Web viewMemo. To: Rebecca Eikey, Andy McCutcheon, Daylene Meuschke. From:Alicia LeValley....

MemoTo: Rebecca Eikey, Andy McCutcheon, Daylene Meuschke

From: Alicia LeValley

Date: 5/5/23

Re: Institutional Learning Outcomes (ILO) Assessment Survey: Spring 2015

At the request of the Institutional Learning Outcomes (ILO) Committee, the Office of Institutional Development and Technology conducted a survey to gather data from adjunct faculty, full-time faculty, division deans, the College Planning Team (CPT), Learning Resources, and Student Services in Spring 2015. Revised ILOs are being proposed in order to move towards a more meaningful, simplified institutional assessment process that is more inclusive, coherent, and manageable. The purpose of this survey was to assess the campus community’s understanding and opinions of the proposed ILOs for College of the Canyons.

Out of the possible 842 individuals who were invited to participate in the survey, completed surveys were received from 122 individuals (15 percent response rate).

Responses Invited to Participate Response Rate

Overall 122 844 15%Adjunct Faculty 64 595 11%Full-Time Faculty 37 179 21%College Planning Team 6 22 27%Division Deans 4 7 57%Learning Resources 6 8 75%Student Services 5 16 31%

Note: 15 individuals from the Associated Student Government were invited to participate. No responses were received.

1. Are you familiar with the proposed ILOs?

Overall, nearly half of the respondents are familiar with the proposed ILOs. The majority of full-time faculty respondents are familiar with the proposed ILOs while only

about one-quarter of the adjunct faculty respondents are familiar with them.

Familiar with Proposed ILOsOverall (n=122) 44% (n=54)

Adjunct Faculty (n=64) 28% (n=18)Full-Time Faculty (n=37) 65% (n=24)College Planning Team (n=6) -- (n=3)Division Deans (n=4) -- (n=4)Learning Resources (n=6) -- (n=4)Student Services (n=5) -- (n=1)

“--” indicates that percentages are not reported for sample sizes less than ten.

If you answered “no” to question 1, please skip to question 3.

2. Please indicate your satisfaction with the proposed ILOs.

Respondents indicating that they are familiar with the proposed ILOs were asked to indicate their satisfaction with them. Overall, the majority of respondents are “satisfied” or “very satisfied” with the proposed ILOs. About two-thirds of full-time faculty and adjunct faculty respondents are “satisfied” or “very

satisfied” with the proposed ILOs. No respondents indicated that they are “dissatisfied” or “very dissatisfied” with the proposed

ILOs.

Satisfied/Very Satisfied Neutral Dissatisfied/

Very DissatisfiedOverall (n=53) 68% (n=36) 32% (n=17) 0% (n=0)

Adjunct Faculty (n=18) 67% (n=12) 33% (n=6) 0% (n=0)

Full-Time Faculty (n=23) 61% (n=14) 39% (n=9) 0% (n=0)

College Planning Team (n=3) -- (n=3) -- (n=0) -- (n=0)

Division Deans (n=4) -- (n=3) -- (n=1) -- (n=0)

Learning Resources (n=4) -- (n=3) -- (n=1) -- (n=0)

Student Services (n=1) -- (n=1) -- (n=0) -- (n=0)“--” indicates that percentages are not reported for sample sizes less than ten.

3. Please indicate your level of agreement that the proposed ILOs reflect College of the Canyons.

Overall, the majority of respondents “agree” or “strongly agree” that the proposed ILOs reflect College of the Canyons.

The majority of full-time faculty and adjunct faculty respondents “agree” or “strongly agree” that the proposed ILOs reflect College of the Canyons.

Less than 15 percent of respondents indicated that they “disagree” or “strongly disagree” that the proposed ILOs reflect College of the Canyons.

Agree/Strongly Agree Neutral Disagree/

Strongly DisagreeOverall (n=111) 82% (n=91) 11% (n=12) 7% (n=8)







4. Are there any categories that you would consider renaming?

Overall, about twenty percent of the respondents indicated that there are categories that they would consider renaming.

Consider Renaming CategoriesOverall (n=108) 18% (n=19)

Adjunct Faculty (n=54) 15% (n=8)

Full-Time Faculty (n=33) 21% (n=7)

College Planning Team (n=6) -- (n=0)

Division Deans (n=4) -- (n=2)

Learning Resources (n=6) -- (n=2)

Student Services (n=5) -- (n=0)“--” indicates that percentages are not reported for sample sizes less than ten.


5. Please indicate which categories should be renamed and why.

Respondents indicating that there are categories that they would consider renaming were asked to indicate which categories should be renamed and why. Twenty respondents provided comments regarding which categories should be renamed and why. Twelve respondents indicated that ILO #3 – “Working with Others” should be renamed to include

“Collaboration” in the title. Six respondents indicated that ILO #6 – “Community Engagement” should be renamed to include

“Civic Engagement” in the title. Three respondents indicated that ILO #2 – “Critical Thinking” should be renamed. Three respondents indicated that ILO #5 – “Quantitative Literacy” should be renamed.

Collector Group Response

Adjunct Faculty

"Working with Others" is the oddball here. All the other categories are two word descriptors in an adjective-noun format. I recommend changing "Working with Others" to "Constructive Collaboration" or something of the sort in order to parallel the format of the other categories.

Adjunct Faculty #3 too general

Adjunct Faculty

1. Communication Proficiency2. Problem-Solving Literacy3. Collaboration CompetencyI would rename the above so all category names have parallel construction.

Adjunct Faculty

3. Working with Others - > CollaborationThis should be changed because collaboration has a different implication.4. Information Literacy & 5. Quantitative Literacy -> 21st Century Literacy (“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn.” – Alvin Toffler)This should include information literacy, quantitative literacy, technology literacy, and the ability to learn, unlearn, and relearn any new form of literacy.6. Community Engagement -> Civic Engagement or Civic Leadership or Civic Responsibility or Values-Based Community LeadershipThis should be renamed because it sounds awkward and engagement does not imply positive community outcomes.

Adjunct Faculty 3. Working with others: the title trivializes the importance of the objective.


Adjunct Faculty

I prefer the term civic engagement b/c it seems more academic in nature. By using "community" we've dumbed down the ILO. This did not happen re: Quantitative Literacy which is all about math and data. Also, there is a movement in our country to increase civic engagement. Overall, I know that they are the same thing. But, the use of the word civic also implies political involvement whereas community engagement does not. Perhaps Community and Civic Engagement would be best.

Adjunct FacultyThe rhetoric of "Working with Others" sounds a little like verbiage used in K-12. Perhaps, we could title it "Collaboration" as that sounds more appropriate for a college-level institution.

Full-Time Faculty#6. I see that as a specific interest area rather than a global focus of the campus. I would rather emphasize ethics and allow courses and activities in community engagement count on that area.

Full-Time Faculty 3. The title "Working with Others" could be replaced with something more articulate like "collaborative process" [etc.]

Full-Time Faculty 3. change "Working with Others" to "Collaboration/Teamwork Skills for the Work Place"

Full-Time Faculty Critical Thinking might be renamed to "Creative, Critical and Analytical Thinking".... This is more appropriate and more encompassing for both GE, transfer and major prep. Strongly recommend this as a reconsideration. Also, might consider a renaming of Community Engagement to "Community/Global Engagement or "Community/Global Consciousness and Responsibility" or some similar form.

Full-Time Faculty noneFull-Time Faculty Quantitative Literacy should be renamed. The title is easy to confuse with

Information Literacy. A possible title could be Applied Mathematically Reasoning or Thinking about numbers to draw a feasible conclusion (too long).

Full-Time Faculty Rename working with others to collaborationFull-Time Faculty Working with others

Division Deans #6 from Community Engagement to Civic Engagement. This term reflects a campus initiative already underway.

Division Deans I would include the term "Qualitative" with ILO #5.In addition, I would rename #6 to read "Civic and Community Engagement."

Learning Resources I prefer the term "Collaboration" rather than "Working with Others". I think it aligns better with the other 5 ILOs.

Learning ResourcesWorking With Others as a title seems more like how to play nicely with classmates rather than the tenor of the ILO itself which is more about collaborative constructs both academic and interpersonal.

Student Services Creative/Innovative Thinking

6. Are there areas that are missing in the proposed ILOs?

Overall, about 15 percent of the respondents indicated that there are areas missing in the proposed ILOs.

Consider Renaming CategoriesOverall (n=110) 13% (n=14)








7. Please indicate the areas that are missing.

Respondents indicating that there are areas missing in the proposed ILOs were asked to indicate the areas that are missing. Thirteen respondents provided comments regarding the areas that are missing in the proposed

ILOs. Four respondents indicated that “Creativity” should be included in the ILOs.


Adjunct Faculty

Creativity, the arts, and physical development are missing. They contribute to these goals in ways that science hasn't finished measuring. In addition, appreciation for diversity seems absent. PLEASE NOTE: a verb after "to" is missing from the first sentence in item 6.

Adjunct Faculty

I have to admit that I was confused by the first sentence of the Critical Thinking ILO. I initially though it included critical thinking and BEING creative. When I hear the word creative, I think of "artsy" - not thinking outside of the box to problem solve. Anyway, it made me realize that we do not have any ILOs that address the actual act of being creative, imaginative, artsy... This begs the question, do we in any way want our students to use creativity in their communication with others, presentations and community engagement? Is that part of being in college? If so, then we need to add an ILO. One other thing I noticed is that despite discussion re: teaching students the art of metacognition, there is nothing mentioned (that I saw) in the ILOs re: self-analysis, self-reflection and personal growth. This is somewhat applied in the Critical Thinking ILO, but one really has to look hard to see that it might be included. I think that we should add this piece to the Critical Thinking ILO.

Adjunct Faculty I would add an ILO about developing success strategies, such as knowing when to ask for help or how to take effective notes.

Adjunct Faculty Perhaps something related to creativity or appreciation of beauty. The humanities are underrepresented in the ILOs, so something related to original creation of artistic products or appreciation of such might be good. I know the Humanities are somewhat covered in the Effective Communication ILO, but this only briefly addresses reading as an important skill, and I think interpreting meaning in a variety of texts should be given more prominence.

Adjunct Faculty technology, independent learning, goal orientedAdjunct Faculty Writing skills/ability

Collector Group ResponseFull-Time Faculty appreciation for educationFull-Time Faculty Ethics, which I see as more universal than community engagement.Full-Time Faculty I'm not sure if these topics fit into ILOs? (might not be "over-arching"

enough to be included) 1. Time management/meeting deadlines/ability to multitask

Full-Time Faculty It is my professional opinion that spatial, or geospatial literacy is essential. People need to understand where they are in this world - basic N,S,E,W direction and knowing the most basic places on a world map. I still have students who mistake the Pacific Ocean with the Atlantic, Canada from Russia, etc. The wonderful advancement of GPS technology is enabling dependence upon a device and atrophying the capability of thinking spatially, knowing where countries are or where wars are being fought, or which direction on the freeway one is driving, etc. I had a student who went to Paris and couldn't find France on a map a few weeks afterward she returned. Can we add a Spatial Literacy Outcome? I'd prefer the term Geospatial, since surveying, construction, transportation, architectural rendering, GIS (Geographic Information Systems), satellite imagery, meteorology, climate and environment studies, energy development, geology, international business - these all require a critical ability to view the world in a spatial perspective - relative to another place. Future generations living in a globalized world need to have Geospatial literacy, more than ever.

Full-Time Faculty MetacognitionLearning Resources Identity development / self-discovery.Student Services Creative/Innovative Thinking

8. Do you currently participate in the assessment of course or program SLOs?

Overall, the majority of respondents indicated that they participate in the assessment of course or program SLOs.

One hundred percent of full-time faculty respondents indicated that they participate in the assessment of course or program SLOs and more than half of adjunct faculty respondents indicated that they participate in the assessment of course or program SLOs.

Participate in the Assessment of Course or Program SLOs

Overall (n=110) 72% (n=72)







If you answered “no” to question 8 you have completed the survey. Thank you.

9. Please indicate which of the following methods of assessment you use for course SLOs.

Respondents indicating that they currently participate in the assessment of course or program SLOs were asked to indicate which methods of assessment they use. Overall, nearly two-thirds of the respondents indicated that they use essay assessment and nearly

half use multiple choice assessment for assessing course SLOs. The majority of adjunct faculty indicated that they use essay assessment and one-third use

multiple choice assessment. Just over half of the full-time faculty respondents indicated that they use multiple choice

assessment and nearly two-thirds use essay assessment. Respondents indicating “other” methods of assessment that they utilize specified class

projects/portfolio and skills demonstrations (5 respondents, each), institutional data (4 respondents), pre- and post-tests (2 respondents), and problem solving (2 respondents). See below for a detailed list.

Multiple Choice Assessment

EssayAssessment Other

Overall (n=72) 46% (n=33) 60% (n=43) 38% (n=27)







“Other” methods of assessment:

Collector Group ResponseAdjunct Faculty Adapting existing written assignments to SLO gradingAdjunct Faculty assessment of class projectAdjunct Faculty coursework performanceAdjunct Faculty demonstration of skills (performing arts)Adjunct Faculty pre and post assessmentAdjunct Faculty Questions specific to the medical office.Adjunct Faculty speakingAdjunct Faculty Substantive Paragraphs

Full-Time Faculty 1. Science Project or formal lab report 2. Sorting and Diagraming Information

Full-Time Faculty Evaluation tool with rubric, which is linked to both course and program outcomes. Alumni and employer satisfaction data is also collected

Full-Time Faculty Health [Behavior] Journal and AnalysisFull-Time Faculty In some of my courses there is a specific paper tied to the SLOFull-Time Faculty Lab experiments, problem solvingFull-Time Faculty Open-ended calculation/critical thinking problemsFull-Time Faculty portfolio reviewFull-Time Faculty Problem solving, applied lab skillsFull-Time Faculty ProblemsFull-Time Faculty Project based learning, performance-based assessment, skills-demonstration

Collector Group ResponseFull-Time Faculty short answerFull-Time Faculty skills demonstration or project basedFull-Time Faculty skills demonstration, problem solving exam/assessmentFull-Time Faculty skills evaluation, service learningLearning Resources Pre-test/post-testLearning Resources College dataLearning Resources Surveys and IDT dataStudent Services % of goal metStudent Services Surveys, existing data

10. Please indicate why you chose your current assessment method for your course SLO.

Respondents indicating that they currently participate in the assessment of course or program SLOs were asked to indicate why they chose their current method of assessment for their course SLO. Fourteen respondents indicated that the assessment method they use was determined by their

department. Seven respondents indicated that they use their current assessment method because it is easy to

use. Four respondents indicated that they use their current assessment method because it is mandatory. Three respondents indicated that they use their current assessment method because they do not

want their students to be able to guess the answers using multiple choice. Two respondents indicated that they use their current assessment method because it best

addresses their SLOs.

Collector Group ResponseAdjunct Faculty A qualitative approach is the best for a social science.

Adjunct Faculty As a department, we have largely agreed this assessment method is working.

Adjunct Faculty Because I am told to!

Adjunct Faculty Because will assist the best and most effectively in evaluation of student learning in my courses

Adjunct Faculty Best fits with the course SLO.Adjunct Faculty Broad assessment capabilities without extra demands on students.

Adjunct Faculty Chosen by the English Department as relevant and applicable to the course, English 101, which is composition.

Adjunct Faculty Department evaluation of methods prior to assessment

Adjunct Faculty ESSAY FORMAT ALLOWS FOR QUALITATIVE EVALUATION OF THE STUDENT KNOWLEDGE OF THE MATERIAL

Adjunct Faculty have coordinated a method that myself and other instructor teaching the same class can both use to assess pre and post assessment

Adjunct Faculty I can assess a fine art student's progress best by examining his/her visual art.

Adjunct FacultyI chose multiple choice for my lab because it is more quantitative in nature but I chose essay for my lecture because it is more cultural in nature and each student would approach the SLO differently.

Adjunct Faculty I find it is the easiest method for the types of classes I teach

Adjunct Faculty I suppose it is the department norm and no one has ever suggested that we utilize a different assessment methodology.

Adjunct Faculty

I'm assessing multiple SLOs, so I didn't want the students to try to fit all SLOs into one essay. Also, because I teach English, some of the students' responses are subjective. I wanted to give them enough space to explain their reasoning rather than asking them to do a multiple choice test.

Adjunct Faculty Instructors created the current assessment

Collector Group ResponseAdjunct Faculty It was a joint decision made by our department.

Adjunct Faculty It's difficult to gauge understanding of the concepts with a simple tool, like a multiple-choice test.

Adjunct Faculty It's what the department has indicated as the chosen form of assessment.Adjunct Faculty most valid

Adjunct Faculty Multiple choice is objective and direct. Essays offer ways to assess creativity and communication skills.

Adjunct Faculty

my discipline's goal is to teach students to be able to consistently demonstrate practical application of their skills (performing arts); for some courses in my discipline, an essay clearly shows whether a student has learned to articulate their critical analysis of a performance they have [witnessed]

Adjunct Faculty quantitativeAdjunct Faculty Reflects current assignments

Adjunct Faculty Reflects the student's mastery of course skills using a fairly accurate method

Adjunct Faculty Removes guessing on the part of students.Adjunct Faculty That is the method that all the instructors were told to use.

Adjunct Faculty To assess if the student understands the broad scope of skills needed when working in a medical office; social, communication, cognitive and math.

Adjunct Faculty We've tried several different methods of evaluation. This is just the current strategy.

Adjunct FacultyWithout writing, the assessment in my field becomes narrowly focused on information. Writing is a synthetic skill demonstrating several dimensions of learning.

Adjunct Faculty Works well with my general pedagogy and timing wise fits nicely as part of the culmination of work in the class.

Full-Time Faculty Authentic assessment is essential to determining that students can actually demonstrate higher-order thinking skills and abilities.

Full-Time Faculty Balance between effective demonstration of skills by students and time required to grade assessments by faculty involved.

Full-Time Faculty Best suited for my subject matter

Full-Time Faculty Better way of assessing critical thinking, synthesis of ideas, communication skills, and ability to apply learning.

Full-Time Faculty Certification exams, state and national accrediting boards complianceFull-Time Faculty Consensus among department members.Full-Time Faculty Department requirementsFull-Time Faculty Departmental decisionFull-Time Faculty departmental decisions

Full-Time FacultyDifferent courses have appropriate assessments. It's important to use currently proven assessment methods rather than create a different assessment for the SLO.

Full-Time Faculty Easy to do

Full-Time Faculty Essay based assessment allows me to evaluate the quality of students' thoughts.

Full-Time Faculty Hopefully reflects our SLOs

Full-Time Faculty

I use more of authentic assessment because I believe it is a truer measure of learning. To be able to apply the concepts you are asking students to learn in a paper, is much more meaningful in my discipline, then to ask them to regurgitate meaningless information on a multiple choice exam. To me, it doesn't measure true learning.


Full-Time Faculty

In a lab environment, students are using equipment. The assessment needs to assess how well the student has mastered those skills. For written exams, we want to know how well the student can solve subject specific problems. This requires problem solving and calculating.

Full-Time Faculty

Indicates [student’s] mastery of the information covered in the course through their ability to successfully collect data about their current health behaviors and then analyze the potential effects of those behaviors in the both the short and long term.

Full-Time Faculty it is easy to administer, collect and grade. It is not intrusive and does not disrupt the flow of instruction or take a lot of the class time to complete

Full-Time Faculty It is effective

Full-Time Faculty

It is standard in the discipline and expected by our outside accrediting agency. That group expects to see all outcomes to flow from the program outcomes and learning strands. It also expects to see clear progression through the program in student performance.

Full-Time Faculty It works for the students and all the adjuncts. The consideration of time during finals has been important, also.

Full-Time Faculty meeting the needs of my accreditation organization. Feedback to students in more than one format

Full-Time Faculty Nature of courseFull-Time Faculty Primarily to avoid data based on guessing skills

Full-Time FacultySimple to incorporate across all sections by having common questions appear on the Final; gives clear image of student grasp of those key concepts

Full-Time FacultyThe assessment of course SLOs is determined by the department. The department agrees to use the same assessment for sections of a particular class.

Full-Time FacultyThe production and assembly of a portfolio is cumulative. It allows for skill assessment and requires the student to be self-critical as the creator and editor.

Full-Time Faculty We felt we could not capture the SLOs in a multiple choice exam. A real life situation would not be multiple choice.

Full-Time Faculty We were told to do soLearning Resources Because they address all areas of both our SLOs and mission statement.Learning Resources Easy & fastLearning Resources The method pre-dated my responsibility for AUOs. The method will be

reconsidered in the future.Learning Resources With our open entry / open exit [noncredit] course, we don't assess the students

with graded assignments. We need to use student surveys and institutional data to assess our learning outcomes.

Student Services It is the easiest way for A&R to develop and track SLOs.Student Services The ease of identifying results

11. Do you need additional training in how to create assessments?

Overall, about one-quarter of the respondents indicated that they need additional training in how to create assessments.

About one-third of full-time faculty respondents and about one-fifth of the adjunct faculty respondents indicated that they need additional training in how to create assessments.

Additional Training NeededOverall (n=72) 24% (n=17)







12. Do you need additional training in rubric development?

Overall, about one-third of the respondents indicated that they need additional training in rubric development.

One-third of adjunct faculty respondents and nearly half of the full-time faculty respondents indicated that they need additional training in rubric development.

Additional Training NeededOverall (n=72) 35% (n=25)







13. What difficulties have you encountered when assessing program level SLOs?

Forty respondents provided comments regarding the difficulties they have encountered when assessing program level SLOs.

Twenty-one respondents indicated that they have had no difficulties. Three respondents indicated that the assessment process is too time consuming.

Collector Group ResponseAdjunct Faculty Consistency across instructorsAdjunct Faculty Determining factors if poor performance.Adjunct Faculty Figuring out the format for reporting the SLO's

Adjunct Faculty

General agreement on what those SLOs should be, narrowing down a large body of knowledge from our field into a 2-3 primary points. I'm not convinced we are actually accurately evaluating student understanding better with SLOs than we are just from existing grades.

Adjunct Faculty Have not done assessment at the program level.Adjunct Faculty I haven't done this before.Adjunct Faculty I haven't participated in program level SLO assessments yetAdjunct Faculty Inconsistency with peers.Collector Group Response

Adjunct Faculty Level 2 ESL students sometimes do not have a high enough reading level and so do not do well in the multi choice reading comprehension questions.

Adjunct Faculty N/AAdjunct Faculty noneAdjunct Faculty noneAdjunct Faculty NoneAdjunct Faculty NoneAdjunct Faculty None at the momentAdjunct Faculty None at this point

Adjunct Faculty None because there are guidelines and samples provided by the course coordinator to understand criteria and its application.

Adjunct Faculty None.Adjunct Faculty Students will often guess as they know the material is not worth a grade

Adjunct Faculty

The assessments are not built into the course curriculum before the class begins, so there's often an awkward inclusion of an assessment at a potentially odd point in the semester. Also, finding a reading or article that can be used across the classes is challenging.

Full-Time Faculty We don't currently assess program level SLOsFull-Time Faculty At times, the assessments feel arbitrary.

Full-Time FacultyCurrently don't have a portfolio-based platform for students to keep track of their work and to reflect on that work so assessing their program level SLO achievement is very difficult. Hoping to solve that with new initiative.

Full-Time Faculty Entering data into curricunet, Updating data into curricunet.Full-Time Faculty Hard to get employment data.Full-Time Faculty I did not have any difficultiesFull-Time Faculty I feel that they are too broad in scope, watered down and easy to achieve.

Full-Time FacultyIn the past I have had more difficulty, but as our department in developing assignments to assess our SLO's, it is becoming more meaningful as well as it is giving us good information about our course SLO's

Full-Time Faculty Need training for rubrics.Full-Time Faculty No difficultiesFull-Time Faculty NoneFull-Time Faculty None

Full-Time Faculty None, but would be interested in hearing about different methods to make sure the current ones I am using are the most effective.

Full-Time Faculty Not muchFull-Time Faculty Significant amount of time involved in the process

Full-Time Faculty Students can be thrown off by taking a common final exam authored by someone different than their instructor with different wording used on the questions.

Full-Time Faculty The SLO's are so vague that it feels like the data are meaningless.Full-Time Faculty time towards development and input of scoresStudent Services No particular difficulties have happened. It can be tedious to keep up with.Student Services None

14. Please indicate which areas are challenging when it comes to assessing course or program SLOs.

Forty-three respondents provided comments regarding which areas are challenging when it comes to assessing course or program level SLOs.

Seven respondents indicated that they have had no challenging areas. Five respondents indicated that entering/uploading information into CurricuNet is a challenge. Four respondents indicated that the challenge is ensuring that the results are accurate.

Collector Group ResponseAdjunct Faculty Ability to analyze

Adjunct Faculty Assessing critical thinking can often be challenging and choosing a genre (essay, short answer, or something else) to create the assessment is also a challenge.


Adjunct FacultyComputer-based learning centers, like SAM and Connect Plus, allow students to copy from tutorials and paste into testing. Standardized testing is not as effective as when tested in class by the teacher.

Adjunct Faculty creating objective rubrics that are balanced and realistic

Adjunct Faculty Ensuring validity of achievement determination for each individual when using broad assessment method.

Adjunct Faculty Formatting/Reporting in an accurate mannerAdjunct Faculty Getting students to not see the assessment as another test!

Adjunct Faculty If the wording the SLO is both meaningful and quantifiable, then assessment becomes less challenging.

Adjunct Faculty Level 2 ESL students do not have a good grammar grasp and so it affects their writing and speaking test outcomes

Adjunct Faculty Managing the data gathered during assessment.Adjunct Faculty N/AAdjunct Faculty noneAdjunct Faculty NoneAdjunct Faculty Nothing yet.Adjunct Faculty simply being too wordy...Adjunct Faculty Students who do not complete the assignment due to absences

Adjunct FacultyThe manual nature of collecting all the data - even with improvement this semester of capturing in MyCanyons, I am still told to email qualitative feedback too. Get it to one place to capture all, the past practices have been clunky and a burden.

Adjunct Faculty

This process needs to be standardized and quickly. The process of trying to evaluate SLOs has been going on for years, through multiple mutations and methodologies. Teachers spend a lot of time learning a new process only to have it dumped and another one must be learned, over and over and over again. Nothing seems to be acceptable. If other schools have figured it out already, can we adopt their methodology so we can get back to spending out time teaching our students?

Adjunct Faculty Timing, meaning that the assessment always falls at the end of the semester concurrent with grading, etc.

Adjunct Faculty Understanding what is requiredAdjunct Faculty Validity and reliabilityFull-Time Faculty As mentioned, we are going to signature assignments.Full-Time Faculty asking instructors to take additional time away from the class to do separate SLO

assessments...we cannot use one of the assessments already used by instructors because the assignment needs to be the same across all sections and each instructor uses their own exams [etc.]

Full-Time Faculty Assessing is simple when the SLOs are weak.Full-Time Faculty Course SLO assessment sometimes targets topics that are not covered in detail

during the term. It's difficult to know whether the students did not assess well in the class, or just SLO-targeted topics in the course.

Full-Time Faculty Entering data into curricunet, Updating data into curricunet.Full-Time Faculty Entering the results into CurricuNeTFull-Time Faculty Finding that theses manifestations of learning outcomes actually do what is

intended, and wondering if there is even such a tool.Full-Time Faculty Having optional training is good.Full-Time Faculty lab classes are a bit more complicated, so we are moving away from essay or

multiple choice question to a formal end of the semester either project, or lab report to [assess] the lab SLOs

Full-Time Faculty Mostly the employment data. We track licensing actively.Full-Time Faculty NoneFull-Time Faculty NoneFull-Time Faculty Only challenge is reporting of SLO's because I only do that rarely via curricunet.Full-Time Faculty Really making sure your assessments are effective

Collector Group ResponseFull-Time Faculty See above.Full-Time Faculty Significant amount of time involved in the processFull-Time Faculty The SLO's are so vague that it feels like the data are meaningless.Full-Time Faculty Tracking all the information is difficult. Working with numerous adjunct faculty to

assess courses, collect information, and close the loop is difficult.Full-Time Faculty uploading the results is a pain.Learning Resources Although I write them into program review, responsibility for implementation and

assessment falls to another.Student Services Entering them into program review.Student Services Getting students to respond to surveys, etc.

Web viewMemo. To: Rebecca Eikey, Andy McCutcheon, Daylene Meuschke. From:Alicia LeValley....

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