Types of Assessment Methods

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The faculty has a variety of tools to choose from when conducting an assessment in their courses. The most common types of assessment tools for course SLOs include exam/quiz questions, rubrics, and pre-test/post-test evaluations. These tools are recommended for use because the data they yield allow for reasonable dialogue to occur between faculty members to improve student learning within their courses. Faculty can access a library of assessment methods as a reference when creating their SLOs.

Course Assessment Methods

Methods of Assessment are the critical component of the Assessment Cycle. The creation of a viable assessment method is complementary to the creation of its outcome. Furthermore, without viable assessment methods faculty will not be capable of assessing students’ mastery of an outcome nor will faculty be able to call on robust data sets that inform integrated decisions, including resource allocation, and improvements across campus.

A course SLO methodology is defined as the means by which faculty assess course SLOs. It includes all faculty teaching a course; describes when the assessment will be administered, and how the department plans to disaggregate the assessment data. A viable assessment method will also include the percent of students enrolled in a course that faculty expects to reach a certain level of achievement.

Sample 1 Course SLO Assessment

RUBRIC, SKIL PERFORMANCE: Use a standard department rubric to determine students’ proficiency level. Students assessed should achieve an Expected Average Score of 75% on each assessment.

Sample 2 Course SLO Assessment

RUBRIC, ESSAY: Use a standard department rubric to determine students’ proficiency level. Assessed students should achieve an Expected Average Score of 75% on each assessment.

Program Assessment Methods  

Assessment Methods are a critical component of the Assessment Cycle. The 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 at least one outcome and assessment method.

The creation of a viable assessment method is complementary to the creation of its outcome. Departments are encouraged to utilize program assessment data to inform Department Planning, Program Review, and Hiring. Furthermore, without viable assessment methods faculty will not be capable of assessing students’ mastery of an outcome nor will faculty be able to call on robust data sets that “inform integrated decisions, including resource allocation, and improvements across campus” (2015-02 ACCJC Recommendations).

A program SLO methodology is defined as the means by which faculty assess program SLOs. It includes all faculty teaching in a program’s sequence of courses; describes when the assessment will be administered, and how the department plans to disaggregate the assessment data. A viable assessment method will also include the percent of students enrolled in a program’s courses, the sequence of courses, or capstone courses that you expect to reach a specified level of achievement.

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.

Sample 1 Program SLO Assessment

OUTSIDE AGENCY EXAM: Of the students who successfully complete all 5 courses within the LBCC Personal Training/Fitness Specialist certificate, 100% are expected to achieve a passing score on the National Academy of Sports Medicine (NASM) Certification Exam.

Sample 2 Program SLO Assessment

EXAM/QUIZ, COMPLETE: There will be a cumulative exam/quiz to be distributed to students in the program as they finish their final Library Technician class before earning the certificate. All majors enrolled in the Library Technician Program and in their final semester before earning the certificate will be assessed. 75% of the students who completed the cumulative exam/quiz will achieve the minimum standard. Students must answer at least 7 out of 10 questions correctly to meet the minimum standard.