Using the Title Field for SLO Data Collection

 

Etudes offers you the option to add a “Title” when authoring objective questions or essays (assignments) in the assessment engine of Etudes. This field provides a way to categorize questions by keywords or phrases. For example, the title may be the chapter or unit that the question’s content is derived from, or it could be used to identify questions in summative assessments to collect Student Learning Outcomes (SLO) data. Below are some tips on how to use this feature to help you gather data for your annual SLO findings and reflections and your action plan. 

Using the Title Field to Collect SLO Data

  1. Choose one or more summative assessments to use to objectively measure the stated Student Learning Outcomes (SLOs) for the course.
  2. Identify which of the questions in the selected assessments relate to each of the SLOs for the course.
  • If titles are included in questions during authoring, they will be listed in a separate column in the question list in the related pool. The Title column is sortable.
  • Using titles to flag SLO by question
  • To use existing assessments efficiently: Whatever the assessment objective, try to use questions you already have embedded in the course quizzes, exams, essays, projects, surveys, etc., or create new questions specifically designed to elicit data related to the achievement of each of the SLOs.
  1. Add a title to each targeted question so it can be located easily at the end of the term. Title each question = ‘SLO 1’, ‘SLO 2’, ‘SLO 3’, etc.

    Adding a title field to label SLOs

  2. At the end of a term, download the “Export of Data” Spreadsheet http://etudes.org/help/instructors/ats-grade-export-of-data/ for the Assessment.
  • The Item Analysis report has a “Title” column, allowing you to sort the data by the Title(s) of the SLO questions and see the class data for each of the questions.
  • Use the Difficulty Index and the Discrimination Index to analyze your SLO data and include the findings in the annual reflections and action plans.
  1. Lastly, choose when, how, and with whom you will reflect on the data gathered in the assessment cycle (Will you do it alone or meet as a team, department, or group of colleagues?)
  • Use the data to document student achievement and make the reflections meaningful to your SLOs.
  • Use the data and your conclusions to relate what you’ve learned from the data in your annual, “SLO Assessment Findings and Reflections” and in the “Action Plan” to change content, teaching method, assignments, assessments, or even the SLO itself as needed based on the results.

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