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Table of Contents
The online Progress Reporting forms require a username and password for access. If you already have the optional CCSFMail -- Google email (example: email@example.com -- automatically provided to all students and available by request for all CCSF employees) -- then you already have your username and password and are good to go. Test access here: Submit Form
- If you can access the form, you're good to go!
- If you get to a log-in screen, you must log-in to your @mail.ccsf.edu account -- a @gmail.com account will not work.
- If you are already logged into another gmail account, you will need to switch accounts first. Log in to the @mail.ccsf.edu account, and you'll be logged on to both and can switch between them.
- If you do not ALREADY have the above username/password combo (no mail.ccsf.edu account), OR YOU NEED TO RESET YOUR PASSWORD, apply here:
Having trouble with your CCSFMail (@mail.ccsf.edu) account? Contact Ana Soto: firstname.lastname@example.org.
Still having trouble? Contact: email@example.com
What do you report on? These reports are Progress Reports. What has been done already? What is going to happen next? Reflect on completed tasks and future plans. If you haven't done work yet, report time is NOT the time to do it. Report only on what you did over a particular semester. Take what you still want to do and add it to your future plans.
Assessing a course? You can measure an outcome or two or all -- your choice. You can measure every semester or every year. Either way, it's probably best to complete all your assessments by the end of the semester in which the course is taught. However, the analysis of that assessment -- the collation, processing, and evaluation of data -- the robust discussion with multiple voices -- that should really happen the following semester. So that means that IF you assess every semester, at the end of each semester, you will report on how you assessed THIS semester and what data you reviewed or analyzed from a previous semester (if appropriate).
Assessment stages are like colored belts in karate. Your course, program, or service advances from one stage to the next higher stage, until reaching the highest level. Once a black belt, the highest stage, there’s no going backwards. You’re at that level from then on.
At CCSF our stages move up in number. Stage 1, the lowest, is where you could imagine a new course, program, or service starts – with defined outcomes. Stage 2 is reached when you are conducting the first assessment of the students or served constituents. Stage 3 is reached when the data from the first assessment are being analyzed and discussed with decisions being made about future steps. Stage 4 is reached when changes are implemented. If no changes are deemed to be required, then stage 4 is skipped. Stage 5 is when the course, program, or service is reassessed. If there were no changes made, the assessment is just a way to ensure the outcomes are still being achieved. If changes were made, the assessment checks whether or not the changes are making a positive difference. Once stage 5 is reached, the loop is closed, so to speak.
Outcomes-assessment has become a process of continual quality improvement (in short called CQI). The process, outcomes, assessments, and analysis can all be improved, but the stage 5 designation stays. (You keep your black belt.)
Why do we have these assessment stage designations at all? The accurate reporting of assessment stages are absolutely necessary for the SLO Coordinators to be able to quantify our progress to our accrediting organization. We were supposed to be at stage 2 or higher for all courses, programs, and services by Fall 2012. To achieve completely the SLO standards, we need to be at 5. So keep moving forward, and report accurately!
Review your own data and that of other courses in your department through your DEPARTMENT SLO WEBSITE.
Want to edit your form entries? Log in to your CCSFMail account (firstname.lastname@example.org), and search for the copy of your report. Follow the links within.
- Go to http://mail.google.com/a/mail.ccsf.edu
- Enter your username and password
- Find your original entry now stored in your email records.
- Click the edit link at the top of the page.
- *NOTE: You can edit these reports only if you checked "Send me a copy of my responses." at the end of your original submission. If there is no copy in your CCSFMail account, and you still want to edit your submission, you will need to resubmit the report again. The most recent submission for any given course is the one that appears online. This time check the box!
Course Coordinators are individuals who are responsible for gathering and summarizing efforts of all instructors of the same course, maintaining records on the course, and completing online reporting forms for a given course. Course Coordinators would also be responsible for getting together a group of instructors and coordinating SLO assessment for a particular course, including facilitating discussion of assessment data, outcomes, and improvement plans.
- If a course has only one instructor, regardless of the number of sections, that instructor is the course coordinator.
- If a course has multiple sections, instructors need to coordinate efforts for one submission. While there can be multiple course coordinators, the department dhair should designate one instructor who will be in charge of submitting the online reporting form.
- There are a number of different departmental models used for coordinating course SLO efforts. Follow the model that works best for you. Below you will find our recommendations and a few guidelines.
Course coordinator guidelines:
- Ensure that ALL instructors are assessing the same SLO(s) – 1, 2, 3, however many.
- Collect asssessment data from ALL instructors and facilitate discussion and analysis through face-to-face and/or email conversations. (Although all faculty do not have to be involved with the discussion/analysis, all should be invited, and it should be possible for all to contribute to the conversation at least through email.)
- You can choose to use a standard assessment tool in all course sections, or you can let every instructor use his or her own assessment methods as long as everyone is assessing the same SLO(s) and providing data in the same format for review across the course. In this case, you would need to also:
- Create a standard FORM that ALL instructors use to share their assessment methods, data, and observations.
- Develop a standard format for translating data/performance to share with the group. Example: all instructors provide results (numbers of students achieving at each level) for their own assessment of SLO#3 as follows:
|Proficient||Student has achieved the outcome (for a credit class, this would be similar to a grade of C or higher -- passing)||# of students at this level: X|
|Developing||Student is enroute to achieving the outcome, but hasn't done so yet -- there is, however, evidence of progress (for a credit class, this might be similar to a grade of D)||# of students at this level: Y|
|No evidence||There's no evidence this student is progressing towards achieving this outcome (for a credit class, this might be similar to an F)||# of students at this level: Z|
*(these same achievement levels are what we are using for ongoing ILO and GEO assessments)
** REMEMBER: the focus is on real data for valuable conversations. Though we all have benchmarks we want for outcome achievement by our students, the most useful part is discussing when and how students fail to meet them and what we can do. Keep the data honest and the conversations robust. CHALLENGING classes may very well have low outcome achievement numbers. Benchmarks might be lower in that case. The goal is to continue to find ways to address some of the challenges and help students find successful pathways.
Program Coordinators can follow a similar process to that above for course coordinators with multiple instructors -- requiring course coordinators to provide their data in bins that the Program Coordinator can share across courses.
If you assessed a class in Spring 2014 that satisfied an Area A (Critical Thinking and Communication) or Area E (Humanities) General Education requirement, please contribute your data as part of the college-wide collaborative assessment of these areas.
The workgroups that created rubrics and instructions for sample classes: