The central mission of Cabrillo College is its commitment to student learning.  We recognize that learning requires more than memorizing facts or figures; it demands that students utilize their command of those facts and figures to solve problems, demonstrate skills and think critically about what they have learned.  In the same way, Cabrillo’s faculty and staff recognize that measuring student learning is more than identifying patterns in course completion rates and GPAs; we are committed to thinking critically about how students learn and how each component of the college contributes to the learning process.  We have developed assessment procedures for every sector based on two philosophical points:

1. Although we may not have used the language of assessment before, most areas of the college have always undertaken some form of evaluation.  We have now formalized that evaluation process through our new assessment methods, using what has always been done and building upon it.  Each area of the campus now has a formal on-going self-reflective cycle of evaluation that is tied to either Instructional Planning or Departmental Review.  This cycle examines how the department or campus office contributes to student learning, evaluates that contribution and overall services and details plans for improvement.       
2. These new assessment processes feature dialogue as a major component of the evaluation cycle.  It’s not enough to undertake measurements of effectiveness and leave it at that.  The key to improving that effectiveness arises from talking about the results.  We ask that everyone in a department or office participate in this process, regardless of rank or tenure.

In addition, the development of assessment processes at Cabrillo has been guided by the following principles:

1. Some portions of the campus community directly assist students to master learning while others indirectly help by making the campus a place where learning can occur.  Indirect sectors participate in campus assessment activities by evaluating their services and asking the campus community for feedback on how they are doing and how they can improve.
2. Assessment Plans are developed by the personnel in specific sectors; assessment results are evaluated by those same sectors.
3. It’s the faculty’s responsibility to create assessment methods and evaluation processes for courses, programs, certificates and degrees.  Cabrillo’s Faculty Senate has led this effort.
4. Whenever possible, the KISS method (Keep It Simple Sweetheart) has been used to develop assessment methods and plans.
5. Assessment can be quantitative or qualitative.
6. Assessment results are reviewed by the campus SLO Assessment Review Committee, which archives results and looks for issues that can benefit from a campus-wide dialogue.

Finally, we recognize that assessment is NOT:

• An end in itself or busy work that has no relation to teaching and learning.
• A means to evaluate individual faculty or staff.
• A way to impinge on academic freedom.
• A solution to every problem on campus or an answer to all questions about students and learning.
• A method to reorganize the campus.