Joette Stefl-Mabry, PhD

 
 
 

SLO&AR: An Iterative Process to Improve Teaching & Learning


   

    My research interests include: reflective practice; student voice, problem-based learning, service-based learning, and assessment and evaluation. There is value in knowing what learners know. Learners do not enter our classrooms (PreK-12 through higher education) as blank slates; they bring with them a set of attitudes, skills and knowledge that, up to this point, have helped them to survive and thrive. These traits may be incomplete or inconsistent with respect to standards set by governments, academic societies, professional communities of practice, local communities, educators and even by the learners themselves.

    As a result, it is vital to have an accurate accounting of the degree of learner attainment of intended learning outcomes at the level of individual courses/classes in order to improve pedagogy and curriculum (Huba & Freed, 2000). Such an accounting can only be made when our model of the inputs, processes, and outcomes of the educational endeavor are themselves clearly articulated (Johnson, 1977). SLO&AR (Student Learning Outcomes & Assessment Review) is an iterative process that I have co-developed with William E.J. Doane, PhD. SLO&AR  guides educators through small group discussions to make explicit their class/course-level student learning outcomes, (attitudes, skills, and knowledge) and to align them with assessments of the degree of student attainment of those outcomes. SLO&AR is designed to challenge teachers and/or faculty to reflect on what works and what doesn’t in their classes and to be critical about the evidence they are using to support those conclusions.

    SLO&AR enables educators to articulate an evaluative model of a) their teaching, b) students’ learning, and c) the quality of data of student attainment of learning outcomes.

Please contact me if you wish to have more information about SLO&AR or wish to arrange a SLO&AR workshop: jstefl@albany.edu


Works Cited

Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses. Boston: Allyn and Bacon.

Johnson, M. (1977). Intentionality in education Available from http://www.acase.org/mjohnson/intentionality.pdf