Chabot College Program Review Report Fall 2015‐Spring 2016 Year 1 of Program Review Cycle Early Childhood Development Submitted on Contact: Hilal H. Ozdemir, Barbara Ogman, Edna Rodriggs, and Michelle Sherry Final Forms, 1/18/13
1 Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 40
Fall 2013
1
1
100%
Spring
Francesca Conterno, Edna
Rodriggs
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1: ANALYZE THE IMPORTANCE OF THE EARLY
YEARS AND THE EFFECTS OF INTERACTION BETWEEN
MATURATIONAL PROCESSES AND SOCIAL FACTORS
ON SOCIAL AND EMOTIONAL DEVELOPMENT.
(CLO) 2: STUDENTS WILL BE ABLE TO DESCRIBE
THE INFLUENCES ON EARLY BRAIN DEVELOPMENT.
(CLO) 3: STUDENTS WILL BE ANALYZE HOW
DIFFERENCES IN TEMPERAMENT IMPACT SOCIALEMOTIONAL DEVELOPMENT OF CHILDREN.
Defined
Target
Scores*
(CLO Goal)
75% will
score either
3 or 4
75% will
score either
3 or 4
75% will
score either
3 or 4
Actual
Scores**
(eLumen data)
41.6% scored
either a 3 or 4
41.6% scored
either a 3 or 4
41.6% scored
either a 3 or 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
2 PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success
in this course level outcome?
Scores for Fall semester were below the target of scoring either a 3 or 4 in
the class. However 76% of the students passed the course with a 2 or
better.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Faculty will be looking at the assignments for clarity and addressing
the CLO’s specifically. Faculty will review presentation of materials to
locate the disconnect.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success
in this course level outcome?
Scores for Fall semester were below the target of scoring either a 3 or 4 in
the class. However 76% of the students passed the course with a 2 or
better.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Faculty will be looking at the assignments for clarity and addressing
the CLO’s specifically. Faculty will review presentation of materials to
locate the disconnect.
3 C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success
in this course level outcome?
Scores for Fall semester were below the target of scoring either a 3 or 4 in
the class. However 76% of the students passed the course with a 2 or
better.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Faculty will be looking at the assignments for clarity and addressing
the CLO’s specifically. Faculty will review presentation of materials to
locate the disconnect.
D. COURSE-LEVEL OUTCOME (CLO) 4: NA
1. How do your current scores match with your above target for student success
in this course level outcome?
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
4 PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
Faculty are still working on analyzing the information and relating it to state
standards since this course is a CAP aligned course.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
It seems that revisions need to be made to the assignments and presentation
of materials including lecture and group discussions.
3. What is the nature of the planned actions (please check all that apply)?
xCurricular
xPedagogical
 Resource based
 Change to CLO or rubric
xChange to assessment methods
 Other:______________________________________________________
5 Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 50
2
4
2
50%
Spring 2014
Hilal Ozdemir, Barbara
Ogman
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1: Assess early childhood settings,
curriculum, and teaching strategies utilizing
indicators of quality early childhood practice.
(CLO) 2: Students will be able to define and
describe the theories, philosophies, goals,
objectives and methods associated with
contemporary group care and educational
systems - as related to developmentally
appropriate practices for all young children with
typical and atypical development in a play based
environment
(CLO) 3:
6 Defined
Target
Scores*
(CLO Goal)
60%
60%
Actual
Scores**
(eLumen data)
46% scored 3
&4
47% scored 3
&4
(CLO) 4:
DUE TO PROBLEMS WITH ELUMEN, WE WERE NOT ABLE TO ASSESS THE CURRENT CLOS
FOR THIS CLASS. SEVERAL ATTEMPTS TO CORRECTING/CHANGING THEM DID NOT PRODUCE THE
RESULT THAT WE NEEDED. ACTUAL CLOS FOR THIS COURSE ARE:
ECD 50- Define and describe the theories, philosophies, goals, objectives and
methods associated with contemporary group care and educational systems as
related to developmentally appropriate practices for all young children with typical
and atypical development in a play based environment;
ECD 50- Explain the professional standards of early care and education and
importance of establishing relationships with coworkers, families, children and the
professional community;
ECD 50 -Student will be able to analyze an Early Childhood Environment Based on
Specific Standards(such as DAP)
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
7 PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success
in this course level outcome?
Only 46% of the class scored either 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
We think the assignment that was supposed to assess this particular
CLO was not a good match. Since we were not able to change the
CLOs, the chosen assignments were not effective because we made
our planning based on the CLOs posted above in red highlighted
section.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
Only 47% of the class scored either 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
We think the assignment that was supposed to assess this particular
CLO was not a good match. Since we were not able to change the
CLOs, the chosen assignments were not effective because we made
our planning based on the CLOs posted above in red highlighted
section.
8 C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
9 Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 52
Fall 2013
1
1
100%
Spring 2014
Hilal Ozdemir
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1: Analyze major developmental
milestones for children from 8-18 years of age in
areas of physical, psychosocial, cognitive and
language development.
(CLO) 2: ECD 52 - Explain how human
development occurs as a result of the interaction
of the physical, social, emotional, and cognitive
systems
Defined
Target
Scores*
(CLO Goal)
70% of the
class scored
either 3 or 4
Actual
Scores**
(eLumen data)
54.3 % scored
either 3 or 4
70% of the
class scored
either 3 or 4
61.8 % scored
either 3 or 4
(CLO) 3: Synthesize material to allow for critical 70% of the
thinking regarding contemporary issues impacting class scored
middle childhood and adolescence
either 3 or 4
69.7 % scored
either 3 or 4
(CLO) 4:
N/A
10  If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
Students scored significantly less than the targeted score. During fall 2013
ECD 52 was offered face-to-face contrary to last few years (last 4 years,
ECD 52 was only offered online).
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
I need to look into this particular CLO and how it is assessed in faceto-face teaching environment. I believe students in online courses take
more ownership when studying for assigned concepts/sections.
Perhaps I can come up with better ways to approach this issue. This
semester (spring 2014) I am scheduled to teach ECD 52 online. I am
really interested in comparing results one more time.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
Students scored about 8% less than the targeted score.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Perhaps I can come up with better ways to reach to targeted score. I
am planning to create some “Case-Study” samples that can be used to
put stronger emphasis how human development occurs as a result of the
11 interaction of the physical, social, emotional, and cognitive systems.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
Students almost at the targeted score.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
I will review the course material, assignments, and guidelines. I will
make sure expectations are clearly spelled out. I will also see if I can
adopt a few more assignments in this particular CLO area since
students showed stronger interests.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
12 PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
This semester (Spring 2014) I am scheduled to teach ECD 52 online. While
teaching I will also work on adopting some of the online
“assignments/discussion forums” to face-to-face teaching since online ECD
52 CLO assessment results are better than the face-to-face section.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
Fall 2013 semester started with 40 students and I had 37 students at the
end of the semester on my roster. However as one can see students
success rate while assessing those course CLOS were lower than the
targeted score. I run into several obstacles that took outside of the
classroom even though students regularly attended to class sessions.
Several students did not have their textbook, several had learning
disabilities and were in the process of working with DSRC, 2 homeless
students, and two were pregnant with complications. Next fall (2014
fall) I will do a survey on basic needs. Also now our ECD Study Hall is
up and running, I believe it will also help those students that are
struggling.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: Study hall and try to provide basic needs
___________________________________________________________
13 Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 54
Fall 2013
2
2
100%
Spring 2014
Janice Fonteno and Edna
Rodriggs
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
Defined
Target
Scores*
(CLO Goal)
75% will
receive 3 or
4
82.6
%received a 3
or 4
75% will
receive 3 or
4
77.8%
received a 3
or 4
(CLO) 3: Demonstrate basic skills of first aid and 75% will
responding to common emergencies encountered receive 3 or
in early childhood settings
4
78.2%
received a 3
or 4
(CLO) 4: Apply knowledge of research and
81.5%
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1: Evaluate regulations, standards,
policies and procedures related to health, safety
and nutrition in support of young children,
teachers and families
(CLO) 2: Identify and plan nutritionally balanced
meals and snacks with consideration to cultural
and special nutritional needs
14 75% will
Actual
Scores**
(eLumen data)
community resources to address the specific
health needs of all children, including those with
special needs
receive 3 or
4
received a 3
or 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
82.6% received a 3 or 4 on this CLO. It was the highest scored.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Looking at the data we met our desired levels. The course was offered
online as well as face to face.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
77.8% students received a 3 or 4 on this CLO.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Overall we feel that the students are receiving the support they need to
be successful.
C. COURSE-LEVEL OUTCOME (CLO) 3:
15 1. How do your current scores match with your above target for student
success in this course level outcome?
78.2% received a 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
We are pleased with the outcome and observe that the students are
receiving the support they need.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
81.5% received a 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Students met the desired level for this CLO.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
16 PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
We are always updating out courses with the latest information and
regulations for Early Childhood programs. We noticed that the students were
having difficulty in the planning of nutritional meals and adjusted our lecture to
give more hands on examples which were worked on for different age levels.
This seemed to pay off with the score.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
Students are being successful in the class and this will help them as
they find a career in this field. It demonstrates that they have a basic
understanding of children’s health, safety and nutritional needs.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
17 Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 56
Fall 2013
4
3
75%
Spring 2014
Hilal Ozdemir, Barbara
Ogman
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
Defined
Target
Scores*
(CLO Goal)
70%
77 %
(CLO) 2: Student will describe current trends in
research about early childhood.
70%
74%
(CLO) 3: Student will be able to identify
techniques for studying children.
70%
74%
(CLO) 1: The student will be able to analyze
development as a result of the influences of
nature and nurture
Actual
Scores**
(eLumen data)
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
18 **Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
19 PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
77% of the class scored either 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The statistics show that our students are grasping the content of this
outcome and are successful.
We have noticed however these scores didn’t mean that all these
particular students who scored 3 &4 also did well in other areas as
well. These scores only measured this specific CLO outcome.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
74 % of the class scored either 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The statistics show that our students are grasping the content of this
outcome and are successful.
We have noticed however these scores didn’t mean that all these
particular students who scored 3 &4 also did well in other areas as
well. These scores only measured this specific CLO outcome.
20 C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
74% of the class scored either 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The statistics show that our students are grasping the content of this
outcome and are successful.
We have noticed however these scores didn’t mean that all these
particular students who scored 3 &4 also did well in other areas as
well. These scores only measured this specific CLO outcome.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
21 PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
Because ECD 56 is a fundamentally important class both for the workforce as
well as a prerequisite, a skills lab with learning assistants connected to this
class would enhance student success giving them the individual help that they
may need. This could be a .5 unit, voluntary, or instructor recommended
course. (2011/12 Program Review)
This semester (Spring 2014) we developed a pilot program “ECD Study Hall”
To increase student success.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
We would like to see if the ECD Study Hall is successfully attracting
students and if there is a significant improvement in over all successful
completion of the course.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
22 Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 60
Fall 2013
1
1
1
Spring 2014
1
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1:
Demonstrate ability to compare and contrast
typical and atypical development of young
children and the implications for adaptation.
Defined
Target
Scores*
(CLO Goal)
75% of the
class scored
either 3 or 4
Actual
Scores**
(eLumen data)
77%
(CLO) 2:
Appraise the identification, screening and
assessment processes for children with
exceptional needs
75% of the
class scored
either 3 or 4
63%
(CLO) 3:
Demonstrate knowledge and understanding
of disabilities that affect children and
community resources that meet the needs of
their families.
(CLO) 4:
Understand and can apply laws protecting
75% of the
class scored
either 3 or 4
71%
75% of the
class scored
54%
23 children with exceptional needs including
Individual Development Education Act (IDEA)
and use of Individual Educational Plan (IEP) and
Individual Family Service Plan (IFSP).
either 3 or 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
The current scores are only slightly higher than the target for student
success in this course level outcome.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
I think that the students have a fair foundational basis of what is typical
development from their knowledge of typical child development from
their college courses and work or personal experiences working with
children. They are beginning to understand how wide the variations
can be.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
The current scores are below the target for student success in this course
level outcome.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
It is much harder to explain and show them what is atypical
development when it goes beyond the obvious physical or mental
differences that a child with special needs might exhibit. I think that
the students have just begun to understand scratching below the
surface when they are doing observations of children and learning to
24 look at the overall picture or background of a child to note more mild
symptomology. I have taught them to assess children in two methods,
criterion referenced and standardized. Both have a function in
assessing a child and are important for the students to know the
distinctions and difference in using them correctly to obtain
information. I think I need to give them more examples and visual
aides to comprehend the impact of their findings.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
The current score is slightly below the target for student success in this
course level outcome
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
I spent almost 1 / 4 of my class time going into greater detail about
different disabilities. The class lectures discussed possible causes of
disabilities as well as ramifications of having certain kinds of
disabilities. I have given the students many community resources for
them to develop their own library. I think that this CLO is the main
emphasis of this course. Given the wide variety of backgrounds and
experiences the students come into class with, I think that the score is
a good representation of what an average student should know by the
time this course is finish.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
The current score is significantly lower than the target for student success in
this course level outcome.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Laws are numerous, complicated and often require numerous
implementations before society can agree on the “letter of the law”.
My students and society often accept how they are written and assume
that laws will be followed and upheld even if they do not agree with
25 them. I think that my students can differentiate the laws but applying
them has been an obstacle This is an course outcome that I need to
work on and also I am aware that many of my students to whom
English as a second language are struggling with even more because
of the laws’ vagueness in wording and actual law cases.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
This is my first closing of the loop reflection. I have made small changes and
adjustments to my lectures and assessments over the time that I have taught
this class based on my own reflections of my teaching
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
I believe that my strengths are in helping my students understand and
become aware of disabilities and inclusion. I provide them simple
strategies that they can use with a variety of disabilities. I help them
build more mutually respected relationships with parents who have
children with special needs. I emphasize that all children are children
first and are more alike than different.
I realize that I need to find a way for more of my students who are
English Language Learners to learn better from me. This requires me to
dissect my vocabulary and produce a key. I realize I need to use more
visual aides and review my assessments questions to make them less
convoluted to reading. I think that I should par down my presentation of
so many laws and place greater emphasis on only key laws that affect
children with special needs. I also think that actually going over an
actual IEP and IFSP form will be a way to help the students understand
them better and emphasis how the laws require these parts to protect
the rights of children and their families.
26 3. What is the nature of the planned actions (please check all that apply)?
XCurricular
 Pedagogical
XResource based
 Change to CLO or rubric
xChange to assessment methods
Other:_______________________________________________
27 Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 61 Literature for Young
Children
Fall 2013
1
1
100
Spring 2014
2
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1:
Evaluate criteria for children's picturebooks,
fiction and nonfiction
(CLO) 2:
Demonstrate an ability to read aloud both prose
and poetry in an engaging fashion and to develop
storytelling techniques
Defined
Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
75%
91%
75%
91%%
(CLO) 3:
75%
Understand developmental stages and types of
books appropriate to use within each stage.
(CLO) 4:
28 91%
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
The students’ performance exceeded expectations. They were able to use
new information from the course to effectively evaluate Children’s Literature.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The approach I have been using seems to be very effective. I think that
more inclusion of non-fiction books and folklore would be beneficial.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
Each student read successfully to the class members as an assignment.
Each did very well in presenting the stories and poems. They read in an
engaging manner.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Perhaps more in class practice reading would help the more reluctant
reader gain confidence to read with more animation. Perhaps
providing a “practice” presentation before the final reading would be
helpful.
29 C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
The “hands-on” materials helped the students to understand which books
are best for each specific stage of development.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
It would be very helpful if the students could actually see a skilled
reader present a story time session to young children. Perhaps
arranging a class when some children could be visitors would give the
students a clearer idea about how to conduct a successful story time.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
30 E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
I did have a guest speaker talk to the students about the book publishing
world and tell her personal experience as a children’s book writer.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
Providing more opportunity to practice reading to each other is planned.
A trip to a local library to see a professional story reader in action is
also planned for the next semester this course is offered.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
31 Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 62
Fall 2013
3
2
100%
Spring 2014
Ogman
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Defined
Actual
Target
Scores**
Scores*
(eLumen
(CLO Goal)
data)
75%
43.9
ECD 62 - Student will analyze their own values, goals
and sense of self as it relates to family history and life
experiences and assess how this impacts relationships
with children and families
Rubric: ECD Rubric
(CLO) 2:
75%
43.9
75%
43.9
ECD 62 - student shall be able to analyze and compare
how services offered to families and children are
determined by political influences
Rubric: ECD 62 - student shall be able to analyze and
comp
(CLO) 3:
ECD 62 - Student shall be able to identify the impact of
culture on children and families
32 Rubric: ECD 62 - Student shall be able to identify the imp
(CLO) 4:- student shall be able to identify and describe
different parenting styles
Rubric:
75%
43.9
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
43.95 falls below the target for success.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
One section of ECD 62 was taught in the morning; the other section
was a 6 week all-day Saturday class. The students on Saturday had
greater success than the morning students. The morning class has
younger and less experienced students than the weekend class.
Perhaps more committed students attend on Saturdays.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
43.95 falls below the target for success.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
33 One section of ECD 62 was taught in the morning; the other section
was a 6 week all-day Saturday class. The students on Saturday had
greater success than the morning students.
The morning class has younger and less experienced students than
the weekend class. Perhaps more committed students attend on
Saturdays.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
43.9%
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Continue offering this class at a variety of days/times.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
43.9
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Continue offering this class at a variety of days/times.
34 PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
35 Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 63
Fall 2013
2
2
100%
Spring 2014
Hilal Ozdemir, Michelle
Sherry
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
Defined
Target
Scores*
(CLO Goal)
75%
Over 80 %
(CLO) 2: student shall be able to discuss the
learning process in early childhood as it relates to
play
75%
Over 80 %
(CLO) 3: student shall be able to evaluate
teacher practices for best practices reflecting
current research
75%
Over 80 %
(CLO) 4: student shall be able to plan curriculum
that refects an understanding of cultural diversity
75%
Over 75%
(CLO) 1: Observe, plan, assess and evaluate an
EC environment
Actual
Scores**
(eLumen data)
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
36 **Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
37 PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
Close to 90 % scored with a 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The statistics show that our students are grasping the content of this
outcome and are successful.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
Close to 90 % scored with a 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The statistics show that our students are grasping the content of this
outcome and are successful.
38 C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
A little over 80 % scored with a 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The statistics show that our students are grasping the content of this
outcome and are successful but perhaps we need to put a little
stronger emphasis on cultural diversity.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
A little over 80 % scored with a 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The statistics show that our students are grasping the content of this
outcome and are successful but perhaps we need to incorporate
assignments that will include current research.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
39 PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
CLO # 1-The students are able to reflect on information that they have gained in
the class through an observation of an EC program and apply that to creating a
developmentally appropriate classroom. However due to severe budget cuts,
providing a developmentally appropriate model classroom has become
challenging task.
CLO # 2-The students are able to reflect on information that they have gained in
the class and to be able to articulate the importance of play in young children’s
development.
Even though students scored above the target for CLO # 3, we need to perhaps
put more emphasis on culture. As a department we make this a high teaching
priority.
Although we exceeded predicted percentage rate for CLO #4 we are hoping our
student assistants help us reach to 100% success goal.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
CLO # 1: Rely heavily on Lab Faculty Student Assistants
CLO # 3: New assignments
CLO # 4: New assignments involves recent research
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 X Resource based
 Change to CLO or rubric
 X Change to assessment methods
 Other:______________________________________________________
40 Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 65
Fall 2013
1
1
100%
Spring 2014
2
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1:STUDENT WILL BE ABLE TO DISCUSS LEGAL
AND ETHICAL ASPECTS OF OPERATING EARLY CARE
AND EDUCATION PROGRAMS
(CLO) 2: STUDENT WILL DEVELOP AND IMPLEMENT
OPERATING POLICIES AND PROCEDURES IN CHILD
CARE PROGRAMS.
(CLO) 3: STUDENT WILL IDENTIFY AND DESCRIBE
THE RESPONSIBILITIES AND TASKS ASSOCIATED WITH
ADMINISTERING AN ECE PROGRAM
(CLO) 4: ANALYZE THE RESPONSIBILITIES AND
TASKS WITH ADMINISTERING AN EARLY CHILDHOOD
DEVELOPMENT PROGRAM
41 Defined
Target
Scores*
(CLO Goal)
75% score 3
or 4
83% scored 3
or 4
75% score 3
or 4
89% scored 3
or 4
75% score 3
or 4
89% scored 3
or 4
75% score 3
or 4
83% scored 3
or 4
Actual
Scores**
(eLumen data)
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
Scores are above 75% at 83%
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
It seems students are not only meeting the target but going beyond.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
Scores are above 75% at 89%
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
It seems students are not only meeting the target but going beyond.
42 C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
Scores are above 75% at 89%
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
It seems students are not only meeting the target but going beyond.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
Scores are above 75% at 83%
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
It seems students are not only meeting the target but going beyond.
43 PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
Faculty reviewed assignments and made some tweaks to assignments to
more reflect outcomes.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
Revealed that students are exceeding the expectations of the course. Does
not seem that any are needed.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
44 Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 67
Fall 2013
1
1
100%
Fall 2013
Mitchell Ha
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
Defined
Target
Scores*
(CLO Goal)
75%
88.5%
(CLO) 2: Apply the principles of infant/toddler
development to create safe and healthy
environments which meet licensing requirements
and are responsive to the needs of individual
infants and toddlers.
75%
88.5%
(CLO) 3: Analyze qualities of team approach,
collaboration, communication, professional and
ethical behaviors in infant/toddler care
environments.
(CLO) 4:
75%
88.5%
(CLO) 1: Analyze skills of infants/toddlers in
physical cognitive, social emotional domains as
well as key elements of language development
45 Actual
Scores**
(eLumen data)
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
Actual scores of 88.5% exceeded defined target scores of 75%.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The students did much better than anticipated based on the 88.5%
actual scored. The combinations of lecturing, small groups and large
group discussions helped students in understanding the materials
presented to them in class.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
Actual scores of 88.5% exceeded defined target scores of 75%.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The students did much better than anticipated based on the 88.5%
actual scored. The combinations of lecturing, small groups and large
46 group discussions helped students in understanding the materials
presented to them in class.
47 C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
Actual scores of 88.5% exceeded defined target scores of 75%.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The students did much better than anticipated based on the 88.5%
actual scored. The combinations of lecturing, small groups and large
group discussions helped students in understanding the materials
presented to them in class.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
48 PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
More group discussions were added to class time. Students were given time
to discuss their reading in small groups.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
Students certainly did better through the combinations of lectures and
peer discussions.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
49 Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 69
Fall 2013
1
1
100%
Fall 2013
Adrienne Hodson
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1: APPLY CHILD DEVELOPMENT PRINCIPLES
ACROSS ALL DOMAINS USING AUTHENTIC
ASSESSMENTS, QUANTITATIVE AND OBSERVATIONAL
SKILLS TO THE PREPARATION OF A CHILD’S
DEVELOPMENTAL PORFILE AND PORTFOLIO
(CLO) 2: COMPARE AND ANALYZE CURRENT
ASSESSMENT TOOLS USED IN EARLY CARE AND
EDUCATION
(CLO) 3: DEMONSTRATE THE USE OF OBSERVATION
AND ASSESSMENT TO IMPLEMENT CURRICULUM AND
ENVIRONMENTAL CHANGES IN SUPPORT OF CHILD’S
INDIVIDUAL NEEDS
50 Defined
Target
Scores*
(CLO Goal)
75% of
students
scored 3 or
4
80% of
students
scored 3 or
4
80% of
students
scored 3 or
4
Actual
Scores**
(eLumen data)
79% scored 3
or 4
93% scored 3
or 4
93% scored 3
or 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
The students scored 4% above the target for CLO 1.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The first CLO was discussed and reflected in all the curriculum and
discussions.
Students discussed and analyzed each domain and reflected how this
related to the individual child’s strengths and needs.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
The students scored 13% above the target for CLO 2.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The second CLO reflected on specific assessment tools. During the
class session the discussion was on the following assessment tools:
DRDP (Desired Results Developmental Profile) and how it is used to
reflect the needs of the individual child; ASQs (Ages and Stages) and
how this tool is used to assess a child who may have a special need;
51 ECERS (Early Childhood Environment Rating Scale) and how the
environment affects the quality of a program; CLASS (Classroom
Assessment Scoring System) and the importance of interactions
between teachers and students and what the teachers do with the
material they have.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
The students scored 13% above the target for CLO 3.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The class demonstrated the use of observations including anecdotal
notes, running records, rubrics, child interviews and document panels.
Discussion included a developmental checklist, individual
observations of children in each domain and a portfolio on one child to
be presented to the class and completed portfolio to be part of their
final project. The discussion was also on interpreting and using the
data and discovering what observational tool would work best for them
and their program.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
This is the first time I’ve taught this particular course. I will address any
changes needed before teaching this course again.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
The strengths of the assessment reflections showed the need for students to
understand the importance of observation, techniques to be successful when
observing children and the importance of understanding the needs of the
individual child.
52 In the future the domains of child development should be stressed when
using authentic assessments.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular X
 Pedagogical
 Resource based X
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
53 Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 79
Spring 2104
1
1
100%
Summer 2014
Mitchell Ha & HilalOzdemir
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
Defined
Target
Scores*
(CLO Goal)
85%
Actual
Scores**
(eLumen data)
(CLO) 1:
Critique theories and review the multiple impacts
on young children's social identity
(CLO) 2:
85%
identify and analyze personal cultural
backgrounds and contrast and compare their
cultural identity to those of other groups.
Recognized groups include but are not limited to
African American, Asian American,
Chicano/Latino, European Americans, Indigenous
Peoples of the Americans and Americans of
Middle Eastern origin
93.6
(CLO) 3:Compare and contrast diverse cultural
values, childrearing practices, attitudes towards
play and education in order to work more
93.6
54 85%
93.6
effectively with children, families and co-workers
(CLO) 4:apply the principles of developmentally
85%
93.6
appropriate practice and of anti-bias pedagogy to
develop environments and curriculum which are
linguistically appropriate and support diversity,
inclusion and a multiethnic perspective
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
It’s a successful class overall.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
I will look at each student’s success rate based on each individual
assignments submitted. This would allow me a better understanding
of the needs of each students and their style of learning.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
Overall, the students did really well in the class.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Even though it was a successful class, I still would like to do more
55 intensive reflection basing on current events each week. This would
allow them to move beyond their own community and reaching out of
their comfort zone which is the main goal of the course; understanding
different environment and dynamics of families and children served.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
The class went well.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The class lecture/discussion was great. If I have to add another
component, I would add the hands-on in the actual environment where
children are served.
Perhaps visiting several children centers/lab school at Chabot to see
how could we work with the center staff and Director to create an
environment that is inclusive for all families and children.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
This class was successful in this aspect as well.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
We covered best practices in several ways; through discussions,
reflection papers, and small as well as large group discussions using
the assigned textbook as well as other relevant articles.
56 Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 83
Fall 2013
1
1
100%
Spring 2014
Ogman
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1:
Student will identify and support developmental
stages of adults.
(CLO) 2:
Student will maintain a safe and developmentally
appropriate environment
Defined
Target
Scores*
(CLO Goal)
75%
66.60
75%
66.60
Actual
Scores**
(eLumen data)
(CLO) 3:
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
57 **Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
58 PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
Students fell below success level.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
ECD 83 is an “advanced” course and many students are not prepared
to take the class. They lack the experience to provide an adequate
framework for success. Perhaps additional prerequisites should be
considered.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
66.60
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Consider adding additional prerequisite or recommendation.
59 C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
60 PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
61 Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 87
Spring 2014
1
1
100%
Summer 2014
Mitchell Ha & Hilal Ozdemir
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
Defined Target
Scores*
(CLO Goal)
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL
DIFFER BY COURSE)
(CLO) 1:
Analyze infant/toddler classrooms using
the infant toddlers environmental rating
scale rating
75%
(CLO) 2:
75%
Develop learning experiences that support
children’s optimal development.
(CLO) 3:
75%
Develop strategies that are effective in
creating partnerships with families.
62 Actual
Scores**
(eLumen
data)
80.0
80.0
80.0
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycles.PART II: COURSE- LEVEL
OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
The class was successful with 80.0.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Overall the students did well in their classwork as well as small group
projects.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
It was a successful class.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The students were able to plan and maximized their learning
experience to optimize their learning experiences.
63 C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
This class was successful in this aspect.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Students were able to work on gathering resources to support families
and children’s needs.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
It would be great if the students could actually observe children in the natural
environment
This class was offered in the evening and there were no infant/toddler serve
at the lab school. Therefore, working with the community to identify model
centers in the community where students may visit to make it more
successful.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
The class was successful. However, 16% of the students stop attending
class due to lack of transportation, family issues, and financial
difficulties. In term of curriculum, it could be even more successful if
the lab school serves infants and toddlers as well as open during the
evening hours so students could connect theory with practice in an
actual lab school setting.
64 3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: Conduct a survey to find out students needs and connect them
with the resources offered on campus.
65 Course
Semester assessment data gathered
ECD 88
Spring 14
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
One
100%
Spring 14
Ogman
Course-Level Outcome (CLO) 1:
Outcome: Student will be able to demonstrate the ability to use the Environmental
Ratings Scale
In the context of the course as a whole, what scores for your CLOs would indicate
success for you? (Example: 75% of the class scored either 3 or 4.)
We expected 75 % success.
How do your current scores match with your above definition of success?
100 % achieved success. The students surpassed our predictions.
Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
This is a one-day, ½ unit course. There is only one “agenda”: to teach how to
use the tool. It is an effective format for mastering this particular assessment
too.
What course-level and programmatic strengths have the assessment reflections
revealed?
Critical thinking, cultural sensitivity
What actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
None at this time
66 What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate
success for you? (Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections
revealed?
What actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
We need to give students more time and opportunities to practice reflection
during the class.
What is the nature of the planned actions?
 Curricular
Pedagogical
 Resource based
 Change to CLO or rubric
Change to assessment methods
 Other:
________________________________________________________________
67 Course-Level Outcome (CLO) 3:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate
success for you? (Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections
revealed?
What actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
What is the nature of the planned actions?
 Curricular
Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
________________________________________________________________
______________
Course-Level Outcome (CLO) 4:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate
success for you? (Example: 75% of the class scored either 3 or 4.)
68 How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections
revealed?
What actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
Other: _____________________________________________
69 Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 89
Fall 2013
1
1
100%
Spring 2014
Michelle Sherry
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1: Students will analyze and apply
information gained from the specific topic of this
session in their everyday interactions with young
children and professional colleagues
Defined
Target
Scores*
(CLO Goal)
80%
Actual
Scores**
(eLumen data)
100%
(CLO) 2:
(CLO) 3:
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
70 PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
The scores exceed the target
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The assignment was specifically designed to discuss theory in class,
implement in an early childhood classroom and then return to class to
discuss and evaluate
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
71 C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
72 PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
The successful assignment is a new one, based upon evaluation of prior
classes
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
To continue the use of the assignment
3. What is the nature of the planned actions (please check all that apply)?
xCurricular
xPedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
73 Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 90
Fall 2013
2
1
50%
Spring 2014
Michelle Sherry
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY
COURSE)
Defined Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen
data)
92.3%
(CLO) 1: Critically assess one's own teaching
experience to guide and inform practice
75% receive 3 &
4
(CLO) 2:
Demonstrate knowledge of current research and
understanding of how young children learn by way
of planning and implementing developmentally
appropriate practices that emerge from
observation.
(CLO) 3: Demonstrate ability to use feedback,
constructive criticism and reflection to improve
teaching skills
(CLO) 4: Demonstrate and discuss the learning
process in early childhood as it relates to play
75% receive 3 &
4
84.7%
75% receive 3 &
4
92.3%
75% receive 3 &
4
84.6%
74  If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
75 PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
The current scores surpassed the target
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Journal assignments are fostering reflective practice by students
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
Current scores exceed target
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Use of “Plan/do/review” assignments are proving to be successful
76 C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
The current scores exceed the target
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
Present scores exceed target
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Use of curriculum webs documenting values of play are helping
students
77 PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
Providing more assignments that require students with opportunities to make
connections between theory and practice
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
To continue with current assignments
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
xPedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
78 Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 95
Fall 2013
1
1
100%
Spring 2014
Edna Rodriggs
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1: ECD 95 - Demonstrate one or more
new skills acquired as a result of selected
professional objectives
Defined
Target
Scores*
(CLO Goal)
75% will
receive 3 or4
Actual
Scores**
(eLumen data)
100% received
a 3 or 4
(CLO) 2:
(CLO) 3:
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
79 PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
Students achieved the goal that was set for this course
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
This course is a work based course and students are demonstrating
their ability to set professional goals and achieve them.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
80 C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
81 PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
We have looked at the assignments and have made them in accordance to
specific ECE Competency skills such as planning a learning activity at their
work site.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
It has revealed that the assessment is a valid assessment for this
course.
3. What is the nature of the planned actions (please check all that apply)?
 X Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
82 Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 96
Fall 2013
1
1
100%
Spring 2014
Edna Rodriggs
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
Defined
Target
Scores*
(CLO Goal)
(CLO) 1:
75% receive
Apply concepts encountered in ECD instruction to 3 or 4
problems and situations occurring in early care
and education
Actual
Scores**
(eLumen data)
91% received
a 3 or 4
(CLO) 2:
(CLO) 3:
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
83 PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
Target was met 91% received a 3 or 4
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The students have been able to apply the information that they have
acquired in the course with ethical scenarios at a desired level.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
84 C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
85 PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
We have not made any changes to the course since we are meeting our goal
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
It demonstrates that the students have had acquired the skills that they
need so that they are able to apply the NAEYC code of Ethics in specific
work based scenarios.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
86 Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course
level discussions, please reflect on each of your Program Level Outcomes.
Program: AA
PLO #1: Apply ethical standards and professional behaviors that demonstrate
understanding of the needs, the characteristics and multiple influences on the
development of children birth to age eight as related to high quality care and education
of young children.
PLO #2: Design, implement and evaluate environments and activities that support
positive, developmental play and learning outcomes for all children.
What questions or investigations arose as a result of these reflections or discussions?
Expand # of PLOs so it is more inclusive of competencies. Reflect on and adjust CLOs
and PLOs to align with NAEYC Accreditation standards
What program-level strengths have the assessment reflections revealed?
ECD 63 and ECD 90 which are our advanced classes require prerequisites of the
foundational courses. The success rate for these classes are high. Our analysis of the
CLOs indicates that students are able to demonstrate their ability to design, implement
and evaluate activities in early care and education environments. The students are able
to connect theory to practice through their highly supervised Lab experiences on
campus. The on-campus Lab experience allows students to learn and develop their
skills over time and through the progression of ECD courses. Students get constant,
real-time feedback on their work in a classroom. Their Lab instructor is available to
answer questions and model appropriate behavior.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Faculty has made efforts to support student learning in the Lab by finding funds for
student Lab assistants. This enhances the program and the learning for students in this
climate of diminishing resources. We will explore the creation of an Internship in ECD to
help develop leadership skills and provide professional development for advanced
students as they mentor beginning ECD students.
NAEYC Program Accreditation requires a self-study. We will become more aware of
specific professional competencies and will need to work to assure that those
competencies are core elements of all of our classes.
12% of our courses did not meet our expected CLO scores of success. We will reflect
87 on these results and come up with appropriate response.
Program: AA Intervention
PLO #1: Design, implement and evaluate environments and activities that support
positive, developmental play and learning outcomes for children with special needs.
PLO #2: Develop strategies that promote partnerships between programs, teachers,
families and their communities to meet the needs of children with special needs and
their families.
What questions or investigations arose as a result of these reflections or discussions?
Expand # of PLOs so it is more inclusive of competencies. Reflect on and adjust CLOs
and PLOs to align with NAEYC Accreditation standards
What program-level strengths have the assessment reflections revealed?
ECD 63 and ECD 90 which are our advanced classes require prerequisites of the
foundational courses. The success rate for these classes are high.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
The capstone course for the AA Intervention Degree is ECD 91 Adaptive Curriculum
and it is not offered every year and so we do not have latest results
Program: ECD Certificate: Associate Teacher
PLO #1: Student will be able to observe, reflect, develop and carry out an activity that
is developmentally appropriate for a group of young children.
What questions or investigations arose as a result of these reflections or discussions?
Students at this level have completed 24 ECD units. Based on CLO data, at this level
students are competent to observe, reflect and implement appropriate activities under
the direct supervision of a Lab instructor. Students need more specialization to continue
in the ECD career ladder. The California Child Development Permit requires students to
pursue higher academic levels. Because of budget cuts, we have been limited in our
ability to offer any but the most basic ECD courses. Students need electives in order to
meet their educational and professional goals.
Reflect on and adjust CLOs and PLOs to align with NAEYC Accreditation standards
What program-level strengths have the assessment reflections revealed?
Students at this level have completed 24 ECD units. Based on CLO data, at these level
students are competent to observe, reflect and implement appropriate activities under
the direct supervision of a Lab instructor.
88 What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Reinstate when possible, advanced and elective and specialization ECD courses.
Students are completing the units but not completing paperwork for certificate and so
we are being more intentional in supporting students to apply for the certificate with the
support of the ECD Professional Development Coordinator. Students are being
educated as to the value of a certificate even if their long term goal is a degree.
Program: ECD Certificate: Basic Teacher
PLO #1: Student will be able to demonstrate their understanding of children's
development through documentation of their skills.
What questions or investigations arose as a result of these reflections or discussions?
Reflect on and adjust CLOs and PLOs to align with NAEYC Accreditation standards
What program-level strengths have the assessment reflections revealed?
Number of students for this certificate since 2011 is 49.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Reflect on and adjust CLOs and PLOs to align with NAEYC Accreditation standards.
Insure that all eligible students apply for their basic certificate.
Program: ECD Intervention (C)
PLO #1:Student will demonstrate an understanding of atypical development in children
birth through age 8 by designing an environment and planning curriculum that meets the
diverse needs and learning styles of all children.
What questions or investigations arose as a result of these reflections or discussions?
Since this Certificate is relatively new, we have trouble filling the required courses. It
also requires a Lab placement, which represents a challenge for many students to
accommodate to their work schedule.
What program-level strengths have the assessment reflections revealed?
The strengths of this program are still to be determined. It has the potential to be a
meaningful educational path for our students, as well as meeting community needs.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
89 Reflect on a
Better “marketing” of the program, specifically the financial benefits of being an inclusion
specialist.
90