Assessing Student Learning in Higher Education
Introduction
Section 2
Background and Rationale for Assessment
Section 3
Student Learning Outcomes (SLOs)
Section 4
Assessment Tools and Data
Section 5
Course Assessment
Section
6
Program Assessment
Setting the Stage
Defining Programs
Program SLOs
General Education
Programs
Program Assessment Tools
Homegrown Program Assessment Tools
Program/Course Matrix
Program Review and Program Assessment
Sample Program Assessment Reports
Section
7
Closing the Loop
Section
8
Implementing Assessment Training on
Campus
Section
9
References & Resources
Definitions
Workbook
Using Materials from
this Website
Writing Program SLOs
Articulating the program goals, and coordinating the appropriate course SLOs, are important foundations in finalizing draft program SLOs. It is also important to consider external requirements or expectations after a program or course of study. This would include an analysis of: 1) the community or employer expectations, 2) professional standards and expectations, 3) alignment between course, program, and institutional outcomes, 4) student expectations and needs, and transfer institution expectations.
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Program SLOs |
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Community expectations |
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Program vision, mission, and goals |
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Parent institution mission vision and goals |
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Student needs and goals |
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Related professional expectations |
The goal is to explicitly state overarching outcomes that represent skills, knowledge, and abilities the students attain as a result of the program of study. This may include activities beyond course work. Once again the SLO checklist should be useful.
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Instructional
Programs |
Student Services
Programs |
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Name a specific course or program |
Name a specific program or service (e.g. counseling, financial aid, DSPS, Admissions and Records, International Studies, etc.)
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Are there any prerequisites for this course? |
This program must interface with what other key areas? |
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Does this course serve as a prerequisite for any other courses?
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Course Purpose |
Purpose, Mission, or Function that best describes this programs role in student learning:
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Is the General Education Program assessed as an institutional assessment or as a multi-disciplinary program? It depends upon the campus culture and organization.
Regardless of the organization, WASC requirements for General Education (GE) Programs are very explicit and it is important to review the implications of these standards
The next portion of this section involves GE assessment, if you are more interested in disciplinary programs, do not use the internal links within the GE page, simply move ahead to general program assessment.
Resources and Links
There are several examples of community college practices at The RP Center for Student Success Look at the way Santa Ana College worked GE SLOs through the nursing program and into individual courses.
Nichols & Nichols (1995) The Departmental Guide and Record Book for Student Learning Outcomes Assessment and Institutional Effectiveness
Word Document for Printing SLO Checklist
Janet Fulks
Assessing Student Learning in Community Colleges (2004), Bakersfield
College
jfulks@bakersfieldcollege.edu
07/11/2006