2012 SLO Proficiency Portfolio
Proficiency Statement 1:
Student learning outcomes and authentic assessments are in place for courses, programs, support services, certificates and degrees.
Ninety-seven percent (97%) of courses have Course Learning Outcomes (CLOs) and 70% of courses have ongoing assessment. Assessment results have been used to develop rubrics, to modify classroom practices, and to create course curriculum. The district student survey indicates that 91% of students are aware of the CLOs identified on their course syllabi (1.1).
Each department's Learning Assessment (LA) Facilitator provides feedback on CLO development and assessment practices; faculty, as discipline experts, create and approve the CLOs within each discipline. Each department has a designated representative who attends the Learning Assessment Committee (LAC) monthly meetings (1.2), keeps the department informed of assessment best practices, and ensures that assessment reports get placed into TracDat (1.3a, 1.3b). Analysis of CLO assessment results are presented in the Annual Update Plans and used to inform the budgetary needs of each department.
General Education Outcome (GEO, 2.7) and Institutional Learning Outcome (ILO, 6.3) assessments have been conducted through a combination of course-level outcomes mapping and faculty-driven campus-wide assessment. Analysis of ILOs (1.4) mapped from CLOs to ILOs were used to develop the Educational Master Plan (1.5).
The past year saw a dramatic change in our approach to program-level outcome assessment that will go hand-in-hand with the Program Review Self-Evaluation (PRS-E) that will conclude Fall 2013. All academic departments declared their Programs of Study (1.6, 1.7, 1.8), which involved developing outcomes, curriculum maps, and assessment plans. The approval process for the Program of Study included department-level approval by all full-time faculty, with verification from the department's dean, the Academic Senate President, and the Curriculum Committee Chair to ensure that course offerings within the program are current.
Most Student Service, Academic Support, and Administrative Units have developed outcomes and have been through the assessment cycle more than once, with many using assessment results frequently to refine their processes (1.9, 1.10, 1.11) and the services offered to students and faculty.