LAKE TAHOE COMMUNITY
We are already assessing
We have templates to
make this process very
Putting what we already
know on paper!
Process driven from Accreditation
In 2005-2006 we were visited by the Accreditation Team and
were mandated to create Student Learning Outcomes for all
courses. Our Accreditation Self-Study started last year! This
year we are being visited by the Accreditation team! Time to
We finished creating these for ALL courses three years ago.
Now it’s time to assess these courses.
The assessment process is a multi-faceted process including
Mapping our Core Competencies to our Program SLOs
Mapping our Program SLOs to our Degree/Certificate SLOs
Mapping our Program SLOs to our course SLOs
Assessing our course SLOs
New software purchased
last year to keep track of
Will show the mapping our
CORE competencies to our
Outcomes to our class
We will be implementing
this software SLOWLY this
What does this mean for
oW E W I L L C O N T I N U E T O A S S E S S O U R C L A S S E S
WITH THE OLD TEMPLATES, SUBMITTING TO
oF A C U L T Y M E M B E R S W I L L B E A S K E D T O P I L O T
THIS SOFTWARE THIS YEAR.
oO U R G O A L : T O H A V E A D J U N C T S A N D / O R
DEPARTMENT CHAIRS ENTER THE ASSESSING
INFORMATION DIRECTLY INTO THE SOFTWARE.
oT H I S S O F T W A R E W I L L T R A C K O U R P R O G R E S S
AND STAGES OF THE ASSESSMENT PROCESS.
LTCC Core Competencies
What do we want every student to obtain from LTCC?
Students will communicate effectively, which means the ability to: read, write,
listen, & speak and/or converse.
Critical Thinking and Information Competency
Thinking critically is characterized by the ability to perform: analysis,
computation, research, and problem-solving.
Demonstrate a measurable understanding and appreciation of the world:
scientific complexities, social diversity and civics, and artistic variety.
Personal Responsibility and Professional Development
Self-management and self awareness, social and physical wellness, and
We have asked that each department submit an
Assessment Schedule, outlining what courses they
will assess each quarter.
Each department is responsible for submitting their
Be realistic and submit often!
Accreditation will look at these and check our progress.
Our goal is to have every class assessed (at least) once
in three-year period. (Fall 2008 - Spring 2011)
Thisdid not happen but we made significant progress.
Let’s keep it going.
How do we assess? Assessing guidelines:
Fill out the template with your SLOs. (See course outline)
SLO 1: Compose SLO 2: SLO 3: SLO 4:
one evidence- Communicate Participate in Recognize,
based paper and casual and differentiate,
and discuss the comprehend formal and produce
culture and target dialogues by statements and
peoples of a language at means of class questions with
Spanish- mid- activities and regular and
speaking elementary oral irregular verbs
country that level with presentations in present and
reflects appropriate that preterite tenses
information grammar and demonstrate and be able to
learned and vocabulary as recycled express future
personal presented in vocabulary, actions.
reflection. the list of topics grammar, and
for this course. phrases.
Approved methods of Assessing SLOs:
Input the approved methods into the template.
Take these directly off your Course Outline:
Approved Methods of Assessing SLOs:
Conversations and skits
Tests and quizzes
Written sentences in Spanish
Assessment tools appropriate for course level
Choosing method to assess outcome!
Choose your method that assesses each outcome. Choose from
the list on your template.
For example: I chose the Maya Web Lesson to assess SLO 1.
SLO 1: Compose one evidence-based paper and discuss the culture
and peoples of a Spanish-speaking country that reflects
information learned and personal reflection.
These methods of assessing SLOs can change every quarter you
teach the class.
SLO 1: Web Lesson: Los mayas
SLO 2: Class activity: Weather report
SLO 3: Final Oral Presentation
SLO 4: Final Exam
Complete the boxes for student understanding!
Fill in the areas for mastery, some understanding or no
understanding with the number of students that fall into
each respective category. Please DO NOT represent
students that did not complete the assessment.
SLO Mastery Some No
#1 25 (100%) 0 (0%) 0 (0%)
#2 20 5 0
#3 18 2 0
#4 17 6 6
Narrative for each SLO
Write a brief narrative describing EACH outcome of EACH SLO.
Please answer these questions in your narrative: Were you satisfied
with the outcome of this SLO? Why or why not? Do you have any
recommendations in the future to improve student learning for this outcome?
If not, what worked well? Anything else you want to add?
Example: SLO #4: This SLO was addressed with a written final
exam including short answer and essay portions. While the
majority of students performed at an above average level, I
would very much like to improve the performance of students
who performed at an average level. While we completed many
practice activities, most were oral language activities. I plan
to create more activities to prepare students to successfully
perform in writing. I plan to improve the quality of my review
sheet to better prepare students for the exam. I would also
like to include an in-class pre-test so that students have
practiced the material in writing and have an opportunity in
areas of weakness to focus their review for the exam.
If there are some budget recommendations tied to improving
your Student Learning Outcomes, write them in the designated
This will help us justify purchases in the future (even though
there is no money now).
SLO #1: The Mystery of the Maya DVD. $35.00
SLO #2: None
SLO #3: None
SLO #4: None
When are they due?
Due the Friday of the second week of the following
Submit to firstname.lastname@example.org
Email email@example.com if you have any questions or
call 541-46602, x255
All templates are available at
Remember, we SHOULD already be assessing
our classes. Let’s just put it on paper!