Overview of Assessment Cycle
As you will come to see, outcomes assessment is multidimensional at the community college level. Whether you are creating, modifying, or assessing an SLO, whether you are a Facilitator or Department Head, consult this section to learn more about deadlines, appropriate forms, and necessary committee approvals.
Overview of Assessment Cycle (from SLO Coordinator perspective)
Student Learning Outcomes Coordinators will be concerned with empowering Facilitators and Faculty to close the loop on course and program outcomes in a focused and meaningful manner. This includes fostering a collaborative campus culture, enhancing student success, and ensuring ACCJC Standards pertaining to SLO assessment are met, as well as any additional Recommendations.
For instance, in order to address ACCJC's February 2015 Recommendation, the SLO Coordinators, Curriculum, and EARAI developed a "20% Methodology" for departments to identify and work on certain courses' SLO assessment in a more focused manner. This 20% Methodology will help the college to more meaningfully close the loop on its courses and programs.
The Coordinator and EARI distribute an individualized 20% Workbook to each SLO Facilitator at the beginning of the semester. Departments are expected to work on the courses listed in the 20% Workbook. The number of courses in the workbook will be equal to 20% of the number of courses offered that semester. This method helps departments’ focus on meaningfully closing the loop for courses that meet several criteria based on a request for additional information and a notice of enhanced monitoring based on our responses in our 2015 annual report.
Additionally, Chancellor’s Office and ACCJC define a ‘program’ as “any certificate or degree that the college awards.” Because of this, each program at LBCC must have an outcome and assessment method.
Coordinators expect Facilitators to disseminate this information and work with Point Faculty on each course and program listed in their 20% Workbook. Coordinators will meet with Facilitators in one-on-one ad hoc and group training activities throughout the semester. Facilitators will be evaluated on the extent to which they document their progress in the 20% Workbook and the number of possible achievements that are met in order to close the loop for their 20% courses and programs.
Because some departments have pre-established cycles of SLO assessment, they may be surprised to see some courses on their 20% that are not usually up for assessment. This is because the 20% Method may bring certain courses onto the 'front burners' for attention. If your department would like to continue your regularly scheduled assessment cycle, please continue to do so. We only ask that it be continued in addition to addressing/assessing the new 20% Courses.
Overview of Assessment Cycle (from Faculty perspective)
Ask your Facilitator to supply you with a TracDat Report that includes any number of courses and programs with SLOs, Assessment Methods, Results of Assessment, and prior Actions Taken. This can help start all faculty off with a shared understanding.
Proper assessment of Student Learning Outcomes should enhance the way we teach our students and refine how we plan for the future of our curriculum and programs. Assessment of SLOs should provide meaningful data that faculty can analyze and use to determine whether or not students are mastering critical course content.
Furthermore, faculty should be able to disaggregate SLO data to better understand how subpopulations of students are learning. This can better inform departmental planning and equity initiatives. Assessing SLOs should allow faculty to teach a course with outcomes while maintaining academic freedom. Learn more by accessing the 2015 ACCJC Revised Standards Question & Answer document.
In order to ensure the scope and validity of our SLOs and data, we must take specific steps. In this way, the multiple aspects of the Assessment Cycle will be properly carried out within the LBCC curriculum process.
You might wish to achieve any number of the following tasks that fall along the spectrum of the Assessment Cycle. Your best resources are your SLO Facilitator and SLO Coordinators.
Overview of Assessment Cycle (from Facilitator perspective)
As a faculty leader you will be interacting with peers and leaders in your department, division, and throughout the curriculum process. Your training will bolster your ability to assist faculty with questions and concerns. Ultimately, we hope that you expand your perspective on outcomes assessment and become more capable of guiding numerous faculty toward “closing the loop” in focused and efficient ways.
Utilize your SLO Facilitator site on the LBCC LMS to access key resources like your 20% Workbook, Training Documents, Forms, and Templates. The resources you find here will assist you in communicating with faculty and campus leadership. They will also allow you to submit the deliverables with which you are evaluated. For instance, you will be the only faculty member for your department with access to TracDat - therefore it is essential you are familiar with the processes that allow you to properly create, modify, and report results or action!
To further assist faculty in understanding what part TracDat has in collecting and updating assessment data you can request read only access to TracDat for faculty from the EARA I. Additionally, ask your Facilitator to supply you with a TracDat Report that includes any number of courses and programs with SLOs, Assessment Methods, Results of Assessment, and prior Actions Taken. This can help start all faculty off with a shared understanding.
Another essential component of your ability to empower your faculty peers will be consistently attending ad hoc and group training. Your knowledge of the procedures, forms, and accreditation requirements will take some stress off of your faculty peers and better allow them to focus on the creation and assessment of SLOs. Furthermore, you will be able to introduce time-saving techniques like assessing via the LMS, which allows your department the benefits of automating assessment while meeting key accreditation standards.
Overview of Assessment Cycle (from ASLO / Curriculum perspective)
The timely, appropriate, and meaningful assessment of Student Learning Outcomes is an integral component of the curriculum process at Long Beach City College. Facilitators and Assessment of Student Learning Outcomes Subcommittee (ASLO) members actively ensure that the creation, modification, and assessment of learning outcomes adheres to the 4005 Regulations and processes set forth by the California Community College Chancellor’s Office.
For instance, the ASLO Subcommittee is responsible for conducting a Technical Review of all new and modified SLOs and their corresponding assessment methods. Each month the members of ASLO evaluate the characteristics of SLOs and the viability of their assessment methods. This includes considerations related to Bloom’s Taxonomy and standards like disaggregation. ASLO members frequently communicate with the Course Evaluation and Associate Degree/General Education Subcommittees to ensure that curriculum processes operate in an efficient manner.
New and modified course and program SLOs are recommended for approval to the LBCC Committee on Curriculum and Instruction at the end of each month. With the approval of the Curriculum Committee, SLO Facilitators are then free to make changes in TracDat. These changes are then communicated to the Chancellor’s Office and added to the Course Outline of Record. Because of this high-level and widespread communication of SLOs and their assessment, ASLO and Curriculum play an integral role in training and empowering faculty at various points throughout the Assessment Cycle.