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The examples from SRJC courses and programs on this page show how faculty have used student learning outcomes assessment to confirm effective practices and to improve learning.
More examples are always welcome! If you have been involved in an SLO assessment for a course, certificate, major, or Student Services program, consider sharing your work and insights. Please contact Wanda Burzycki, SLO coordinator, to submit a narrative of your experiences along with your SLO assessment report.
The summaries of student learning outcome assessment reports below demonstrate how a wide variety of assessment tools were used to draw conclusions about student achievement towards the SLOs.
See also the Mapping Program Outcomes for Majors and Certificates
A comprehensive written report reveals students’ ability to analyze language and literacy development
Students write an in-depth report based on their transcription and analysis of a child’s storytelling session. Reports receive points based on a rubric of 4 areas: complete, clear, correct, comprehensive.
As a whole, students went beyond department expectations in meeting the criteria. Additional emphasis will be put on transcription skills and source documentation, but the department will continue to use this assignment as a tool for assessment of the above outcomes and will monitor student progress.
Full SLO Report: Child Development SLO Assessment (Word Doc)
The introduction of rubrics improves student focus and writing
To demonstrate their application of course concepts (as described in the above SLOs) students wrote about a specific work of Egyptian art. Samples of students were asked to do this at various times over two semesters to determine the degree to which a rubric would affect the level of achievement towards the outcomes.
When comparing results from the different samples, it became clear that the use of a rubric allowed students to write in a more focused and detailed manner and to appear to retain the material for longer periods of time. Instructors teaching this course now routinely give rubrics to the students and other members of the faculty have been encouraged to do the same. Specifics of the rubric will differ for each instructor, depending on teaching style.
Full SLO Report: Art History Project (PDF)
Analysis of assessment results leads to in-class changes to improve students’ conversion skills
A variety of assessment tools were used over two semesters across three sections. These included a pretest, interim quizzes, midterm exams, student surveys, Classroom Assessments, and the final exam.
Based on assessment results, it was decided to add three assignments to the CSKLS 100 curriculum in the first 8 weeks of the semester: two quizzes and a hands-on lab activity. The two quizzes involving the metric system and converting between the three systems of measurement were done in the classroom—this allowed instructors to better monitor students’ progress with conversions and provide additional practice options if necessary. The hands-on lab activity involving the conversion of liquid volumes between the household and metric systems took place in the lab. Subsequent assessment revealed that by the fourteenth week, students were succeeding not only in household-apothecary-metric conversion problems but also the application of conversions to dosage calculation. Ongoing assessment will inform instructors the degree to which changes have been effective and whether further changes are needed.
Full SLO Report: College Skills 100 Project (PDF)
Two departments collaborate and use assessment to support the health and safety of student athletes
All student athletes (277) were given a pre-test via Zoomerang regarding their knowledge of concussions. Students then participated in a PowerPoint presentation on concussion, watched an educational video prepared by the CDC, and received a handout on concussion from the CDC/NCAA. Finally, they initialed a Concussion Statement developed to further increase their understanding and responsibility in this area. They were then given a post-test on the material.
Results indicated that all the students learned important information about concussion, which directly impacts their ability to identify and recover from this serious injury. Upon discussion, faculty determined that the threshold for student performance on symptoms of concussion should be 100% – that is, all student athletes should know these facts. As result of these findings, the amount of “lecture” will be reduced and a game component will be added to increase student attention to and interaction with the content. Students will also be asked specific questions as part of the check-out process. and they will be reminded of the correct responses as needed.
Full SLO Report: DRD/KAD Assessment (Word Doc)
Students demonstrate problem-solving skills through program design assignment in Computer Studies course
Students evaluated the requirements and designed their own solutions to meet the requirements of a data list assignment. Considerable flexibility was built into the assignment so that there were many possible design solutions and students had to discover possible solutions and select and implement one that effectively met the project requirements. Success was evaluated by the effectiveness of the program design selected in meeting the project requirements.
Although results met department criteria for success, faculty suggested that more emphasis could be placed on exploring all possible solutions to solving a problem before selecting a design choice for a program. An activity with this emphasis will be included in the lab prior to the assignment, and the department will re-assess to determine if the added lab activity increased the success rate to 90% of students.
Student Affairs survey reveals value of student leadership programs
A survey using a 5-point Likert scale was given to students involved in clubs, student government, student activities and programs, the Student Ambassadors programs, and the Leadership in Communities class. Criteria for success was that at least 90% of respondents would either agree or strongly agree that leadership programs and trainings had improved their communication skills.
Survey results and many positive student comments reflect a very high degree (98%) of students’ improvement in communication skills, validating the value of student leadership programs. At the same time, other feedback has led the program to develop more activities and training to build stronger and better relationships between Student Affairs students and the professional staff. Assessment will follow.
Student projects on works relating to the Satan character reveal some discrepancies in analyzing fact versus fiction
Through two research projects—one on a work of art or fiction, and one on a work of non-fiction—students analyzed historical, geographical, social, and cultural contexts with reference to the classical sources for the character of Satan, and then critiqued how the Satan character functions socially, epistemologically, ontologically and morally. A comprehensive rubric was used to assess all components of the oral and/or written presentation of each project.
In general, students met the achievement criteria for the non-fiction project, but interestingly, fewer students met the criteria for the fiction project. The students seemed to be able to work with non-fiction material with greater facility, and apply the requisite analysis (comfortably meeting the stated criterion for success), while they had a harder time handling fiction. Since fiction is often much less direct, this was not all that surprising. Overall, the assessment project “a qualified success,” and the instructor will focus on the analysis of fiction for improving results in the future.