GLO The GLO System

 

 

 

What is the GLO System?

The Graduate Learning Outcome System (GLO System) is an eLearn-integrated  web-application that allows instructors to map GLO-related course learning outcomes to assessment parts (rubric items for assignments, sections in quizzes). The GLO System uses eLearn assessment scores to feed a learning outcome dashboard for students and instructors. It allows instructors to track your students progress, as individuals and as a class, for course and graduate learning outcomes

 

It works by mapping Assessments to Course Learning Outcomes linked to SMU’s Graduate Learning Outcomes

This allows instructors to adjust their instructional strategies in accordance with the attainment of these learning outcomes. It allows students more personalised coaching and advice during consultation sessions.

 

How does the GLO System work?

The GLO System works by aggregation of assessments within and across courses. all relevant assessment scores are mapped on a standard scale

 

The scale is inspired by scales developed for skills or competency levels, allowing for six levels. (Jung, E., Kim, M., & Reigeluth, C. (2016). Learning in Action: How Competent Professionals Learn. Performance Improvement Quarterly, 28(4), 55-69.)

Beginning

Developing

Progressing

Competent

Accomplished

Exemplary

 

Most students are expected to reach the Progressing or Competent Level in the targeted learning outcomes of a course. 

Accomplished and Exemplary Level would be rare, achieved by maybe 5% and 1% of students respectively, providing levels for top students to aspire.

The first three levels - Beginning, Developing and Progressing – relate to the student who is undergoing growth, and conscientiously surrounds himself with the relevant knowledge and skills that will help him become adept in his area of specialization. Once he gets in line with what is expected of him, he will start scaling the ladder of mastery: the last three levels of ‘states of being’ – Competent, Accomplished and Exemplary.
What do students see?

After instructors grade the assessments, students will then be able to view their attainment levels via their own GLO System dashboard (Accessible via eLearn).

GLO report for student

 

A report on all the Graduate Learning Outcomes tracked in ALL courses across SMU


GLO report specific course

 

A report on a specific course tracking Course Learning Outcomes and Graduate Learning Outcomes

 

How to get started using the GLO System?

For Instructors

1) Contact CTE at cte [at] smu.edu.sg to link your courses to the GLO System

2) Download the GLO User Guide for Instructors

 

For Students

1) Download the GLO User Guide for Students

What courses are using the GLO System?

The following courses are tracking their GLO attainment using the GLO System

Course Code

Course Name

School

COR3001

Big Questions - Global and Local

SOSS

COR1701

Critical Thinking in the Real World

SOSS

OPIM319

Operations Strategy: Principles and Practice

LKCSB

PSYC110

Psychology Research Methods I

SOSS

PSYC001

Introduction to Psychology

SOSS

COR2601

Urban Cultures

SOSS

COR2618
 
Food Cultures
 
SOSS
 

COR3001

Big Questions - Global and Local

SOSS

COR2603

Singapore: Imagining the next 50 Years

SOSS

OPIM101

Decision Analysis

LKCSB

OPIM319
 
Operations Strategy: Principles and Practice
 
LKCSB
 

MGMT317

Managing Process Improvements

LKCSB

IS706

Software Mining and Analysis

SIS

IS210

Business Process Analysis and Solutioning

SIS

IS213
 
Enterprise Solution Development
 
SIS
 

IS446

Managing Customer Relations with Analytics-Asian

SIS

LAW106

Legal Research and Writing I

LAW

LAW202

Law of Property

LAW

LAW205
 
Corporate Law
 
LAW
 
Other Frequently Asked Questions

Q: How do I access the GLO System?

A: If GLO is linked to your course, you will see the button in your Instructor Toolbar in Elearn



Q: Can the dashboard be meaningfully decoupled from the actual grades? 

A: It is better if it is not decoupled.  One might have some assessments that lead to attainment levels of course learning outcomes in the dashboard and are not part of grading but it is better if they are.  If the link is weak, students may not put in the effort and then dismiss the dashboard scores. 


Q: Will the introduction of another set of score card create another layer of anxiety for students? 

A: We think positives of recommendations will outweigh the negatives of one more comparison and in this case the additional comparison is not really a new one.  It is just a more detailed explanation of the letter-grade comparison so we believe students will see it as value add. 


Q: How do we ensure faculty members share a broadly similar understanding of what the different levels (and labels) mean?

A: CTE will help in sharing the definitions with students and instructors through out user guides and presentations.


Q: What is the explanation in mapping the rating, i.e. what do the six labels/levels mean to students?

A: CTE will help in sharing the definitions with students and instructors in separate sessions.

References
  1. Ajjawi, R., & Boud, D. (2018). Examining the nature and effects of feedback dialogue. Assessment & Evaluation in Higher Education, 43(7), 1106–1119. https://doi.org/10.1080/02602938.2018.1434128
  2. Donia, M. B., O'Neill, T. A., & Brutus, S. (2018). The longitudinal effects of peer feedback in the development and transfer of student teamwork skills. Learning and Individual Differences, 61, 87-98.
  3. Grading Rubrics Sample Scales: https://www.brown.edu/sheridan/teaching-learning-resources/teaching-resources/course-design/classroom-assessment/grading-criteria/rubrics-scales
  4. Jung, E., Kim, M., & Reigeluth, C. (2016). Learning in Action: How Competent Professionals Learn. Performance Improvement Quarterly, 28(4), 55-69.)
  5. Power of feedback article: https://journals-sagepub-com.libproxy.smu.edu.sg/doi/full/10.3102/003465430298487
  6. Power of feedback revisited: Wisniewski B., Zierer K., & Hattie, J. (2020). The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.03087

 

 

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