📊 Form 2: Learning Outcomes Report - Quick Reference

Complete AFTER teaching & assessing | Reports what happened | Foundation for Form 3A

⚠️ THE #1 MISTAKE: Presenting data WITHOUT showing which questions measure which SLOs!
✅ ALWAYS create a mapping table showing SLO → Question → Results

🎯 Form 2 Structure

Section 1: Assessment Information (pulls from Form 1)

Section 2: Outcomes & Reflection (NEW analysis)

🔑 CRITICAL: Always Map Questions to SLOs!
Create this table in EVERY Form 2:
Student Learning Outcome Question Meeting Expectations Not Meeting % Success
DSLO #1: Communicate scientific knowledge Q1 117/119 2 98%
CSLO #6: Integrate solar radiation & weather Q2 108/119 11 91%
CSLO #1: Describe celestial motions Q3 88/119 31 74%

Section 1 Elements

Course & Modality

Report what was evaluated and how delivered

Science 101 - Sections A, B, C
All modalities: F2F, online-live, asynchronous

CSLOs Assessed

Copy verbatim (still!). Must match Form 1.

Assessment Instrument

Past tense - what WAS used

Used Brightspace Quiz with 3 criterion-referenced questions administered Weeks 13-16

Performance Results

State target + actual with numbers

Target: 75% score 70%+
Actual: 82% (89/108) scored 70%+
Average: 78% | Range: 45-98%

Sample & Participation

Beginning enrollment vs. actual participants

Beginning: 183 students
Participated: 119 (65%)
Non-participants: 64 (45 withdrew, 19 absent)

Section 2: CRD Framework

CHALLENGES

What difficulties arose? Be specific.

• Participation: 65% vs 80% goal
• Students struggled with Q3 (hemisphere concepts)
• Data recovery from multiple sections took longer than expected

REMEDIES

How did you address challenges?

• Coordinated with IT to consolidate data
• Analyzed wrong answer patterns to identify specific concept gaps

DISCOVERIES

What did you learn? This feeds Form 3A!

• Students grasp basic concepts (89% on Q1-Q2) but struggle applying to hemispheres (74% on Q3)
• Need better demonstrations of N/S hemisphere differences
• Similar success across courses suggests conceptual challenge, not course-specific

REFLECT: Teaching Practice

❌ WEAK (Beginning Stages):
"The assessment went fine. Most students did well. I would continue doing the same thing."
✅ STRONG (Proficient/Exemplary):
WENT WELL: Students showed strong grasp of basic concepts (89%)
DIDN'T GO WELL: Only 74% understood hemisphere effects; 65% participation vs 80% goal
WOULD DO DIFFERENTLY: Move assessment to Week 11 (reduce attrition), add formative check-in on hemispheres, improve demonstrations

REFINE: What You'll Change

❌ VAGUE:
"Will teach hemispheres better"
✅ SPECIFIC:
1. Add PhET simulation in Week 10
2. Move assessment from Weeks 13-16 to Week 11
3. Revise benchmark: "90% answer Q1-Q2 correctly, 75% all 3"
4. Add practice quiz in Week 9
📎 MUST ATTACH:

⚠️ Common Mistakes That Lower Ratings

  1. No SLO-to-question mapping (D6: Emerging) - Can't tell which question assesses which outcome
  2. Missing rubrics/instruments (D9: Beginning) - No sample questions or scoring criteria attached
  3. No trend data (D11: Beginning) - Only current semester, no comparison to prior years
  4. Vague data presentation (D10: Emerging) - Numbers without context or clear summary
  5. Weak analysis (AN14-16: Emerging) - Reports data but doesn't interpret or identify patterns
  6. Generic reflection (UR17: Emerging) - "Everything was fine" instead of specific strengths/weaknesses

📊 Rubric Overview: Four-Level Scale

Four Categories:

✓ Form 2 Pre-Submission Checklist

Section 1 - Assessment Information: Section 2 - Reflection & Analysis: Attachments:
💡 Pro Tip: Form 2 is retrospective - use past tense throughout. You're documenting what happened, not planning what will happen. Save improvement plans for Form 3A. Be honest about challenges - they're learning opportunities, not failures.
🎯 Path to Proficient/Exemplary: Create the SLO mapping table + Include rubrics + Add trend data + Provide specific reflection + Detail concrete refinements = High-quality Form 2