Student Outcomes Committee

National Institute for Learning Outcomes Assessment, Occasional Paper #10

National Institute for Learning Outcomes Assessment, Occasional Paper #4

LaGuardia Community College's nationally recognized institutional assessment process

Formally stating and assessing student learning outcomes (SLOs) is a new focus for California community colleges required by the 2002 Accreditation Standards. This paper, the first in a series, explores one aspect of this sea change across the state: the emergence of a new group of faculty leaders, Student Learning Outcomes and Assessment Coordinators. Responsible for guiding the SLO development and assessment efforts at their colleges, these faculty are charged with designing and implementing assessment processes for instruction, the library, and student services. In addition, they provide training for whatever assessment model the college adopts and they must organize and report assessment data for accreditation. As assessment leaders, they must balance the often differing concerns of faculty and administrators as well as deal with any college resistance. Student Learning Outcomes Coordinators act as agents of change on their campuses; not change for the sake of change, but change an

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Provides a good example of how to identify areas of improvement based on reported assessment data with an "Improvement Plan."

This article discusses 'for-profit' assessment services for higher education mostly in regard to data collection and management. Provides a list of some of these organizations.

Article discusses Kaplan University's implementation of a course-level assessment program in order to 'close the assessment loop'.

Article looks at rubric use among faculty, student perception and validity and reliability of rubrics.

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