Slott-Student Learning Outcomes Tracing Tool
| Abstract | 1 |
| Introduction | 2 |
| Assessment takes place at four levels for Kishwaukee College (College): the institutional level (whole college), the program level (degrees and certificates), the program component level (departments), and the course level, which all flow up through ... | 2 |
| The Assessment Committee noticed a lower level of entered data at Kishwaukee College for the cultural competence outcome when compared to the other three ISLOs, critical thinking, creative, and communicative competencies. This lack of data could be a... | 3 |
| the lack of courses that map and align to the cultural competency may be low (low data amount reflects the low number of course student learning outcomes (CSLO) that connect to the ISLO), or | 3 |
| the lack of entered data results into the database system (low data due to the lack of results being entered into the database). | 3 |
| Barriers to the collection of cultural competencies are all too common in education and assessment programs globally (Kruse, 2018). Many educational institutions recognize the importance of cultural competencies expected by a more global society; how... | 3 |
| During a study at the University of Virginia, a barrier to assessing and teaching cultural competencies became very clear. After creating a circular instruction module for teaching the importance of cultural competency during medical treatments,... | 3 |
| Additional barriers for cultural competency assessment include alignment mapping of issues and learning outcomes that must be worded clearly for the instructor to meet the goal (NILOA, May 2016). The language of the outcomes should serve as a directo... | 4 |
| The assumption at the beginning was to find out the reason for a low collection of cultural outcome data. The assessment committee expected to find that a smaller number of courses mapped to the cultural ISLO. They did not expect to find faculty not ... | 4 |
| Therefore, there is a clear need for the Assessment Committee to generate a gap analysis of the student learning outcomes mapping. This needs to be done to determine if the low data collection in the cultural ISLO is due to the faculty not entering d... | 4 |
| Better Assessment Needs Better Tools | 5 |
| Development of SLOTT and Analysis Using SLOTT | 6 |
| SLOTT Dashboard in Action | 7 |
| This first SLOTT (Figure 4) clearly visualizes the mapping data for all courses, duplicated outcomes, FY18 (Fiscal Year) duplicated section outcomes, and FY18 duplicated students in sections that could have been assessed for the learning outcomes. FY... | 7 |
| Conclusion | 13 |
| VIDEO | 15 |
| References | 16 |
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