SLO 3 Apply scientific method in thesis I/D M SLO 4 Justify the choice of research design and analysis techniques of research data I/D M SLO 5 Defend interpretation of nutrition research data I D D D D M SLO 6 Present and defend orally thesis research I D D D D M SLO 7: Model collegial behavior working in research teams I D/M SLO 8: Compare, contrast, and debate fundamental theories and principles of leadership, ethics and values related to nutrition science. I/D/M Appendix B1 Sample Comprehensive Program Assessment Plan MA in Reading (assessment of SLOs in core courses of the major) a b c d e f g h i j k ILOs PLOs SLOs Course where SLO is assessed Assessment activity (signature assignment) used to measure each SLO Assessment tool used to measure outcome success Assessment schedule – how often SLOs will be assessed How assessment data will be reported as evidence SLO performance criteria have been met Designated personnel to collect, analyze, and interpret student learning outcome data for the program Student learning outcome data schedule Closing the loop strategies ILO 1: Thinking and Reasoning: Think critically and creatively; apply analytical and quantitative reasoning to address complex challenges and everyday problems PLO 1: Graduates will apply theory and research results to promote a culture of literacy in diverse families and community. SLO 1: Students will design and implement a research based assessment and intervention strategy to address TED 664 Assessment and intervention design and project 5 point rubric measuring all aspects of effective literacy project design End of every even numbered year % of all students scoring at a 4 or 5 on design project College assessment coordinator and designated program faculty Every other year Assessment committee analysis, share with faculty, develop appropriate strategies based on identified
learners’ literacy needs. areas of need. These might include revising syllabi, revising SLOs and signature assignment. ILO 2: Communication Communicate ideas, and values clearly and persuasively while listening openly to others PLO 2: Students will communicate and demonstrate research based instructional practices related to literacy. SLO 2: Students will teach a literacy lesson in an educational setting using a research based literacy technique. TED 661 Instructional lesson plan and teaching episode 5 point rubric measuring competency in all criteria of effective and teaching of literacy technique End of every odd numbered year % of all students scoring at a 4 or 5 on lesson plan and teaching episode College assessment coordinator and designated program faculty Every other year Assessment committee analysis, share with faculty, develop appropriate strategies based on identified areas of need. These might include revising syllabi, revising SLOs and signature assignment. ILO 3: Collaboration: Work and respect-fully as members and leaders of diverse teams and community PLO 3: Graduates will display leadership and advocacy skills. SLO 3: Students will present all aspects of their research project to include problem ID, questions, findings, conclusions and for advocacy. TED 693 Oral presen- tation of final culminating project Professor’s checklist of presentation criteria. End of every academic year Number of students who meet 80% of observational presentation criteria. College assessment coordinator and designated program faculty Every year Assessment committee analysis, share with faculty, develop appropriate strategies based on identified areas of need. These might include revising syllabi, revising SLOs and signature assignment. ILO 4: Diversity: Apply knowledge of diversity and multicultural competencies to promote equity and social justice PLO 4: Graduates will develop a balanced literacy environment addressing all required elements aligned with students’ assessed language and literacy needs. SLO 4: Students will evaluate needs of a school literacy program and recommend next steps to strengthen literacy TED 664 Analytical report 5 point rubric measuring evaluation competency and logical next steps End of year in even numbered years. % of all students scoring a 4 or 5 on research project rubric College assessment coordinator and designated program faculty Every year Assessment committee analysis, share with faculty, develop appropriate strategies based on identified areas of need. These might include