DESCRIPTION

This paper by Bill Scroggins discusses a four-stage model for applying SLOs at 
the course level and is applicable across the spectrum of community college 
courses. 

Stage 1 -- Transforming course objectives into SLOs and 
identifying the primary traits of the SLOs
 
Stage 2 -- Transforming the primary traits and observable 
characteristics of SLOs into a grading rubric
 
Stage 3 -- Creating assessment methods and norming 
mechanisms as a collaborative effort with other faculty in the 
discipline
 
Stage 4 -- Evaluating student work, compiling results and using 
the feedback for improvement  

The model may be a good starting point for any group that has not worked with 
SLOs before.  At each stage, faculty can focus on what they do in the classroom 
and what they expect students to do. The paper also discusses ways to 
address discipline-specific concerns.  In this model, feedback to students is 
explicit. Students gain evidence of their skills, knowledge, and abilities as they 
acquire them and can relate these to course objectives and SLOs. Students 
know what areas they need to work on and faculty have a clearer idea of what 
students have learned as a course progresses. When students know what is 
expected of the and how they will be assessed, and receive clear feedback on 
what they have mastered and still need to learn, they can become more active 
learners.

RESOURCES FOR DOWNLOAD

• >> SLO Institute Report, Modesto August 2004  (MS Word, 695.50 KB)
• >> SLO Institute Report Resources  (MS Word, 57.50 KB)

TARGET STUDENTS

• New Students
• At Risk
• First Generation
• Ethnic Minority
• Academically Disadvantaged
• Athletes
• Economically Disadvantaged
• Students in High Risk Courses
• Students Intending to Transfer
• In Selected Courses
• Basic Skills Students
• Underrepresented Students