LA HARBOR COLLEGE
Student Learning Outcomes (SLOs) Assessment Report
Course Assessment
Division: Science, Family and Consumer Studies
Discipline/Program:
Child Development
Course Number and Name: CHDEV 030 Infant and Toddler Studies I
Program Contact Person: _____________________________________________
Phone: _______________________
Reviewed by: Lora Lane, SLO Assessment Coordinator
Date: December 2011
Attach additional pages as necessary.
Institutional
Learning Outcomes
1
1
Course Intended Outcomes
(1) Recognize both the continuum
and milestones of physical, social,
emotional and cognitive
development of infants and toddlers,
and begin to identify signs of
atypical development:
(2) Define the role and impact that
caregivers have in the lives of the
children and families who
participate in programs.
1
(3) Observe and record infant and
toddler behaviors.
5
(4) Implement program components
including setting up an
environment, choosing appropriate
toys and materials, and creating
developmentally appropriate
activities in infant and toddler
settings.
Means of Assessment
and Criteria for
Success
Means: Multiple choice
questions
Criteria: 75%of students
will receive a C or better
according to department
rubric.
Means: Essay and
multiple choice
questions
Criteria:75% of students
will receive a C or better
according to a
department rubric.
Means:Observation
paper
Criteria: 75% of students
will receive a C or better
according to a
department matrix
Means: Short essay
Criteria: 75% of students
will receive a C or better
according to a
department matrix
Summary of Data Collected
Use of Results
Fall 2011:
Out of 32 students taking the
midterm, 99.5% received a C or
better
Complete understanding of developmental
continuum and milestones attributed to good
student involvement during lectures and critical
thinking exercises, as well as reading
assignments in text.
Fall 2011:
Out of 32 students taking the
midterm, 99.5% received a C or
better
Use of video and experiential activity and
discussion prove to be highly effective in
making theory connect to practice.
Fall 2011:
Out of 32 students writing an
observation paper, 97%
received a C or better.
The power of observing and recording
infant/toddler behaviors is essential in making
theory come alive and empowering students to
create developmentally appropriate curriculum.
Some students still need improved writing
skills.
Fall 2011:
Out of 32 students taking the
midterm, 99.5% received a C or
better.
Class lecture, visiting the LAHC CD center,
videos, discussion and practice was used to tie
theory to practice.
1
(5) Compare child development
theories focused on cognitive
development(Piaget) and
social/emotional
development(Erikson)
4
(6) Identify factors of temperament
and development and describe how
these impact the child, and her/his
relationships with others.
Means: Short essay and
multiple choice
questions
Criteria: 75% of students
will receive a C or better
according to a
department matrix
Means: multiple choice
Criteria; 75% of students
will receive a C or better
according to a
department matrix
Fall 2011:
Out of 32 students taking the
final, 96% received a C or
better
Understanding of Piaget and Erikson is still
pivotal for students studying infant/toddler
development. More class time will be devoted
to studying and discussing their theories. Also
recommend using more multimedia and
experiential activities.
Fall 2011:
Out of 32 students taking the
final exam, 96% received a C
or better.
Essential class role playing activities, as well as
lecture and discussion help make this subject
come alive.