STUDENT LEARNING OUTCOMES AND ASSESSMENT CYCLES

IMPLEMENTATION TIMELINE:



I. COURSE or SERVICE UNIT SLOs:



  1. Complete the SLO to Core Competencies Alignment Grid for all courses and service units.

    1. State the student learning outcomes
    2. Identify assessment tools and exit levels based on Bloom’s Taxomy
    3. Align course/service level outcomes to GCC’s core competencies

              Deadline: Spring 2008



  1. Run “assessment loops” for the outcomes:

    1. Select one or more outcomes for one or more courses or units
    2. Assess the outcome and submit the Course/Program Level Assessment Report or the Student Services Assessment Report to Ed Karpp at ekarpp@glendale.edu
    3. Implement new plans based on the results
    4. Include assessment finding and plans in the Program Review Document.
    5. Select a repeated or new round of outcomes to assess

             Deadline: Fall 2007/Winter 2008 and on-going thereafter



  1. Sustain living, meaningful assessment cycles:

    1. Replace or remove outcomes and/or assessment techniques that seem useless or forced.
    2. Dialogue with colleagues about true concerns and student problems.
    3. Revise outcomes and/or assessment techniques to suit your area’s mission, culture, challenges, and interests.
    4. Consider assessing a core competency in addition to or instead of a course or unit level outcome.
    5. Contact your SLO Chair for advice and ideas.

             Deadline: On-going





II. PROGRAM LEVEL:



Note: Implementing program-level SLOACs has been problematic for several reasons. First, there has been ambiguity about the definition of a program and which programs should be assessed. Should we assess all programs that go to Program Review, or all programs that have a TOPS code? These questions have been posed state-wide, not just here at GCC. In Spring 2009, after much campus discussion and debate, the Academic Senate passed a motion that defines a program for the purposes of assessments:

Definition of a program: Any sequence of courses or services that leads to a degree or a certificate. Divisions and service areas may define additional programs for the purposes of assessing student outcomes.

A second reason that program-level SLOACs have been more challenging is simply because they are our last level to implement and therefore have received the least amount of attention. GCC began SLOACs on the course/service unit level to engage all faculty and staff from the very beginning. At the same time, we developed our Institutional SLOs (i.e. Core Competencies). Presently, there remain gaps in our development of Program SLOACs. In order to close these gaps, faculty and staff need a timeline to follow and easy access to support, both of which are provided below:


UPDATED TIMELINE for PROGRAM SLOACs:





    A. Complete the Program to Core Competencies Alignment Grid for all programs.


    1. State the student learning outcomes.
    2. Identify assessment tools and exit levels based on Bloom’s Taxonomy
    3. Align program level outcomes to GCC’s core competencies.

              Deadline: Extended from Winter 09 to Spring 10

 

    B. Run “assessment loops” for the outcomes:


    1. Select one or more outcomes for the program
    2. Assess the outcome and submit the Course/Program Level Assessment Report or the Student Services Assessment Report to Ed Karpp
    3. Implement new plans based on the results
    4. Include assessment findings and plans in the Program Review Document.
    5. Select a repeated or new outcome to assess

              Deadline: Your next Program Review cycle

 

    C. Sustain living, meaningful assessment cycles:

    1. Replace or remove outcomes and/or assessment techniques that seem useless or forced.
    2. Dialogue with colleagues about true concerns and student problems.
    3. Revise outcomes and/or assessment techniques to suit your program’s mission, culture, challenges, and interests.
    4. Consider assessing a core competency in addition to or instead of a program level outcome.
    5. Contact your SLO Chair for advice and ideas.

              Deadline: On-going





FREQUENTLY ASKED QUESTIONS  about

PROGRAM-LEVEL OUTCOMES:

 

  1. Our division has over 50 certificates. Do we have to have outcomes and assess for all of them?

Yes. All certificates and degrees are awarded based on student achievement of the stated program outcomes. Therefore, all certificates and degrees must have outcomes. However, you do not need to assess all of them at once. Engage your colleagues to decide on a reasonable cycle that can encompass several years.


  1. How do we identify the SLOs and assessments for programs?

Can you easily identify a common ability or competency that runs throughout the courses that are required to complete the program? For example, students in Biology will encounter many courses that require them to be able to use lab equipment. Students in Business will encounter many courses that require them to be able to use a computer. Students who take Student Development classes will be able to access resources that support their learning.

An assessment tool for these program competencies could be to examine the assessment data from all the course SLOs that relate to that common ability or competency.


OR

Can you easily identify a final “capstone” course or program project that students would not be able to complete without having gone through the program? If so, you can use the SLOs and assessments for the capstone course, or examine the assessments from the final program project.


OR


Can you easily access a program “exit exam” or perhaps an “entry exam” given by a prospective employer or transfer school? Look at the outcomes that this exam tests for, and you have program SLOs and an assessment tool.


OR


Can you easily access feedback from alumni, employers, professional organizations, or transfer schools? Design surveys that ask questions that you believe measure the students achievement in your program. Designing the survey in itself reveals the program outcomes that you are looking for.



For more ideas, refer to this online manual:

http://online.bakersfieldcollege.edu/courseassessment/Section_6_Program%20Assessment/Section6_6Programtool.htm

or contact the SLO Chair, Alice Mecom at amecom@glendale.edu.



  1. What about eLumen?

We expect eLumen to be an excellent tool to facilitate assessments on all levels. As of Fall 2009, an eLumen pilot group has been established and is engaged in learning the software so that training can begin. For more information, contact our eLumen liaison, Tina Andersen-Wahlberg, at tinaa@glendale.edu


  1. Why do we have to do all of this?

Take a look at the Program Review Document Document and you will see that your program will have to submit data about student learning needs that can only be identified by faculty and staff at the classroom level. That means you! This same data will have to be submitted along with any budget/resource requests. Without it, your program’s requests will not be considered at budget. This linkage from student learning outcomes to college planning and budgeting is a major theme in the accreditation standards.


  1. When are we going to have time to do all of this?

Division meetings, retreats, and SLO workshops (just ask and Staff Development will host an SLO lunch for your area with the SLO Chair)

Also, you can earn flex for your work on SLOACs. See the Flexform for SLOACs

In the meantime, the SLO committee is calling for institutionally ‘hard-wired” time allotted for SLOAC work, such as during Institute Day or by establishing on-campus flex days for student assessments.

Last updated: 10/19/2010 3:16:46 PM