessment data to stakeholders, and using findings to enhance teaching and student learning. The goal of assessment is to communicate the value of instruction and areas for growth.

1. Communicating Value through
Student Learning Assessment
Andrea Falcone Lyda Ellis
Head of Education & Outreach Services Head of Instructional Services
Auraria Library James A. Michener Library
University of Colorado Denver University of Northern Colorado
LILAC 2016

3. The Assessment Cycle
Define Student
Learning
Outcomes (SLOs)
Identify, Develop,
& Implement
Assessment
Activity
Collect & Analyze
Data
Communicate to
Stakeholders
Use Results for
Improvement

4. Student Learning Outcomes
What do I want my students to know or be
able to do when they leave my classroom?
What skills or knowledge do students need
to possess when they leave my classroom?

5. Guiding Principles for Writing SLOs
• Observable & Measurable
• Use Action Verbs
• Directly Related to the Session in Real Time
• Single Statement
• Short & Concise

6. Activity 1: Identifying Effective SLOs
1. Read the sample set of
SLOs.
2. Determine which SLO
from the set is the
most effective.
3. Discuss why it is the
most effective.

7. At the end of the [TYPE OF INSTRUCTION],
[AUDIENCE] will be able to [ACTION VERB]
[KNOWLEDGE OR SKILL].
At the end of the session,
students will be able to differentiate
between popular and scholarly sources.
SLO Template

8. SLO Checklist
At the end of the
session students will
be able differentiate
between popular
and scholarly
sources.
Observable &
Measurable
Use Action Verbs
Directly Related to
the Session in Real
Time
Single Statement
Short & Concise

9. Define Student
Learning
Outcomes (SLOs)
Identify,
Develop, &
Implement
Assessment
Activity
Collect & Analyze
Data
Communicate to
Stakeholders
Use Results for
Improvement

10. 1. Read each
assessment.
2. Determine which
you would use to
assess the SLO.
3. Discuss which you
would use and why.
Activity 2: Identifying Effective
Assessments

11. 1. Compare the new
assessment to your
first choice.
2. Discuss which you
would use and why.
Activity 3: Identifying Strengths &
Weaknesses in Assessments

12. What problems might you experience if
each librarian uses a different method to
assess the same student learning
outcome?

13. Measuring Success: What is a Benchmark?
The percentage of students who must
successfully achieve the SLO to conclude that
the SLO has been met.

14. Types of Benchmarks
Standards Benchmark
At least 75% of students will be able to differentiate
between popular and scholarly sources.
Quality Benchmark
At least 75% of students will earn an 80% on the
one sentence summary.
Future or Goal Benchmark
By spring 2017 85% will be able to differentiate
between popular and scholarly sources.

15. Define Student
Learning
Outcomes (SLOs)
Identify,
Develop, &
Implement
Assessment
Activity
Collect & Analyze
Data
Communicate to
Stakeholders
Use Results for
Improvement

16. Data Analysis

17. 1. Look at the examples
of assessment data.
2. What meaning do
you make from the
data?
3. What action would
you take in your
teaching?
Activity 4: Exploring the Data

18. What problems might you experience if
each librarian is uses a different method to
assess the same student learning outcome?

19. Define Student
Learning
Outcomes (SLOs)
Identify,
Develop, &
Implement
Assessment
Activity
Collect & Analyze
Data
Communicate to
Stakeholders
Use Results for
Improvement

20. Communicating with Stakeholders
 Who are our Stakeholders?
 Why share with Stakeholders?
 How and when are data results shared?
 What changes need to be made
(recommended actions)?

21. Reporting Strategies
 What information is important/meaningful?
 Use multiple reporting strategies
In person, in writing, or both
Text-based, graphical, or both
Lengthy or brief and straightforward
 Use data and narrative to tell a story
 Provide implications and conclusions

22. Sample Report
View the sample assessment report in your
session packet.

23. Sample Report
A total of 21 Comp II sessions were taught to approximately 525
students during spring 2013. During these sessions students worked
in groups of 2-4, and a total of 291 completed worksheet packets
were collected and analyzed.
Students exceeded the benchmark of 75% for SLO 3 and SLO 4.
More specifically, 98% of students were able to discuss the
importance of using a bibliography during the research process
(SLO 3), and 95% of students were able to use Prospector (SLO 4).
The positive results continue to support a hands-on approach
for teaching undergraduate students information literacy skills.
As predicted, students can be asked to build on the basic content
discussed, master using more difficult research tools, and apply
advanced research strategies.

24. Define Student
Learning
Outcomes (SLOs)
Identify,
Develop, &
Implement
Assessment
Activity
Collect & Analyze
Data
Communicate to
Stakeholders
Use Results for
Improvement

26. What Would You Do?
Consider the current context at your
institution. Where will assessment data be
useful in demonstrating your value?

27. Andrea Falcone
Andrea.falcone@ucdenver.edu
Lyda Ellis
Lyda.ellis@unco.edu