El Camino College
Student Learning Outcomes and Assessment
Assessment of Learning Committee
Monday, March 23, 2009 Agenda
Time: 2:30p – 4:00p in Library 202
Members:
Coordinators:
Business Rep:
Soc/Beh Rep:
Humanities Reps:
Nat Sci Rep:
Math Rep:
Ind / Tech Rep:
Fine Arts Rep:
HSA Rep:
Jenny Simon,
Lars Kjeseth & Linda Gallucci
Donna Grogan
Christina Gold
Rebecca Bergeman &
Darrell Thompson
Nancy Freeman
Kaysa Laureano-Ribas
Ray Lewis
Harrison Storms & Rick Ewing
Kelly Holt
Learning Res Rep:
Student Services Rep:
Compton Center Reps:
V. P. A. A. Office:
CEC Dean for A. A.:
Deans Rep:
Accred Rep:
Inst. Research Rep:
Claudia Striepe
Claudia Lee
David Maruyama &
Trish Bonacic
Francisco Arce or
Barbara Jaffe
Jane Harmon
Don Goldberg
Arvid Spor
Irene Graff
Next Meeting: 2:30p – 4:00p, Monday, April 6, 2009, in Library 202
Remaining Meetings: 4/6, 4/27, 5/11, and 6/1.
Please bring last meeting’s agenda with you to today’s meeting. We need the
example Assessment Proposals for reviewing the proposed rubric.
Agenda:
I. Call to Order / Announcements
II. Assessment of Student Learning Week Update
III. Claudia Striepe’s Draft of Sixth Core Competency
IV. Review of Assessment Rubric (using the last meeting’s agenda)
V. Share Recommendation 2 Document – Ask for electronic feedback
VI. Adjourn
_ _ _ _____________ _ _ _
Notes:
II.
Assessment of Student Learning Week Schedule
Monday, April 27
Forms Workshop/
Assessment Fair
1:30p – 4:00p
(for faculty groups to
learn about forms,
deadlines and
processes)
Personnel:
Tuesday, April 28
Rubric Workshop
12:30p – 2:00p
(for faculty to learn
about our rubric for
evaluating assessment
proposals)
Personnel:
Wednesday, April 29
Rubric Workshop/
Assessment Fair
2:30p – 5:00p
(for faculty to learn
about our rubric for
evaluating assessment
proposals)
Personnel:
Thursday, April 30
Forms Workshop
12:30p – 2:00p
(for faculty groups to
learn about forms,
deadlines and
processes)
Personnel:
(5 minutes)
(15 minutes)
(10 minutes)
(40 minutes)
(15 minutes)
(5 minutes)
Friday, May 1
Training Workshop for
Division SLO Committees
8:30a – 1:00p
Personnel:
III.
Draft of a Sixth Core Competencies:
“Recognizing the demands of an increasingly electronic information environment, students will be
able to identify information needs and locate, extract, and evaluate information in various formats,
using different technologies.”
2
The statement and
assessment plan are
somewhat clear, but more
needs to be done to develop
the clarity.
3
The statement and
assessment plan are such
that a reasonably educated
reader could understand
what the expected student
outcome is and how it will be
evaluated.
The assessment is too
complex to be performed
with the resources available
and / or requires the faculty
to completely change the
way they teach or practice
their discipline.
The assessment somewhat
builds on current practice,
but may also require an
unreasonable amount of
resources.
The assessment will not
involve a complete
“reinvention of the wheel.”
It is a reasonable
assessment of a student
outcome that builds on
current practice.
The outcome being
measured is a single item
from a list of content items
to be learned in a course and
the assessment does not
involve critical thinking skills
or “real world” application of
knowledge or skills in the
discipline.
The outcome being
measured might be
considered a culmination of
knowledge or skills in the
course or program, but
there seems to be room for
developing a more holistic
assessment.
The outcome being
measured is a culmination of
knowledge or skills that a
student attains in a course
or program. The assessment
is holistic and involves
critical thinking skills or
“real world” application of
knowledge or skills in the
area or discipline.
The outcome statement and
the assessment seem
unrelated to each other—it
does not seem that the
assessment is a good
measure of the outcome.
The outcome statement and
the assessment seem
somewhat connected, but
the outcome statement or
the assessment needs to be
altered so that the
connection between the two
is more clear.
The outcome statement and
the assessment are clearly
connected.
The resulting data from the
assessment will not be
useful to faculty in
improving student learning.
The resulting data might be
somewhat useful, but there
seems to be room for
developing the assessment
so that more useful data can
be gleaned.
The resulting data from the
assessment will be useful to
faculty, and it can be used
to improve student learning.
Culmination / Completeness
Simplicity
Clarity
1
The statement and
assessment plan are
unclear—full of jargon,
badly worded, or otherwise
unclear.
Connection
Review of Rubric for Evaluating Assessment Proposals
Data
IV.
Comments
V. Attaining Proficiency by December, 2011
Traits of Proficiency
Evidence of Attainment
1. Student learning
outcomes and
authentic
assessments and
assessment results
are in place for all
courses, programs,
degrees, and
certificates.
A. Outcome assessment proposals
exist for all courses, programs,
degrees and certificates
B. Outcome statements, associated
program and core competencies,
and assessment information are
available to all students in each
course and for each program,
degree or certificate through
1) Course information material
(syllabi, course brochures, or
other means)
2) Division, department and
program websites
3) Division, department and
program offices
C. Outcome Assessment Proposals
and Assessment Results are
publically available through
1) College website
2) Division / Unit offices
3) CurricUNET and CurricUNET
generated webpages
2. Results of
assessments are
being used for
improvement and
further alignment of
institution-wide
practices.
A. Results of assessments mentioned
and considered in
1) Course review (specific
worksheet in course review
process)
2) Program review
3) Syllabus development (?)
4) Budget and planning decisions
(?)
B. CurricUNET set up to produce
reports of how results of
assessments were used in course
and program review
TIMELINE ITEMS
Date / Responsibility
Task
May 2009 / Program faculty
(Deans, ALC res)
Each faculty group articulates
program learning outcomes.
XXX / Progr Review Cmte
(Acad Affairs)
Include “use of learning
outcome assessments” in
expectations for program
review
Xxx / CCC
Include “use of learning
outcome assessments” as a
requirement in course review
3. There is
widespread
institutional dialogue
about the results of
assessments.
A. Core Competencies are regularly
assessed, with broad participation
by administrators, faculty, staff
and students, and the results
publicized and discussed by the
same groups
B. Assessment of Student Learning
Week institutionalized
C. Discussion of assessment results
are frequent agenda items at
college-wide committees, such as
the Academic Senate or the
Student Senate, as well as at
public events, such as the
Assessment of Student Learning
Week
4. Decision-making
A. Frequent agenda items and
includes dialogue on
recorded in the minutes of
the results of
college-wide, decision-advising
assessments and is
committees, including Planning &
purposefully directed
Budget Committee, Academic
toward improving
Senate, and College Cabinet
student learning.
B. Public and campus-wide
discussions of core competency
assessments lead to
recommendations to the College
Cabinet and the Board
5. Appropriate
resources continue to
be allocated and
fine-tuned.
A. A coordinating team for outcomes
and assessment is established and
institutionalized, including
1) Administrator
2) Faculty coordinators
3) Clerical staff
4) CurricUNET support and
training staff
B. Funds and processes for
appropriately compensating
adjunct faculty assigned SLO
tasks are institutionalized
6. Comprehensive
assessment reports
exist and are
completed on a
regular basis.
A. An ongoing and updated timeline
for assessments is available for
public viewing
B. Public archive of assessment
reports exists
7. Course student
learning outcomes
are aligned with
degree student
learning outcomes.
A. Program outcomes are aligned
with college core competencies
and course outcomes.
B. CurricUNET will report Course /
Program / Core Competency
alignment
8. Students
A. Regular student surveys are
demonstrate
conducted sampling student
awareness of goals
awareness of core competencies /
and purposes of
program / course outcomes.
courses and programs
in which they are
enrolled.