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 031 Infant and Toddler Studies II
Program Contact Person: __Laura B. Gray_________________________________ Phone: _310-233-4556______________________
Reviewed by: Lora Lane, SLO Assessment Coordinator
Date:
Jan. 4 2012
Attach additional pages as necessary.
Institutional Learning
Outcomes
1
Course Intended Outcomes
1. Identify developmental
milestones in infancy and
toddlerhood: physical,
psychological-emotional, social
and intellectual, including
atypical as well as typical
development.
Means of Assessment and Criteria
for Success
Means: Multiple choice questions
Criteria: 75% of students will score a
C or better according to department
rubric.
Summary of Data Collected
Use of Results
Spring 2011:
Out of 35 students taking the
midterm, 88% received a C or
better
Good understanding of
developmental milestones
attributed to class involvement in
lecture and summary, in addition to
reading assignments in text. Better
reading comprehension and
language skills needed for some
students.
Understanding of Piaget and
Erikson are still pivotal to students
studying infant/toddler
development. More class time will
be devoted to studying and
discussing their theories and
writing about them. Also
recommend using even more
multimedia activities.
The importance of students
observing infants and toddlers in
their preschool settings or centers
cannot be emphasized enough.
Video hook-up to LAHC child
development center would be
extremely useful.
Again, use of video and
experiential activity and discussion
prove to be highly effective in
making theory connect to practice.
For some students, more reading
1
2. Compare child development
theories of Piaget, Vygotsky, and
Erikson, with an emphasis on
cognitive, emotional and social
development.
Means: Short essay
Criteria:75% of students will score a
C or better according to a department
rubric
Spring 2011:
Out of 35 students writing
short essays as part of their
midterm, 86 % received a
score of C or better
5
3. Evaluate cognitive and social
emotional development theory as
it relates to infant/toddler
development. Analyze actual “in
time” development.
Means: Observation paper
Criteria: 75% of students will receive
a C or better according to a
department rubric
Spring 2011:
Out of 35 students writing an
observation paper on an infant
or toddler, 98% received a C
or better
1
4. Compare and contrast various
curriculum activities, routines and
experiences (program models)
used for meeting the needs of
infants and toddlers and their
Means: Multiple choice questions
Criteria: 75% of students will receive
a C or better according to a
department rubric
Spring 2011:
Out of 32 students taking a
final exam, 96% received a C
or better.
families.
5
5. Identify criteria and use tools
for creating program
effectiveness-apply
developmentally appropriate
practices.
1
6. Demonstrate and practice
observation and assessment skills.
Means: create a developmentally
appropriate lesson plan for an
activity with either infants or toddlers
Criteria: 75% of students will receive
a C or better according to a
department rubric
Means: observation paper
Criteria75% of students will receive
a C or better
Spring 2011:
Out of 32 students creating a
lesson plan, 98% received a C
or better.
and language comprehension skills
and practice.
Class lecture, class discussion and
practice in tying theory to practice
were highly effective. Text
selection is also crucial.
Spring 2011:
Out of 32 students writing an
observation paper, 98%
received C or better.
More observation practice
recommended. Its power in making
theory come alive can’t be
underestimated.