APPENDIX C: “Closing the Loop” – PROGRAM-LEVEL ASSESSMENT REFLECTIONS
Definition of a Program: A Program is defined as a course of study leading to a certificate
or degree. Additionally, a collegiate “program” may be a group of related courses, a course
sequence, or other college activities that align with a cohesive set of Student Learning
Outcomes.
Form Instructions:

Complete a separate Appendix C form for each Program-Level SLO assessment reported in this
Program Review. These PLOs should be listed in Part II of Appendix B1: Student Learning
Outcomes Assessment Reporting Schedule.

Part I: PLO Assessments – compete the table and document which evidence of student
learning was used in assessing the PLO, and which courses and CLOs map to this PLO.
Part II: Program Reflections - Considering your feedback, findings, and/or information
that has arisen from the course level discussion, and inter-disciplinary faculty discussions
please reflect separately on each of the programs considered in this Program Review.

PART I: PLO ASSESSMENTS:
Program Name*: _________________________________
1. PLO Assessments
reported in this
Program Review
Identify which PLO
assessments are
reported in this
Program Review:
2. Assessment
Documentation
3. Student Learning
Outcome
4. Discussions
What evidence was
used to evaluate this
PLO? (eg: Essays in
English 4, Lab report
in Bio31, etc)
Which courses and
course-level outcomes
map to this PLO?
Which faculty
participated in this
discussion?
PLO #1:
PLO #2
PLO #3
*Add additional tables for each Program considered.
PART II: PROGRAM REFLECTIONS:
1. What program-level strengths have the assessment reflections revealed?
2. What are the most critical student learning issues impacting the success of students in
your program? Such issues could include: student understanding of key program
concepts, skills that are essential to success following program completion, abilities that
students struggle to master, skills needed for subsequent courses in a pre-requisite
sequence, etc.
3. Which of these would you like to focus on at a program level this cycle? (You can choose
more than one). What program or course Student Learning Outcomes are related to the
selected issue(s)?
4. What might be done to facilitate student success in this area? Include effective
strategies currently being utilized in department in this discussion.
5. How might you assess the effectiveness of these strategies? Please mark all that apply
 Direct observation of student actions or performance (e.g. student skills during theatre
performances or athletic events, structured practice or drills, student work in laboratory
or studio classes, results of “practical” exams, etc.)
 Analysis of student creative work (e.g. art portfolios, creative projects in classes, student
projects as part of a campus cultural event, etc.)
 Assessment of student products (e.g. review of semester projects, grades on inquiry
projects, etc.)
 Exams, quizzes, and/or problem sets in courses (items linked to specific outcomes)
 Grading of assignments based on rubrics (essays, reports, case studies, etc.)
 Analysis of student work on problem sets, homework, etc.
 Student self-assessments (reflective journals, surveys, etc.)
 Capstone projects or final summative assessment (e.g. final exams, capstone projects,
etc.)
 Guided discussion (group or individual)
 Other (please describe):