Make Data-Driven Recommendations / Tips for Analyzing SLO Data
How does the data compare to the last time it was collected?
What are the strengths represented in the data?
Have there been any major changes in the data since the last report?
What area(s) failed to meet the anticipated goal(s)? If If assessment data results
suggest a need for change, consider the following areas when deciding on what kinds
of improvements to make:
Course-level changes: Such as increasing guidance for students on a course assignment, revising learning
activities, modifying course rubrics, providing more frequent or effective feedback
on student progress, increasing assignment rigor
Program-level changes: Such as changing program outcomes, adding a prerequisite, aligning to industry certifications
Student support: Such as recommending changes to tutoring services, library services, and/or student
advising
Faculty support: Such as recommending a faculty development course or other type of professional development,
supporting faculty in getting updated credentials or industry-relevant training
Other: Such as auditing course assignments and activities to ensure alignments between course
and program outcomes is accurate, asking a colleague for feedback, collecting more
data
Tips for Analyzing Student Course Evaluations
How does the data compare to last year?
What was the action plan for improvement in the prior year and what is its status?
Consider the number of student responses.
Consider where course falls in the sequence of the program.
Is the course sequenced within the curriculum appropriately? Is it current and relevant?
Look for qualitative comments to provide insights into qualitative data. Look for
trends and themes.
