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Current Status of Assessment

Institutional Learning Outcomes
Program-Learning Outcomes (PLOs) and Student Learning Outcomes (SLOs) by Division
Helpful Links Assessment Progress and Plans

Committee Chair
Julie Coan
Dental Hygiene

The development of this website is supported by the Title III Grant.

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Student Learning Outcomes & Assessment Cycle (SLOAC)

Guidelines and Forms for Planning your SLO 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 SLOs 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 (SLOs).

    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 CurricUNET or on the list of course-level outcomes (CLOs) on the main SLOAC webpage which SLOs are in place for the courses.  Revise or add SLOs 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 CurricUNET.  Analyze the results, write your reflections, and bring the above to a meeting with your colleagues to determine possible adaptions.  Tutorials are available on CurricUNET that highlight this process.
  • If you are seeking information on determining appropriate and comparable assignments for assessment, and/or internal standards, see below.

Student Learning Outcomes 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.

Determining Appropriate Assessments (Assignments):

On Choosing Assessments (Assignments):

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

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.

This page was last updated 9.10.13

 
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