Slott-Student Learning Outcomes Tracing Tool

Αρετή (Arete) Journal of Excellence in Global Leadership | Vol. 1 No. 1 | 2022

Figure 11 Outcomes by Anthology Incorporated for Kishwaukee College

Source: Authors’ Illustration The cultural ISLO was significantly measured less than the others, even when faculty were asked to report on any outcomes in their courses that mapped to a cultural ISLO. While the Power BI™ dashboard gave interesting data in regard to departments that measure certain PSLO Components, the amount of time taken to clean up the data so it would be usable, makes this a task for the future. The tool that worked for the assessment committee was SLOTT. SLOTT clearly showed that the initial assumptions of the Assessment Committee were incorrect. The assumption was that this low number of cultural outcomes being assessed was due to a lack of outcomes that mapped to a cultural ISLO. However, in Figure 10, the charts in the dashboard show that CSLOs, PSLOs Components, and PSLOs that map up to the cultural ISLO are about equitable to that of the communicative ISLO. In Figure 5, the Assessment Committee assumed the majority of the cultural ISLOs would not be represented in the general education core courses attributing to the low data collection, the dashboard shows that each of the four ISLOs in the general education core courses are about 15% of the total courses offered in Figure 4. The general education core courses have about the same distribution of course outcomes as all the courses offered at Kishwaukee College. This disproved the Assessment Committee’s previous assumption and showed that the mapped outcomes for the cultural ISLO were not contributing to the lower number of assessed outcomes in this ISLO. In fact, the communicative ISLO has about the same distribution as the cultural ISLO but has the greatest number of assessed student outcome data reported. While this could be partially due to the higher number of students in this outcome that could be assessed in the general education core courses in Figure 5, this gap narrows when looking at all the courses in Figure 4. While the data that Power BI™ could have shown exactly which courses mapped to the cultural ISLO, the SLOTTs provided a clearer

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