Student Learning Outcomes & Assessment Cycle (SLOAC)

Guidelines and Forms for Planning your CLO Assessments

Basic Information:

    At Chabot, we have started our practice in assessment at the course-level, and at the institutional level in our college-wide learning goal pilots.  Below you will find some useful guides and forms which support course-level assessment.  The policy statement outlines our current standards for how many CLOs are needed per course, and what sampling looks like.  The ideal way to look at a course is by it's course content and not units for how many outcomes are necessary, but a 3-unit course is likely to have course content which can be covered by 3-5 course-level outcomes (CLOs).

    If you are assessing where your discipline is at with SLOs, the following steps are suggested:

• Review Chabot College's Assessment Policy.
• Check to see if the Discipline has completed the Course Assessment Schedule, and determine which faculty have courses up for assessment.  To draft the schedule, see below.
• Check in either eLumen or on the list of course-level outcomes (CLOs) on the main SLOAC webpage which CLOs are in place for the courses.  Revise or add CLOs and rubrics as needed.
• Check to see if the discipline has completed the program-level outcomes (PLO) matrix either for it's degrees and certificates, or in the absence of those, for the discipline itself.  The program-level outcomes page on this website has information on how to complete this form.
• Assess courses as necessary. 
• Enter results into eLumen.  Analyze the results, write your reflections, and bring the above to a meeting with your colleagues to determine possible adaptions.  The handouts on the eLumen page highlight this process.
• If you are seeking information on determining appropriate and comparable assignments for assessment, and/or internal standards, see below.

Course-level Assessment Schedule:

    The course-level assessment schedule allows disciplines to plan which courses are up for assessment when, and by whom.  It is likely we will assessing each course every three years, to align with our curriculum, program review, and accreditation cycles.  When you close the loop on an outcome, you have determined a course of action to try to better achieve learning, if you have determined a change is necessary.  Allowing a semester or two to go by as you are enacting the change is helpful, to iron out any difficulties with the new approach, before you measure again.  Below are examples for the schedule and the link to the form.

• List showing which have been submitted
• Examples for developing a course-level outcomes assessment schedule
• Course-level Outcomes Assessment Schedule Form

Determining Appropriate Assessments (Assignments):

On Choosing Assessments (Assignments):

    This chart helps provides pros and cons of various assessment vehicles:

• Choosing the right assessment

Assessment for Higher Levels of Cognition:

Our Flex day 10.26.10 brainstorming session on cognitive levels yielded good examples of assessments in various disciplines for the 6 different levels of cognition.

• Bloom's taxonomy for the cognitive realm with outcomes and sample assessments

DRAFT CLO Assessment Plans:

    This semester, we have  developed a new draft course assessment plan, for faculty to try out. One purpose is so that disciplines may determine assessments (assignments) across their sections of comparable difficulty.  The second purpose is so that disciplines can set internal standards of achievement for students.  That is, what % of students need to achieve what level of success for the results to be satisfactory, and therefore, no change is needed?  We welcome feedback on this form.

• Assessment plan sample
• Assessment plan form

This page was last updated 10.23.10