Expectations for Course SLO Analysis of Results and Actions Taken


The CSLO Analysis and Actions Guide Worksheet is a helpful tool for guiding faculty through the analysis of SLO results and determining actions to be taken to improve student learning. For example, it encourages faculty to consider a comparison between overall course success and average SLO score, as well as question-level or rubric category-level results. It also asks faculty to consider groups of students that may have performed higher or lower on the assessment and to consider curriculum or instruction that may have an impact on any of the results. Finally, the guide links to the CSLO List of Meaningful Actions, which includes examples of specific actions that faculty can take to improve student learning in their courses, such as implementing equity-minded teaching practices or identifying resources needed to implement changes.

The CSLO Analysis and Actions Guide Worksheet should be completed during the analyzing and acting stage of the assessment cycle and submitted to the department’s SLO Facilitator by established deadlines (deadlines will be communicated by the SLO Facilitator to all department faculty).

Sample Overall Course-Level Results of Assessment, Analysis, and Actions

  • Results: 21 students completed the SLO1 assessment with an average score of 86%.
  • Analysis: In regard to SLO results, students demonstrated difficulty answering “select all that apply” questions. Students struggle with alternate format questions which negatively affect their test scores. Since these types of questions are utilized in their licensing exam, test-taking skills will be emphasized in future courses. There is also the need to include a variety of teaching strategies, such as: teach back, “Kahoots” quiz review after each lecture, student collaborative learning and team presentations, and the use of peer-reviewed articles and videos to supplement learning, and real-life experiences.
  • Actions: Integrate additional hands-on learning opportunities in the classroom such as virtual simulations and ATI learning modules. Request updated learning resources, including skills lab/clinical videos. Encourage more student involvement. Assign modules in the ATI learning program to enhance the understanding of course content. Participate in course-wide faculty professional development. Add more relevant and updated format questions similar to those on the licensing exam.

Sample Equity Course-Level Results of Assessment, Analysis, and Action

  • Results: 168 students completed the SLO1 assessment with an average score of 71%.
  • Analysis: Disaggregated results revealed that White students scored higher than other racial/ethnic groups by 9%. White students have a course success rate of about 80%, as do Asian & Filipino students. But Asian & Filipino students scored an average 71% on the assessment, as did Hispanic/Latino students, but they also have lower course success rates. In addition, disaggregated data revealed that male students (70%), on average, scored slightly higher than female students (68%). However, female students have outperformed males in overall course success rates. Disaggregated results revealed that Black/African-American students scored an average of 70% on the assessment. More emphasis on the relationship between levels of thinking (explicit, interpretive, critical) is required to help students achieve understanding of more difficult concepts. Moreover, foundational skills may need to be reviewed in order to develop higher-level thinking skills.
  • Action: The department will make changes to the course outline of record, specifically in the areas of learning objectives, instruction, and assignments. In addition, the department will plan for times of collaboration with all faculty teaching the course to ensure consistency in the interrelationship between concepts as well as re-evaluating the questions with the lowest average scores. In addition, faculty teaching prerequisite courses will collaborate to identify core concepts that provide a foundation for higher-level thinking and analysis. In addition, faculty will ensure scaffolding of concepts in order to support enhanced learning and aid in mastery of skills.