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Assessment Progress and Plans

SLOAC Chair
Carey Kopay

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

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Student Learning Outcomes & Assessment Cycle (SLOAC)

Course-Level Outcomes (CLOs)

    At Chabot, we have started by focusing our assessment activities on the direct assessment of CLOs, by using analytic rubrics.  To find when your course is up for assessment, see your discipline’s CLO assessment schedule.  To edit one, see the forms page.         

    For guidelines on sampling and related matters, see Chabot's assessment policy.  The assessment page describes assessment in more detail.

    Course-level outcomes are the few things you wish a student to take away with them, and remember forever, after completing a course. They are not so much the course content, as what the student can do with that knowledge.  A little bit about the difference between course content and CLOs follows. 

    A COR is a Course Outline of Record.  It is the contract between the faculty and the college, so naturally our course content and CLOs are derived directly from it.  The course content is listed on the COR, it represents discreet skills and knowledge that the students are learning in the course. 

    The course outcomes are derived from the course content, but they are summaries of those skills.  They are more broad and represent what a student can do after completing your course.  Think of your outcomes as the ending this sentence, “After completing this course, the student will be able to…..”

    You can find your course's COR on the Academic Services webpage.

    To see if your course has CLOs developed, and read the actual CLOs that have been put into eLumen, broken down by division and then by course, see the list of our course-level outcomes (CLOs).  This list is updated periodically, however the most current site to see the CLOs, and to see the rubrics as well, is eLumen itself.

    To revise or submit new CLOs and rubrics, please email them to the Learning Assessment Coordinator.  We will then put them in eLumen for you. 

    We are aware that a more varied and inclusive approach to assessment will benefit us in the future, and we are looking forward to developing methods for qualitative assessment as well. 

    Here's an example of four CLOs for Art 11 - Design, Materials, and Color:

1.    Develop painting and sculptural techniques

2.    Compose to advantage the elements and principles of design

3.    Compose to advantage color theory and expression

4.    Express creative concepts

    Here's two examples of the analytic rubrics for two of these CLOs:

    A rubric is a scale upon which to measure the students’ understanding.  Analytic ones list and rank the competencies.  Ask yourself, “What does a beginning level of competence look like?” etc.

Example 1 of a rubric for the 1st Design, Materials, and Color CLO, which focuses on developing a larger, more enhanced skill set:

Develop painting and sculptural techniques:

0.    The work was not presented.

1.        Shows very little or no command of the media and tools to attain little or none of the  assignment parameters.

2.        Shows some command of the media and tools to attain some of the assignment parameters.

3.        Shows a good command of the media and tools to attain most of the assignment parameters.

4 .       Shows mastery of command of the media and tools to attain the assignment parameters.

Example 2 of a rubric for the 4th Design, Materials, and Color CLO, which focuses on developing higher levels of cognition (see Bloom’s taxonomy for the cognitive realm).  To see more on this go to the Assessment page:

Express creative concepts:

0.    The work was not presented.

1.        Lacks general or all clarity of concept(s), with widely clichéd imagery. Many or all of the visual elements do not lead to the intended idea.

 (This refers to the recall of popular culture’s common imagery = level 1- knowledge)

2.     Shows some clear concept(s) with commonly clichéd imagery.  The idea requires more clear statement by the visual elements.

(This refers to that the idea is starting to be described visually = level 2 - comprehend)

3.    Shows mostly clear concept(s), with some originality.  The idea is stated by the visual elements, but needs to be more clear.

(This refers to a good level of illustration of ideas = level 4 – analyze, and some creativity which his approaching level 5 - synthesis)

4.    Shows a coherent, original concept. The ideas are well stated by the visual elements.

(This refers to more consistent invention and organization = level 5 - synthesis)

Good job!  Now you're ready to start thinking about assessment, and how your CLOs align to the goals of your Program...see the Assessment and Program-level outcomes pages.

This page was last updated 10.23.10

 
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