El Camino College
Student Learning Outcomes and Assessment
Assessment of Learning Committee
Agenda for the Monday, June 4, 2007 Meeting
Location: Library 202
Time: 2:30p – 4:00p
Voting Members:
Coordinators:
Jenny Simon & Lars Kjeseth
Business Rep:
Donna Grogan
Soc/Beh Rep:
Cristina Gold
Humanities Rep:
Matt Kline & Darryl Thompson
Nat Sci Rep:
Nancy Freeman
Math Rep:
Judy Kasabian
Ind / Tech Rep:
Ray Lewis
Fine Arts Rep:
Harrison Storms
HSA Rep:
Kelly Clark & Rory Natividad
Learning Res Rep:
Claudia Striepe
Student Services Rep:
Kathryn Romero
Compton Education Center Rep: David Maruyama
AGENDA
I.
II.
III.
Ex-Officio Members:
Vice President for Academic Affairs:
Francisco Arce
Dean Rep:
Don Goldberg
Accreditation Rep:
Arvid Spor
Inst. Research Rep:
Irene Graff
Subcommittees (activated as needed):
Publicity
Accreditation
Handbook/Binder/Documentation
Bibliography/Resources
Curriculum
General Education
Future Directions
Call to Order / Announcements (anything new or interesting happening?)
Strengthening Student Success – Update
Outline Plans for Summer and Fall
Student Learning Outcomes and Assessment Philosophy / Principles / Policy
Adjourn
(30 minutes)
(60 minutes)
(0 minutes)
DRAFT 6/1/2007 (Chris’ Draft with a wee bit of editing and reordering by Lars)
El Camino College’s Assessment Philosophy Statement
The Mission of El Camino College is to meet the educational needs of our diverse community and
ensure student success by offering quality, comprehensive educational opportunities. Central to
this mission is student learning, which is not restricted to interactions between students and
instructors in a classroom. Instead, the entire campus works together to support student
learning in all of our courses, programs and services.
El Camino College administrators, faculty and staff recognize that ongoing and evolving
assessment helps determine how effectively our courses, programs and services support the
Mission of El Camino College.
A four-stage assessment cycle evaluates student learning and personal growth. The process
includes:
A. Identification of a desired student learning outcome
B. The design and implementation of an assessment
C. Reflection on the results of the assessment and reporting conclusions to the campus
community
D. Consideration of conclusions drawn from the assessment in curriculum and program review,
as well as budget and planning decisions.
When the assessment cycle is complete, another begins.
The following principles guide the assessment cycle:
1. Administrators, faculty and staff are responsible for assessment cycles in their sectors:
The personnel directly involved in the delivery of any course, program or service, while
expected to consider the opinions and needs of all stakeholders, are finally responsible for
developing learning outcomes and for designing and implementing appropriate assessment
instruments. They are also directly responsible for drawing conclusions from assessment
results and for sharing those results with the campus community for review and comment.
Personnel require time, resources and logistical support to conduct accurate and effective
assessment cycles.
2. Student learning outcomes are defined in various ways. Student learning outcomes vary
tremendously among courses, programs and services; they may be cognitive, affective, or
psychomotor. They change over time and are informed by a multitude of factors, including
community needs, discipline standards, and previous assessment cycles.
3. Assessments across campus use diverse methods, build upon pre-existing assessments,
and may require additional resources. Assessment techniques have a wide range of style and
rigor, but will be based on student products. Whenever feasible, existing assessment
instruments are modified to meet our new assessment standards. New assessment routines
should replace old ones. Direct measures of student learning are preferred, wherever
possible. However, indirect measures may also be used, particularly in sectors that indirectly
support student learning. Additional resources may be necessary in order to conduct
meaningful assessments of student learning outcomes.
4. Curricular and budget decisions are informed by assessment results: An assessment cycle
is complete when curricular and budget decisions that consider the assessment conclusions are
made and implemented. A new cycle of assessment cannot begin until this final stage is
complete.
5. Assessments are used primarily for program improvement and not for individual
performance evaluation: One key to improving student learning is the effective discussion of
assessment results. The more personnel that participate in the analysis of assessment
results, the greater the likelihood that proposed changes will be implemented and sustained.
All personnel may participate, knowing that assessment results will not be used in any punitive
manner and that the process does not threaten academic freedom.