Continuing the Loop:
Assessment of General Education
Student Learning Outcomes
Select which GEN. ED. was assessed:
☐Competency #1: Written and Oral Communication
☐Competency #2: Quantitative Knowledge and Skills
☐Competency #3: Scientific Knowledge & Reasoning
☐Competency #4: Technological Competency
☐Competency #5: Society and Human Behavior
Report author(s): ______________________
1. College Mission and
Goals
2. Which SCC Learning
Objective associated with
the above checked GEN.
ED. Learning Goal was
assessed?(See list of SCC
Learning Objectives for each
Gen. Ed. Learning Goal on p.
54 of the College Catalog.)
3. Which course(s) was
used to assess this GEN.
ED. Learning Goal
during this assessment
cycle?
4. Which Course Learning
Outcome(s) was assessed
to measure this GEN.
ED.? (from master syllabus;
refer to assessment plan(s))
5. Assessment task(s)
(include description of
assessment tools used and
benchmark indicated in
assessment plan(s))
6. Summary of data
collected over past X
assessment cycles
7. Data analysis (see
“Questions to Consider;”
highlight positives and
identify areas for
improvement)
☐Competency #6: Humanistic Perspective
☐Competency #7: Historical Perspective
☐Competency #8: Global and Cultural Awareness
☐Competency #9: Ethical and Reasoning Action
☐Competency #10: Information Literacy
Report date: _________________
Mission: Salem Community College provides affordable, quality higher education for
college transfer and workforce development.
Strategic Priority #2: To improve student success (2013-2016 Strategic Plan)
8. Changes planned or
made based on data
analysis (see “Questions to
Consider;” be as specific as
possible in identifying
actionable items; please
indicate if any of your
recommendations have
budgetary implications)
9. Continuing the Loop
(review the actionable items
submitted in previous annual
reports; discuss what actions
have been taken and their
results)
What professional development or resources could help you with future assessment activities?
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Resources about best assessment practices
Samples of assignments, rubrics, assessment
plans, and/or completed annual reports
Workshops on assessment
Additional notes/comments:



One-on-one assistance from OAC Chair or
Assessment Coordinator
None at this time
Other (list below)
Questions to Consider
Questions to consider when analyzing data:
 Are the results too high?
 Are the results too low?
 Are the results erratic?
 Are the results in the Goldilocks zone?
(What is an “acceptable” range for the results?)
Questions to consider if the results are too high, too low, or erratic:
Course-Level
1. Do the program or course-level objectives need to be reworded? Sometimes what we initially thought
we wanted from our students no longer works.
2. Do the assignment instructions need to be more clearly written? Did students understand the
assignment the way you understand it? A few words here or there can make a huge difference.
3. Does the assignment need to be revised or updated? For example, are there questions on an exam that
the vast majority of students always get right or wrong?
4. Do the grading tools need to be revised? This is especially true when you graded a weak paper, but the
rubric score was really high.
5. Did you provide enough training of that skill before the students performed it? A few low-stakes
primers before the assessment may be in order.
6. Do you need to offer students more opportunities for active learning? Perhaps a shorter lecture and
more hands-on activities are needed.
7. Do you need to update the course textbook or other course materials? Do newly published textbooks
cover the material more thoroughly or completely?
8. Is there enough time to review all of the material? If not, do you need to consider cutting some courselevel objectives to focus more closely on the key objectives?
Program-Level
9. Are you assuming other courses are covering these skills too? Perhaps you need to review the
objectives in your program.
10. Are you expecting students to demonstrate an introductory level of skills (i.e. what would be expected
in a 100-level course) or a reinforced/mastery level of skills (i.e. what would be expected in a 200-level
course)? If unsure, perhaps it’s time to revisit program mapping.
11. Are courses being offered in a variety of formats (online, hybrid, “compressed” semesters)? If so, is
there a noticeable difference in results across these formats?
12. Is there a noticeable difference in results between sections taught by full-time instructors and sections
taught by adjuncts? If so, do adjuncts need more training on using the assessment tools?
External
13. Are courses being offered in ideal locations and at ideal times?
14. Are IT issues affecting course performance?
15. Are there adequate external resources for students? Tutoring, library resources, etc.
16. How will you communicate positive/negative results (i.e. good ideas and/or areas for improvement)
and the impact of changes to the rest of the College community?