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Use this template to outline your efforts to assess student progress with respect to the Institutional Learning Outcomes (ILOs). You can apply this planning document to any or all of the ILOs, though this template is intended to address ILO at a time. ILO focus: Students will .
1. List 4-6 speciﬁc components of this ILO that you will focus on (from the “Breaking Down the Outcomes” sheet) in your course this semester.
2. Identify a task(s) that will address the items listed above (The task should also address speciﬁc content expectations for your course). Describe this task below.
3a. Use the items above (and the “Breaking Down the Outcomes” sheet as a reference) to create a rubric for the task described above. Use the Rubric Template (available online), or structure the rubric in a manner similar to that listed below to address all outcomes of the task. Content/skills Content knowledge and concepts for your class Communication skills Critical Thinking skills Social Responsibility skills Personal Responsibility skills 3b. Plan activities into your syllabus to build the skills listed above, or to evaluate whether students have the skills. Build in time for any instruction around these skills that would result from formative assessments. Exceeds Expectations Meets Expectations Below Expectations
Fill individual cells with the observable or evidence-based expectations that are descriptive in nature, so that students know what you are looking for in these skills (similar to the GRCC ILO Rubric).
4. Describe how you will communicate the rubric and the learning task that focuses on this outcome to your class.
5. Assess student outcomes. For each of the expectations listed in your rubric (or step 1 of this plan), brieﬂy describe HOW you will gather the information to assess student progress. This information will be a part of your record of student progress for each student.
Evidence / Observations for Assessment
6. Review outcomes for trends among your class. If any of the outcomes above are “below expectations” on the rubric for a large number of students, you should determine how to address these as a part of your instruction. For individuals that are below expectations, determine if there are resources or support you can provide. 7. Communicate student outcomes. Describe how you will convey the assessment for the task(s) to your students on an individual and group basis.
8. Revisiting the Assessment for Improvement. How will you help students reﬂect on their strengths and weaknesses for this outcome so that they might develop their own plan for improvement and learning? How will you restructure this course or assignment in the future to improve the learning outcomes?