Course Level Assessment Method
Assessment Method
The method used to assess basic skills and transfer course SLOs is the same as the one to assess Cabrillo's four college competencies. Occupational programs create a course level SLO assessment method when they design the overall assessment plan for their programs. Depending on the needs of the program, it may differ from the basic skills and transfer method, although many occupational programs are finding this course embedded method useful.
Schedule of Assessment
Course SLOs are assessed after a department has completed its first round of Instructional Planning when those SLOs are written and, if an occupational program, assessment plans are made. Once a department has successfully completed this initiation into assessment, the department begins assessment following the schedule suggested in the Revolving Wheel for transfer or for occupational programs. In general, course SLOs are assessed during the first two years of a department's Instructional Planning cycle.
The method used to assess basic skills and transfer course SLOs is the same as the one to assess Cabrillo's four college competencies. Occupational programs create a course level SLO assessment method when they design the overall assessment plan for their programs. Depending on the needs of the program, it may differ from the basic skills and transfer method, although many occupational programs are finding this course embedded method useful.
Extensive details about this process can be found in the Instructional Planning Workbook on this web site. Based on an assessment model described in Effective Grading by Walvoord and Anderson, it asks faculty to a sample course assignments and analyze them. In general, faculty:
- Choose one major assignment that measures a specific course SLO.
- Assess the assignment using a rubric that articulates specific standards and criteria.
- If the assignment is a major exam, faculty instead look at specific groups of questions that address the SLO.
- Faculty evaluate the results of the students’ assessments, note what student needs and issues were revealed and how the assignment or teaching activities could be altered to improve student learning. The results of this analysis may be recorded on the Individual Faculty Assessment Analysis form (optional).
- Faculty dialogue about their results in department meetings, sharing their assignments, their evaluation of the results and their ideas for improvement, including what assistance the college could provide to improve student learning.
- Program chairs record the issues and suggestions that arise during the discussion on an Assessment Analysis form. In keeping with the Cabrillo's assessment philosophy that assessment is not "a means to evaluate individual faculty or staff," no individual instructor's name or results are recorded on the form. Instead the overall departmental results are summarized and its plans to improve teaching and learning are the main focus. These plans then form the basis for any funding requests and are attached to the department’s Instructional Plan and, after review by the Council for Instructional Planning, are forwarded to the SLO Assessment Review Committee.
Schedule of Assessment
Course SLOs are assessed after a department has completed its first round of Instructional Planning when those SLOs are written and, if an occupational program, assessment plans are made. Once a department has successfully completed this initiation into assessment, the department begins assessment following the schedule suggested in the Revolving Wheel for transfer or for occupational programs. In general, course SLOs are assessed during the first two years of a department's Instructional Planning cycle.