Spring 2013 Course SLO Review

IDST 81A - Ageism and Adultism - Stage 5 - Lauren Muller

Assessment

Assessment Methods	Analysis of exam, quiz, or homework items linked to specific SLOs Assignments based on rubrics (such as essays, projects, and performances) Direct observation of performances, practical exams, group work Pre & post surveys or tests
Assessment Description	In both the spring and summer SLO assessment was conducted. In the spring 2013 semester both instructors created rubrics for both assignments to ensure continuity and talk about ways we could improve the assignments based on the student work. We implemented changes in both the assignment making specific areas more clear and direct so that we could better assess if students understood key terms and concepts. In the Summer we used pre and post surveys to get more data for analysis.
Learning Outcomes	All
Number of Sections	2
Number of Instructors	2
Number of Students	45-50

Data Analysis

Data Shared With	Instructors of the same course (at CCSF) Faculty and staff within our department
Data Sharing Methods	Face-to-face meetings Email Website review and commentary
Data Summary	In the spring we collected evaluations at the end and also analyzed the final assignments to assess how well the students comprehended and retained the course materials. In the summer we used pre and post surveys which contained the student learning outcomes on them as well as questions related to student experience.
Analysis Summary	Students have achieved outcome if they: 1) Have a definitive and clear example of ageism or adultism 2) Incorporate key concepts from class 3) Demonstrate insight into ones emotional defensiveness as it relates to age, ageism, and adultism. 4) Demonstrate an understanding of individual, institutional, and societal and cultural manifestations of adultism and ageism
Next Steps Planned	We feel that the changes made to assignments helped to focus students and the use of a survey will help us to gather more data that may be useful for improvement. We also edited certain activities, incorporated current events to review intersectionality, and made the target goals for assignments more clear and direct.
Learning Outcomes	All

Changes

Details	We made the directions very clear regarding examples the students use to ensure that they are indeed examples of ageism and adultism Reviewed criteria for oppression several times Revised in-class activites
Learning Outcomes	All

Tentative Future Plans

Term	Fall 2013
Activities	Analysis and discussion of assessment data and next steps Implementation of planned changes and reassessment
More Details	I plan to meet to discuss the speaker, we also want to modify assignments, and figure out a better way to collect student work.

SLO Details Storage Location

HARD COPY - In my personal filing system (my office)
ELECTRONIC COPY - In my electronic filing system (hard drive or web server)

Additional Highlights

The course in the summer improved because we had more interactive activities, we clearly defined what constitutes oppression, and we collaborated before and after the course to discuss further work towards improvement.

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