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Learning Outcomes

About Outcomes Assessment

 

Academic AffairsAcademic Affairs

Academic Affairs Assessment

Assessment of learning outcomes in academic programs and programs.

Student ServicesAcademic Affairs

Student Services Assessment

Assessment of learning outcomes in student service areas.

Administrative ServicesAcademic Affairs

Administrative Service Assessment

Assessment of learning outcomes in administrative departments.

 

Course Learning Outcomes (CLO)

The official course outcomes live in Curricunet on the course outlines of record. Course learning outcomes are the specific knowledge, skills, abilities, and attitudes that students ascertain at the course level. Every course has CLOs. If your outcomes are missing or you have further questions, please contact your LOAC representative listed in the chart below.

Program Learning outcomes (PLO)

PLOs are the Knowledge, skills, abilities and attitudes that a student is expected to achieve by the end (or as a result) of his/her engagement in a given educational program. A program is a sequence of courses that leads to an objective, degree, or certificate.

Institutional learning outcomes (ILO)

ILOs are the general outcomes that a student who attends and completes a educational goal is expected to have upon leaving the college. There are seven ILOs and they are assessed in a couple of ways; directly and indirectly. The CLO and PLO associations with ILOs are direct measures of the attainment of ILOs. However, ILOs are also indirectly assessed through self-reported attainment surveys completed each academic year. The breadth and depth of experience and proficiency that any individual student may reach in each of these outcomes is, of course, dependent upon the student, his or her program or course of study, and his or her length of college attendance.

Communicate effectively using verbal, visual and written language with clarity and purpose in workplace, community and academic contexts.

Examples of when students have demonstrated mastery of this ILO include, but are not limited to

  • Reading effectively for many purposes including information gathering, appreciation, and analysis.
  • Writing clearly, concisely, and accurately in a variety of contexts and formats and for many audiences.
  • Speaking effectively in many different situations, involving diverse people and viewpoints.
  • Listening actively and analyzing the substance of others' comments.
  • Demonstrating effective visual literacy.

ILO1 Rubric

ILO 1 Reccomendations

2019 ILO 1 Report

Explore issues through various information sources; evaluate the credibility and significance of both the information and the source to arrive at a reasoned conclusion.

Examples of when students have demonstrated mastery of this ILO include, but are not limited to

  • Applying a variety of critical and creative strategies for solving complex problems.
  • Generating and exploring questions and arriving at reasoned conclusions.
  • Synthesizing ideas and information from various sources and media.
  • Evaluating the credibility and significance of sources and material used as support or evidence.
  • Identifying assumptions, discerning bias, and analyzing reasoning and methods.

2017 ILO 2 Report

Respectfully interact with individuals of diverse perspectives, beliefs and values being mindful of the limitation of your own cultural framework.

Examples of when students have demonstrated mastery of this ILO include, but are not limited to

  • Developing an awareness of one's own cultural framework and how it informs one's perspectives and experiences.
  • Recognizing the interdependence of societies that participate in or depend on world economies, political systems, and the planet's finite and fragile resources.
  • Acting with sensitivity, respect, and integrity in interactions with individuals and peoples of diverse perspectives, beliefs, and values.
  • Developing an awareness of the importance of civic and community participation.

 

 
  1. Information Literacy

Define what information is needed to solve a real-life issue and locate, access, evaluate and manage the information.

Examples of when students have demonstrated mastery of this ILO include, but are not limited to

  • Determining the nature and extent of information needed.
  • Locating, accessing, managing, and evaluating information from multiple sources.
  • Using information ethically and legally.
  1. Technology Literacy

Proficiency in a technology and the ability to choose the appropriate tools.

Examples of when students have demonstrated mastery of this ILO includes, but is not limited to:

  • Using technology and the ability to choose the appropriate tools.
  • Selecting and using technology appropriate for the task.
  • Understanding the implications of technology in society.

2015 ILO 4 Report

 

Use mathematical concepts and models to analyze and solve real life issues or problems.

Examples of when students have demonstrated mastery of this ILO include, but are not limited to

  • Performing calculations accurately.
  • Interpreting mathematical models such as formulas, graphs and tables.
  • Applying mathematical concepts to solve problems.

Creating and analyzing mathematical models of real-world situations

2018 ILO 5 Report

 

Use scientific knowledge and methodologies to assess potential solutions to real-life challenges.

Examples of when students have demonstrated mastery of this ILO include, but are not limited to

  • Demonstrating a science-based understanding of the natural world.
  • Applying scientific concepts and models to solve complex problems within the natural world.
  • Describing and demonstrating the use of the scientific method.
  • Demonstrating science-based knowledge in daily life situations.

ILO 6 Reccomendations

 

Take the initiative and responsibility to assess your own actions with regard to physical wellness, learning opportunities, career planning, creative contribution to the community and ethical integrity in the home, workplace and community.

Examples of when students have demonstrated mastery of this ILO include, but are not limited to

  • Demonstrating an understanding of ethical issues and the ability to make ethical decisions in complex situations.
  • Acquiring knowledge and exercising choices that enhance wellness.
  • Developing responsibility for one's own actions and participating actively in pluralistic society.
  • Producing and/or responding to artistic or creative expressions.
  • Participating effectively in teams, provide leadership, make decisions, and seek consensus when appropriate.
  • Valuing and applying lifelong learning skills for personal and professional growth.
  • Valuing one's personal role in sustaining the ecosystem.
  • Developing career goals and plans to accomplish them.

ILO 7 Final Report

assessment of slos

Assessment Cycle

At Allan Hancock, outcomes assessment has four parts:

1. Review and plan- Beginning the assessment cycle, assessors examine past recommendations and then make plans for the next assessment cycle.

2. Assess, score, and save- Assessments are done in courses and data is collected. The data is then sent to the Institutional Effectiveness office to be aggregated, analyzed, and posted to the assessment cycle dashboard.

3. Analyze- Data is aggregated, analyzed and posted. The data is disaggregated based on programs, courses, and learning outcomes. They are analyzed next to the institutional benchmark.

4. Discuss, dialogue, and document- The key part of assessment, dialogue and discussion must take place between faculty to create meaningful improvement to programs and courses to best serve students.

how to revise learning outcomes

The How to Revise or Change a SLO flow chart addresses how to create new outcomes (all levels: CSLOs, PSLOs and ILOs) and revise current outcomes. The process was shared with Student Learning and Student Services Councils and Academic Senate and approved by College Council in June 2014.

Learning outcomes assessment committees (LOAC)

loac-aa COMMITTEE functions

  1. Assist departments to develop strategies to implement assessment cycle at the course, program, and institutional levels.
  2. Oversee the assessment of the institutional learning outcomes (ILOs).
  3. Monitor and maintain the institutional assessment plan to link the assessment cycle to the college’s planning processes.
  4. Provide training for faculty and staff on all parts of the assessment cycle.
  5. Work with program review participants to implement improvement plans related to assessment.
  6. Develop and recommend assessment cycle timelines.
  7. Recommend to the Program Review Committee updates to course and program assessment forms and timelines as needed.

LOAC-AA Reports to: Student Learning Council

LOAC-SS Committee Functions

  1. Assist departments in the development, implementation, and assessment of student learning outcomes at the course and program levels for student services.
  2. Provide input and feedback in the assessment of institutional learning outcomes (ILOs).
  3. SLO liaisons will report on SLO assessment progress in their departments.
  4. Provide and oversee training for faculty and staff on assessment of learning outcomes.
  5. Work with program review participants to implement objectives related to assessment.

LOAC-AA Members

Liz West SLO Coordinator, Academic Affairs ext. 3279
Ken George Public Safety ext. 3815
Christopher Straub Social & Behavioral Sciences ext. 3524
Mayra Morales/Juanita Tuan SLO Co-Coordinator, Student Services ext. 3336/3646
Ron Lovell Applied Behavioral Sciences ext. 3823
Carmen Montanez-Rodriguez Business ext. 3794
Amiko Matsuo Fine Arts ext. 3351
Kathy Headtke Library ext. 5474
Scia Maumausolo Kinesiology, Recreation & Athletics ext. 3877
Saad Sadig Industrial Technology ext. 3488
Julia Raybould-Rodgers English ext. 3780
Jennifer Schroeder Languages & Communication ext. 3497
Vacant Life & Physical Sciences ext.
Jill Cralley Health Sciences ext. 3545
Derek Mitchem Mathematics & Engineering ext. 3563

Invitees/Non-Voting

Rebecca Andres VPAA Designee ext. 3246
Bob Curry Vice President, Academic Affairs ext. 3247
Paul Murphy Vice President, Institutional Effectiveness ext. 3755
Nohemy Ornelas Vice President, Student Services ext. 3659
Vacant Faculty Designee, Academic Senate ext. 
Larray Manalo AP&P Designee ext. 3560
Steven Butler Research and Planning Analyst ext. 3824
Jeff Stein Part-time Faculty Rep ext. 2915
Mary Patrick Dean, Academic Affairs ext. 3475
Vacant Dean, Academic Affairs ext. 3537
Margaret Lau Dean, Academic Affairs ext. 3261
Sofia Ramirez-Gelpi Dean, Academic Affairs ext. 3325
Mary Dominguez Dean, Student Services ext. 3657
Rick Rantz Dean, Extended Campus ext. 5203

LOAC-SS Members

Alex de Jounge Student Health Services ext. 3212
Liz West SLO Coordinator, Academic Affairs ext. 3279
Sharon Alldredge Testing ext. 3365
Petra Gomez TRIO/CAN ext. 3914
David Hernandez Career Job Placement ext. 3707
Raul Aldama Financial Aid ext. 5251
Greg DeLeon Financial Aid ext. 3604
Marian Quaid Maltagliati Admissions & Records ext. 3323
Mayra Morales SLO Co-Coordinator/Noncredit ext. 3641
Lisa Marsalek Learning Assistance Program ext. 3506
Julie Vasques Counseling ext. 3366
Diana Perez Cal-SOAP ext. 3654
Stephanie Robb Student Activities ext. 3734
Juanita Tuan SLO Co-Coordinator/EOPS/CARE ext. 3646
Josie Cabanas Admissions & Records ext. 3266
Lucerito Salgado Noncredit ext. 3745
Ashley Brackett University Transfer Center ext. 3549
Kiri Villa EOPS/CARE ext. 3644
Edwin Hodges CalWORKs ext. 3868

Invitees/Non-Voting

Steven Butler Research and Planning Analyst ext. 3824