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Assessment Progress and Plans

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

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Student Learning Outcomes & Assessment Cycle (SLOAC)

SLOAC Philosophy Statement

Student Learning Outcome and Assessment Committee (SLOAC) Philosophy Statement

The Student Learning Outcome and Assessment Committee (SLOAC) is an Academic Senate committee, composed of faculty, charged with developing and implementing a comprehensive plan for an ongoing cycle of the assessment of student learning outcomes in courses, programs and at the institutional level.

Our intended outcomes are to:

  1. Affirm the autonomy, integrity and individuality of the teaching process.
  2. Create opportunities for reflection on the learning process for students, faculty and staff.
  3. Maintain open and continuous dialogue about the Student Learning Outcome & Assessment Cycle (SLOAC).
  4. Make expectations/competencies/procedures for students transparent.
  5. Build flexible documentation systems that can incorporate both quantitative and qualitative information about student learning.
  6. Support the learning-college model, which acknowledges that all aspects of the college community contribute to student learning and success.
  7. Meet Accreditation standards related to the assessment of student learning.

The SLO cycle of identifying, implementing and assessing student-learning outcomes is intended to stimulate collaboration, lively discussion, meaningful reflection, and appropriate action to improve student learning. It is also intended to communicate high standards of learning to students and emphasize the student’s responsibility in the learning process. 

Faculty have always assessed students and the design of instruction and assessment of student learning should continue to be driven by faculty. Learning can take place both in a structured academic environment and outside the traditional classroom. There are numerous ways to assess students, and SLOs represent one aspect of a comprehensive profile of student achievement.

Teaching and learning are complex and often involve numerous uncontrollable variables. SLO results are not to be used to evaluate instructor performance or in any way restrict academic freedom. While SLO results do not necessarily meet strict research standards, they are a rich source of dialogue about what students are learning and what can be done on an instructional or institutional level to improve that learning.

This page was last updated 8.23.09

 
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