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Who’s Who: SLO Coordinators
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Creating New SLO
Outcomes Assessment

New SLO
Strong course proposals should start with the development of learning outcomes and objectives as well as a plan for assessing those outcomes.

When you create a course and its SLOs you will be defining the overarching outcomes that students should master upon completion of the course. Furthermore, these outcomes are built on the course objectives, which are specific and focused. Remember, SLOs should begin with a Bloom’s Taxonomy verb at the appropriate level of critical thinking.   

How Long Will it Take?
When faculty submit a new SLO request, members of the ASLO Subcommittee will carry out a Technical Review. This Technical Review takes place outside of ASLO Subcommittee and occurs on a rolling basis as needed. Therefore, you will not have to wait for an ASLO Subcommittee meeting in order for your requests to be processed. An SLO Coordinator will sign off on any New Course Proposals as soon as the review is complete.

Recommended Number of Course SLOs
In keeping with the Principles of Assessment, which encourage a focused and meaningful approach to assessment of Student Learning Outcomes, the ASLO Subcommittee recommends that faculty create the following number of SLOs per course:

  • Non-Credit Course: 1 SLO

  • 1-2 Unit Course: 1-2 SLOs

  • 2-4 Unit Course: 2 or more SLOs

  • 5+ Unit Course: 2 or more SLOs

New Course SLO Forms & Workflows
Point Faculty and Facilitators should work together to submit the appropriate forms when creating a new course SLO.

Please note that your departmental Facilitator will add the new SLO and Assessment Method in TracDat after the ASLO Subcommittee and Curriculum Committee have approved the creation. Changes will carry onto the Course Outline of Record in the Winter and Summer Intersessions.

New Course SLO Creation Considerations

  • How many students are impacted by the course

    • Which of your courses have large numbers of course sections offered each semester? If a large number of students will be completing a course, this course would be important to assess frequently to ensure that all the students are learning what they should be learning across the sections of the course.

  • Prerequisite courses or courses with prerequisites

    • Does your department offer pre-requisite courses or courses that students can only enroll in if they have already taken pre-requisites? Do you feel like some of your courses should have pre-requisites? Consider including some of these courses in your assessment plan this semester.

    • Looking at a sequence of courses could reveal more information about the sequence. For instance, students may be passing the course and moving up in a sequence of courses, but were they prepared for the next course or was there an area that should have been covered more in the previous course? For courses where you believe there should be a prerequisite, this could be an opportunity to collect data that could be used as evidence to support your claim.

  • Courses that have collected data for multiple semesters, but have yet to analyze the data

    • If the data has been collected for the past few semesters, this would be a good semester to get your department together to examine the data and talk about it.

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