THE PLAN FOR FACULTY-LED, COURSE-LEVEL
STUDENT LEARNING OUTCOMES (SLO)
ASSESSMENT AT ECC
presented by Dr. Susan Gaulden, Student Learning Outcomes
Assessment Coordinator & Mathematics Professor
Convocation 2010
Since
“Learning can and often does take place without the benefit
of teaching – and sometimes even in spite of it – but there is
no such thing as effective teaching in the absence of learning.
Teaching without learning is just talking.” – from Assessing Student
Learning: a common sense guide, 2nd edition by Linda Suskie
we need to determine to what extent students are learning
what we think we are teaching them in our courses. To do this,
we must plan and implement course-level assessment at ECC.
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S. Gaulden, Convocation 2010
ASSESSMENT IS THE ONGOING PROCESS OF:
1.
Establishing clear, measurable expected SLOs, or student learning
outcomes, evidence of the knowledge, skills, attitudes, etc.
students have once they successfully complete a course
 TO DO THIS: all Course Outlines at ECC will need to be revised by
the faculty to include Course Goals, Measurable Course
Performance Objectives (MPOs) for each course goal, and
General Education Goals, if applicable.
2.
Ensuring that students have sufficient opportunities to achieve
those outcomes
 TO DO THIS: all faculty will ensure that class sessions will include
content that addresses and emphasizes course goals and
corresponding MPOs
S. Gaulden, Convocation 2010
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3.
Systematically gathering, analyzing, and interpreting evidence to
determine how well students learning matches our expectations
 TO DO THIS: 10 or so courses will be selected to be assessed for
student learning outcomes each semester; faculty who teach
these courses and who will lead the SLO assessment of these
courses will be identified and invited to join the Student
Learning Outcomes Assessment Team (SLOAT); SLOAT will
provide training on and support to implement effective courseembedded SLO assessment
4.
Using the results to understand and improve student learning
 TO DO THIS: findings determined by SLOAT members will be
shared collegially and used to guide pedagogical and curricular
revision to improve student learning in our courses
ideas synthesized from Assessing Student Learning: a common sense guide, 2nd
edition by Linda Suskie and Classroom Assessment Techniques: A Handbook for
College Teachers, 2nd edition by Thomas A. Angelo & K. Patricia Cross
S. Gaulden, Convocation 2010
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FALL 2010 COURSE-LEVEL SLO ASSESSMENT SCHEDULE
All full-time faculty at ECC
will be trained on how to
revise Course Outlines to
include Course Goals,
Measurable Course
Performance Objectives
(MPOs) for each course
goal, and Gen Ed Goals,
if applicable.
Course Outline Revision Training Schedule
Date
Tuesday, 9/14
Thursday, 9/16
Tuesday, 9/21
Division(s)/Department(s)
Allied Health and Nursing
Bilingual Studies and
Humanities
Biology & Chemistry and
Business
Thursday, 9/23
CAF and Social Sciences
Tuesday, 9/28
ETCS and Math & Physics
Thursday, 9/30
Make-up session (any
Division/Department)
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S. Gaulden, Convocation 2010
FALL 2010 SLO ASSESSMENT COURSE SCHEDULE
SLOAT 1 members will
assess SLOs in 10 courses in
Fall 2010
Courses to be Assessed
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Findings will be shared at a
SLO Assessment
Symposium to be held in
Spring 2011
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AFE 083
AFM 083
ART 100
BIO 121
BUS 101
ENG 096
ENG 101
MTH 092
MTH 100
SOC 101
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S. Gaulden, Convocation 2010