Image Spacer
Site Index | Phone Directory | Search
Long Beach City College Image Spacer
spacer
Site Navigation
Outcomes Assessment Home
About Assessment
What is Assessment
SLOs and Curriculum Protocols
Frequently Asked Questions
Forms to Submit SLO Changes/Updates
Submit Changes to SLOs/Methods
Submit SLO Results and Actions
How to Assess SLOs
Develop Course and Program SLOs
Develop Course Methods
Develop Program Methods
Collect Data
Analyze Results and Take Actions
Use TracDat
Create a Curriculum Map
Assess at the Institution Level
Assess SUOs
Examples of Assessment
Course and Program Level
Course and Program Review
Conduct Course or Program Review
Assessment Reports
Course and Program Level
Institution Level
ASLO Subcommittee
About Us
Meetings & Minutes
Subcommittee Members
Student Guide to Learning Outcomes
General Information
Course SLOs
Program SLOs
Internal Resources
Archive
Academic Senate
College Outcomes
Course Outlines
Curriculum Guides
Department Plan/Program Review
Faculty Professional Development
Institutional Effectiveness
TracDat Login
External Resources
Assessment Websites
Assessment Articles
 
 
Get Adobe Reader
spacer
Image SpacerAdmissionsCounselingDisabled Student ServicesEOPSFinancial Aid
Gray rule
spacer
spacer
Developing Program SLO Methodologies
Outcomes Assessment

   Assessment Loop

Program SLO Methodologies Defined

A program SLO methodology is defined as the means by which you assess your program SLOs. It includes the "who, what, when, and how" of the assessment, as well as the percent of students enrolled in a program's courses, sequence of courses, or capstone courses that you expect to reach a specified level of achievement.

Constructing a strong methodology to assess each program SLO is crucial in outcomes assessment. With a weak methodology, extracting meaningful results from the data to improve student learning in a program can be difficult, if not impossible. 

This web page is designed to assist you in creating a program level methodology that will bring about results which can accurately measure student learning.

Direct v. Indirect Assessment

For program level SLO assessment it is recommended that faculty use either direct assessment methods or a combination of direct and indirect assessment methods. Direct measures of assessment demonstrate that students have or have not learned expected knowledge, skills, and/or attitudes in a program. Direct assessment measures may include measures such as capstone course assignments, collective portfolios, or embedded questions on exams. Indirect measures include tools such as alumni surveys, employer surveys, student exit surveys or focus groups. Indirect tools measure perceptions of student learning and can provide valuable feedback on students' feelings about a program and perceptions of how much they have learned in their courses within a program. If indirect measures are used, they should be used as a supplement to direct measures. 

Each program should choose a combination of assessment measures that they believe will best assess their program SLOs. It is recommended that faculty who participate in the assessment of a program SLO agree upon a standardized assessment tool to use across the courses. This will provide faculty with a more reliable and valid data set. 

Recommended Types of Assessment Measures

It is recommended that faculty consider choosing a combination of the assessment tools described in the documents below when conducting their program level SLO assessment. These assessment tools are recommended because they allow reasonable dialogue to occur between faculty members to improve student learning in their programs. 

Direct Assessment Measures

Embedded Exam Questions
Standardized Tests
Rubrics
Portfolios and E-Portfolios
Capstone Course Project or Final Project

Indirect Assessment Measures

Surveys
Other Indirect Measures

 

 

 

 

 

 

 

 

 

 

 

spacer